Understanding Division // Valentine Style

Understanding Division // Valentine Style
Understanding Division // Valentine Style
Understanding Division // Valentine Style
Understanding Division // Valentine Style
Understanding Division // Valentine Style
Understanding Division // Valentine Style
Understanding Division // Valentine Style
Understanding Division // Valentine Style
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Common Core Standards
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3rd Grade Division

MAFS.3.OA.1.2
Common Core 3.OA.A.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.

There are 24 task cards for you to use in your student engaged classroom. The answer key is provided.

Task cards can be used for a variety of purposes, such as:
1. cut apart and insert into academic notebooks for students to solve
2. exit slips
3. place in a learning center for students to practice while you meet with other students for differentiated instruction
4. Scoot!

Scoot! Directions: Place the cards around the classroom. Each student (or pair of students) start at a different card and solves the problem. The student records the answer on their paper. When the appropriate amount of time has passed (dependent on skill), signal for the students to rotate to the next card in numerical order. I like to use music to signal movement. Students continue to rotate around the classroom solving each problem. This is a great review activity to engage students and use movement in your classroom.

This produce is geared toward 3rd grade math standards. It could be used as enrichment in 2nd grade or as an intervention tool in 4th grade.
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