When teaching the multiplicative domain in New Zealand primary schools, teachers tend to spend a greater proportion of time on the meaning and processes of multiplication, to the detriment of a specific focus on understanding the concept of division. When division is taught, it tends to be by reversing the context and turning the division scenarios into multiplication problems. While this article stems from wider research based on teaching division in Years 5 and 6, it is relevant to all primary school teachers as they teach the mathematical process of division to the students in their classroom.