Whole Numbers & Operations · Grade 3

What Is Division? Sharing, Grouping and Missing Factors

Quick answer

Division answers two different questions from the same calculation. Sharing asks how many each gets; grouping asks how many groups there are. Both are 56 ÷ 8. Every division is also a missing factor — 56 ÷ 8 asks what times 8 gives 56 — which is why knowing the times tables gives you the division facts for nothing.

What you'll learn

  • Explain division as sharing and as grouping
  • Use the link with multiplication to find a quotient
  • Find an unknown number in a multiplication or division equation

Two questions, one calculation

56÷8=756 \div 8 = 7

That single division answers two quite different questions.

Sharing: 56 candies shared between 8 children. How many each? Seven each.

Grouping: 56 candies put into bags of 8. How many bags? Seven bags.

QuestionWhat the 88 isWhat the 77 is
sharinghow many groupshow many in each
groupinghow many in eachhow many groups

The sum is the same either way. But the question decides what the answer means, and that matters in a word problem.

Why division undoes multiplication

7×8=56⟺56÷8=77 \times 8 = 56 \quad\Longleftrightarrow\quad 56 \div 8 = 7

They are the same fact written two ways. Multiplication puts equal groups together; division takes them apart again.

Each multiplication fact gives two division facts:

6×4=24⇒24÷4=6and24÷6=46 \times 4 = 24 \quad\Rightarrow\quad 24 \div 4 = 6 \quad\text{and}\quad 24 \div 6 = 4

This is the most useful thing on the page. Know your times tables and you know the division facts. There is no second set to learn. It is the same fact, asked a different way.

Division as a missing factor

56÷8asks?×8=5656 \div 8 \quad\text{asks}\quad ? \times 8 = 56

Read a division as a times sum with a gap in it. Do not ask “how many eights fit into 56”. Ask “what times 8 makes 56” instead. The times tables answer that one.

42÷6⇒?×6=42⇒742 \div 6 \quad\Rightarrow\quad ? \times 6 = 42 \quad\Rightarrow\quad 7

Finding an unknown in an equation

The same reading solves for a missing number wherever it sits.

EquationRead it asAnswer
8×□=408 \times \square = 40what times 88 makes 4040?55
□×6=54\square \times 6 = 54what times 66 makes 5454?99
35÷□=535 \div \square = 53535 split into fives?77
□÷4=6\square \div 4 = 6what has 66 fours in it?2424

The last row runs the other way. Dividing by 44 gave 66, so multiplying back returns the start:

6×4=246 \times 4 = 24

Multiplying back is the check, and it works on every one of these.

Order matters in division

12÷3=4but3÷12 is not 412 \div 3 = 4 \qquad \text{but} \qquad 3 \div 12 \text{ is not } 4

A times sum can be turned round. A division cannot. Sharing 1212 between 33 is not sharing 33 between 1212.

The bigger number goes first. The words tell you which it is: 56 shared between 8 puts the 5656 first.

Dividing by zero

12÷0asks?×0=1212 \div 0 \quad\text{asks}\quad ? \times 0 = 12

Nothing works. Every times sum with zero gives zero, so nothing reaches 1212. Dividing by zero has no answer.

Dividing zero by something is fine:

0÷5=00 \div 5 = 0

Sharing nothing between five people gives each of them nothing.

Worked examples

Common mistakes

Practice problems

  1. Find 18÷318 \div 3.

    Answer

    66

    Full solution

    6×3=186 \times 3 = 18.

  2. Find 36÷436 \div 4.

    Answer

    99

    Full solution

    9×4=369 \times 4 = 36.

  3. 2020 pens shared between 55 people. How many each?

    Answer

    44 pens

    Full solution

    20÷5=420 \div 5 = 4, and the answer counts pens per person.

  4. 2020 pens put into packs of 55. How many packs?

    Answer

    44 packs

    Full solution

    The same division, but the answer now counts packs.

  5. Find □\square in 6×□=426 \times \square = 42.

    Answer

    77

    Full solution

    42÷6=742 \div 6 = 7, and 6×7=426 \times 7 = 42 checks it.

  6. 8×7=568 \times 7 = 56. Write the two divisions.

    Answer

    56÷7=856 \div 7 = 8 and 56÷8=756 \div 8 = 7

    Full solution

    Each multiplication fact gives two divisions.

  7. Find □\square in □÷9=3\square \div 9 = 3.

    Answer

    2727

    Full solution

    Multiply back: 3×9=273 \times 9 = 27.

  8. Find 0÷70 \div 7.

    Answer

    00

    Full solution

    Sharing nothing between seven leaves each with nothing.

  9. Why does 15÷015 \div 0 have no answer?

    Hint

    Turn it into a missing factor.

    Answer

    Nothing multiplied by zero gives 1515.

    Full solution

    15÷015 \div 0 asks what number times 00 makes 1515.

    Every product with zero is zero, so no number works. The question has no answer at all, which is different from having an answer of zero.

  10. Asked for 30÷630 \div 6, Ben writes 6÷306 \div 30 and answers 55. His number is right — is his method?

    Hint

    What does his written division actually ask?

    Answer

    No. He wrote the division backwards and happened to state the right answer.

    Full solution

    30÷630 \div 6 asks how many sixes are in thirty, which is 55.

    What he wrote, 6÷306 \div 30, asks how many thirties are in six. That answer is a fraction, 15\tfrac{1}{5}, not 55.

    Division is not reversible the way multiplication is. 6×306 \times 30 and 30×630 \times 6 are the same; 6÷306 \div 30 and 30÷630 \div 6 are not.

    Writing it correctly still matters. The habit fails as soon as the numbers stop being ones you know by heart.

Frequently asked questions

What does 56 ÷ 8 mean?

Two things, both giving 7. Sharing 56 between 8 gives 7 each. Making groups of 8 from 56 gives 7 groups.

How does division relate to multiplication?

They undo each other. 56 ÷ 8 = 7 because 7 × 8 = 56, so every division fact comes from a multiplication fact.

What is a missing-factor problem?

Reading a division as a multiplication with a gap. 56 ÷ 8 asks what number times 8 makes 56.

Does the order matter in division?

Yes. 12 ÷ 3 is 4 and 3 ÷ 12 is a fraction. Division is not like multiplication in that respect.

Can you divide by zero?

No. 12 ÷ 0 asks what times zero gives 12, and nothing does, since every product with zero is zero.

What to learn next

Standards alignment

This lesson covers the following Common Core State Standards for Mathematics.

  • CCSS.MATH.CONTENT.3.OA.A.2Operations and Algebraic ThinkingInterpret 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.
  • CCSS.MATH.CONTENT.3.OA.A.4Operations and Algebraic ThinkingDetermine the unknown whole number in a multiplication or division equation relating three whole numbers.
  • CCSS.MATH.CONTENT.3.OA.B.6Operations and Algebraic ThinkingUnderstand division as an unknown-factor problem.