Point out to students that this is why we’ll break up the dividend in the following way (again keeping the divisor at the beginning): 9Įxplain that afterward, we’ll simply perform the steps we already implemented above, that is, we’ll divide each of these numbers by the divisor and add up the partial quotients in order to get the final quotient. So we’ll try to look for a number that we can easily divide by 9, which in this case is 72, as most students already know that 9 x 8 = 72 by heart. Why? Because while 900 may not be difficult to divide by the divisor, 70 is not easily divided by 9. Ask students if it would be wise to break 972 into 900 + 70 + 2? If the students get the gist of the main principle of how the area model works, they should be able to reply ‘no’. For instance, let’s say we want to find the quotient of 972 ÷ 9. Highlight that the general rule to remember is that we try to break it up to pieces that would be easy to divide by the divisor. Make sure to point out to students that the way we break up a dividend varies from case to case. Why We Don’t Always Break Up Dividends This Much… In other words:īy applying these simple steps of breaking up the dividend, we found out that 268 ÷ 2 = 134. Next, perform the division of each of these numbers by two:įinally, point out that the only thing left to do is simply add up all of these partial quotients so as to get the quotient of 268 2. That is, it’s easier to do the mental math of dividing 200 by 2 or 8 by 2 than dividing 268 by two. Since we know that 268 = 200 + 60 + 8, we can present it in the following way in the rectangle: 2Įxplain that we’re doing this so that we end up with smaller areas that are easier to divide by two. We’ll also keep the divisor at the very beginning to the left. Point out that we’ll divide the rectangular area into smaller parts and break up the dividend based on its place values. You can explain to students that using the area model to solve this division problem requires drawing a rectangular area. Start by saying that you want to find the quotient or the answer to a particular division problem, such as: How to Perform Area Model Division (4th Grade)Īfter the brief review of place value concepts, you can proceed with teaching the steps of doing area model division to fourth graders. You may also want to check out our article on place value. You can introduce a brief activity by asking students to find the place value of each digit in a given number, such as finding the place value of 2, 3, 5, and 9 in 2,359. So make sure to review their place value understanding and identify any students that are still struggling with it. Students need to have a solid understanding of place value to be able to use the area model for division. How to Teach Area Model Division (4th Grade) Review Place Value In the end, to find out what the quotient is, we’ll simply add up the smaller boxes. More specifically, by applying this model, we break the rectangle into smaller boxes with the help of number bonds to make the division easier. You can start your lesson by explaining that the area model division is simply a model that looks like a rectangular diagram that we use in mathematics to divide numbers. So if you’re wondering how to teach area model division to your 4th-grade students, we’ve complied several tips that will get you through! What Is Area Model Division (4th Grade)? Luckily, there’s the area model division (4th grade) to the rescue! Also referred to as the Box Method, this is a great method for children to become fluent in long division. Learning long-division can be challenging for fourth graders.
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