Basic Facts – Division
Includes the basic division facts with divisors 1 – 10 and dividends to 100 in two different formats: written horizontally in a number sentence, 24 ÷ 6 = 4, as well as with the long division format.
The flashcards are able to be printed 12 to a page (divisors 1 -10, with the dividends as multiples 0 – 10), so they can be color coded by divisors.
Instructions and teaching tips for beginning division are included as well as terms for division and division related math.
Terms include: dividend, divisor, quotient, fact family, facts, products and remainder.
This unit also includes a quiz on the mathematical terms listed above.
Subject Area taught in 3rd grade. Great review and extra practice for 4th grade.
Common Core Grade 3
(1) developing understanding of multiplication and division and strategies for multiplication and division within 100;
Specifically: Operations and Algebraic Thinking
• Represent and solve problems involving multiplication and division.
• Understand properties of multiplication and the relationship between multiplication and division.
• Multiply and divide within 100.
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.
Understand properties of multiplication and the relationship between multiplication and division.
Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
Multiply and divide within 100.
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
(4) Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy. The student is expected to:
(F) recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;
(H) determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally;
(J) determine a quotient using the relationship between multiplication and division; and
(K) solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts.