Most students can follow this simple procedure for division of fractions: "Ours is not to reason why, just invert and multiply." But how many really understand what division of fractions means--especially fraction division with respect to the meaning of the remainder. The purpose of this article is to provide an instructional method as a way of scaffolding and understanding the issues regarding division of fractions for both teachers and elementary students. The method has the potential to inform teachers in their work with students' learning about fraction division.