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Division

© 2013 Elizabeth Hill: Tricks of the Teaching Trade.

 Standard
3.OA.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 as
a number of shares when
56 objects are partitioned
into equal shares of 8
objects each.
© 2013 Elizabeth Hill: Tricks of the Teaching Trade.
 In Kid Terms
I understand that division can
be shown as:
Sharing equally between groups.
6÷2=3
6 shared into 2 groups
Splitting into groups of a number.
6÷2=3
6 split into groups of 2

Repeatedly subtracting the same

number.
6÷2=3
6 repeatedly subtracting 2

Relating to multiplication.
45 ÷ 5 = 9
5 x 9 = 45
© 2013 Elizabeth Hill: Tricks of the Teaching Trade.
 The Meaning of Division
Quo ent– the answer to a division problem
Repeated Subtrac on– subtrac ng the same number over and over
Divide‐to take a number and break it into equal parts
Dividend—The “big” number that you are dividing out into equal parts
Divisor– the “small” number of parts, groups, or shares that you are
taking out of the dividend “big number”.

Rule: B ÷ S=S
Meanings of Division
1. Sharing– 6 ÷ 2 means 6 shared out into 2 groups. How many
does each group get when I share 6 between 2 groups?

2. Equal Groups– 6 ÷ 2 means 6 divided into equal groups of 2.

How many groups of 2 can I get out of 6?

3. Repeated Subtrac on– 6 ÷ 2 means how many 2’s can I take

away from 6?

© 2013 Elizabeth Hill: Tricks of the Teaching Trade.

 Sharing
Groups of

Repeated
Subtraction
Multiplication

Division
Means

© 2013 Elizabeth Hill: Tricks of the Teaching Trade.

 Sharing
15 shared into Groups of
5 groups 15 split into
groups of 5

Repeated
Subtraction
Multiplication
15 repeatedly Read it
subtrac ng 5 backwards:
15-5=10-5=5-5=0 What mes
5=15?
15 ÷ 5 =
___ x 5 = 15

15÷5 Division
Means
© 2013 Elizabeth Hill: Tricks of the Teaching Trade.
Name ___________________________________ Date ________________ # ___________

Division is Sharing
Write the meaning of the division problem and then show how to find the answer by drawing.

6÷2= 10 ÷ 5 =
______ shared out into ______ groups ______ shared out into ______ groups
Show It Show It

15 ÷ 3 = 24 ÷ 4 =
______ shared out into ______ groups ______ shared out into ______ groups
Show It Show It

Match the division problem to the picture that shows how to “share”.

10 ÷ 2 =

16 ÷ 8 =

27 ÷ 3 =

36 ÷ 6 =

12 ÷ 4 =
© 2013 Elizabeth Hill: Tricks of the Teaching Trade.
Name ___________________________________ Date ________________ # ___________

Division is Sharing
Write the meaning of the division problem and then show how to find the answer by drawing.

6÷2= 10 ÷ 5 =
2 groups
6 shared out into ______
______ ______ 5 groups
10 shared out into ______
Show It Show It
Picture should show 2 Picture should show 5
groups of 3. groups of 2.

15 ÷ 3 = 24 ÷ 4 =
______ 3 groups
15 shared out into ______ 24 shared out into ______
______ 4 groups
Show It Show It
Picture should show 3
Picture should show 4
groups of 5.
groups of 6.

Match the division problem to the picture that shows how to “share”.

10 ÷ 2 =

16 ÷ 8 =

27 ÷ 3 =

36 ÷ 6 =

12 ÷ 4 =
© 2013 Elizabeth Hill: Tricks of the Teaching Trade.
 Diving into Division
with Splitting into Equal Groups
Purpose: Students will understand that division can be described as splitting a large number into equal
groups of a smaller number.
Focusing Question: How can I describe division as splitting into equal groups?
Materials: manipulative chips or whatever you choose, white boards, and Expo Markers for each student
Here is what I would say:
1) Yesterday, we learned that division can be described as sharing. We knew how many groups there were but we
had to figure out how many were in each group by sharing out into groups equally by saying “one for you,
one for you” until we had none left to share.
2) Today we are going to see how the same division problems can be described in a different way.
3) Count out 16 chips.
4) Pretend that those chips are pencils.
5) Let’s say that everyone in the room needed 3 pencils:
-How many students could we supply with pencils?
- Make a group of 3 “pencils”
- Can you make another group?
- How about another group? Keep making groups of 3 until you can’t make any more.
- How many groups were you able to make?
- How many were left over?
- Why were they left over?
5) Repeat the above but this time pretend that each child needs 4 pencils.
6) Repeat it again but pretend they need 2 pencils.
7) Let’s see if you can draw division as splitting into groups.
8) Let’s say we all started with 16 chips and we wanted to split them into groups of 8. How many groups could
we make?
9) To explain what we are doing we could write “16 split into groups of
8” or “16 divided into groups of 8” or we could shorten it further Example
and just write “16 ÷ 8=“
10) Now let’s draw what we wrote. Split the 16 into groups of 8 and see 16 ÷ 8 =
how many groups of 8 you can make:
16 split into groups of 8
- How many ended up in each group?
- Were there any left over?
11) Repeat #s 8-10 starting with 16 and splitting into groups of 4
and have them write the division problem first, the meaning
using splitting underneath, and then draw the picture.
12) Practice again with 15 split into groups of 3, 20 split into
groups of 4, and 10 split into groups of 5.

