Students physically partition objects into equal groups in Activity 6 when they are given 24 counters and 4 plates and place 6 counters on each plate. In Activity 2 and other exercises students create arrays (for example, 3 rows of 6 to make 18) and write word forms like "3 groups of 6" and corresponding number sentences. Several student pages ask students to identify the number of groups and the number in each group and to record multiplication sentences that describe those groupings.

Students are asked in the Wrapping Up to use 20 counters, the abacus, or drawings to break 20 into equal groups and list multiplication sentences that produce 20 (e.g., 4×5, 2×10), which requires partitioning a total number into equal groups. The Skills section explicitly lists "Determine the unknown whole number in a multiplication or division equation relating three whole numbers," indicating that division relationships are intended. The lesson repeatedly has students create arrays and equal-group representations (e.g., make 2×5 and 5×2 arrays) that can support thinking about grouping and partitioning.

The Skills list explicitly includes "Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities" and "Determine the unknown whole number in a multiplication or division equation relating three whole numbers." In Activity 1 students cover targets where some spaces are missing factors and are asked questions like "What do you multiply by 2 to get 10?", requiring them to find a missing factor (the inverse of division). The Input/Output machine activity has students apply rules like ×3 and also infer the rule when given an input-output pair (e.g., input 5 produces output 25 so the rule is ×5), which requires reasoning that links multiplication and its inverse.

Students physically divide 24 counters into 4 equal groups and explore alternative equal-group partitions, practicing partitioning a whole number into a given number of shares. Students read Divide and Ride and answer story problems that ask how many seats/chairs/cars are filled (number of shares) and how many children are in each group (size of each share). Students draw dots to model division sentences (e.g., 15÷5=3, 8÷2=4, 24÷4=6) and explicitly identify dividend, divisor, and quotient while matching division sentences to multiplication sentences.

Students model 20 ÷ 4 = 5 with 20 counters, being told the divisor tells how many groups to make and creating 4 groups of 5 counters each. Students also regroup the 20 counters to make 5 equal groups and write 20 ÷ 5 = 4, explaining that dividing into 5 groups gives 4 in each group. In the domino and Rolling for Fact Families activities, students write division sentences (e.g., 12 ÷ 3 = 4 and 12 ÷ 4 = 3) and use counters or the whiteboard to prove those sentences are true.

The Skills list explicitly includes the standard wording: students should "Interpret whole-number quotients of whole numbers (for example, interpret 56÷8 as the number of objects in each share... )." Students practice writing and reading division sentences in fact-family activities (e.g., 21÷7=3 and 21÷3=7; filling the fact family for 4, 9, 36). The Interactive Notebook review lists "Showing Division," and the Unit Test requires students to produce division sentences as part of fact families.

Students practice representing whole-number products using arrays, equal groups, repeated addition, number lines, and multiplication sentences (for example, showing 16 as 2×8, 8×2, 4×4). The skills list explicitly includes determining the unknown in a multiplication or division equation and fluently multiplying and dividing within 100. Students are asked to create word problems where the multiple is the answer and to show numbers in multiple visual ways (including equal groups and arrays).

Students are instructed to divide their weight by the weight of an item when the comparison item weighs more than a pound (example: 51 ÷ 2 to find how many cartons of milk equal the child's weight). The "Weighty Things" activity asks students to fill in blanks such as "I weigh the same as ___ tires" (15 lb tire) and "I weigh the same as ___ chickens" (6 lb chicken), which requires dividing total weight by the weight per item to find the number of items. The lesson also models using division results (and rounding) to express how many of a given object equal a student's weight.

Students measure how many 1-cup measures fit into larger containers (Activity 1 and the gallon/pint/quart measuring tasks) by filling pints, quarts, and gallons with repeated 1-cup or 1-pint measures. Students complete the "How Much Will It Hold?" activity by adding one measuring cup at a time and counting the total number of equal-size units that fit in each container. The lesson asks questions such as "How many cups are in a gallon?" and "How many half gallons are in one whole gallon?" which require finding the number of equal shares in a whole.

Students count repeated equal pours in Activity 1 (adding 10 mL ten times to make 100 mL, then adding 100 mL pours to fill a 1‑liter bottle) and are asked, "How many times do you think you'll need to add 100 milliliters of water to fill this container?" The lesson asks, "What does 10 groups of 100 equal?" and has students make tally marks as they pour. The wrap‑up also directs students to work with multiplication and division fact family cards for factors 2, 3, 4, 5, and 10.

Students are asked to divide days into weeks in Activity 3 (e.g., Anna rode her bike 35 days; students are asked how many weeks that is, and Reese read 49 days and must find how many weeks). Activity 4 has students use an input/output machine with rule "×7" and the abacus activity asks students to show problems like 9×6 and to read 6×7 as 6 groups of 7, supporting grouping and inverse relationships. The skills list explicitly includes "Determine the unknown whole number in a multiplication or division equation relating three whole numbers," indicating some division practice.

