Division can be very scary for students, even basic division. A strong conceptual understanding of division will help build students’ confidence with division and help as they progress into multi-digit division (and even division of decimals and fractions). This post shares a quick 2-page division intervention assessment that I use to assess gaps in my 4th and 5th graders’ conceptual understanding of division.
About the Division Assessment
The division assessment will help you pinpoint gaps in your students’ conceptual understanding of division. It will also help you see if your students have a strong understanding of the connection between multiplication and division.
Here are the conceptual division skills included in the free assessment (linked near the end of this post):
- Division as Arrays
- Division as Equal Groups
- Drawing models and writing equations to match simple division situations
- Understanding multiplication can help solve division problems
- Fact Families
- Solving division word problems
I recommend giving this free division assessment to any 4th or 5th grade student who struggles with division facts/understanding division conceptually or 3rd grade students who struggle with division after strong instruction.
Using the Assessment Results for Division Intervention
I use this assessment to group my students for quick and targeted division intervention lessons. Our time is limited in 4th and 5th grade, so the time spent on math intervention needs to be purposeful and intentional. Using this division assessment will help you group your students according to their gaps and instruct them accordingly (and quickly).
If you need a division intervention resource that works perfectly with this assessment, click below to check out my Division Intervention Task Cards for Conceptual Understanding. I created these division intervention task cards to be an extension of my intervention mini-lessons. For example, I will teach a small group lesson on connecting multiplication and division using models and then the students will complete the task cards with me, as a math center, with partners, or independently.
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Division Intervention Task Cards | Conceptual UnderstandingStudents often struggle with division fact fluency and automaticity because they lack a conceptual understanding of division (and how it connects or relates to multiplication). This simple-to-prep and use resource includes over to help you build that conceptual understanding with your students.
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Here is a detailed list of the conceptual division skills included in the task card set linked above. Each skill includes a task card set of 24 task cards:
- The students will analyze equal group models and write division problems to match (scaffolded version).
- The students will analyze arrays and write division problems to match (scaffolded version).
- Analyzing arrays and equal group models and write division problems to match
- The students will use small objects or manipulatives to model division situations. (Group Size Unknown)
- The students will use small objects or manipulatives to model division situations. (# of Groups Unknown)
- The students will use small objects or manipulatives to model division situations. (Group Size Unknown and # of Groups Unknown)
- The students will draw a model to represent and solve division problems.
- The students will finish models to solve the division problems. (Group Size Unknown)
- The students will finish models to solve the division problems. (# of Groups Unknown)
- The students will write multiplication problems and division problems to match models.
- The students will use the fact family numbers on triangles to write two multiplication and two division problems.
- The students will write fact families (two multiplication facts and two division facts) for the numbers given.
- The students will solve the division problems. They will then write the related multiplication problems that helped them (or could help them).
- The students will write two division problems that could be solved using multiplication facts shown.