Reflection: Real World Applications Division by Sharing Vs. Grouping (Day 2) - Section 1: Mini-Lesson


The students have worked on a lesson where they pretended to be Grandma's Famous Cookie Production Company.  While they worked on that lesson very well, I realized they needed more specific work discriminating between the two types of division.  Critical Area #1 in 3rd grade is "Developing understanding of multiplication and division and strategies for multiplication and division within 100." In the description of this understanding, the following points are made:

  • Students develop an understanding of the meanings of multiplication and division of whole numbers through activities and problems involving equal-sized groups, arrays, and area models; multiplication is finding an unknown product, and division is finding an unknown factor in these situations. 

  • For equal-sized group situations, division can require finding the unknown number of groups or the unknown group size.

Therefore, I decided to spend another day or two having them "act out" situations and recording the outcomes.

If you try this lesson, I suggest you do it for at least two days so the concepts become habit for the students before they begin reading word problems.

  Why More of the Same?
  Real World Applications: Why More of the Same?
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Division by Sharing Vs. Grouping (Day 2)

Unit 4: Understanding Division
Lesson 6 of 13

Objective: Students will be able to share objects equally to find quotients, or use known quotients to find missing factors.

Big Idea: Children need to understand that there are two different contexts for division. This 3 day lesson path will engage them in activities that act out the different types.

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5 teachers like this lesson
Math, Number Sense and Operations, factors, division, multiplication, quotient, multiplication and division facts
  45 minutes
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