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THE BIG IDEAS OF MULTIPLICATION AND DIVISION

THE BIG IDEAS OF MULTIPLICATION AND DIVISION. WHAT IS MULTIPLICATION? WHEN DO WE USE MULTIPLICATION?. WHAT IS MULTIPLICATION? WHEN DO WE USE MULTIPLICATION?. To find the total in a number of equal groups – “a quick way to add”.

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THE BIG IDEAS OF MULTIPLICATION AND DIVISION

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  1. THE BIG IDEAS OF MULTIPLICATIONANDDIVISION

  2. WHAT IS MULTIPLICATION?WHEN DO WE USE MULTIPLICATION?

  3. WHAT IS MULTIPLICATION?WHEN DO WE USE MULTIPLICATION? • To find the total in a number of equal groups – “a quick way to add”

  4. There are 4 children at a table. They each have 3 cookies. How many cookies do they have in all?

  5. There are 4 children at a table. They each have 3 cookies. How many cookies do they have in all?

  6. In our classroom there are 3 rows of desks. Each row has 5 desks. How many desks are there?

  7. In our classroom there are 3 rows of desks. Each row has 5 desks. How many desks are there?

  8. In our classroom there are 3 rows of desks. Each row has 5 desks. How many desks are there?

  9. 3 x 5 = 15

  10. 5 3 3 X 5 = 15 sq units

  11. y x ALGEBRA

  12. We are going on a trip. It will take four hours if we drive at 60 miles per hour. How far will we drive?

  13. We are going on a trip. It will take four hours if we drive at 60 miles per hour. How far will we drive?

  14. We are going on a trip. It will take 4 hours if we drive at 60 miles per hour. How far will we drive? 60 60 60 60 4 x 60 = 240 miles

  15. The store sells vanilla, chocolate, and strawberry ice cream. You can have a sugar or biscuit cone. How many different types of ice cream cones can you buy at the store? 3 X 2 = 6 different ice cream cones

  16. WHAT IS DIVISION?WHEN DO WE USE DIVISION?

  17. WHAT IS DIVISION?WHEN DO WE USE DIVISION? 5 friends have 15 stickers. They are going to share them fairly so that each child gets the same number of stickers. How many stickers will each child get?

  18. 5 friends have 15 stickers. They are going share them fairly so that each child gets the same number of stickers. How many stickers will each child get?

  19. 5 friends have 15 stickers. They are going share them fairly so that each child gets the same number of stickers. How many stickers will each child get?

  20. 5 friends have 15 stickers. They are going share them fairly so that each child gets the same number of stickers. How many stickers will each child get? 15 ÷ 5 = 3

  21. Does this drawing look like multiplication or division?

  22. 5 friends have 15 stickers. They are going share them fairly so that each child gets the same number of stickers. How many stickers will each child get?

  23. Nikki has 15 stickers. She puts 5 stickers on each page of her sticker book. How many pages will she use?

  24. Nikki has 15 stickers. She puts 5 stickers on each page of her sticker book. How many pages will she use?

  25. Nikki has 15 stickers. She puts 5 stickers on each page of her sticker book. How many pages will she use?

  26. Nikki has 15 stickers. She puts 5 stickers on each page of her sticker book. How many pages will she use? 15 ÷ 5 = 3 Does this look like multiplication or division?

  27. Nikki has 15 stickers. She puts 5 stickers on each page of her sticker book. How many pages will she use?

  28. 5 friends have 15 stickers. They are going share them fairly so that each child gets the same number of stickers. How many stickers will each child get?

  29. Nikki has 15 stickers. She puts 5 stickers on each page of her sticker book. How many pages will she use?

  30. GUZINTA

  31. Children need to know their basic facts in order to do mental math, to estimate, and to do higher level math thinking.

  32. 42 6 • X 6 = 42 • X 7 = 42 • ÷ 6 = 7 42 ÷ 7 = 7

  33. What we want students to know about multiplication and division • When to use multiplication and division to solve real problems. There are different models (pictures, diagrams) for these situations. • Multiplication and division are related. They both involve groups of equal size • Multiplication involves finding the total in all the groups. • Division finds the missing part (factor), when we know one part and the total (product).

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