© 2013 Elizabeth Hill: Tricks of the Teaching Trade.

Name _____________________________________________ Date ____________________________ #_________

Dividing into Groups

Division means dividing into equal groups. Ex: 14÷2= Draw how many groups of 2 can I get out of 14.

16 ÷ 4
=

21 ÷ 3
=
25 ÷ 5
=

12 ÷ 4 =
Circle the picture that matches the fact being shown as dividing into equal “groups of”.

6÷3

15 ÷ 5

18 ÷ 6

8÷4

© 2013 Elizabeth Hill: Tricks of the Teaching Trade.

Name _____________________________________________ Date ____________________________ #_________

Dividing into Groups

Division means dividing into equal groups. Ex: 14÷2= Draw how many groups of 2 can I get out of 14.

16 ÷ 4
= Picture should show 4
groups of 4.

21 ÷ 3
= Picture should show 7
groups of 3.

Picture should show 5

25 ÷ 5
= groups of 5.

12 ÷ 4 = Picture should show 3

groups of 4.

Circle the picture that matches the fact being shown as dividing into equal “groups of”.

6÷3

15 ÷ 5

18 ÷ 6

8÷4

© 2013 Elizabeth Hill: Tricks of the Teaching Trade.

 Diving into Division
with Repeated Subtraction
Purpose: Students will understand that division can be described as repeatedly subtracting the same
number over and over again until it can’t be taken away again.
Focusing Question: How can I describe division as repeated subtraction?
Materials: manipulative chips or whatever you choose, white boards, and Expo Markers for each student

Here is what I would say:

1) Yesterday, we learned that division can be described as splitting into equal groups. We knew how
many were in each group but we had to figure out how many groups could be made.
2) Today we are going to see how the same division problems can be described in a different way.
3) Count out 16 chips.
4) Let’s split them into groups of 2 but as we make groups of two, we are going to record what we are
doing on our white boards:
- Write 16 on your board because that is the number we are taking away from
- Make a group of 2 chips
- On your board subtract 2 from 16 so it shows there are only 14 chips left
- Make another group of two and subtract 2 from 14 to show there are only 12 chips left
- Make another group of two and subtract 2 from 12 to show there are only 10 chips left
- Continue making groups of 2 and subtracting until you can’t make anymore groups or
subtract any more.
- How many times did you subtract 2? That is your answer.
5) Repeat the above but this time make groups of 4.
6) Repeat it again but this time make groups of 8.
7) Let’s see if you can show division as repeated subtraction.
8) To explain what we are doing we could write “16 repeatedly Example
subtracting 8 or “16 divided or taking out groups of 8” or we 16 ÷ 8 =
could shorten it further and just write “16 ÷ 8=“
9) Repeat step 8 starting with 15 repeatedly subtracting 5 16 repeatedly subtrac ng 8
and have them write the division problem first, the meaning 16‐8=8
using subtraction underneath, and then draw the picture.
10) Practice again with 12 repeatedly subtracting 3, 20 repeatedly 8‐8=0
subtracting 4, and 10 repeatedly subtracting 5.
***This method usually takes a little more practice so do as many
problems as you need. This is also why you should make sure
your students have a firm understanding of subtraction before
starting division.
© 2013 Elizabeth Hill: Tricks of the Teaching Trade.
Name _____________________________________________ Date ____________________________ #_________

Subtracting Sharks
Division means repeatedly subtrac ng the same number un l there is nothing le to subtract.
Choose the shark on the right that matches the repeated subtrac on on the le .
24 16 8
‐ 8‐ 8 ‐ 8 8÷2
16 8 0
36 30 24 18 12 6
‐ 6 ‐ 6‐ 6 ‐ 6 ‐ 6 ‐ 6
16 ÷ 8
30 24 18 12 6 0
8 6 4 2
‐ 2 ‐ 2 ‐ 2 ‐ 2 24 ÷ 8
6 4 2 0
18 12 6
‐ 6 ‐ 6‐ 6
12 6 0
36 ÷ 6
16 8
‐ 8‐ 8 18 ÷ 6
8 0
Look at each problem. Fill in the blanks to the ques ons. Show the repeated subtrac on.

14 ÷ 2 = 16 ÷ 4 =
How many __‘s can I take away from ___? How many __‘s can I take away from __?

21 ÷ 7 = 24 ÷ 6 =
How many ___ can I take away from ___? How many ___ can I take away from ___?

© 2013 Elizabeth Hill: Tricks of the Teaching Trade.

