Grade 3 · Math · Unit

Division

7 lessonsabout 4 weeks

The unit ends with three more days: a review day, the unit check, and a day to act on what the check showed.

Unit 3 of 8 in the Grade 3 Math Scope and Sequence

What's included in this unit

7 lessons in teaching order, each with its objective and a teacher note
29 practice pages to print, with an easier and a harder page where available
3 classroom tools for the projector
5 activities and pages that children do on a screen
6 check-up pages to collect

The whole unit in one file

Print every page of the unit at once, with the teacher guide first. The guide has one page per lesson: the objective, what to hand out, and the teacher note.

Teacher guide only (PDF)

The unit file, the teacher guide, and saved pages are included with the Teacher plan.

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Lessons

Lesson 1

Divide by sharing

Children share a pile equally into a given number of bins and write how many each bin gets.

StandardCommon Core 3.OA.A.2Operations and Algebraic Thinking

3 class days

Day 1Teach: The Lids · Practice on paper (Core page)
Day 2Practice and check: Practice on paper (Easier page, Harder page) · Practice on screen · Check-up page
Day 3Reteach and extend: Act on the check-up pages: reteach the children who are not there yet, with the tool and a new page from the maker; the others take a harder page.

Lesson 2

Divide by hopping back

Children find how many equal hops it takes to get from a number back to zero on a number line.

StandardCommon Core 3.OA.A.2Operations and Algebraic Thinking

2 class days

Day 1Teach: Practice on paper (Core page)
Day 2Practice and check: Practice on paper (Easier page, Harder page) · Practice on screen · Check-up page

Practice on paper

Hop Down to Zero
Core page Easier page Harder page

Practice on screen

Maple's Bakery — Division: Sharing & Grouping

Check-up page

One more page of Hop Down to Zero to collect at the end of the lesson.

Make more

Make more pages like this with the Number Lines maker.

Lesson 3

The missing factor and fact families

Children find the missing factor of an array and write the two multiplications and the two divisions that belong to it.

StandardCommon Core 3.OA.B.6Operations and Algebraic Thinking
StandardCommon Core 3.OA.A.4Operations and Algebraic Thinking

2 class days

Day 1Teach: Practice on paper (Core page)
Day 2Practice and check: Practice on paper (Easier page, Harder page) · Practice on screen · Check-up page

Practice on paper

The Missing Factor
Core page Easier page Harder page
Times Families
Core page Easier page Harder page

Practice on screen

The Echo Grove — Read Multiplication as Equal Groups

Check-up page

One more page of The Missing Factor to collect at the end of the lesson.

Make more

Make more pages like this with the Multiplication & Division maker.

Lesson 4

The facts we still need

Children fill in a multiplication chart up to 10 × 10, starting with the rows and columns they already know (1, 2, 5, and 10), and list the facts that are left to learn.

StandardCommon Core 3.OA.C.7Operations and Algebraic Thinking

2 class days

Day 1Teach: The Folding Wall · Practice on paper (Core page)
Day 2Practice: Practice on paper (Easier page)

Warm up and teach

Open The Folding Wall on the projector.

Practice on paper

Fill the Multiplication Square
Core page Easier page

Make more

Make more pages like this with the Multiplication & Division maker.

Lesson 5

Break a hard fact into two easy ones

Children split an array for a fact with 7, 8, or 9 into two arrays they know and add the two products, such as 7 × 8 = 5 × 8 + 2 × 8 = 40 + 16.

StandardCommon Core 3.OA.C.7Operations and Algebraic Thinking

2 class days

Day 1Teach: The Baking Tray · Practice on paper (Core page)
Day 2Practice and check: Practice on paper (Easier page, Harder page) · Check-up page

Warm up and teach

Open The Baking Tray on the projector.

Practice on paper

Break Apart a Hard Fact
Core page Easier page Harder page

Check-up page

One more page of Break Apart a Hard Fact to collect at the end of the lesson.

Teacher note

Common mistakes: Children cut the array into two parts they do not know either, such as 7 × 8 into 4 × 8 and 3 × 8, and then skip-count both parts. Others write both products correctly and forget to add them. Some cut between columns, so the two parts no longer fit the number sentence under the array.
Words to use: On the Baking Tray, set 7 rows of 8 buns and break the tray after the fifth row. Say: "5 rows of 8 is 40. 2 rows of 8 is 16. 7 × 8 is 40 + 16, so 56." Ask: "Where will you draw your line so that you know both parts?" Push the pieces back together and ask: "Did the number of buns change?"
What to watch for: Look at where each child draws the line: a cut after 5 rows gives a 5s fact and a small part of 2, 3, or 4 rows. A child who does not know the small part yet can build it from the 2s: 2 × 8 is 16, so 4 × 8 is double, 32, and 3 × 8 is 16 and 8 more, 24. The easier page has the line and the two smaller facts printed. On the harder page children cut the same array in two different ways and see that the total stays the same.

