Lesson 3

Division Situation Drawings

Lesson Purpose

The purpose of this lesson is for students to interpret descriptions or drawings of division situations and recognize whether they involve finding an unknown number of groups or finding an unknown number of objects in each group.

Lesson Narrative

Students see the two types of division situations side-by-side in this lesson. They understand that division is finding the number in each group or the size of each group and can match division situations to drawings. Students learn that the same drawing can match either type of division situation. This is because the drawings represent the end result after division has occurred. From the drawing, we cannot tell whether the number of groups or the number of objects in each group was known. The division symbol, \(\div\), is introduced in the lesson synthesis.

  • Engagement
  • MLR8

Learning Goals

Teacher Facing

  • Interpret and relate drawings and descriptions of division situations.
  • Understand that a division situation may involve finding an unknown number of groups or finding an unknown number of objects in each group.

Student Facing

  • Let’s represent division situations with drawings.

Required Preparation

CCSS Standards


Lesson Timeline

Warm-up 10 min
Activity 1 10 min
Activity 2 10 min
Activity 3 15 min
Lesson Synthesis 10 min
Cool-down 5 min

Teacher Reflection Questions

How are students leveraging the drawings they used for multiplication to solve division problems?

Suggested Centers

  • Rectangle Rumble (3–5), Stage 2: Factors 1–5 (Supporting)
  • Five in a Row: Multiplication (3–5), Stage 2: Factors 1–9 (Supporting)

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