Solving Division and Multiplication in the Classroom
Yolanda Carter
Walden University
Dr. Mary Robinson
MATH 6663

2
Supporting Division and Multiplication in the Classroom
Part 1:Solving Division Problems
Division is splitting objects into equal groups.
Division is the opposite of multiplication
and it requires that the students have a basic understanding of place value.
Students tend to have
a hard time understanding division for young students.
The Common Core Standards, 2010) suggests that the division algorithm with one-digit
divisor is developed in fourth grade and should provide the basis for extension of two-digit
divisors in fifth grade” (Van de Walle, Karp & Bay-Williams, 2016, p. 288).
When teachers are
beginning to teach students the process of solving division problems, there are various methods
such as the scaffolding method and the standard long division algorithm, that the students can
learn to help solve various problems.
Teachers can teach the students how to use division as an unknown group size.
The
unknown group size has to deal with the “area of a rectangle is equal to its length times its
width” (Laureate Education, 2013). The teachers can also show the students how to solve
division problems using the unknown side length method.
These two methods are similar in that
they both are given the area of the rectangle and have one side or length to figure out with the
other side being given.
The difference between the unknown group size and the unknown side
length is that the unknown group size is dividing the groups equally.
When “teachers introduce the scaffolding method, they also introduce the long division to
use it as a stepping-stone to the standard long division algorithm” (Beckmann, 2018, p. 242).
Scaffolding method is also called the “flexible method and can be used to write the steps of the
standard algorithm” Beckman, 2018, p. 240).
The Standard Long Division Algorithm focuses on
“several elements; how to break numbers apart by place value, how to work with a number part”
(Beckmann, 2018, p. 242).
These two methods are very similar to each other.
The Scaffolding

3
Supporting Division and Multiplication in the Classroom
method and the Long Division Algorithm breaks the numbers into chunks so that it is easier for
the students to solve the problem.
Another way that Scaffolding method and Standard Long
Division is similar is that both methods require the students to place the number that they are
dividing underneath the division bar with the number you are dividing it by to the left of the
division bar. Also, both methods can be used by the students to solve real-word problems.