It is very important to understand what it actually means to divide. Learners will find out that because multiplication is repeated addition, it stands to reason that division is repeated subtraction. They'll use a number line to subtract equal groups from a larger number. Two example problems are worked to help solidify the concept.
Sixth graders create note cards to divide multi-digit whole numbers by two-digit numbers and divide decimals that represent money by whole numbers in a simpler and faster fashion. They write the rules and examples of each on the cards and complete a worksheet using the rules on the cards to solve the division problems. Very well done!
Associating new information with a familiar image or word is a great way to build connections and memory. This presentation goes through the steps of the long division process associating each step with a member of the family. Your students will have no trouble remembering mom/multiply, brother/bring down, or Rover/repeat or remainder. Tip: Repeat this process using a different color for each step.
Review some long division that contains a decimal number. Do the division first and when that is completed then figure out where the decimal goes in the answer. Just don't let those decimals make you crazy about doing the long division.
This video shows a quick definition and some examples of how to apply the division property of inequality. It's just like working with linear equations in that what you do on one side of the equation needs to be done on the other side of the equation. So this rule can be applied to inequalities. In this example, perform division on each side of the inequality.
Learn how a trinomial is divided by a binomial in this long division problem. The instructor does a good job explaining all the steps necessary to solve this problem.
Figure out how to do a long division problem that has a resulting remainder. What happens with the remainder? Why not just divide it out to get a decimal value? Watch this video to see what the instructor does with the remainder in this long division problem.
Who loves dividing fractions? Not too many, that's for sure. So turn those division problems into multiplication problems. Use the reciprocal rule of division to make the change. And the problem can be written four different ways. The teacher will explain how to rewrite the original expression.
Watch and learn how to do long division. You'll see and hear the process in an easy to follow step-by-step way. There is no doubt that this is a helpful tutorial great for those in need of a long division refresher. Multiple colors and great math structure make this a great tool for teachers and students.
A word problem that needs to be written as an inequality to solve. This expression seems pretty straightforward and only takes one step to solve. But wait, the division property was used with a negative number so the inequality sign has to be flipped. Check out this video to see how that happens.
Using good story-style examples, this video describes and introduces the concept of division very well. The video is a little slow but provides good examples and describes the properties of division, repeated subtraction, and math vocabulary. I wouldn't show this video to a learner but perhaps to a parent homeschooling or new teacher to provide good math practices.
Discover more about mitotic cell division with this useful video. It provides great images and objects to demonstrate the mitotic cell division process.
Use this short video to introduce how cell division works. Note: The text scrolls rather quickly, you may need to pause to read the text completely.
Don't lose your marbles! This simple story problem helps make teaching division with fractions much easier. Work on this problem along with the activity titled, How Many Servings of Oatmeal? to highlight the difference between the two versions of division. Context provides a great opportunity to discuss the inverse relationship between multiplication and division, smoothly transitioning into explicit instruction about the steps to dividing fractions. 
If your class already knows that one multiplied by any number stays the same, and that zero times any number is zero, then they are ready to understand division with zero and one. The concept is introduced as fact families and as groups divided by one and by zero. Two application problems are used to show how the concept works.The narration runs a little fast and would be best used to inform teaching practices and not as instruction for studetns.
Learn about the concept of specialization of labor with your class. In this specialization of labor instructional activity, 3rd graders work in teams to produce a product. They work in either a division of labor or independent production method. They complete a pre-assessment, write about their labor experience, and take a post-assessment test.
Students define division of labor. They read books about how things are produced to help illustrate the concept of division of labor. They suggest other items that could illustrate division of labor. They create a sample flow chart (e.g., making a car, from farm to market, from store to table) and give examples and list them on the board.
Sixth graders strengthen their knowledge of the divisibility rules. Students access that mental math can be faster than the calculator for certain types of problems. Students can make generalizations and discover patterns in finding the mystery numbers.
Learners demonstrate array models to illustrate division as sharing and grouping. They demonstrate the array models to compare division as sharing with division as grouping. Pupils explore division problems are typically seen as either involving sharing or grouping.
Investigate division through the use of array models. The lesson plan focuses on using area models to compare division as sharing with division as grouping. Students evaluate the usefulness and limitations of the two array models.