Sharing Equal Groups

Grade Level

2nd & 3rd Grade (Ages 7-9)

Duration

40 minutes

Group Size

4 students

---

Standards Alignment

Common Core State Standards (CCSS):

• CCSS.MATH.CONTENT.3.OA.A.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 the number of shares when 56 objects are partitioned into equal shares of 8 objects each.
• CCSS.MATH.CONTENT.3.OA.A.1
  Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.
• CCSS.MATH.PRACTICE.MP1
  Make sense of problems and persevere in solving them.
• CCSS.MATH.PRACTICE.MP4
  Model with mathematics.

---

Teaching Frameworks

• TPE (Teaching Performance Expectations):
  • TPE 3: Understanding and Organizing Subject Matter for Student Learning—plans lessons with concrete, representational, and abstract phases.
• HLP (High-Leverage Practice):
  • HLP 2: Providing clear models and explanations of new content.
• UDL (Universal Design for Learning):
  • Multiple means of engagement, representation, and action/expression are incorporated to support all learners.

---

Learning Objectives ("I Can" Statements)

• I can explain what division means by sharing things equally.
• I can divide objects into equal groups using pictures and real objects.
• I can write and solve simple division sentences.

---

Success Criteria

Students will be able to:

• Demonstrate physically dividing objects into equal groups.
• Represent division problems with drawings or math manipulatives.
• Write division equations for simple equal sharing problems involving numbers up to 20.
• Explain the meaning of division in their own words.

---

Materials Needed

• Colorful counters or culturally relevant objects for sharing (e.g., small figurines or fruit-shaped erasers).
• Whiteboard and markers.
• Drawing paper and crayons/colored pencils.
• Division sentence cards (with simple problems like 12 ÷ 3, 15 ÷ 5).
• Dyslexia-friendly font handouts with division vocabulary and sentences (e.g., OpenDyslexic font).
• Visual anchor chart: “Division means sharing equally.”

---

Lesson Procedure

1. Introduction & Engage (5 minutes)

• Start with a culturally relevant story or scenario that involves sharing. For example, "Three children at a family picnic have 12 fruit snacks. They want to share them equally. How can they do that?"
• Say: “Today we are learning about division — it is sharing things equally so everyone gets the same amount.”
• Ask students if they have ever shared something equally (to build personal connection).

UDL Strategy: Use storytelling with visuals and concrete props for engagement; invite students to share experiences.

---

2. I Do (Concrete Phase) (10 minutes)

• Use counters or fruit-shaped erasers.
• Model dividing 12 counters into 3 equal groups physically on a tray. Count together as you move items one-by-one.
• Write the division sentence on the board: 12 ÷ 3 = 4
• Explain verbally and visually that division means “How many are in each group if we share equally?”

TPE/HLP: Provide clear explanation and model with manipulatives.
UDL: Use multiple sensory inputs — touch, sight, and speech.

---

3. We Do (Representational Phase) (10 minutes)

• Distribute drawing paper and crayons.
• Together, solve a similar problem: 15 ÷ 5.
• Draw 15 apples and group them into 5 equal groups. Count apples in one group.
• Write the division sentence as a class.
• Ask guiding questions: “How many apples in each group? Is it fair sharing?”

Differentiation: Provide templates with apple shapes for support; offer extra time if needed.

---

4. You Do (Abstract Phase) (10 minutes)

• Each student picks a division sentence card (e.g., 18 ÷ 6, 9 ÷ 3).
• Students first solve using counters or drawing, then write the division sentence and share their solution with the group.
• Teacher circulates and provides support as needed.
• Advanced learners can create their own division story problem using the numbers on their card.

Extension: Challenge advanced learners to explain their reasoning to peers or use multiplication to check their answers.

---

5. Closing & Assessment (5 minutes)

• Use an exit question: “What does division mean? Can you write one division sentence today?”
• Collect the students’ division sentences and drawings as a formative assessment.
• Review key points on a visual anchor chart.

---

Differentiation Strategies

• For Struggling Learners:
  • Use more concrete objects and slower pacing.
  • Provide one-on-one support during “You Do” phase.
  • Use dyslexia-friendly handouts.
• For English Language Learners (ELL):
  • Use visual vocabulary cards with pictures and simple sentences.
  • Encourage peer discussion and modeling.
• For Advanced Learners:
  • Create more complex division problems.
  • Introduce the idea of division with remainders.
  • Encourage peer teaching.

---

Reflection for the Teacher

• Did all students actively participate in concrete, representational, and abstract phases?
• Were students able to explain division in their own words?
• Which students need additional support or challenge in future lessons?

---

This lesson fully equips small groups of young learners to confidently understand and practice division through a hands-on, culturally relevant, and multi-sensory approach fully aligned to Common Core standards.