Students solve contextual division word problems such as "how many packages of hot dogs are needed if each package contains 8 hot dogs and you need 32 hot dogs," requiring them to compute 32 ÷ 8 = 4. Students complete fill-in-the-blank division equations (e.g., __ ÷ 8 = 7, __ ÷ 8 = 8, __ ÷ 8 = 48), practicing finding unknown whole numbers in division sentences. Students connect multiplication and division facts by drawing arrays, writing multiplication sentences and turn-around facts for factors of 8, reinforcing the relationship between grouping and division.

The Skills section tells students to "Determine the unknown whole number in a multiplication or division equation relating three whole numbers" and to "Fluently multiply and divide within 100," which directs practice with division facts. In Activity 1 students make and use multiplication and division fact family cards, covering one corner (e.g., the 8, 7, and 56 card) and using the other numbers to find the missing number. The activities and linked games (Multiplication Blocks, Zap Multiples) give students repeated practice identifying factors and related division facts.

The skills list explicitly includes the standard language, stating students will interpret whole-number quotients such as 56÷8 in both meanings. In the Introduction students physically divide 18 counters onto 3 plates and write 18÷3=6, then explain that 18 divided into 3 equal groups means 6 in each group. Number-line activities require students to start at a total and take a specified number of jumps (e.g., start at 12 and take 4 jumps of 3) to show division as equal groups. Fact-family and "What's Missing?" tasks have students write both division sentences (e.g., 12÷3=4 and 12÷4=3) and create contexts such as dividing 35 pennies among 7 people.

Students use counters and small plates to model division sentences such as 3 ÷ 3, placing one counter on each plate while answering "How many will be in each group?", which demonstrates partitioning a set into equal shares. The Input/Output Machine activities require students to work with ÷2 and ÷3 rules, writing drawn numbers as outputs and using knowledge of multiplication to find the corresponding dividend, linking divisor, quotient, and dividend. Fact-family and domino activities ask students to create multiplication and division sentences from the same numbers, and the practice worksheet contains division problems like 36 ÷ 6 and 72 ÷ 8 for computation and reinforcement.

Students write and solve context problems that use division, for example: "You have 16 pieces of candy... How many pieces will each of your friends get? Number sentence: 16 ÷ 4 Answer: 4 pieces," and the gum problem asks how many packs are needed for 17 friends when each pack has 5 pieces (answer: 4 packs, 3 leftover). Students complete the "Dividend Challenge" by using up to 24 counters to make equal groups for given dividends and write multiple division sentences (e.g., 8 ÷ 2 = 4; 12 ÷ 3 = 4). The instructions ask students to write explanations for their answers on multiple activity pages, requiring them to describe how they formed equal groups or how many items each share contains.

Students solve and interpret division problems that partition quantities into equal shares, for example: Callie's 400 pieces of candy split among 10 friends (400 ÷ 10 = 40), Jonathan's 42 books shared with 7 people (42 ÷ 7), and Amy's 120 pencils for 40 students (120 ÷ 40). The student activity pages ask students to write number sentences and answers for these equal-sharing contexts, and one problem explicitly notes 400 ÷ 10 = 40 as pieces per friend.

Students write and solve division number sentences in sharing contexts such as Marley sharing 16 pieces of candy equally with 4 friends (16 ÷ 4 = n) and Ellen giving 36 cookies to 4 friends (36 ÷ 4 = n, answer 9). Students solve a whiteboard problem: "You have 36 pieces of candy and 4 friends... If each friend gets the same amount..." (36 ÷ 4 = 9). Students also use an input/output machine with the rule "÷4," drawing outputs and determining appropriate inputs, which engages thinking about division with a fixed divisor.

Students compute how many packages are needed for 60 people (e.g., 60 ÷ 15 = 4 packages of plates, 60 ÷ 8 for hot dog packages with leftovers). In the Picnic Games tasks students divide 24 children into pairs for the two-legged race (24 ÷ 2 = 12 ropes) and into teams of 4 for the egg toss (24 ÷ 4 = 6 teams). Students partition 60 people into 5 groups for the sack race (60 ÷ 5 = 12 sacks) and divide 10 players into 2-player cornhole sets (10 ÷ 2 = 5 sets). The Seating Arrangement activity has students use blanket/table capacities (4, 6, 10) to make exact groups totaling 60 people.

The Basic Skills Review #11 contains a contextual division problem: "Katera has 30 pieces of gum and wants to share them with 5 friends. How many pieces of gum can she give to each of her friends? (6 pieces of gum)." The answer key explicitly shows the division interpretation (30 ÷ 5 = 6) as a sharing problem, so students practice computing a whole-number quotient in an equal-sharing context.

