##
* *Reflection: Station Rotation
Relating Multiplication and Division - Section 3: Group Activity

Working in centers gives the students a chance to practice the skill in various ways. The students enjoyed rotating from one work station to the other. The environment in the classroom was joyous. It gave me the opportunity to monitor each station and work with some of the students one on one, by questioning and leading them to the objective.

*Relating Multiplication and Division*

*Station Rotation: Relating Multiplication and Division*

# Relating Multiplication and Division

Lesson 12 of 15

## Objective: SWBAT use arrays to write and complete multiplication and division families.

*75 minutes*

#### Opener

*5 min*

In today's lesson, the students learn to relate multiplication and division. This aligns with 4.NBT.B6 because the students find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based the relationship between multiplication and division. The students also illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

I tell the students, "You have learned how to use arrays to represent multiplication. Today, you will use arrays to understand how multiplication and division are related. Name some things that can be put into arrays." Some student responses: desks, books, chairs, and pictures.

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#### Direct Instruction

*5 min*

To begin the lesson, I call the students to the carpet. I find that the students pay more attention while I'm at the Smart board if they are near me. I begin by sharing a video lesson at the following site:

http://learnzillion.com/lessons/965-understand-multiplication-and-division-relationships

Sometimes, I like to use video resources to teach the class because it gives the students a different experience in the classroom. I have found that students enjoy class more when they are not doing the same thing.

I let the students watch the video completely before asking them questions. After showing the video, I review the content of the video with the students.

I remind the students that multiplication and division are inverse operations. Therefore, we can use multiplication to help us with division.

Example: 15 divided by 3

I ask the students, "Which number represents the total?" The students know that 15 is the total number being divided into 3 groups. I ask, "3 x what will give you 15?" The students know that 3 x 5 = 15. Therefore, the quotient to this division problem is 5.

I show the students an array of 3 x 5.

xxxxx

xxxxx

xxxxx

I explain to the students that this array represents 3 groups of 5.

I tell the students that they will practice relating multiplication and division in groups.

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#### Group Activity

*60 min*

The students are rotating in centers for this activity. I put the students in groups of 5. Every 15 minutes, I rotate the students to the next center. This is a handout with the instructions for each center activity (Relating Multiplication and Division.)

Group 1: The students go to the computer (Students working on computers) to work on using multiplication to solve division problems at the sites listed below. The students take paper and pencil to the computer so that they can write down the multiplication problems that are helping them solve their division problems. The following websites will help the students with the skill:

http://www.funbrain.com/cgi-bin/mb.cgi?A1=start4&A2=1&ALG=No&Submit=Play+Ball

http://www.coolmath4kids.com/times-tables/times-tables-lesson-division-1.html.

http://www.arcademics.com/games/demolition/demolition.html

Group 2: The students solve real world division problems (Relating Multiplication and Division Real World Problems) using Centimeter Grid Paper or color counters to model the multiplication sentence that help you solve the division problem. The students write the multiplication sentence and division sentence. Last, the students solve for the quotient.

Group 3: What’s on Sale? (Challenge)

The students use a grocery store sales paper (Sales Ad and sales ad2) to find the price of items that are on sale. For example, 2 candy bars for $2.00. How much would it cost for 1 candy bar? The students use multiplication to help you solve the division problems.

Group 4: Name the Multiplication Problem

Before class, print the Name the Multiplication Problem, then cut them out and place them in a bag. At the center, the students receive the Relating Multiplication and Division Activity Sheet with the instructions for this activity. The students pull a division problem from the bag. The students must use the counters to show an array of the multiplication problem that helps them solve the division problem. Then, the students solve for the quotient to the division problem.

To give you an idea of what it looks like in the classroom, this Video shows students working at a center.

##### Resources (10)

#### Resources

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Group work is important in the classroom, but independent work is just as important. When students work together, they seem to really enjoy the lesson. However, in order for me to assess mastery, I like for my students to do an independent assignment.

Each student receives the Relating Multiplication and Division Exit Ticket.

Directions:

Write a division problem. Write the multiplication sentence that helps you solve the division problem. Draw an array of the multiplication sentence. Find the quotient to the division problem.

This is a sample of student work: Student Work - Exit Ticket for Relating Multiplication and Division. In this exit ticket, you can see how the student related the multiplication to the division by drawing an array model of the multiplication sentence.

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- UNIT 1: Fractions
- UNIT 2: Skills Review
- UNIT 3: Algebra
- UNIT 4: Geometry
- UNIT 5: Patterns & Expressions
- UNIT 6: Problem-Solving Strategies
- UNIT 7: Decimals
- UNIT 8: Measurement and Data
- UNIT 9: Multiplication and Division Meanings
- UNIT 10: Place Value
- UNIT 11: Adding and Subtracting Whole Numbers
- UNIT 12: Multiplying and Dividing

- LESSON 1: Making a Class Array (Meanings of Multiplication)
- LESSON 2: Patterns for Facts
- LESSON 3: Multiplication Properties
- LESSON 4: Distributive Property (Factors of 3 and 4)
- LESSON 5: Game: What's the Missing Number? (Distributive Property)
- LESSON 6: Patterns in Multiples of 10, 11, and 12
- LESSON 7: Finding Patterns using a Multiplication Chart
- LESSON 8: Is that a Fact?
- LESSON 9: Practicing Multiplication with Hot Dots
- LESSON 10: How to use Voki for Math
- LESSON 11: Meanings for Division
- LESSON 12: Relating Multiplication and Division
- LESSON 13: Special Quotients
- LESSON 14: Using Multiplication Facts to Find Division Facts
- LESSON 15: Let's Share Equally