Name _____________________________________________ Date ____________________________ #_________

Subtracting Sharks
Division means repeatedly subtrac ng the same number un l there is nothing le to subtract.
Choose the shark on the right that matches the repeated subtrac on on the le .
24 16 8
‐ 8‐ 8 ‐ 8 8÷2
16 8 0
36 30 24 18 12 6
‐ 6 ‐ 6‐ 6 ‐ 6 ‐ 6 ‐ 6
16 ÷ 8
30 24 18 12 6 0
8 6 4 2
‐ 2 ‐ 2 ‐ 2 ‐ 2 24 ÷ 8
6 4 2 0
18 12 6
‐ 6 ‐ 6‐ 6
12 6 0
36 ÷ 6
16 8
‐ 8‐ 8 18 ÷ 6
8 0
Look at each problem. Fill in the blanks to the ques ons. Show the repeated subtrac on.

14 ÷ 2 = 7 16 ÷ 4 = 4
2 can I take away from 14
How many __‘s 4 can I take away from16
___? How many __‘s __?
14 12 10 8 6 4 2 16 12 8 4
‐2 ‐2 ‐2 ‐2 ‐2 ‐2 ‐2 ‐4 ‐4 ‐4 ‐4
12 10 8 6 4 2 0 12 8 4 0

21 ÷ 7 = 3 24 ÷ 6 = 4
How many ___ 21 How many ___
7 can I take away from ___? 6 can I take away from ___?
24
21 14 7 24 18 12 6
‐7 ‐7 ‐7 ‐6 ‐6 ‐6 ‐6
14 7 0 18 12 6 0
© 2013 Elizabeth Hill: Tricks of the Teaching Trade.
 Diving into Division
with Multiplication
Purpose: Students will understand that division can be described as the opposite of multiplication and
the answer to a division problem can be found by using the understanding of multiplication.
Focusing Question: How can I describe division as the opposite of multiplication?
Materials: manipulative chips or whatever you choose, white boards, and Expo Markers for each student

Here is what I would say:

1) In the past, we learned all of the different meanings of mulitplication.
2) Today we are going to see how multiplication and division are alike.
3) Open your bag of chips.
4) Let’s make the multiplication problem 2 x 3:
- How many groups do we make? 2
- How many do we put in each group? 3
- How many do you have total? 6
- Now slide those 6 together.
- Now let’s divide those up by showing the problem 6 ÷ 2 using sharing,
- How many groups did you make? 2
- How many ended up in each group? 3
- What do you notice about the multiplication problem and division problem we just did?
- Why do you think they are the same?
5) Repeat the above with 4 x 5.
6) Repeat it again with 2 x 4.
7) The relationship between division and multiplication can be described as:
S, S, B
S X S= B if you multiply two small numbers together Example
you will get a big number.
B ÷ S= S if you take that same big number & divide it
4, 6, 24
by one of the small numbers you will get the
other.
SxS=B
8) Let’s see if we can show this relationship with numbers. 4 x 6 = 24
9) Let’s start with the fact family 4, 6, and 24 6 x 4 = 24
10) Following the rules of s x s=b and b÷s=s, what mulitplication
and division sentences can you write with those numbers.
- What multiplication sentence can you write? B÷S=S
- Can you write another one?
-Is there another way? How about a division problem?
24 ÷ 6 = 4
- Can you write another one? 24 ÷ 4 = 6
11) Repeat steps 8-10 with 5, 3, 15; 4, 7, 28; and 6, 3, 18

© 2013 Elizabeth Hill: Tricks of the Teaching Trade.

 Name ________________________________ Date ____________________ # ______
“Turtling” Division
into Multiplication
Each sea turtle has a division and multiplication fact family on its back. Write the four math
sentences that go with that fact family, one on each fin.

6 5 9
4 6 3
24 30 27

7 2
3
8 4
7
56 8
21

Help the turtles eat by matching the division problem with the multiplication fact that can help find the answer.

45 ÷ 9 = ___ 4x
6=
24
24 ÷ 3 = ___
8 x 3 = 24

24 ÷ 6 = ___ 4 5
5 =
9x
© 2013 Elizabeth Hill: Tricks of the Teaching Trade.
 Name ________________________________ Date ____________________ # ______
“Turtling” Division
into Multiplication
Each sea turtle has a division and multiplication fact family on its back. Write the four math
sentences that go with that fact family, one on each fin.

27

30
÷3
24 =9

5=
6 5 9
4

÷4
=2

27
=6

6
4

30

3=
3
x

4 6
6

÷5

9x
=6
24 30 27 27
÷9
0
24
=3 =3
6

÷6
4

27
=2

30÷6
=4
5

9=
6
x
4

3x
=5
56
÷7
=8

8
2=
21
7 2

x
3 ÷3

4
1
6

=7
=2
5

8÷
8
7=

4
x7

2=
56 7
8x

56 ÷8

4
=7 8
=8
21 4
21
x
56

÷7
2

8÷4=
1

=3
=2
7x8 =

3
x

2
7

Help the turtles eat by matching the division problem with the multiplication fact that can help find the answer.

