Equal Groups Teacher Guide Lesson 1 Guide
Equal Groups Division
Unit: Strategy Squad 3rd / 4th Grade Math • 60 Min
Learning Objective
Students will represent division as fair sharing and equal grouping by partitioning a total into equal sets, identifying the dividend (total), divisor (group size or count), and quotient (result).
Pacing Plan
Warm-up & Model: 15m
Guided You Try: 10m
Independent Practice: 20m
Exit Slip & Wrap: 15m
Dividend Total to be shared (\(15\))
Divisor Number of groups (\(3\))
Quotient Items per group (\(5\))
Teacher Model (I Do) Problem: \(12 \div 3 = \square\)
Teacher Think-Aloud Script: "Watch how I unpack \(12 \div 3\). The dividend is 12 , so I have 12 counters in total. The divisor is 3 , which tells me I need to distribute them evenly among 3 containers. I'll draw 3 large circle groups first. Now I distribute one by one: 1, 2, 3... until all 12 are shared. When I count each group, there are exactly 4 counters inside. That means \(12 \div 3 = 4\). The quotient is 4 ."
Group A
Group B
Group C
Equation 12 ÷ 3 = 4
Lesson 1: Equal Groups • Teacher Guide Page 1 of 2
Guided "You Try" & Instructional Support
Lesson 1: Equal Groups
Guided Practice: "You Try" Prompt Problem: \(18 \div 6 = \square\)
Have students work with a partner on whiteboards or student worksheet Page 1.
Guiding Prompt 1: "What is our total number of items? Circle the dividend." (18)
Guiding Prompt 2: "How many circles should you draw to represent the divisor?" (6 equal groups)
Turn & Talk: "Explain to your partner how you ensured every group had the exact same amount."
Common Misconceptions & Fixes
Misconception: Unequal Groups
Students distribute counters randomly without checking that each group contains identical counts.
➜ Remediation: Require 1-to-1 round-robin dealing ("one for you, one for you").
Misconception: Inverting Divisor & Total
Students confuse the total items with the number of groups (e.g., drawing 12 groups for \(12 \div 3\)).
➜ Remediation: Color code total in blue and groups in green before drawing.
Complete Master Answer Key
Practice Worksheet
1. \(15 \div 3 = \mathbf{5}\) (3 groups of 5)
2. \(20 \div 4 = \mathbf{5}\) (4 groups of 5)
3. \(14 \div 2 = \mathbf{7}\) (2 groups of 7)
4. \(24 \div 6 = \mathbf{4}\) (6 groups of 4)
5. \(21 \div 7 = \mathbf{3}\) apples
Homework Assignment
1. \(16 \div 4 = \mathbf{4}\)
2. \(18 \div 3 = \mathbf{6}\)
3. \(25 \div 5 = \mathbf{5}\)
4. \(30 \div 6 = \mathbf{5}\) pencils
5. Challenge: \(28 \div 4 = \mathbf{7}\) cards
Exit Ticket
1. \(16 \div 2 = \mathbf{8}\) (2 groups of 8)
2. 4 groups of 3 = \(\mathbf{12}\) total items; \(12 \div 4 = \mathbf{3}\)
Criteria: Equal groups drawn and correct quotient.
Lesson 1: Equal Groups • Teacher Guide Page 2 of 2
Equal Groups Practice Worksheet Division Strategy Squad • Lesson 1
Equal Groups Practice
Name:
Date:
Independent Work: Draw group circles for the divisor . Distribute the total dividend evenly!
Dividend ÷ Divisor = Quotient
Independent Practice: Draw Equal Groups to Solve
1. \(15 \div 3 = \square\) 3 equal groups
Answer: 15 ÷ 3 = _____
2. \(20 \div 4 = \square\) 4 equal groups
Answer: 20 ÷ 4 = _____
3. \(14 \div 2 = \square\) 2 equal groups
Answer: 14 ÷ 2 = _____
4. \(24 \div 6 = \square\) 6 equal groups
Answer: 24 ÷ 6 = _____
Equal Groups Division • Independent Practice Page 1 of 2
Division Strategy Squad • Lesson 1
Equal Groups Homework
Name:
Due:
Family Connection: Tonight, your student is practicing division by drawing equal groups. Ask them to describe how sharing cookies or counters fairly matches this strategy!
