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3.C.3 - Understand Division Using Models and the Properties of 0 and 1
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1 Grade Level BelowProgressingProficient
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Montezuma StudentsCarrera, JocelynMcElheny, CoraMorman, Corbyn
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Jeffery, KailynLanzone, Keaton
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Nickels, HadleighHarkrider, Carson
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Marlow, Tristan
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Golay, DakotaBaysinger, Kimberlyn
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Harkrider, JustinBarfay, Richard
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Resendiz VanessaBex, Kayden
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Travioli, RileySanders, Payton
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Doan, KaraWilkey, Jeremy
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Griffin, JazonBachtel, Sage
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Plank, Raegan
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Johnson, Baylee
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Walton, Michael
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Clem, Amelia
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Rosedale StudentsLowe, TylerBennett, NicholasRoss, EmmaMontgomery, Scarlett
McDaniel, Easton
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Ugoletti, KinsleighMason, BayleiOrgan, ZaneWampler, Gavin
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Hopkins, TuckerGreene, IsaacSelzer, MaddieLeach, Amber
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Travis, KasynFlorenzano, AnthonyJones, Molly
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Blackburn, ParkerPresslor, Kamdon
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Taylor, TristandHuff, Brayden
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Leslie, ClairissaCrowder, Trent
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Dalle Ave, BrodyMager, Logan
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Barnes, KeddirykStone, Ryder
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Stanfield, KoelComar, Kaylynn
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Goffinet, BillyJohnson, Kason
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Arnold, AubreyGregg, Landen
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Jenkins, Brody
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Common Misconceptions and Errors: Misconceptions and errors may result if students do not understand division models or the relationship between division and multiplication. Errors may also result if students: • confuse the divisor and dividend. • subtract the divisor from the dividend instead of dividing. • have difficulty interpreting the dividend, divisor, and/or quotient in a division model. • miscount the columns or rows in an array. • do not understand that the dividend in a division equation is the product in a related multiplication equation. • confuse the division properties of 0 and 1.
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Teaching FocusStudents may be having difficulty with the skills and concepts related to computation and may struggle with understanding the relationship between multiplication and adding equal groups. Challenges with addition concepts often relate to not understanding the relationship between counting and addition or that the order of addends can be changed. These students will benefit from additional instruction and practice with: • finding the unknown value in an addition or subtraction equation, with the unknown in different positions (for example, ? – 3 = 5). • solving a variety of real-world word problems (adding to, taking from, putting together, taking apart, and comparing). • reviewing doubles, doubles + 1, and composition of tens facts.Students may be having difficulty with the skills and concepts related to computation and may struggle with understanding multiplication. Challenges with multiplication concepts often relate to not understanding repeated addition, skip counting, and arrays. Math terms related to the essential concepts at this level include array, row, and column. These students will benefit from additional instruction and practice with: • describing an array. • using repeated addition and skip counting to find the total number of objects in an array. • writing an equation to express the sum of items in an array.
Developing Underlying Concepts
Help students explore the concept of division using equal groups, arrays, and equations. Guide them to use arrays and equations to develop an understanding of the relationship between multiplication and division. Then discuss the properties of 0 and 1 in division.

Practice and Building Confidence
Help students pay careful attention to the
numbers in each problem. Build confidence
with independent practice using division
models and the properties of 0 and 1 in
division.
Deepening Understanding
Encourage students to deepen their understanding of division by using multiple representations for the same division problem.
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Teaching MaterialsGrade 1, Lesson 6
Doubles & Doubles Plus 1		Grade 2, Lesson 5
Add Using Arrays		Write Multiplication & Division Fact FamiliesWrite Multiplication & Division Fact Families
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Find the Missing Number - Below LevelFind the Missing Number - On Level
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Grade 2, Lesson 5
Add Using Arrays		Find the Missing Number - Below LevelFind the Missing Number - On LevelFind the Missing Number - Above Level
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Use Multipication to Solve Division - Below LevelUse Multipication to Solve Division - Below LevelUse Multiplication to Solve Division - On Level
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Find the Missing Number - Below LevelUse A Related Fact - Below LevelUse Multiplication to Solve Division - On LevelUse Multiplication to Solve Division - Above Level
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Use Multipication to Solve Division - Below LevelIf students are doing well with the Grade 2 level work on this skill, return to 3 Grade, Lesson 5 to do anything benefical for them to revisit again - things not used during the teaching of the original lesson or thing that they would benefit from doing again after having this reteaching.Use A Related Fact - Below LevelUse A Related Fact - On Level
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Use A Related Fact - Below LevelUse A Related Fact - On LevelUse A Related Fact - Above Level
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If students are doing well with the Grade 2 level work on this skill, return to 3 Grade, Lesson 5 to do anything benefical for them to revisit again - things not used during the teaching of the original lesson or thing that they would benefit from doing again after having this reteaching.Any other content from Grade 3, Lesson 5 benefical for this group - things not used during the teaching of the original lesson or things that they would benefit from doing again.Any other content from Grade 3, Lesson 5 benefical for this group - things not used during the teaching of the original lesson or things that they would benefit from doing again.
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Review the test questions together.Review the test questions together.The Orange (3 Act Task)
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Seesaw (3 Act Task)
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Review the test questions together.Post-Test (form A used in initial practice) will be given Jan 30-31More Coming Soon! Fruit & Nuts (3 Act Task)
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Post-Test (form A used in initial practice) will be given Jan 30-31Knotty Rope (3 Act Task)
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Post-Test (form A used in initial practice) will be given Jan 30-31
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Need more lessons? Email Rachel!
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No Post-Test. Continue lessons and activities through January 31.
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