45 ÷ 9 = ___ 4x
6=
24
24 ÷ 3 = ___
8 x 3 = 24

24 ÷ 6 = ___ 4 5
5 =
9x
© 2013 Elizabeth Hill: Tricks of the Teaching Trade.
 Diving into Division Art
1. Have students color and cut out the
octopus.
2. On each of the division symbols, they are
to choose a problem and show what it
means using one of the four meanings of
division, so that when they are finished
they have shown all 4 meanings of
division.
3. You can assign a problem or allow
students to come up with their own.
* I like for them to
use the same prob-
lem on all four and
that way you can see
all of the different
ways to solve one di-
vision problem.
4. Cut out each
division symbol
and glue one
on each leg.
© 2013 Elizabeth Hill: Tricks of the Teaching Trade.
Division
Means

© 2013 Elizabeth Hill: Tricks of the Teaching Trade.

 ________________
Problem
____________________________________
Meaning & Drawing
_______________
Problem
____________________________________ ________________
Meaning & Drawing Answer
________________
Answer
 ________________
Problem
____________________________________
Meaning & Drawing
_______________
Problem
____________________________________ ________________
Meaning & Drawing Answer
________________
Answer
Name ___________________________________________________ Date __________________________ # _______________

The Meaning of Division

Work out each problem on your scratch paper. Circle the best answer choice.
Remember: Prove it! Don’t just choose it!

1. Which division fact tells about the 2. What is the missing number in the triangle
following repeated subtractions? fact card?

A. 7
A.

B. B. 8

C. C. 9

D. D. 10

3. Which division fact tells about the following 4. What division fact tells about the picture?
repeated subtractions?

A.
A.
B.
B.
C.
C.
D.
D.

5. Mrs. Hill wrote this problem on the board . 6. What division fact shows this picture as
What is the missing number? sharing into equal groups?

A. 3 A. 6÷3=2

B. 4 B. 4÷2=2

C. 6 C. 6÷2=3

D. 18 D. 3x2=6

7. Which division fact shows 8. What division fact shows this picture
this picture as splitting as sharing out to make equal groups?
into equal groups?
A. 4x2=8
A. 15 ÷ 3 = 5
B. 8÷4=2
B. 18 ÷ 6 = 3
C. 8÷2=4
C. 18 ÷ 3 = 6
D. 4÷2=2
D. 3 x 6 = 18

© 2013 Elizabeth Hill: Tricks of the Teaching Trade.

9. Which division fact tells 10. What is the missing number
about the following in the triangle fact card?
repeated subtractions?
A. A. 4

B. B. 5

C. C. 6

D. D. 7

11. Which division fact tells 12. What division fact tells
about the following about the picture?
repeated subtractions?
A.
A.
B.
B.
C.
C.
D.
D.

13. What is the missing number? 14. What picture shows this
division fact as sharing 12 ÷ 3 = 4
into equal groups?
A. 4 A.

B. 5 B.

C. 10 C.

D. 15 D.

15. Describe division. Make sure to include all of the meanings of division and examples.

© 2013 Elizabeth Hill: Tricks of the Teaching Trade.

Name ___________________________________________________ Date __________________________ # _______________

The Meaning of Division

Work out each problem on your scratch paper. Circle the best answer choice.
Remember: Prove it! Don’t just choose it!

1. Which division fact tells about the 2. What is the missing number in the triangle
following repeated subtractions? fact card?

A. 7
A.

B. B. 8

C. C. 9

D. D. 10

3. Which division fact tells about the following 4. What division fact tells about the picture?
repeated subtractions?

A.
A.
B.
B.
C.
C.
D.
D.

5. Mrs. Hill wrote this problem on the board . 6. What division fact shows this picture as
What is the missing number? sharing into equal groups?

A. 3 A. 6÷3=2

B. 4 B. 4÷2=2

C. 6 C. 6÷2=3

D. 18 D. 3x2=6

7. Which division fact shows 8. What division fact shows this picture
this picture as splitting as sharing out to make equal groups?
into equal groups?
A. 4x2=8
A. 15 ÷ 3 = 5
B. 8÷4=2
B. 18 ÷ 6 = 3
C. 8÷2=4
C. 18 ÷ 3 = 6
D. 4÷2=2
D. 3 x 6 = 18

© 2013 Elizabeth Hill: Tricks of the Teaching Trade.

9. Which division fact tells 10. What is the missing number
about the following in the triangle fact card?
repeated subtractions?
A. A. 4

B. B. 5

C. C. 6

D. D. 7

11. Which division fact tells 12. What division fact tells
about the following about the picture?
repeated subtractions?
A.
A.
B.
B.
C.
C.
D.
D.

13. What is the missing number? 14. What picture shows this
division fact as sharing 12 ÷ 3 = 4
into equal groups?
A. 4 A.

B. 5 B.

C. 10 C.

D. 15 D.

15. Describe division. Make sure to include all of the meanings of division and examples.

Answers will vary, but should include dividing a number by sharing

into groups, dividing a number by spli ng it up into smaller groups
of a number, dividing a number using repeated subtrac on to take
away the same number over and over again, and dividing a number
by using mul plica on to find the answer.

© 2013 Elizabeth Hill: Tricks of the Teaching Trade.

 Diving
Into
Division

Whiz Quiz

© 2013 Elizabeth Hill: Tricks of the Teaching Trade.

 Whiz Quiz
I use Whiz Quizzes every day in my classroom.
Every child starts on addition and after mastering
it moves onto subtraction, then multiplication,
and finally division. This is the division set.
Here is how I use them:

1.Copy each page.