Students use one-inch tiles and units to build shapes and calculate perimeters, and they solve problems that require finding an equal side length from a total perimeter (e.g., a square with perimeter 16 in. leads students to find each side is 4 in.). The lesson explicitly models a regular hexagon with perimeter 24 cm by writing 6(x) = 24 and solving for x, which has students partition a total length into equal parts. Several activities ask students to reason about equal sides of regular polygons and compute unknown side lengths from a given total perimeter.

Students solve a Basic Skills Review problem where Gregory shares 50 pieces of gum equally with 8 friends and determine 50 ÷ 8 = 6 with 2 left over, which has them interpret division as the number of items per share and a remainder. In the Spaghetti and Meatballs activity, students use one-inch tiles to model seating 32 people with different numbers of tables (e.g., using 16 tables to seat 32 people) and determine how many people sit at each table, directly interpreting a quotient as objects per share. The seating tasks also ask students to find the smallest number of tables to seat 12 people when each table seats 4, which requires interpreting division as the number of equal shares given a share size.

The Basic Skills Review includes a sharing word problem: "Hans has 45 pieces of candy and wants to share them equally with 6 friends," and the answer key shows 45 ÷ 6 = 7 with 3 left over. This has students determine how many pieces each friend receives when items are partitioned equally. The lesson asks students to solve that problem, so they practice computing and interpreting a quotient in a sharing context.

The Basic Skills Review #14 includes a division word problem where students share 39 pieces of candy equally with 7 friends and compute 39 ÷ 7 = 5 with 4 left over, explicitly interpreting the quotient as pieces per friend. The answer key shows the division computation and remainder, indicating students practice division in an equal-sharing context. Several multiplication and missing-factor problems (e.g., 60×b=540) also appear, which relate multiplication and division concepts.

Students solve problems that require dividing whole numbers to find unknown side lengths: for example, they find the other side when a rectangle has area 48 sq. ft and one side 6 ft, and when a rectangle has area 32 sq. ft and one side 4 ft. Students also find individual side lengths from a given perimeter (e.g., short side 6 ft with perimeter 32 ft requires finding the remaining length and dividing by 2). Several test items and the answer key present these tasks as concrete problems for students to compute.

Students compute missing side lengths by dividing a total by a count: for Building #2 they find each side is 10 cm by dividing the perimeter 40 cm by 4 sides. For Building #3 they find height 10 inches by dividing area 30 sq in by width 3 in. Day 2 Step 5 asks students to explain how they found perimeters and areas for their own buildings, requiring them to perform and state division-based calculations.

The lesson has students physically divide 10 small snack pieces into two equal groups and ask, "How many will each of us get?" which has students find the number in each share (10 ÷ 2 = 5). Students also use geoboards and folded paper to split shapes into equal parts (halves, thirds, fourths, ninths, eighths), practicing partitioning a whole into equal shares. Multiple activities ask students to name parts (one-half, one-fourth, one-ninth) and show equal-size partitions, reinforcing the idea of dividing a whole into equal shares.

Students solve a contextual division problem in Basic Skills Review #15 where they share 55 remaining donuts equally with 9 friends and compute 55 ÷ 9 = 6 with 1 left over, explicitly interpreting the quotient as the number of donuts each friend receives. The activity shows the steps leading to and using the division (10×6=60, 60−5=55) and reports the quotient and remainder in context. The rest of the lesson focuses on naming and visualizing fractional parts of wholes.

The Basic Skills Review #16 presents a multi-step donut problem in which students compute 9×6=54, subtract 11 to get 43, and then are asked to "share her remaining donuts equally with 8 friends. How many donuts can she give to each of her friends, and how many will she have left over?" (43 ÷ 8 = 5 remainder 3). This problem has students perform division in an equal-sharing context and report how many items each share receives and the remainder.

Students solve a word problem in the Basic Skills Review where Marco shares the remaining 44 donuts equally with 7 friends and determine 44 ÷ 7 = 6 with 2 left over, describing how many donuts each friend receives and how many remain. The problem asks students to compute and interpret the result of dividing a whole number in an explicit sharing (partition) context.

Students write and interpret 24 ÷ 4 = x and explain that 24 is being divided into 4 groups, then use a donut-holes context to find that each person gets 6. Students use fraction circles and pizza-sharing contexts to partition 1 or 2 pizzas among 2, 3, and 4 people and record results as fractions (e.g., 1/2, 1/3, 2/3). In Activity 3 students divide 12 counters into 2, 3, and 4 equal groups, count objects in each group, and reason about creating up to six equal groups of 2 counters each.

Students solve a multi-step word problem in the Basic Skills Review where they compute 5 × 8 = 40, subtract 9 to get 31, and then divide 31 ÷ 7 to find 4 pieces per friend with 3 left over. Students explicitly interpret the result of 31 ÷ 7 as the number of objects each friend receives and identify the remainder. The activities require students to set up and compute the division in a real-world sharing context.

