Two ways of thinking of division There are essentially two ways of thinking of division:
Getting Started We introduce the session by asking the students to work through several equivalent group [set] problems first and then ask them to pose their own problems. There are 3 cars. Each one has 2 people in it. How many people are there altogether?
Or There are 6 fish bowls. Each bowl contains 4 goldfish.
How many goldfish are there altogether? Or There are 7 tables. Each table has 4 legs. How many legs altogether? The students can model these and similar types of problems with: It is important to link the idea of environmental examples where possible of equivalent sets with the idea of multiplication as repeated addition.
As well as modelling with equipment, students should write the same equation using repeated addition and using multiplication. Now ask the students to make up word problems using the problem structure above with different answers. For example write a problem with an answer of Now use several sets of ice-cream containers all with the same number of items in them with the contents of each covered except for one.
Ask the students to write problems for each example. What strategy did the students use to solve this problem? For example did they try to count the contents of each ice-cream container; that is those that are visible and those that are concealed? Exploring Over the next 3 days the students pose a number of different types of story problems.
They are encouraged to model the problems using different types of equipment and explain their answers to others. They will begin to think about the most efficient ways of solving the problems.
It is important that students are provided with opportunities to build up multiplication facts to 10 and then to Some students may solve these problems without equipment. On the first day work through several rate problems. These might be equivalent to some of the problems in the previous lesson but expressed as rate or ratio problems.
Do a few problems of this type with the students first and then ask them to pose their own problems. If you need 1 car for 2 people, how many cars will you need for 6 people? Or If you need 1 fish bowl for 4 goldfish, how many bowls will you need for 24 goldfish?
Or If each table has 4 legs, how many tables are there if there are 28 legs? The students can model these and similar types of problems with pictures Now ask the students to make up word problems using the problem structure above and to pose these problems to each other.
Encourage them to explain their answers to each other.
Have each pair of students draw a picture of each array on their Array Models for Multiplication worksheet, as well as write the equation for each array and solve it. Array Models in Multiplication. Lesson plan. Then, write a multiplication sentence for each one. 3rd grade. Math. Writing Prompts. Writing Story Pictures. Writing Worksheets. More ELA Worksheets. Phonics & Early Literacy. Alphabet. For more advanced division worksheets, please see Division Find each quotient and write X or O over the corresponding number on the tic-tac-toe boards. Students are asked to write multiplication word problems prompted by pictures and then to write both an addition and a multiplication expression that can be used to solve the problem.
On the second day work through several comparison problems, where possible using a context familiar to the students. Susie has 4 crackers in her lunchbox, and Rima has 3 times as many crackers as Susie.
How many crackers does Rima have in her lunchbox? On the third day work through several array problems based on situations in which there are equivalent groups. Teams with the same number of members in each are often used during the school day. Pose problems such as: The students are lined up in 3 teams.
Each team has 6 members. How many students are there altogether? Encourage the students to draw problems like this using three rows one for each team and six columns one for each team member.Have the student write his or her own division word problems and then write the equations that match each problem.
Have the student begin solving multiplication and division word problems within (timberdesignmag.com) as well as solving multiplication and division equations (timberdesignmag.com). 12 Picture Math Multiplication Worksheets.
Worksheets where students use grids to solve simple multiplication word problems. These worksheets are an excellent first introduction to division concepts. Create multiplication stories where one factor is 6 or 7, and play a multiplication game.
the number of groups and the size of groups as they count rows and how many in 1 row to write multiplication facts. Students recognize the efficiency of arrays as they skip-count to find totals. They create pictures, number bonds, and multiplication sentences to Topic A: Multiplication and the Meaning of the Factors Date: 5/6/13 1.A Creating Array Number Stories Math Masters, p.
Children write number stories, draw an array At the bottom it includes pictures of six familiar arrays. For each array, ask children how many rows there number model to represent the number story.
Others may write a multiplication number model. At this time both are acceptable. How to Write Multiplication Sentences for Fourth Grade Math By Avery Martin; Updated April 25, Perhaps the most important skill for fourth graders is that of multiplication.