Division is a mathematical operation that is the opposite of multiplication. It is used to split a number into equal groups or to find out how many times one number can be subtracted from another number.

**Dividend:**The number that is being divided.**Divisor:**The number by which the dividend is being divided.**Quotient:**The result of the division.**Remainder:**The amount left over when the dividend cannot be divided evenly by the divisor.

There are a few different ways to write division:

**÷:**This symbol is called the division sign.**/:**A forward slash is also used to represent division.

Let's say we want to divide 12 by 3. Here's how we do it:

12 | ÷ | 3 | = | 4 |

In this example, 12 is the dividend, 3 is the divisor, and 4 is the quotient. This means that 12 divided by 3 equals 4.

Sometimes, the division doesn't come out evenly. For example, if we divide 13 by 5, we get:

13 | ÷ | 5 | = | 2 with a remainder of 3 |

In this example, 13 divided by 5 equals 2 with a remainder of 3. This means that 5 goes into 13 two times with 3 left over.

There are different strategies to help with division, such as:

**Repeated Subtraction:**Subtract the divisor from the dividend repeatedly until you cannot subtract anymore. The number of times you subtracted is the quotient.**Number Line:**Use a number line to help visualize the division process.**Arrays:**Use visual arrays to represent the division problem.

Here are some steps to remember when doing division:

- Identify the dividend and divisor.
- Write the division problem using the division symbol or a fraction bar.
- Divide the dividend by the divisor to find the quotient.
- If there is a remainder, write it as a fraction or a whole number with the remainder.
- Check your answer by multiplying the quotient and the divisor to see if it equals the dividend.

Remember to practice your division facts and use different strategies to solve division problems!

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Number and Operations (NCTM)

Compute fluently and make reasonable estimates.

Develop fluency in adding, subtracting, multiplying, and dividing whole numbers.

Select appropriate methods and tools for computing with whole numbers from among mental computation, estimation, calculators, and paper and pencil according to the context and nature of the computation and use the selected method or tools.

Algebra (NCTM)

Use mathematical models to represent and understand quantitative relationships.

Model problem situations with objects and use representations such as graphs, tables, and equations to draw conclusions.

Grade 4 Curriculum Focal Points (NCTM)

Number and Operations and Algebra: Developing quick recall of multiplication facts and related division facts and fluency with whole number multiplication

Students use understandings of multiplication to develop quick recall of the basic multiplication facts and related division facts. They apply their understanding of models for multiplication (i.e., equal-sized groups, arrays, area models, equal intervals on the number line), place value, and properties of operations (in particular, the distributive property) as they develop, discuss, and use efficient, accurate, and generalizable methods to multiply multi-digit whole numbers. They select appropriate methods and apply them accurately to estimate products or calculate them mentally, depending on the context and numbers involved. They develop fluency with efficient procedures, including the standard algorithm, for multiplying whole numbers, understand why the procedures work (on the basis of place value and properties of operations), and use them to solve problems.