1 Show Your Work: Draw Equal Groups to Solve
A. \(16 \div 4 = \square\)
Quotient: _____
B. \(18 \div 3 = \square\)
Quotient: _____
C. \(25 \div 5 = \square\)
Quotient: _____
D. \(30 \div 6 = \square\)
Quotient: _____
2 Real-World Word Problem
Coach Elena has 28 trading cards . She wants to give an equal number of cards to 4 players . How many trading cards does each player receive?
Division Equation: _____ ÷ _____ = _____
Each player gets: _____ cards
Parent/Guardian Signature:
Page 2 of 2 • Homework
Equal Groups Exit Ticket Exit Ticket Lesson 1: Equal Groups
Name: Date:
1. Solve by drawing equal groups:
16 ÷ 2 = _____
2. Look at the visual model:
•••
•••
•••
•••
Total dots (dividend):
Number of groups:
Equation: ___ ÷ ___ = ___
How confident do you feel? 🙂 Got it! 😐 Need practice 🙁 Need help
Teacher Score: / 2
Cut Along Dashed Line
Exit Ticket Lesson 1: Equal Groups
Name: Date:
1. Solve by drawing equal groups:
16 ÷ 2 = _____
2. Look at the visual model:
•••
•••
•••
•••
Total dots (dividend):
Number of groups:
Equation: ___ ÷ ___ = ___
How confident do you feel? 🙂 Got it! 😐 Need practice 🙁 Need help
Teacher Score: / 2
Equal Groups Guided Practice Worksheet Lesson 1 • Guided Practice (We Do)
Equal Groups: You Try
Name:
Date:
Guided Strategy: 1. Circle the divisor (draw that many group circles). 2. Share the dividend equally 1-by-1.
Page 1 of 3
Problem 1 12 ÷ 4 = _____
Step 1: Draw 4 equal group circles . Step 2: Share 12 total dots evenly among the circles.
Total items (dividend): 12
Number of groups (divisor): 4
Items in each group:
Problem 2 15 ÷ 5 = _____
Step 1: Draw 5 equal group circles . Step 2: Distribute 15 total counters evenly.
Total items (dividend): 15
Number of groups (divisor): 5
Items in each group:
Equal Groups Guided Practice • 2 Problems Per Page Page 1 of 3
Lesson 1 • Guided Practice (We Do)
Equal Groups: You Try
Name:
Date:
Partner Check: Count every group twice to make sure they are exactly equal!
Page 2 of 3
Problem 3 18 ÷ 3 = _____
Step 1: Draw 3 large group circles . Step 2: Share 18 total stars evenly among them.
Total items (dividend): 18
Number of groups (divisor): 3
Items in each group:
Problem 4 20 ÷ 5 = _____
Step 1: Draw 5 equal group circles . Step 2: Distribute 20 total dots evenly.
Total items (dividend): 20
Number of groups (divisor): 5
Items in each group:
Equal Groups Guided Practice • 2 Problems Per Page Page 2 of 3
Lesson 1 • Guided Practice (We Do)
Equal Groups: You Try
Name:
Date:
Final Challenge: Show your work clearly. Write a matching multiplication equation to check!
Page 3 of 3
Problem 5 24 ÷ 4 = _____
Step 1: Draw 4 equal group circles . Step 2: Distribute 24 total items evenly.
Multiplication check: 4 × ___ = 24
Items per group:
Quotient:
Tape Diagram Teacher Guide Lesson 2 Guide
Tape Diagram Division
Unit: Strategy Squad 3rd / 4th Grade Math • 60 Min
Learning Objective
Students will represent division as partitioning a whole tape into equal parts using part-whole tape diagrams (bar models), labeling the total bar with the dividend and determining the value of each equal part (quotient ).
Pacing Plan
Warm-up & Model: 15m
Guided You Try: 10m
Independent Practice: 20m
Exit Slip & Wrap: 15m
Anatomy of a Division Tape Diagram
Total (Dividend) = 20
?
?
?
?
