# Lesson 3

Interpreting Division Situations

### Lesson Narrative

In an earlier lesson, students were reminded of the connection between multiplication and division. They revisited the idea of division as a way to find a missing factor, which can either be the number of groups, or the size of one group.

In this lesson, students interpret division situations in story problems that involve equal-size groups. They draw diagrams and write division and multiplication equations to make sense of the relationship between known and unknown quantities (MP2).

### Learning Goals

Teacher Facing

• Create an equation and a diagram to represent a multiplication or division situation involving fractions, and coordinate these representations (orally).
• Explain (using words and other representations) how to find the unknown quantity in a multiplication or division situation involving fractions.
• Interpret a verbal description of a multiplication situation (in spoken or written language), and identify which quantity is unknown, i.e., the number of groups, the amount in one group, or the total amount.

### Student Facing

Let’s explore situations that involve division.

### Student Facing

• I can create a diagram or write an equation that represents division and multiplication questions.
• I can decide whether a division question is asking “how many groups?” or “how many in each group?”.

Building On

Building Towards

### Print Formatted Materials

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