This video is a response to the video I put together
in regards to division by chunks.
I had one or two people say "Hey what happens if your child has a problem and
and tend to overestimate the answer?
So in other words what if they have something like
let's say
'200 divided by 6.' Right?
And so you get 200 divided by 6 and you say,
"OK"
And your child says, "Let's see 6 goes into 200...100 times.
So 6 x 100 is 600.  Uh, oh! Too big, doesn't work!" Right?
So what do you do when your child overestimates like that?
Well one of things you can do is just
start off with something simpler like maybe
29 divided by 6.
And so you say to yourself, "6 goes into 29,"
and
tell him specifically or her,
"Look were gonna
just let's figure out how many times 6 goes into 29. Let's just do one at a time."
Let's do one number at a time. So 6 goes into 29 let's guess
really low. The lowest possible number would be 1, right? 6 x 1 = 6
So that you have 23 leftover,
right?
And then you go
"6 times 1 again. 6 x 1 = 6"
And you go
13 - 6 = 7. Now you have 17.
6 goes into 17 one more time.
So you have 6 x 7
6 x 1 = 6 an you have 11 leftover, right?
And now you go one more time.
6 x 1 = 6.
Oh and there's five leftover, right?
So now you've five left over and that's it,
that's all she wrote.
Okay so five is less than six and now you're done, and then you just have your child add them up.
And you've got one, two, three, four.
And so you have four so your answer is going to be four remainder five.
And this is not the most ideal way
to do it but if your child really have
problems overestimating
start small and over time they will
figure it out. Ok, I can go more than one time.
6 goes into 29 more than one
time.
But if they're really having a problem
with overestimating this is one
approach you  could take.
So one other thing you can do if your
child's really having a problem
with the concept of division,
especially if they're a kinestetic learner
and they like to play with their hands,
maybe they are athletes,
maybe they like to do things, they are always really active,
give them something to count. Give them some pennies.
if you want to  divide twenty nine by six
Have them setup rows of pennies. Tell them to count
six pennies in a row.
And have them do that
and them have them count
another set of pennies in a row of six.
And they can continue to do this until they get to 29.
So you just continue on until you get to 
the last few there. And then after
you've got them all done. They've got all 29 pennies down, you can point out to them, "Look!"
Have them point out: There's one row of 6.
Oh, there's another row of six. Oh, there's
another row of six. Oh, there's another row of six.
Add those up and what do you get?
You know you get one, two, three,
four rows of six. Oh, there's not quite six
here so you have one, two, three, four
five, a remainder of five, right?
And there you have it,
that's an alternative way, especially if they're a kinesthetic learner
doing something like this having them
actually count
the numbers off themselves, count the  pennies off themselves,
they might be more inclined to see what's really happening here.
Anyway good luck hopefully this helps
you
and .. keep you're feedback coming and good luck!
