Chapter 4 · Dividing by a one-digit number

Lesson 4.7 · Dividing a three-digit number by a one-digit number (1)

Hua's Classroom for Shanghai Maths — One Lesson One Exercise (English edition, pages 79–80).

Grade 3First Semester Pages 79–80ECNU Press

Lesson Alignment

How this Shanghai Maths lesson connects to learning goals, Common Core, and Eureka Math.

Learning Objectives

Students will be able to:

  1. 01Warm up with whole tens/hundreds ÷ one-digit.
  2. 02Divide three-digit ÷ one-digit with the column method.
  3. 03Interpret remainders in sharing stories (colour cards).

Common Core Standards

CodeStandard (focus for this lesson)
3.OA.A.2Interpret whole-number quotients.
3.OA.A.3Multiply/divide within 100 to solve word problems.
3.OA.B.5Apply properties of operations.
3.OA.B.6Understand division as unknown-factor.
3.OA.C.7Fluently multiply and divide within 100.
3.OA.D.8Two-step word problems.
4.NBT.B.6*(preview)* Multi-digit ÷ one-digit.

Eureka Math Correspondence

Shanghai MathsFocusEureka Math
Algorithm3-digit ÷ 1-digitG4 M3 preview / G3 extend

Core Concepts

Extend the division algorithm into the hundreds place.

Extend to Hundreds

$$3000 \div 5,\quad 840 \div 4$$

Column Method

Divide hundreds → tens → ones; regroup carefully when a place is too small.

Applications

$673$ cards ÷ $6$ classes with $13$ left over — how many each?

Key Terms & Definitions (Reference)

Quick glossary for this lesson.

TermDefinition
DividendThe number being divided.
DivisorThe number you divide by.
QuotientThe result of division.
RemainderWhat is left after equal groups are made.
Relationshipdividend = divisor × quotient + remainder
RegroupMove leftover to the next place value.

Key Answers

Quick reference for this lesson’s exercise answers.

1. Mental calculation

  • $160\div8=20$,\; $1600\div8=200$,\; $220\div2=110$,\; $440\div2=220$
  • $300\div6=50$,\; $3000\div6=500$,\; $840\div4=210$,\; $4800\div4=1200$
  • $200\div5=40$,\; $2000\div5=400$,\; $4000\div8=500$,\; $4000\div5=800$

2. Decomposition

  • $637\div3=212\ldots1$;\; $665\div5=133$;\; $738\div6=123$

3. Column method

  • $536\div4=134$;\; $856\div7=122\ldots2$;\; $934\div8=116\ldots6$

4. Fill in the brackets

  1. $(6)$
  2. $(3)$
  3. $(615)$
  4. Closer to $(120)$
  5. $(3)$ zeros
  6. $7\times120=12\times70$;\; $926\div9>269\div9$;\; $286\div9>268\div9$

5. Application problems

  1. $110$ cards each
  2. $8$ m;\; then $2$ m
  3. $1000$ books in total;\; $200$ each year group

6–7. Enhancement

  1. $\triangle=9$ ($18$,\; $0$,\; $81$,\; $1$)
  2. At least $7$ trips