2.Cut the strips apart.
3.Each child starts on the 2’s.
4.They have one minute to answer the 20
problems quickly and accurately.
5. If they make a 100, they move to the next
set.
6. If they miss more than 1, they practice their
facts for homework.
7. After they finish the 9’s set, they take our
county’s 5 or 7 minute division fact test.

© 2013 Elizabeth Hill: Tricks of the Teaching Trade.

 2’s 2’s 2’s
1. 6 ÷ 2 = ______ 1. 6 ÷ 2 = ______ 1. 6 ÷ 2 = ______

2. 10 ÷ 2 =______ 2. 10 ÷ 2 =______ 2. 10 ÷ 2 =______

3. 16 ÷ 2 = ______ 3. 16 ÷ 2 = ______ 3. 16 ÷ 2 = ______

4. 4 ÷ 2 = _______ 4. 4 ÷ 2 = _______ 4. 4 ÷ 2 = _______

5. 18 ÷ 2 = _______ 5. 18 ÷ 2 = _______ 5. 18 ÷ 2 = _______

6. 2 ÷ 2 = _______ 6. 2 ÷ 2 = _______ 6. 2 ÷ 2 = _______

7. 14 ÷ 2 = _______ 7. 14 ÷ 2 = _______ 7. 14 ÷ 2 = _______

8. 0 ÷ 2= _______ 8. 0 ÷ 2= _______ 8. 0 ÷ 2= _______

9. 8 ÷ 2 = _______ 9. 8 ÷ 2 = _______ 9. 8 ÷ 2 = _______

10. 12 ÷ 2=_______ 10. 12 ÷ 2=_______ 10. 12 ÷ 2=_______

11. 14 ÷ 2=_______ 11. 14 ÷ 2=_______ 11. 14 ÷ 2=_______

12. 8 ÷ 2=_______ 12. 8 ÷ 2=_______ 12. 8 ÷ 2=_______

13. 18 ÷ 2=_______ 13. 18 ÷ 2=_______ 13. 18 ÷ 2=_______

14. 10 ÷ 2=_______ 14. 10 ÷ 2=_______ 14. 10 ÷ 2=_______

15. 0 ÷ 2=_______ 15. 0 ÷ 2=_______ 15. 0 ÷ 2=_______

16. 6 ÷ 2=_______ 16. 6 ÷ 2=_______ 16. 6 ÷ 2=_______

17. 2 ÷ 2=_______ 17. 2 ÷ 2=_______ 17. 2 ÷ 2=_______

18. 4 ÷ 2=_______ 18. 4 ÷ 2=_______ 18. 4 ÷ 2=_______

19. 12 ÷ 2=_______ 19. 12 ÷ 2=_______ 19. 12 ÷ 2=_______

20. 16 ÷ 2=______ 20. 16 ÷ 2=______ 20. 16 ÷ 2=______

© 2013 Elizabeth Hill: Tricks of the Teaching Trade.
 3’s 3’s 3’s
1. 0 ÷ 3 = ______ 1. 0 ÷ 3 = ______ 1. 0 ÷ 3 = ______

2. 27 ÷ 3=______ 2. 27 ÷3=______ 2. 27 ÷ 3=______

3. 6 ÷ 3 =_____ 3. 6 ÷ 3 =_____ 3. 6 ÷ 3 =_____

4. 9 ÷ 3 =______ 4. 9 ÷ 3 =______ 4. 9 ÷ 3 =______

5. 3 ÷ 3 =_____ 5. 3 ÷ 3 =_____ 5. 3 ÷ 3 =_____

6. 24 ÷ 3 =______ 6. 24 ÷ 3 =______ 6. 24 ÷ 3 =______

7. 12 ÷ 3 =_____ 7. 12 ÷ 3 =_____ 7. 12 ÷ 3 =_____

8. 18 ÷ 3=______ 8. 18 ÷ 3=______ 8. 18 ÷ 3=______

9. 3 ÷ 3 =______ 9. 3 ÷ 3 =______ 9. 3 ÷ 3 =______

10. 15 ÷ 3=_____ 10. 15 ÷ 3=_____ 10. 15 ÷ 3=_____

11. 6 ÷ 3=_____ 11. 6 ÷ 3=_____ 11. 6 ÷ 3=_____

12. 27 ÷ 3=______ 12. 27 ÷ 3=______ 12. 27 ÷ 3=______

13. 18 ÷ 3=_____ 13. 18 ÷ 3=_____ 13. 18 ÷ 3=_____

14. 21÷ 3=_____ 14. 21÷ 3=_____ 14. 21÷ 3=_____

15. 0 ÷ 3=_____ 15. 0 ÷ 3=_____ 15. 0 ÷ 3=_____

16. 6 ÷ 3=______ 16. 6 ÷ 3=______ 16. 6 ÷ 3=______

17. 12 ÷ 3=_____ 17. 12 ÷ 3=_____ 17. 12 ÷ 3=_____

18. 18 ÷ 3=______ 18. 18 ÷ 3=______ 18. 18 ÷ 3=______

19. 9 ÷ 3=_____ 19. 9 ÷ 3=_____ 19. 9 ÷ 3=_____

20. 21 ÷ 3= ____ 20. 21 ÷ 3= ____ 20. 21 ÷ 3= ____

© 2013 Elizabeth Hill: Tricks of the Teaching Trade.
 4’s 4’s 4’s
1. 0 ÷ 4 = ______ 1. 0 ÷ 4 = ______ 1. 0 ÷ 4 = ______