4 equal units (Divisor) ➜ Each unit = 5 (Quotient)
Teacher Model (I Do) Problem: \(20 \div 4 = \square\)
Teacher Think-Aloud Script: "Today we use tape diagrams—bars partitioned into equal units. In \(20 \div 4\), the total dividend is 20 . I draw a long rectangular tape and label the bracket on top '20'. The divisor is 4 , which tells me to partition my tape into 4 equal sections. To make 4 boxes, I make 3 vertical cut lines. Now, what number added 4 times makes 20? \(5 + 5 + 5 + 5 = 20\). So each unit holds 5! Therefore, \(20 \div 4 = 5\)."
Steps to sketch:
Draw full bar with top bracket (Dividend).
Partition into equal boxes (Divisor).
Determine equal value in each box (Quotient).
Matched Equations 20 ÷ 4 = 5 4 × 5 = 20
Lesson 2: Tape Diagram • Teacher Guide Page 1 of 2
Guided "You Try" & Instructional Support
Lesson 2: Tape Diagrams
Guided Practice: "You Try" Prompt Problem: \(24 \div 4 = \square\)
Prompt student pairs to sketch a tape diagram on their student practice sheet:
Guiding Prompt 1: "What goes on the top bracket? What is the whole total?" (24)
Guiding Prompt 2: "How many equal boxes do you need? How many cut lines?" (4 boxes = 3 cuts)
Turn & Talk: "How can you check your answer using multiplication? Show your partner \(4 \times \square = 24\)."
Common Misconceptions & Fixes
Misconception: The "Off-by-One" Cut Error
When asked for 4 parts, students draw 4 lines inside the bar, creating 5 parts instead of 4.
➜ Remediation: Teach rule: "Number of cuts is always 1 less than the number of boxes."
Tape Diagram Practice Worksheet Division Strategy Squad • Lesson 2
Tape Diagram Practice
Name:
Date:
Tape Diagram Rule: Top bracket = Whole Dividend. Equal boxes = Divisor. Value per box = Quotient.
Total ÷ Units = Unit Size
A Guided Practice: Partner You Try
Solve: \(24 \div 4 = \square\)
Complete the tape diagram: label the whole total (24) on top, partition into 4 equal boxes, and find each value.
Value inside each unit: Equation: 24 ÷ 4 = _____
B Independent Practice: Draw & Complete Tape Diagrams
1. \(18 \div 2 = \square\) 2 equal units
Answer: 18 ÷ 2 = _____
2. \(21 \div 3 = \square\) 3 equal units
Answer: 21 ÷ 3 = _____
3. \(32 \div 4 = \square\) 4 equal units
Answer: 32 ÷ 4 = _____
4. \(35 \div 5 = \square\) 5 equal units
Answer: 35 ÷ 5 = _____
Tape Diagram Division • Independent Practice Page 1 of 2
Division Strategy Squad • Lesson 2
Tape Diagram Homework
Name:
Due:
Family Connection: Tonight's homework uses bar models (tape diagrams) to show division. Have your child show how one big bar splits into equal smaller segments!
1 Draw a Tape Diagram for Each Equation
A. \(16 \div 2 = \square\)
Quotient: _____
B. \(27 \div 3 = \square\)
Quotient: _____
C. \(28 \div 4 = \square\)
Quotient: _____
D. \(40 \div 5 = \square\)
Quotient: _____
2 Real-World Bar Model Challenge
Marcus has a collection of 36 stickers . He shares them equally among 6 friends . Draw a tape diagram to model the problem and determine how many stickers each friend receives.
Division Equation: _____ ÷ _____ = _____
Each friend gets: _____ stickers
Parent/Guardian Signature:
Page 2 of 2 • Homework
Tape Diagram Exit Ticket Exit Ticket Lesson 2: Tape Diagrams
Name: Date:
1. Write the division equation shown:
30
?????
Equation: 30 ÷ _____ = _____
2. Draw a tape diagram to solve:
18 ÷ 3 = _____
Confidence Check: 🙂 Got it! 😐 Need practice 🙁 Need help
Teacher Score: / 2
Cut Along Dashed Line
Exit Ticket Lesson 2: Tape Diagrams
Name: Date:
1. Write the division equation shown:
30
?????
