Division

We are finishing up our division unit!  The students have been using related multiplication facts and patterns to divide. 

The students worked with partners to practice division with and without remainders. One person was the "builder" and solved the division problem with tiles. The other was the "recorder." The recorder drew a picture and wrote a number sentence to solve the division problem.

Everyone also practiced dividing a 1-digit or 2-digit number by a 1-digit number with and without regrouping.

 
3.OA.2. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
3.OA. 6. Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.