The materials in this packet will provide varied and plentiful practice with the concept of division.
Two different information/reference half sheets – My students glue these into spiral notebooks.
10 division word problems
Two sets of 20 division task cards (40 cards in all)
Set 1 (Dog clip art)- Dividing by 2, 4, 5, and 10 with no remainders
Set 2 (Zebra clip art) – Dividing by all one-digit numbers with no remainders
Two different recording sheets for task cards
5 divide and color the quotient worksheets
Common Core State Standards Addressed:
CCSS.MATH.CONTENT.3.OA.A.2Interpret 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.
CCSS.MATH.CONTENT.3.OA.A.3Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
CCSS.MATH.CONTENT.3.OA.C.7Fluently 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.