Greater Numbers in Equal Groups

10 min

Narrative

The purpose of this Warm-up is to invite students to share what they know and how they can represent division. This is the first time students experience the What Do You Know about _____? routine in IM Grade 3. Students should be familiar with this routine from a previous grade. However, they may benefit from a brief review of the steps involved.

Launch

  • Display the word "division."
  • “What do you know about division?”
  • 1 minute: quiet think time
Teacher Instructions
  • Record responses.
  • “How could we represent division?” (with a drawing or diagram, with connecting cubes, with an equation or expression)

Student Task

What do you know about division?
Solution Steps (3)
  1. 1
    Recall meaning of division
    →Division finds number in each group OR number of groups in equal groups situations
  2. 2
    Identify division notation
    →Use ÷ symbol in equations and expressions
  3. 3
    Connect to multiplication
    →Division is related to multiplication; can multiply to check division

Sample Response

Sample responses:
  • Division is finding the number in each group in a situation with equal groups.
  • Division is finding the number of groups in a situation with equal groups.
  • I can write division equations or expressions with the symbol ÷\div.
  • Division is related to multiplication.
  • I can multiply to find the answer to a division problem.
Activity Synthesis (Teacher Notes)
  • “We have already learned a lot about division. We are going to continue to learn about division by working with greater numbers than we have before.”
  • Consider asking: “What connections do you see between different answers?”
Standards
Building Toward
  • 3.OA.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. <em>For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.</em>
  • 3.OA.A.2·Interpret whole-number quotients of whole numbers, e.g., interpret <span class="math">\(56 \div 8\)</span> 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. <span>For example, describe a context in which a number of shares or a number of groups can be expressed as <span class="math">\(56 \div 8\)</span>.</span>

20 min

15 min