Children bring intuitive arithmetic knowledge to the classroom before formal instruction in mathematics begins. For example, children can use their number sense to add, subtract, compare ratios, and even perform scaling operations that increase or decrease a set of dots by a factor of 2 or 4. However, it is currently unknown whether children can engage in a true division operation before formal mathematical instruction. Here we examined the ability of 6- to 9-year-old children and college students to perform symbolic and non-symbolic approximate division. Subjects were presented with non-symbolic (dot array) or symbolic (Arabic numeral) dividends ranging from 32 to 185, and non-symbolic divisors ranging from 2 to 8. Subjects compared their imagined quotient to a visible target quantity. Both children (Experiment 1 N = 89, Experiment 2 N = 42) and adults (Experiment 3 N = 87) were successful at the approximate division tasks in both dots and numeral formats. This was true even among the