Equation: 30 ÷ _____ = _____
2. Draw a tape diagram to solve:
18 ÷ 3 = _____
Confidence Check: 🙂 Got it! 😐 Need practice 🙁 Need help
Teacher Score: / 2
Tape Diagram Guided Practice Worksheet Lesson 2 • Guided Practice (We Do)
Tape Diagrams: You Try
Name:
Date:
Guided Strategy: 1. Label total dividend on top bracket. 2. Partition bar into equal boxes. 3. Find value in each box.
Page 1 of 3
Problem 1 16 ÷ 4 = _____
Step 1: Complete the top bracket with total 16 . Step 2: Partition into 4 equal units . Step 3: Find unit value.
Total = 16
Total units (divisor): 4
Check: 4 × ___ = 16
Each unit =
Problem 2 18 ÷ 2 = _____
Draw a tape diagram for 18 partitioned into 2 equal parts . Write the value inside each part.
Total units (divisor): 2
Check: 2 × ___ = 18
Each unit =
Tape Diagram Guided Practice • 2 Problems Per Page Page 1 of 3
Lesson 2 • Guided Practice (We Do)
Tape Diagrams: You Try
Name:
Date:
Remember Cut Rule: To create 3 boxes, make 2 cut lines. To create 6 boxes, make 5 cut lines.
Page 2 of 3
Problem 3 21 ÷ 3 = _____
Draw a tape diagram with whole 21 partitioned into 3 equal units .
Total (dividend): 21
Units (divisor): 3
Each unit =
Problem 4 24 ÷ 6 = _____
Draw a tape diagram with whole 24 partitioned into 6 equal units .
Total (dividend): 24
Units (divisor): 6
Each unit =
Tape Diagram Guided Practice • 2 Problems Per Page Page 2 of 3
Lesson 2 • Guided Practice (We Do)
Tape Diagrams: You Try
Name:
Date:
Final Challenge: Draw neat boxes. Write your quotient clearly and check with multiplication!
Page 3 of 3
Problem 5 30 ÷ 5 = _____
Draw a tape diagram for whole 30 partitioned into 5 equal parts .
Multiplication check: 5 × ___ = 30
Each unit size:
Quotient: _____
Problem 6 32 ÷ 4 = _____
Draw a tape diagram for whole
Number Line Teacher Guide Lesson 3 Guide
Number Line Division
Unit: Strategy Squad 3rd / 4th Grade Math • 60 Min
Learning Objective
Students will model division as repeated subtraction along a number line by starting at the dividend , executing equal backward jumps of the divisor's size until reaching zero, and counting total jumps to determine the quotient .
Pacing Plan
Warm-up & Model: 15m
Guided You Try: 10m
Independent Practice: 20m
Exit Slip & Wrap: 15m
Start Position Dividend (\(15\)) Locate total on line
Jump Length Divisor (\(-3\)) Equal backward leap
Total Jumps to 0 Quotient (\(5\)) Count the arcs
Teacher Model (I Do) Problem: \(15 \div 3 = \square\)
Teacher Think-Aloud Script: "Division is also repeated subtraction! To solve \(15 \div 3\), I plot a dot at our dividend, 15 . The divisor is 3, which means I take away 3 with every backward leap: \(15 - 3 = 12\) (Jump 1), \(12 - 3 = 9\) (Jump 2), \(9 - 3 = 6\) (Jump 3), \(6 - 3 = 3\) (Jump 4), and \(3 - 3 = 0\) (Jump 5). We arrived at 0! Now, how many leaps of 3 did it take? Exactly 5 leaps . So, \(15 \div 3 = 5\)!"
Jump 5 (-3) Jump 4 (-3) Jump 3 (-3) Jump 2 (-3) Jump 1 (-3)
⤹ ⤹ ⤹ ⤹ ⤹
03691215
5 jumps of 3 subtracted ➜ 15 ÷ 3 = 5
Lesson 3: Number Line • Teacher Guide Page 1 of 2
Guided "You Try" & Instructional Support
Lesson 3: Number Lines
Guided Practice: "You Try" Prompt Problem: \(16 \div 4 = \square\)
Instruct students to find 16 on their number line and jump backward by 4s to 0.
