Do you teach the long division algorithm only to find students don't know what division really is? Do they have trouble understanding when to divide in word problems? They may need practice in the act of actually physically dividing a large amount into smaller, equal groups.

This product uses tens instead of ones in division problems to ensure that the kids follow procedure instead of relying on their knowledge of turn around facts. This activity worked well for me during a unit on estimating, before actually teaching the full long division algorithm.

You will need:
► Play money. For the 6 cards, you will need about 150 ten dollar bills. You could also do this activity with tens rods or tens place value discs that come with Math in Focus. I feature ten dollar bills since I believe students can relate to real world applications of division with money.
► 40 small containers. I use small trays, but you can use paper plates, cups, or even half sheets of paper to represent an area to place the bills.

Preparation:
► Cut each page in half to create separate cards. The two halves of the first page (the sample card with directions) should be attached by staple, or laminated front to back.
► Laminate all the cards (optional).
► Model the process as outlined on the Sample Card. When dividing up the $110, distribute them as if you are dealing cards.
► Model writing the answer to the problem above the answer. You might want to encourage children to write "About $30."


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