By Kristen May — Updated Aug 30, 2022
Most third‑graders already know how to multiply. Showing that division is the reverse of multiplication helps them see the connection. Start with a familiar addition fact, like 3 + 5 = 8, and then point out that 8 – 3 = 5 uses the same numbers in a different order. The same logic applies to multiplication and division: 4 × 7 = 28, and therefore 28 ÷ 7 = 4.
Word problems bring math to life. Present scenarios that a child can picture—such as a family sharing a pizza. For example, a family of four orders a pizza that comes in 12 slices. Dividing the slices evenly gives each person 3 slices, which is the same as solving 12 ÷ 4 = 3. These concrete stories make the division symbol meaningful and memorable.
Let the student work with physical objects—candy, blocks, or beads—to visualize division. Provide about 30 small items and guide the child through counting them, then grouping them into the required number of equal piles. For instance, with the problem 18 ÷ 6, the child counts 18 objects, distributes them into six groups, and counts the objects in one group to find the answer. Alternatively, they can group the objects into piles of six and count how many piles they created. Writing the same problem in standard notation reinforces the link between the concrete action and the written symbol.
Since third‑graders are comfortable with multi‑digit subtraction, they can use repeated subtraction to solve division problems. Subtract the divisor from the dividend repeatedly until the result is zero, then count how many subtractions were performed. For example, to solve 24 ÷ 8, the child does 24 – 8 = 16, 16 – 8 = 8, 8 – 8 = 0, which shows that 24 ÷ 8 = 3. This method demonstrates that division is simply a series of subtractions.
