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Common Core Math3rd GradeOperations & Algebraic Thinking

3.OA.6: Understand Division as an Unknown-Factor Problem

Also written as 3.OA.B.6 and CCSS.MATH.CONTENT.3.OA.B.6 · Cluster: Understand properties of multiplication and the relationship between multiplication and division.

Make a 3.OA.6 WorksheetAll 25 3rd Grade Math Standards

The Official Wording

Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

Common Core State Standards, Grade 3, Operations & Algebraic Thinking · Read it at the source · Checked October 14, 2026

What 3.OA.6 Means in Plain English

Third graders stop treating division as a separate pile of facts. To find 54 ÷ 6 they ask “6 times what makes 54?” and reach for a multiplication fact they already own. If 6 × 9 = 54, then 54 ÷ 6 = 9.

Fact families make the link visible: one triangle card holds 6 × 9, 9 × 6, 54 ÷ 6 and 54 ÷ 9. In 4th grade the same thinking divides bigger numbers, like 245 ÷ 5 as what times 5 makes 245 (4.NBT.6).

3.OA.6 I Can Statements

  • I can rewrite a division fact as a missing-factor problem.
  • I can use a multiplication fact I know to divide.
  • I can write all four facts in a fact family.

3.OA.6 Worked Example

One division fact, solved without a single division step.

Problem

Find 54 ÷ 6.

54 ÷ 6 as a missing factor
  1. 54 ÷ 6 asks: 6 times what number makes 54?6 × ? = 54
  2. I know 6 × 10 = 60. That is one six too many.6 × 10 = 60
  3. Take one six away: 60 − 6 = 54. So nine sixes make 54.6 × 9 = 54
  4. The missing factor is the quotient.54 ÷ 6 = 9
Answer54 ÷ 6 = 9

Check it: Multiply back: 9 × 6 = 54. The whole fact family is 6 × 9, 9 × 6, 54 ÷ 6 and 54 ÷ 9.

Common Mistakes with 3.OA.6

Multiplying the two numbers shown

54 ÷ 6 rewritten as 54 × 6 = ?

Try this: Have students say the full question every time, “6 times what makes 54?”, so the 54 stays the total.

Counting up from zero every time

54 ÷ 6 found by counting 6, 12, 18 and on to 54 on fingers

Try this: Start from a fact students already own, like 6 × 10 = 60, and adjust by one group instead of counting from zero.

Dividing by zero

8 ÷ 0 = 0

Try this: Rewrite it as 0 × ? = 8. Zero times any number is zero, so nothing works and 8 ÷ 0 has no answer.

Where 3.OA.6 Fits

Comes Before1.OA.4Subtract by finding the missing addend, like 10 − 8 as 8 plus what makes 10.3.OA.2Read 56 ÷ 8 as sharing into 8 groups or as making groups of 8.
Alongside3.OA.4Find the unknown number in a fact like 8 × ? = 48.3.OA.7Multiply and divide within 100 fluently.
Comes Next4.NBT.6Divide numbers up to four digits by a one-digit number, using the link to multiplication.4.OA.4Find all the factor pairs of a whole number up to 100.

Practice 3.OA.6

Division Worksheet GeneratorFree ToolDivision facts within 100 with no remainders. Have students write the matching multiplication fact beside each one before the quotient.Divide by 2 to 10No remainders
Make a Worksheet

Quick Check

  1. Write 35 ÷ 7 as a missing-factor problem and solve it.
  2. Which multiplication fact helps you find 72 ÷ 8?
  3. Write the fact family for 4, 7 and 28.

3.OA.6: Other Names

3.OA.63.OA.B.6CCSS.MATH.CONTENT.3.OA.B.6

Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. Official wording from the Common Core State Standards PDFs at corestandards.org, last checked October 14, 2026. The explanation, I can statements, example, mistakes and practice on this page are EMStudio’s own, written beside the official wording. They are not part of the standard.