2. 32 ÷ 4=______ 2. 32 ÷ 4=______ 2. 32 ÷ 4=______

3. 8 ÷ 4 =_____ 3. 8 ÷ 4 =_____ 3. 8 ÷ 4 =_____

4. 12 ÷ 4 =______ 4. 12 ÷ 4 =______ 4. 12 ÷ 4 =______

5. 4 ÷ 4 =_____ 5. 4 ÷ 4 =_____ 5. 4 ÷ 4 =_____

6. 36 ÷ 4 =_____ 6. 36 ÷ 4 =_____ 6. 36 ÷ 4 =_____

7. 16 ÷ 4 =_____ 7. 16 ÷ 4 =_____ 7. 16 ÷ 4 =_____

8. 24 ÷ 4=______ 8. 24 ÷ 4=______ 8. 24 ÷ 4=______

9. 4 ÷ 4 =______ 9. 4 ÷ 4 =______ 9. 4 ÷ 4 =______

10. 20 ÷ 4=_____ 10. 20 ÷ 4=_____ 10. 20 ÷ 4=_____

11. 8 ÷ 4=_____ 11. 8 ÷ 4=_____ 11. 8 ÷ 4=_____

12. 36 ÷ 4=_____ 12. 36 ÷ 4=_____ 12. 36 ÷ 4=_____

13. 24 ÷ 4=_____ 13. 24 ÷ 4=_____ 13. 24 ÷ 4=_____

14. 28 ÷ 4=_____ 14. 28 ÷ 4=_____ 14. 28 ÷ 4=_____

15. 0 ÷ 4=_____ 15. 0 ÷ 4=_____ 15. 0 ÷ 4=_____

16. 8 ÷ 4=______ 16. 8 ÷ 4=______ 16. 8 ÷ 4=______

17. 16 ÷ 4=_____ 17. 16 ÷ 4=_____ 17. 16 ÷ 4=_____

18. 24 ÷ 4=_____ 18. 24 ÷ 4=_____ 18. 24 ÷ 4=_____

19. 12 ÷ 4=_____ 19. 12 ÷ 4=_____ 19. 12 ÷ 4=_____

20. 28 ÷ 4= ____ 20. 28 ÷ 4= ____ 20. 28 ÷ 4= ____

© 2013 Elizabeth Hill: Tricks of the Teaching Trade.
 5’s 5’s 5’s
1. 0 ÷ 5 = ______ 1. 0 ÷ 5 = ______ 1. 0 ÷ 5 = ______

2. 40 ÷ 5=______ 2. 40 ÷ 5=______ 2. 40 ÷ 5=______

3. 10 ÷ 5 =_____ 3. 10 ÷ 5 =_____ 3. 10 ÷ 5 =_____

4. 15 ÷ 5 =______ 4. 15 ÷ 5 =______ 4. 15 ÷ 5 =______

5. 5 ÷ 5 =_____ 5. 5 ÷ 5 =_____ 5. 5 ÷ 5 =_____

6. 45 ÷ 5 =_____ 6. 45 ÷ 5 =_____ 6. 45 ÷ 5 =_____

7. 20 ÷ 5 =_____ 7. 20 ÷ 5 =_____ 7. 20 ÷ 5 =_____

8. 30 ÷ 5=______ 8. 30 ÷ 5=______ 8. 30 ÷ 5=______

9. 5 ÷ 5 =______ 9. 5 ÷ 5 =______ 9. 5 ÷ 5 =______

10. 25 ÷ 5=_____ 10. 25 ÷ 5=_____ 10. 25 ÷ 5=_____

11. 10 ÷ 5=_____ 11. 10 ÷ 5=_____ 11. 10 ÷ 5=_____

12. 45 ÷ 5=_____ 12. 45 ÷ 5=_____ 12. 45 ÷ 5=_____

13. 30 ÷ 5=_____ 13. 30 ÷ 5=_____ 13. 30 ÷ 5=_____

14. 35 ÷ 5=_____ 14. 35 ÷ 5=_____ 14. 35 ÷ 5=_____

15. 0 ÷ 5=_____ 15. 0 ÷ 5=_____ 15. 0 ÷ 5=_____

16. 10 ÷ 5=______ 16. 10 ÷ 5=______ 16. 10 ÷ 5=______

17. 20 ÷ 5=_____ 17. 20 ÷ 5=_____ 17. 20 ÷ 5=_____

18. 30 ÷ 5=_____ 18. 30 ÷ 5=_____ 18. 30 ÷ 5=_____

19. 15 ÷ 5=_____ 19. 15 ÷ 5=_____ 19. 15 ÷ 5=_____

20. 35 ÷ 5= ____ 20. 35 ÷ 5= ____ 20. 35 ÷ 5= ____

© 2013 Elizabeth Hill: Tricks of the Teaching Trade.
 6’s 6’s 6’s
1. 0 ÷ 6 = ______ 1. 0 ÷ 6 = ______ 1. 0 ÷ 6 = ______