Guiding Prompt 1: "Where do we place our starting pencil tip?" (At 16)
Guiding Prompt 2: "How big is each jump? What number do we subtract each time?" (-4 each jump)
Turn & Talk: "Count the jump arcs together. Did you both reach zero exactly?"
Common Misconceptions & Fixes
Misconception: Counting Tick Marks Instead of Jumps
Students count the vertical tick lines landed on rather than the arcs/spaces jumped.
➜ Remediation: Have students draw arched arrows and number each arc (1, 2, 3...).
Misconception: Jumping Unequal Distances
Students lose track of the step size (e.g. jumping back 4, then 3, then 5).
Number Line Practice Worksheet Division Strategy Squad • Lesson 3
Number Line Practice
Name:
Date:
Repeated Subtraction Rule: Start at the total dividend. Leap backward by the divisor until you reach 0. Count your leaps!
Start ➜ Jump Back ➜ Count
A Guided Practice: Partner You Try
Solve: \(16 \div 4 = \square\)
Start at 16. Draw backward jump arcs of size 4 until you reach 0. Label each jump.
0481216
Total jumps of 4 taken: Equation: 16 ÷ 4 = _____
B Independent Practice: Jump Backward to Solve
1. \(12 \div 3 = \square\) Jumps of 3
036912
Answer: 12 ÷ 3 = _____
2. \(18 \div 6 = \square\) Jumps of 6
061218
Answer: 18 ÷ 6 = _____
3. \(20 \div 5 = \square\) Jumps of 5
05101520
Answer: 20 ÷ 5 = _____
4. \(24 \div 8 = \square\) Jumps of 8
081624
Answer: 24 ÷ 8 = _____
Number Line Division • Independent Practice Page 1 of 2
Division Strategy Squad • Lesson 3
Number Line Homework
Name:
Due:
Family Connection: Tonight, your child is using a number line to show division as repeated subtraction. Watch them hop backward to zero to find how many groups were taken away!
1 Draw Repeated Subtraction Jumps to Solve
A. \(14 \div 2 = \square\)
02468101214
Quotient: _____
B. \(15 \div 5 = \square\)
051015
Quotient: _____
C. \(21 \div 7 = \square\)
071421
Quotient: _____
D. \(28 \div 4 = \square\)
0481216202428
Quotient: _____
2 Real-World Leap Problem
A frog starts on stone 24 in a lily pond. Each leap backward covers 6 stones . How many leaps will it take the frog to reach stone 0?
Division Equation: _____ ÷ _____ = _____
Total leaps to 0: _____
Parent/Guardian Signature:
Page 2 of 2 • Homework
Number Line Exit Ticket Exit Ticket Lesson 3: Number Lines
Name: Date:
1. Write the equation shown:
-5 ⤹-5 ⤹-5 ⤹
051015
Total backward jumps:
Equation: 15 ÷ _____ = _____
2. Jump back by 4s to solve:
20 ÷ 4 = _____
048121620
Number of jumps: _____
Confidence Check: 🙂 Got it! 😐 Need practice 🙁 Need help
Teacher Score: / 2
Cut Along Dashed Line
Exit Ticket Lesson 3: Number Lines
Name: Date:
1. Write the equation shown:
-5 ⤹-5 ⤹-5 ⤹
051015
Total backward jumps:
Equation: 15 ÷ _____ = _____
2. Jump back by 4s to solve:
20 ÷ 4 = _____
048121620
Number of jumps: _____
Confidence Check: 🙂 Got it! 😐 Need practice 🙁 Need help
Teacher Score: / 2
Number Line Guided Practice Worksheet Lesson 3 • Guided Practice (We Do)
Number Lines: You Try
Name:
Date:
Guided Strategy: 1. Put dot at starting dividend. 2. Jump backward by divisor size. 3. Count arcs to 0!
Page 1 of 3
Problem 1 12 ÷ 4 = _____
Start at 12 . Draw equal backward jump arcs of size 4 until you reach 0. Label each jump.
