Grid Method for Division

Welcome Back!!
This week I will be discussing division. As we know, division is often an operation that can be frustrating to our students. After doing some research, to better help my students to divide, I came across this strategy to divide called the Grid Method for Long Division.

Standard: 
CCSS.MATH.CONTENT.4.NBT.B.6
Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

STEP-BY-STEP INSTRUCTIONS

Suppose that we want to solve the equation 324÷2.

STEP 1:
First we draw a grid. The number of sections in the grid depends on the number of digits in our dividend. For this equation, our grid will have 3 sections. We write the digits from 324 inside the grid, and we write our divisor (2) on the left side.

STEP 2:

Now we ask ourselves, “How many times can 2 go into 3?” The answer is 1, so we write a 1 on top of the grid. We now multiply 1×2 to make 2, and take that 2 away from the 3. This leaves us with 1.

STEP 3:

Now we bring that 1 over to the tens place of the next section on the grid. This gives us a 12 in the next section.

Now we ask ourselves, “How many times does 2 go into 12?” The answer is 6, so we write a 6 on top of the grid. Now we multiply 6×2 to make 12, and take that 12 away from 12. This leaves us with 0.

STEP 4:

We carry that 0 over to the tens place of the next section on the grid. This doesn’t affect that number, so we still have 4 in the next section.

Now we ask ourselves, “How many times does 2 go into 4?” It goes 2 times, so we write a 2 on top of our grid. Now we multiply 2×2 to make 4, and take that 4 away from the 4. We are left with 0, which means that we have no remainder.

To find the final quotient, we simply list the digits from the top of the grid: 1, 6, 2. So 324÷2=162.

Reflection:

What I like about this strategy is that it will give students who struggle with the standard algorithm for division, can use this. It is neater and spreads the divined out. I often find that students who struggle with the standard algorithm for long division. struggle with it because it becomes sloppy. I would use this extra strategy to assist my students who are having difficult with other strategies that the curriculum offers. It can be a strategy for my intervention group.