**DOUBLE DIGIT DIVISION
**

a.

__Intro. to Double Digit Division (on The Change Game)__

**Materials**:

…golden bead materials and numeral cards

…ribbons: green, blue, (also red for later)

**Presentation**:

The teacher prepares the numeral cards and asks a child to bring the corresponding quantity. Now I would like to distribute this quantity among twelve children. Twelve children are called, but this creates such confusion. How can we solve this problem? Twelve is made up of ten and two units. Two children can represent the two units and can be given green ribbons. These ten children must choose one who will represent ten. What color ribbon do we give the representative?

Now we are ready to distribute this quantity. If we give one thousand to the child who represents ten children, what will each of the other children get? 100 (because 1000 is 10 hundreds) also each of these children receives 100another thousand for the group of ten, another hundred for this one, and another hundred for this one. This continues, making all of the necessary changes, until all has been distributed (perhaps leaving a remainder)

What is our result? The result is what one unit receives. This child who represents ten children has enough on his tray so that each of these ten children will receive what one child received. (This quantity may be distributed if necessary.)

**Control of error**: The quantity may be added together again, making the necessary changes to form the original number.

**Age**: 6-7

**Aim**: to learn the concept of two-digit division: that if the ten receives a certain quantity, the unit receives 1/10 of that quantity.

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**DOUBLE DIGIT DIVISION
**

b.

__Double Digit Division on The Stamp Game__

**Materials**: stamp game work cards

**Presentation**:

The first quantity for this problem is formed with the stamps and placed in little dishes. We need to divide this among twelve. This blue skittle can be used to represent 10, and these green skittles will represent the two units. Now we must give out this quantity. One thousand is given to the ten, so how much does each unit receive? 100. The child distributes and changes as necessary, ‘one hundred to the ten, ten to the units, another hundred to the tenand so on.’ What did one receive? The child records the problem in his notebook.

**Control of error**: The quantity may combine the quantities distributed, count them, change them, to obtain the original number.

**Age**: 6-7

**Aim**: to practice two-digit division

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**TRIPLE DIGIT DIVISION
**

a.

__Intro. to Triple Digit Division (on The Change Game)__

**Materials**:

…golden bead materials and numeral cards

…ribbons: green, blue, (also red for later)

**Presentation**:

Given a division problem, the child can see that it would be impractical to distribute one by one to over a hundred people. The child representing 100 wears a red ribbon. When red (100) receives 1000, blue (ten) will receive 100, and units (green) will receive 10.

**Control of error**: The quantity may be added together again, making the necessary changes to form the original number.

**Age**: 6-7

**Aim**: to learn the concept of three-digit division.

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**TRIPLE DIGIT DIVISION
**

b.

__Triple Digit Division on The Stamp Game__

As in the previous presentation, skittles are used. Here one red skittle represents 100.

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