**UNIT DIVISION BOARD**

**Purpose***:*

To make the child familiar with the ways in which numbers may be divided.

To show that not every number is evenly divisible and some only by a few numbers.

To show the relationship between multiplication and division.

**Materials***:
*The Unit Division Board.

9 green skittles.

81 green beads in a jar.

Castor or a cup.

Red and lead pencils.

Multiplication Bead Board for Exercise 2.

**Control***:*

The teacher.

**Age***:*

5.5 – 6.5 years

**Presentation:**** **

Individual exercise.

At a table examine the board, note the numbers along the top and the side.

Skittles will again represent the divisor.

Choose a dividend – one which is evenly divisible by 9, ie. 45.

Invite the child to count out the appropriate number of beads into the castor.

State that we always begin with a divisor of 9.

Set out 9 skittles across the top of the board.

Write the equation, ie. 45 _: 9 =.

Share out the beads, moving from left to right, placing an equal amount of beads under each skittle.

Record the answer which is what one unit receives.

Note: underline the equation in red if it divides out evenly.

Remove one skittle (divisor is now 8) and redistribute the extra beads under the remaining skittles.

Those beads which will not share out evenly are placed into the castor and represent the remainder.

**Note:** The remainder cannot be as large or larger than the divisor.

Record the equation.

Repeat the process until the quotient is 9.

The quotient can be 9 or less -no larger than 9 – due to the limitations of the board (only 9 spaces under each skittle).

Then remove one bead from the dividend replacing it into the castor and begin again starting with a divisor of 9.

Continue until the child is able to take over for himself.

**Exercise:**

As in the presentation, the child explores with dividends up to and including 81. The child may compile a chart of all the equations underlined in red to show those numbers which are evenly divisible.

**EXERCISE 2**:

Bring both the unit division and the multiplication bead board to the table.

Write an equation, ie. 7 x 3 =.

The child uses the multiplication board to find the answer.

Write the corresponding division equation, ie. 21÷7 =.

The child uses the unit division board to find the answer.

Compare the results with the child to show what you build in multiplication, you take apart in division (division is the inverse process of multiplication).

Explore with a few more examples.