Lesson 6

Division with a remainder

Children make equal groups from a pile or deal it into boxes, write how many groups there are or how many each box gets, and write how many are left over.

Later gradeCommon Core 4.NBT.B.6Number and Operations in Base Ten

3 class days

Day 1Teach: The Lids · Practice on paper (Core page)
Day 2Practice and check: Practice on paper (Easier page, Harder page) · Practice on screen · Check-up page
Day 3Reteach and extend: Act on the check-up pages: reteach the children who are not there yet, with the tool and a new page from the maker; the others take a harder page.

Warm up and teach

Open The Lids on the projector.

Practice on paper

Division with Remainders: Ring the Groups
Core page Easier page Harder page
Share It Out: What Is Left Over?
Core page Easier page Harder page

Practice on screen

Division with Remainders: Ring the Groups (a page that checks the answers)

Check-up page

One more page of Division with Remainders: Ring the Groups to collect at the end of the lesson.

Make more

Make more pages like this with the Multiplication & Division maker.

Teacher note

Common mistakes: Children leave too many over: as many as a group or more on the grouping page, as many as the number of boxes or more on the sharing page, when one more group or one more round could be made. Or they drop the leftovers and write only the number of groups.
Words to use: Say: "14 in groups of 4: three groups, and 2 left over." Ask: "Can you make another group from what is left? No? Then that is the remainder." On the sharing page: "14 into 4 boxes. Is there enough left to give every box one more?" State the rule together: "The remainder is always smaller than the number you divide by."
What to watch for: Check each remainder against the number the pile was divided by: the size of a group on the grouping page, the number of boxes on the sharing page. A remainder of 5 with groups of 4 means one group is still hiding in the leftovers. Remainders are a fourth-grade standard: keep the words "left over" and treat this lesson as a first look.

Lesson 7

Multiply by multiples of 10

Children multiply a one-digit number by a multiple of 10 from 20 to 90 (4 × 60) by thinking in tens: 4 × 6 tens = 24 tens = 240.

StandardCommon Core 3.NBT.A.3Number and Operations in Base Ten

2 class days

Day 1Teach: Practice on paper (Core page)
Day 2Practice and check: Practice on paper (Easier page, Harder page) · Practice on screen · Check-up page

Practice on paper

Multiply by Multiples of 10
Core page Easier page Harder page
Times Table of 10
Core page Easier page Harder page

Practice on screen

Times Table of 10 (a page that checks the answers)

Check-up page

One more page of Multiply by Multiples of 10 to collect at the end of the lesson.

Teacher note

Common mistakes: Children multiply the digits and leave out the zero, so 4 × 60 becomes 24. Others "add a zero" as a trick and cannot say why, and then write 2,400 or 204. In 5 × 40, some write 20: the fact itself ends in zero (5 × 4 = 20), so they think the zero is already there.
Words to use: Draw 4 groups of 6 tens rods on the board, or lay them out. "How many rods are in each group? 6. How many groups? 4. How many rods in all? 4 × 6 = 24. Each rod is a ten, so that is 24 tens. What number is 24 tens?" Ten rods make 100, so 20 tens are 200, and 4 more tens make 240. Write three lines, one under the other: 4 × 6 = 24, 4 × 6 tens = 24 tens, 4 × 60 = 240. "What stays the same in every line? What changes?" Do 5 × 4 tens the same way and ask why the answer has two zeros.
What to watch for: Warm up with Times Table of 10; have children read each fact as tens, not "add a zero" (3 × 10 is 3 tens, 30). On the easier page of Multiply by Multiples of 10, six pictures show tens rods in equal groups; the child writes how many tens there are and then the product (2 to 5 groups of 2 to 5 tens). On the page for everyone, each of the eight cards has three lines: the basic fact, the same fact in tens, and the product (3 × 7 = 21, 3 × 7 tens = 21 tens, 3 × 70 = 210). On the harder page, there are twelve equations with no help; in six of them the multiple of 10 comes first (70 × 3). Ask a child who writes 21 for 3 × 70 to say the middle line aloud. Watch the facts that end in zero: 5 × 60 is 30 tens, 300.

Unit check: before and after

Two short paper checks made from this unit's own worksheets. Give Check A before you teach the unit and Check B after it, and you can see what changed. Each part belongs to one lesson.

Part 1: Lesson 1, Divide by sharing (2 tasks)
Part 2: Lesson 3, The missing factor and fact families (1 task)
Part 3: Lesson 6, Division with a remainder (1 task)
Part 4: Lesson 7, Multiply by multiples of 10 (2 tasks)

Not in the check: Lesson 2, Lesson 4, Lesson 5. Worksheets that cannot be split into single tasks are left out.

Check A (PDF) · 2 pages Check B (PDF) · 2 pages

Printing a check counts as a download, like any worksheet.

Answer key A Answer key B Teacher pages: points, class record, and what to do next

The answer keys and the teacher pages come with the paid Teacher plan.

This is a classroom check of this unit's lessons. It is not a standardized test, and its points are not a grade.

Unit checks