04812
Start at: 12
Jump size: -4
Number of jumps:
Problem 2 15 ÷ 3 = _____
Start at 15 . Jump backward by 3s until reaching 0. Count your total leaps.
03691215
Start at: 15
Jump size: -3
Number of jumps:
Number Line Guided Practice • 2 Problems Per Page Page 1 of 3
Lesson 3 • Guided Practice (We Do)
Number Lines: You Try
Name:
Date:
Partner Tip: Write each subtraction step above each jump (-6, -5) to stay on track!
Page 2 of 3
Problem 3 18 ÷ 6 = _____
Start at 18 . Take backward leaps of size 6 until you land on 0.
061218
Start at: 18
Jump size: -6
Number of jumps:
Problem 4 20 ÷ 5 = _____
Start at 20 . Jump backward by 5s until reaching 0. Count your jumps.
05101520
Start at: 20
Jump size: -5
Number of jumps:
Number Line Guided Practice • 2 Problems Per Page Page 2 of 3
Lesson 3 • Guided Practice (We Do)
Number Lines: You Try
Name:
Date:
Final Challenge: Draw both the jump arcs and write the matching repeated subtraction sentence!
Page 3 of 3
Problem 5 24 ÷ 4 = _____
Start at 24 . Leap backward by 4s to reach 0.
04812162024
Repeated subtraction: 24 - 4 - 4...
Jump count:
Quotient: _____
Problem 6 27 ÷ 9 = _____
Strategy Showdown Teacher Guide Lesson 4 Guide • Capstone
Division Strategy Showdown
Unit: Strategy Squad 3rd / 4th Grade Math • 60 Min
Learning Objective
Students will synthesize, compare, and selectively deploy equal groups , tape diagrams , and number lines to solve division equations and justify which visual representation is most efficient.
Pacing Plan
Warm-up & Model: 15m
Guided You Try: 10m
Independent Practice: 20m
Exit Slip & Wrap: 15m
Strategy Selection Matrix
1. Equal Groups
Best when dealing with physical items, sharing among friends, or small divisors.
2. Tape Diagrams
Best for part-whole situations, bar models, and connecting division to multiplication.
3. Number Lines
Best for measurement, distance, repeated subtraction, and skip-counting backward.
Teacher Model (I Do) Problem: \(24 \div 6 = \square\) (Solved 3 Ways)
Teacher Think-Aloud Script: "Watch how every model reveals the exact same quotient: \(24 \div 6 = 4\)! In Equal Groups , I distribute 24 dots into 6 circles. In a Tape Diagram , I cut a 24-unit bar into 6 equal boxes. On a Number Line , I leap back by 6s from 24 to 0. All three prove that 6 units of 4 make 24."
Equal Groups
4 4 4 4 4 4
6 groups of 4
Tape Diagram
Total: 24
444444
6 boxes of 4
Number Line
4 leaps of (-6)
06121824
Lesson 4: Mixed Review • Teacher Guide Page 1 of 2
Guided "You Try" & Instructional Support
Lesson 4: Strategy Showdown
Guided Practice: "You Try" Showdown Problem: \(20 \div 4 = \square\)
Partner challenge: Partner A solves using a Tape Diagram , while Partner B solves using a Number Line .
Guiding Prompt: "Compare your models. How do both representations show that the answer is 5?"
Discussion Prompt: "Which strategy was faster to draw for this problem? Why?"
Common Misconceptions & Strategy Traps
Trap: Strategy Inflexibility
Students stick exclusively to drawing circles/dots even when numbers are large (e.g., trying to draw 48 dots), leading to counting errors.
Strategy Showdown Practice Worksheet Division Strategy Squad • Lesson 4
Strategy Showdown Practice
Name:
Date:
Choose Your Tool: 1. Equal Groups 2. Tape Diagram 3. Number Line
A Guided Practice: Dual Model Showdown
Solve \(20 \div 4 = \square\) Two Different Ways
Way 1: Tape Diagram
Way 2: Number Line Jumps
Both strategies show: 20 ÷ 4 = _____
B Independent Practice: Strategy Match-Up
1. \(18 \div 3 = \square\) Equal Groups
Answer: 18 ÷ 3 = _____
2. \(28 \div 4 = \square\) Tape Diagram
Answer: 28 ÷ 4 = _____
3. \(30 \div 6 = \square\) Number Line
Answer: 30 ÷ 6 = _____
4. \(32 \div 8 = \square\) Your Choice!
