NCERT Revision Notes for Class 3 Maths Chapter 8: Fair Share – Free PDF Download

Chapter 8 of Class 3 Maths, Fair Share, builds on earlier grouping and sharing ideas to introduce division more formally — sharing a total equally among a number of groups, understanding equal parts, and connecting division to multiplication facts.

Last Updated: September 23, 2026

Key Concepts

Division as equal sharing: dividing a total number of objects equally among a fixed number of groups or people.

Division as equal grouping: finding how many equal groups of a certain size can be made from a total.

The division symbol (÷): the symbol used to show that a number is being divided, read as “divided by”.

Connection to multiplication: division and multiplication are opposite operations — if 4 x 5 = 20, then 20 ÷ 5 = 4 and 20 ÷ 4 = 5.

Remainders: when a total cannot be divided perfectly equally, the amount left over is called the remainder.

Worked Examples

Example 1

18 candies are shared equally among 3 children. How many candies does each child get? 18 ÷ 3 = 6 candies each.

Example 2

If 5 x 4 = 20, what is 20 ÷ 4? 5, since division undoes multiplication.

Example 3

23 pencils are shared equally among 5 children. How many pencils does each child get, and how many are left over? Each child gets 4 pencils (5 x 4 = 20), with 3 pencils left over as the remainder.

Quick Recap

• Division means sharing a total equally, either among a number of people or into equal-sized groups.
• The division symbol (÷) means “divided by”.
• Multiplication and division are opposite operations of each other.
• When a total cannot be divided perfectly, the leftover amount is called the remainder.
• Knowing multiplication facts well makes solving division problems much faster.

Common Mistakes to Avoid

• Confusing which number is being divided and which number is doing the dividing in a word problem.
• Forgetting to check for a remainder when a total does not divide evenly.
• Mixing up division facts with multiplication facts, especially with larger numbers.
• Sharing objects unevenly by mistake instead of checking that every group has the same amount.
• Not using known multiplication facts to help solve related division problems more quickly.

Home Practice Tips

• Use real snacks, buttons, or small toys to practise sharing a total equally among family members.
• Practise a few basic division facts daily, connecting them to multiplication tables already known.
• Create simple sharing word problems together, like dividing sweets among friends.
• Ask the child to identify the remainder when a total cannot be shared perfectly.
• Play a quick oral quiz mixing multiplication and related division facts.

Frequently Asked Questions

Q1. How is division related to multiplication?
Division is the opposite operation of multiplication — knowing that 4 x 5 = 20 immediately tells us that 20 ÷ 5 = 4 and 20 ÷ 4 = 5.

Q2. What is a remainder, and when does it appear?
A remainder is the amount left over when a total cannot be divided perfectly equally among a given number of groups or people.

Q3. How can I help my child get better at division?
Strengthen multiplication table knowledge first, since strong multiplication facts make solving related division problems much faster and easier.

Q4. What is the difference between equal sharing and equal grouping in division?
Equal sharing starts with a total and a number of people to find how much each gets, while equal grouping starts with a total and a group size to find how many groups are formed — both use division.

Q5. How does this chapter build on earlier grouping and sharing chapters?
It formalises the informal grouping and sharing ideas from Class 2 into proper division facts, using the division symbol and connecting clearly to multiplication.

Full walkthrough: Chapter 8 Solutions for step-by-step textbook answers.

Written by Satish

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