  # Introducing Division Concepts--A Division Lesson for Grades 3 and 4    3rd - 4th
Subjects
Standards
Resource Type
Formats Included
• PDF
Pages
22 pages

### Description

The concept of division is a tricky one for students, and it's important to build that foundation with hands on, real world experiences. This resource has everything you need to build division concepts with your students--a game with follow up activities! Engaging, meaningful, and effective!

This resource has what you need for a two day lesson to help you introduce the concept of division concepts through an active game where students are "animals" in a herd and need to rearrange themselves into groups--including remainders! I have included full directions with photos to show you the lessons in action, suggestions for anchor charts or classroom displays, and any forms or sheets you would need to do it yourself!

Students work to write multiplication and division number sentences to represent how their herd divides! There is a follow up activity to do similar division with provided animal "counters" and then a number of pages of practice with basic division--3 pages of word problems as well as several other pages of division computation (2 and 3 digit). This resource is geared toward helping students build understanding of the relationship between multiplication and division and is appropriate for grades 3 and 4.

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Looking for more multiplication and division resources?

1 2 3 Math: A Basic Division Skills Game and Activities

Select-a-Size Multiplication and Division Word Problems

Multiplication and Division Formative Assessments

Larger Number Division Word Problems

Division Task Cards with Interpreting Remainders

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Total Pages
22 pages
N/A
Teaching Duration
2 days
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### Standards

to see state-specific standards (only available in the US).
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
Apply properties of operations as strategies to multiply and divide. 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.)
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = __ ÷ 3, 6 × 6 = ?.
Use 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.
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.