Answer: 32 ÷ 8 = _____
Strategy Showdown • Mixed Review Practice Page 1 of 2
Division Strategy Squad • Lesson 4
Strategy Showdown Homework
Name:
Due:
Family Connection: Tonight is the final division showdown! Your child has three strategies: equal groups, tape diagrams, and number lines. Ask which one is their favorite and why!
1 Solve Using Any Strategy (Show Your Model)
A. \(21 \div 3 = \square\)
Quotient: _____
B. \(36 \div 4 = \square\)
Quotient: _____
C. \(45 \div 5 = \square\)
Quotient: _____
D. \(42 \div 6 = \square\)
Quotient: _____
2 Strategy Showdown Word Problem
The school library received 40 new graphic novels . The librarian packs them into donation boxes with 8 books in each box . How many boxes can she fill?
Equation: _____ ÷ _____ = _____
Total boxes filled: _____
Parent/Guardian Signature:
Page 2 of 2 • Homework
Strategy Showdown Exit Ticket Exit Ticket Lesson 4: Strategy Showdown
Name: Date:
Solve 24 ÷ 4 = _____ using two different visual strategies:
Strategy 1: _________________
Strategy 2: _________________
Which strategy did you find easiest? Why?
Overall Unit Feeling: 🌟 Division Pro! 👍 Feeling Good ✋ Need Help
Teacher Score: / 2
Cut Along Dashed Line
Exit Ticket Lesson 4: Strategy Showdown
Name: Date:
Solve 24 ÷ 4 = _____ using two different visual strategies:
Strategy 1: _________________
Strategy 2: _________________
Which strategy did you find easiest? Why?
Overall Unit Feeling: 🌟 Division Pro! 👍 Feeling Good ✋ Need Help
Teacher Score: / 2
Strategy Showdown Guided Practice Worksheet Lesson 4 • Guided Practice (We Do)
Showdown: You Try
Name:
Date:
Multi-Model Challenge: Test different models side-by-side to discover which strategy solves the problem fastest!
Page 1 of 3
Problem 1 16 ÷ 4 = _____
Solve by comparing two models: Draw Equal Groups on the left and a Tape Diagram on the right.
Model A: Equal Groups
Model B: Tape Diagram
Which model was quicker to draw?
Both show: 16 ÷ 4 = _____
Problem 2 18 ÷ 3 = _____
Solve by comparing two models: Draw a Tape Diagram on the left and a Number Line on the right.
Model A: Tape Diagram
Model B: Number Line (Leap by 3s)
Which model was clearer?
Both show: 18 ÷ 3 = _____
Strategy Showdown Guided Practice • 2 Problems Per Page Page 1 of 3
Lesson 4 • Guided Practice (We Do)
Showdown: You Try
Name:
Date:
Targeted Practice: Demonstrate skill with single assigned models.
Page 2 of 3
Problem 3 20 ÷ 5 = _____
Assigned Strategy: Draw a Tape Diagram with whole total 20 and 5 equal units.
Model: Tape Diagram
Unit size:
Equation: 20 ÷ 5 = _____
Problem 4 24 ÷ 6 = _____
Assigned Strategy: Draw a Number Line starting at 24 and leap backward by 6s to 0.
Model: Number Line
Leap count:
Equation: 24 ÷ 6 = _____
Strategy Showdown Guided Practice • 2 Problems Per Page Page 2 of 3
Lesson 4 • Guided Practice (We Do)
Showdown: You Try
Name:
Date:
Division Champion: Choose whichever strategy you feel strongest with and justify your choice!
Page 3 of 3
Problem 5 28 ÷ 4 = _____
Student Choice: Pick your preferred model (Equal Groups, Tape Diagram, or Number Line). Show all work.
Chosen strategy:
Multiplication check: 4 × ___ = 28
Quotient: _____
Problem 6 36 ÷ 6 = _____
