OA.1.2

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. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

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Formative Assessments
Formative Assessments
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Students are asked to illustrate a division problem and write a corresponding equation.
Interpreting Division
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Students are asked to solve a division equation and then interpret the quotient by writing a word problem that can be modeled by the equation.
Writing a Problem With a Quotient
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Students are asked to explain how to use a number line for dividing, in the context of a word problem.
Using a Number Line to Solve a Division Problem
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Students are given division word problem and asked to determine how it might have been solved and what the quotient means.
What Does the Six Mean?
Virtual/Hands-on Manipulatives
Virtual/Hands-on Manipulatives
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CPALMS: This virtual manipulative can be used to picture whole number operations, addition, subtraction, multiplication and division, carried out on a number line.
Number Line Arithmetic
Assessment Questions
Assessment Questions
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Gridded Response
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Multi Select
Videos of Expert Instruction
Videos of Expert Instruction
Use Real Link and Title
Use Real Link and Title
Use Real Link and Title
Hook/Performance Tasks
Hook/Performance Tasks
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The purpose of this task is to provide an opportunity for students to demonstrate that they can interpret within a given context the meaning of whole number quotients.
IM:  Fish Tanks
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The purpose of this task is for students to compare two problems that draw on the same context but represent the two different interpretations of divisions.
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