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Grade 3 Math Units

Unit Plan 4 (Grade 3 Math): Division as Equal Sharing & Grouping

Explore division through equal sharing and equal grouping; model with arrays, tape diagrams, and number lines; use inverse multiplication (unknown factor) to solve and justify answers.

Dr. Michael Kester-Haynes

• 5 min read
Unit Plan 4 (Grade 3 Math): Division as Equal Sharing & Grouping

Focus: Develop meanings of division through equal sharing (partitive) and equal grouping (quotitive) in real contexts; connect division to the inverse of multiplication using models and tools.

Grade Level: 3

Subject Area: Mathematics (Operations & Algebraic Thinking)

Total Unit Duration: 5 sessions (one week), 45–60 minutes per session

I. Introduction

Students build conceptual meaning for division by solving “how many in each group?” (sharing) and “how many groups?” (grouping) problems with counters, arrays, tape diagrams, and number lines. They connect division to unknown factors and strengthen fact families.

Essential Questions

  • What does division mean in equal sharing and in equal grouping situations?
  • How does thinking of division as an unknown-factor problem help me solve?
  • Which tool (array, tape diagram, number line, counters) makes my thinking clearest, and why?

II. Objectives and Standards

Learning Objectives — Students will be able to:

  1. Explain and model equal sharing and equal grouping for division within 100.
  2. Represent division with arrays, tape (bar) diagrams, number line jumps, and equations with an unknown.
  3. Use the inverse relationship to solve division by finding the unknown factor.
  4. Choose and use appropriate tools (MP.5) and persevere in problem solving (MP.1).
  5. Justify solutions in words, pictures, and numbers; check by multiplying.

Standards Alignment — CCSS Grade 3

  • 3.OA.2: Interpret whole-number quotients of whole numbers as the number of objects in each share (equal shares) or the number of shares (equal groups).
  • 3.OA.6: Understand division as an unknown-factor problem (find the factor that makes the product).
  • Mathematical Practices: MP.1 (make sense & persevere), MP.5 (use appropriate tools strategically).

Success Criteria — Student Language

  • I can tell whether a problem is sharing or grouping and explain why.
  • I can show division with an array, tape diagram, or number line, and write an equation.
  • I can turn a division problem into an unknown-factor multiplication and check my answer.