# Introduction to Division

## My focus is on working with students with special needs. Many struggle with rote memorization, including for multiplication facts. I find that skip counting, with scaffolded support in the learning process, provides them access to multiplication and therefore division. To access division, I use an approach of skip counting to find a missing factor and then connect this to division. This post provides details of a handout using this approach.

### Overview

This handout focuses on connections to prior knowledge of skip counting and finding a missing factor. The students then make an explicit connection by rewriting division problems as missing factor problems. The handout is linked at the bottom.

### Skip Counting

If students are struggling with multiplication, they are likely having trouble with skip counting. I start with a warm up on skip counting with the numbers that are easiest for students to skip count. Note: you can start with 2, 5, 10 only if necessary.

### Factor Tree

I have students solve a missing factor problem using a provided skip counting row. Then they are shown that the problem can be rewritten as a division problem which has the missing factor as the answer. That is, division is another way to write a missing factor problem. You can use factor tree handouts and have students practice rewriting the problem as a division problem. Note: I see that most worksheets are used for prime factorization. Use the first two branches as shown in the image below.

### Missing Factor

The students are then presented a math sentence only for missing factor. They are to solve for the missing factor. Then they rewrite the math sentence into a division sentence and solve again. I have a separate column to help emphasize that they are lookin to solve a division problem. They have to see the division problem in isolation and then write the quotient.

### Division Problems

Finally, the students are presented division problems and rewrite as a missing factor problem. Their mental process can be as follows: “2 times what gives me 10?” and then they skip count by 2s until they reach 10. This can be supported with multiples rows as shown in the factor tree page. A blank page is provided. You can give students a division worksheet and have them copy the problems into the handout.