2. 48 ÷ 6=______ 2. 48 ÷ 6=______ 2. 48 ÷ 6=______

3. 12 ÷ 6 =_____ 3. 12 ÷ 6 =_____ 3. 12 ÷ 6 =_____

4. 18 ÷ 6 =_____ 4. 18 ÷ 6 =_____ 4. 18 ÷ 6 =_____

5. 6 ÷ 6 =_____ 5. 6 ÷ 6 =_____ 5. 6 ÷ 6 =_____

6. 54 ÷ 6 =_____ 6. 54 ÷ 6 =_____ 6. 54 ÷ 6 =_____

7. 30 ÷ 6 =_____ 7. 30 ÷ 6 =_____ 7. 30 ÷ 6 =_____

8. 36 ÷ 6=______ 8. 36 ÷ 6=______ 8. 36 ÷ 6=______

9. 6 ÷ 6 =______ 9. 6 ÷ 6 =______ 9. 6 ÷ 6 =______

10. 24 ÷ 6=_____ 10. 24 ÷ 6=_____ 10. 24 ÷ 6=_____

11. 12 ÷ 6=_____ 11. 12 ÷ 6=_____ 11. 12 ÷ 6=_____

12. 54 ÷ 6=_____ 12. 54 ÷ 6=_____ 12. 54 ÷ 6=_____

13. 36 ÷ 6=_____ 13. 36 ÷ 6=_____ 13. 36 ÷ 6=_____

14. 42 ÷ 6=_____ 14. 42 ÷ 6=_____ 14. 42 ÷ 6=_____

15. 0 ÷ 6=_____ 15. 0 ÷ 6=_____ 15. 0 ÷ 6=_____

16. 12 ÷ 6=_____ 16. 12 ÷ 6=_____ 16. 12 ÷ 6=_____

17. 24 ÷ 6=_____ 17. 24 ÷ 6=_____ 17. 24 ÷ 6=_____

18. 36 ÷ 6=_____ 18. 36 ÷ 6=_____ 18. 36 ÷ 6=_____

19. 18 ÷ 6=_____ 19. 18 ÷ 6=_____ 19. 18 ÷ 6=_____

20. 42 ÷ 6= ____ 20. 42 ÷ 6= ____ 20. 42 ÷ 6= ____

© 2013 Elizabeth Hill: Tricks of the Teaching Trade.
 7’s 7’s 7’s
1. 0 ÷ 7 = ______ 1. 0 ÷ 7 = ______ 1. 0 ÷ 7 = ______

2. 56 ÷ 7=______ 2. 56 ÷ 7=______ 2. 56 ÷ 7=______

3. 14 ÷ 7 =_____ 3. 14 ÷ 7 =_____ 3. 14 ÷ 7 =_____

4. 21 ÷ 7 =_____ 4. 21 ÷ 7 =_____ 4. 21 ÷ 7 =_____

5. 7 ÷ 7 =_____ 5. 7 ÷ 7 =_____ 5. 7 ÷ 7 =_____

6. 63 ÷ 7 =_____ 6. 63 ÷ 7 =_____ 6. 63 ÷ 7 =_____

7. 35 ÷ 7 =_____ 7. 35 ÷ 7 =_____ 7. 35 ÷ 7 =_____

8. 42 ÷ 7=______ 8. 42 ÷ 7=______ 8. 42 ÷ 7=______

9. 7 ÷ 7 =______ 9. 7 ÷ 7 =______ 9. 7 ÷ 7 =______

10. 28 ÷ 7=_____ 10. 28 ÷ 7=_____ 10. 28 ÷ 7=_____

11. 14 ÷ 7=_____ 11. 14 ÷ 7=_____ 11. 14 ÷ 7=_____

12. 63 ÷ 7=_____ 12. 63 ÷ 7=_____ 12. 63 ÷ 7=_____

13. 42 ÷ 7=_____ 13. 42 ÷ 7=_____ 13. 42 ÷ 7=_____

14. 49 ÷ 7=_____ 14. 49 ÷ 7=_____ 14. 49 ÷ 7=_____

15. 0 ÷ 7=_____ 15. 0 ÷ 7=_____ 15. 0 ÷ 7=_____

16. 14 ÷ 7=_____ 16. 14 ÷ 7=_____ 16. 14 ÷ 7=_____

17. 28 ÷ 7=_____ 17. 28 ÷ 7=_____ 17. 28 ÷ 7=_____

18. 42 ÷ 7=_____ 18. 42 ÷ 7=_____ 18. 42 ÷ 7=_____

19. 21 ÷ 7=_____ 19. 21 ÷ 7=_____ 19. 21 ÷ 7=_____

20. 49 ÷ 7= ____ 20. 49 ÷ 7= ____ 20. 49 ÷ 7= ____

© 2013 Elizabeth Hill: Tricks of the Teaching Trade.
 8’s 8’s 8’s
1. 0 ÷ 8 = ______ 1. 0 ÷ 8 = ______ 1. 0 ÷ 8 = ______