Activity 4 (Basic Skills Review) asks students to divide 60 markers equally among 7 friends and report how many markers each friend gets and how many are left over; the answer key gives 60 ÷ 7 = 8 R 4. Students complete word-problem division and interpret the numerical result in the context of sharing objects. The Basic Skills Review includes other arithmetic items that require solving division equations (e.g., 50 × b = 450 and a × 7 = 420) to reinforce number-operation relationships.

Students answer questions that count equal parts of a whole, for example: "How many five-minute parts are there in one hour? (12)" and several items ask for minutes corresponding to fractional parts of an hour (e.g., 1/12 of an hour = 5 minutes). Students also convert fractional parts to whole counts in the Fraction Bracelets activity (e.g., 1/2 orange = 8 beads, 1/4 blue = 4 beads). The Fractions and Money chart has students write how many of each coin make a dollar, which links fraction of a whole to discrete counts.

The Basic Skills Review word problem has students compute how many jellybeans remain (8 × 10 = 80, 80 − 12 = 68) and then asks them to share the 68 jellybeans equally with 7 friends, yielding 68 ÷ 7 = 9 with 5 left over. Students are asked to determine how many jellybeans each friend can get and how many will be left, which requires interpreting a quotient as the number of objects in each share when partitioning equally.

Students solve a cookie-sharing word problem in Basic Skills Review #21 in which Lonny has 33 cookies and shares them equally with 5 friends; they compute 33 ÷ 5 = 6 with 3 left over and state the result as 6 cookies for each friend and 3 remaining. The activity explicitly asks for how many cookies each friend will get and how many will be left over, requiring students to interpret the quotient and remainder in a real-world context. The review also presents the related multiplication context (5 bags of 8 cookies = 40), which connects to division.

Students solve a real-world sharing problem in Basic Skills Review where they compute 52 ÷ 6 and state that each friend gets 8 cookies with 4 left over, directly mapping a division computation to objects per share. Students also practice dividing physical collections (colored tiles) into equal parts in the Wrapping Up activity, which has them make shapes with 10, 12, and 15 tiles and then divide those shapes into equal parts. Several activities ask students to partition shapes into equal-area parts (halves, thirds, fourths), reinforcing the idea of dividing a whole into equal shares.

Students interpret pictograph scales to find how many items each picture represents (e.g., identifying that one book image equals 10 books when 40 books correspond to 4 images). Students divide totals by a given picture value to find number of pictures (e.g., calculating 65 apples → 6.5 apple icons and 85 tennis games → 4.25 tennis-ball icons) and explain quarter/half representations (e.g., 20 ÷ 4 = 5). Students convert counts into scaled symbols when creating graphs (e.g., using a key of 5 books per square to turn 25 → 5 squares and working with remainders in the answer key).

The Basic Skills Review #23 includes a cookie-sharing word problem where students compute 36 ÷ 6 and state that each friend gets 6 cookies, explicitly showing division used to find the number in each share. The answer key shows the division sentence (36÷6=6) and the interpretation of the result as "6 cookies for each friend, 0 left over." The activity list includes this division word problem as student work to complete.

Students solve a two-step word problem in Basic Skills Review #24 where they compute 7×8=56, subtract 15 to get 41, and then divide 41 by 5 to find how many pieces each friend receives. The division question explicitly asks, "How many pieces can he give to each of his friends, and how many will he have left over?" and the answer shown is 41 ÷ 5 = 8 with 1 left over. This requires students to interpret a whole-number quotient as the number of objects in each share when 41 objects are partitioned equally among 5 friends.

Activity 4 (Basic Skills Review) presents an equal-sharing problem in which students share 73 cookies equally with 8 friends and the answer key shows 73 ÷ 8 = 9 with 1 left over. The problem asks for how many cookies each friend can get and how many remain, requiring students to compute a whole-number quotient and interpret it as items per share.

Activity 2 has students use an input/output machine with rules "÷3" and "÷5," drawing number cards as the quotient (output) and using knowledge of multiplication to determine the dividend (input). The teacher prompt asks, "If you know the divisor and the quotient, how might you figure out the dividend?" and reminds students that the dividend is the number being split into equal groups. The Skills section lists fluently multiplying and dividing within 100, which students practice through the games and fact-family activities.

Students draw a rectangle of area 15 square centimeters and divide it into thirds, producing three parts that each have five 1-cm squares. Students are asked to show two-thirds of a 9-square area and one-fourth of a 16-square area, which requires partitioning whole-number areas into equal shares and identifying the number of unit squares in each share. These tasks require students to compute and recognize results equivalent to whole-number quotients (e.g., 15 ÷ 3 = 5, 16 ÷ 4 = 4, 9 ÷ 3 = 3) in the context of area partitioning.