Abstract: 222 children of 6-7 were. asked to solve problems of inclusive division ofvarious forms. These children did not know multiplication and divsion methods.The results indicate: 1) Children of 6-7 showed cognitive ability number relationship of partand whole but only to a certain level. Three different ways were used by thechildren in solving problems of inclusive division: a) By non-arithematical method. b) By successive addition or subtraction of equal numbers. c) By composition and decomposition of equal numbers. 2) The mastering of part and. whole number relationship in inclusivedivision depends upon children's understanding of the relation between the totalnumber, the number of set into which the total number is divided and thenumber of the elements in each set. It was suggested that there are indications of the cognition of part andwhole relationship of numbers.

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