2. 64 ÷ 8 =______ 2. 64 ÷ 8 =______ 2. 64 ÷ 8 =______

3. 16 ÷ 8 =_____ 3. 16 ÷ 8 =_____ 3. 16 ÷ 8 =_____

4. 24 ÷ 8 =_____ 4. 24 ÷ 8 =_____ 4. 24 ÷ 8 =_____

5. 8 ÷ 8 =_____ 5. 8 ÷ 8 =_____ 5. 8 ÷ 8 =_____

6. 72 ÷ 8 =_____ 6. 72 ÷ 8 =_____ 6. 72 ÷ 8 =_____

7. 40 ÷ 8 =_____ 7. 40 ÷ 8 =_____ 7. 40 ÷ 8 =_____

8. 48 ÷ 8 =______ 8. 48 ÷ 8 =______ 8. 48 ÷ 8 =______

9. 8 ÷ 8 =______ 9. 8 ÷ 8 =______ 9. 8 ÷ 8 =______

10. 32 ÷ 8=_____ 10. 32 ÷ 8=_____ 10. 32 ÷ 8=_____

11. 16 ÷ 8=_____ 11. 16 ÷ 8=_____ 11. 16 ÷ 8=_____

12. 72 ÷ 8=_____ 12. 72 ÷ 8=_____ 12. 72 ÷ 8=_____

13. 40 ÷ 8=_____ 13. 40 ÷ 8=_____ 13. 40 ÷ 8=_____

14. 56 ÷ 8=_____ 14. 56 ÷ 8=_____ 14. 56 ÷ 8=_____

15. 0 ÷ 8=_____ 15. 0 ÷ 8=_____ 15. 0 ÷ 8=_____

16. 16 ÷ 8=_____ 16. 16 ÷ 8=_____ 16. 16 ÷ 8=_____

17. 32 ÷ 8=_____ 17. 32 ÷ 8=_____ 17. 32 ÷ 8=_____

18. 64 ÷ 8=_____ 18. 64 ÷ 8=_____ 18. 64 ÷ 8=_____

19. 24 ÷ 8=_____ 19. 24 ÷ 8=_____ 19. 24 ÷ 8=_____

20. 56 ÷ 8= ____ 20. 56 ÷ 8= ____ 20. 56 ÷ 8= ____

© 2013 Elizabeth Hill: Tricks of the Teaching Trade.
 9’s 9’s 9’s
1. 0 ÷ 9 = ______ 1. 0 ÷ 9 = ______ 1. 0 ÷ 9 = ______

2. 72 ÷ 9=______ 2. 72 ÷ 9=______ 2. 72 ÷ 9=______

3. 18 ÷ 9 =_____ 3. 18 ÷ 9 =_____ 3. 18 ÷ 9 =_____

4. 27 ÷ 9 =_____ 4. 27 ÷ 9 =_____ 4. 27 ÷ 9 =_____

5. 9 ÷ 9=_____ 5. 9 ÷ 9=_____ 5. 9 ÷ 9=_____

6. 81 ÷ 9 =_____ 6. 81 ÷ 9 =_____ 6. 81 ÷ 9 =_____

7. 45 ÷ 9 =_____ 7. 45 ÷ 9 =_____ 7. 45 ÷ 9 =_____

8. 54 ÷ 9=______ 8. 54 ÷ 9=______ 8. 54 ÷ 9=______

9. 9 ÷ 9=______ 9. 9 ÷ 9=______ 9. 9 ÷ 9=______

10. 36 ÷ 9=_____ 10. 36 ÷ 9=_____ 10. 36 ÷ 9=_____

11. 18 ÷ 9=_____ 11. 18 ÷ 9=_____ 11. 18 ÷ 9=_____

12. 81 ÷ 9=_____ 12. 81 ÷ 9=_____ 12. 81 ÷ 9=_____

13. 45 ÷ 9=_____ 13. 45 ÷ 9=_____ 13. 45 ÷ 9=_____

14. 63 ÷ 9=_____ 14. 63 ÷ 9=_____ 14. 63 ÷ 9=_____

15. 0 ÷ 9=_____ 15. 0 ÷ 9=_____ 15. 0 ÷ 9=_____

16. 18 ÷ 9=_____ 16. 18 ÷ 9=_____ 16. 18 ÷ 9=_____

17. 36 ÷ 9=_____ 17. 36 ÷ 9=_____ 17. 36 ÷ 9=_____

18. 63 ÷ 9=_____ 18. 63 ÷ 9=_____ 18. 63 ÷ 9=_____

19. 27 ÷ 9=_____ 19. 27 ÷ 9=_____ 19. 27 ÷ 9=_____

20. 63 ÷ 9= ____ 20. 63 ÷ 9= ____ 20. 63 ÷ 9= ____

© 2013 Elizabeth Hill: Tricks of the Teaching Trade.
© 2013 Elizabeth Hill: Tricks of the Teaching Trade.
 Thank you for purchasing from Tricks of the Trade.

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