Podcast
Questions and Answers
Solve the equation: 5 × 10 = (5 × 10) + (5 × ______)
Solve the equation: 5 × 10 = (5 × 10) + (5 × ______)
0
Which expression cannot be used to multiply 40 × 9?
Which expression cannot be used to multiply 40 × 9?
- 9 × 40
- (4 × 9) × 10
- (2 × 90) + (2 × 90)
- (4 × 10) + (9 × 10) (correct)
Isabella has 2 stacks of books with 10 books in each stack. How many books does Isabella have?
Isabella has 2 stacks of books with 10 books in each stack. How many books does Isabella have?
20
Olivia has 7 bags, and she puts 20 coins in each bag. How many coins does Olivia have in total?
Olivia has 7 bags, and she puts 20 coins in each bag. How many coins does Olivia have in total?
LaShawn has 6 sheets of stickers, with 10 stickers on each sheet. Which of the following equations can be used to find the total number of stickers, 's'?
LaShawn has 6 sheets of stickers, with 10 stickers on each sheet. Which of the following equations can be used to find the total number of stickers, 's'?
LaShawn has 6 sheets of stickers, with 10 stickers on each sheet. How many total stickers does LaShawn have?
LaShawn has 6 sheets of stickers, with 10 stickers on each sheet. How many total stickers does LaShawn have?
Javier has 7 bags of oranges with 20 oranges in each bag. How many oranges does Javier have in total?
Javier has 7 bags of oranges with 20 oranges in each bag. How many oranges does Javier have in total?
Which equation can be used to find the total number of oranges Javier has if he has 7 bags with 20 oranges in each bag?
Which equation can be used to find the total number of oranges Javier has if he has 7 bags with 20 oranges in each bag?
Which of these is one way to find 5 × 30?
Which of these is one way to find 5 × 30?
How many tens are in the product of 80 × 8?
How many tens are in the product of 80 × 8?
Which of these is a valid way to multiply 7 × 40?
Which of these is a valid way to multiply 7 × 40?
What is the product of 6 × 50?
What is the product of 6 × 50?
Complete the equation: (2 × 7) × 10 = 2 × (7 × ______)
Complete the equation: (2 × 7) × 10 = 2 × (7 × ______)
Mike bakes 21 muffins. He wants to put them in boxes of 3. Which equation can Mike use to determine the number of boxes, 'b', he needs?
Mike bakes 21 muffins. He wants to put them in boxes of 3. Which equation can Mike use to determine the number of boxes, 'b', he needs?
Clark uses a number line to help solve a problem. The number line shows jumps of 5, starting from 20 and going down to 0. Which following problem is Clark trying to solve?
Clark uses a number line to help solve a problem. The number line shows jumps of 5, starting from 20 and going down to 0. Which following problem is Clark trying to solve?
Ms. Jones has 24 students in her class. She puts them into groups of 4. How many groups does she make?
Ms. Jones has 24 students in her class. She puts them into groups of 4. How many groups does she make?
Hamid uses repeated subtraction to solve 36 ÷ 6. How many times should he subtract 6?
Hamid uses repeated subtraction to solve 36 ÷ 6. How many times should he subtract 6?
Which division problem(s) does this array, arranged in 5 rows of 6, show?
Which division problem(s) does this array, arranged in 5 rows of 6, show?
The equation 0 ÷ 5 = 1 has a quotient of 1.
The equation 0 ÷ 5 = 1 has a quotient of 1.
Which equation does not have a quotient of 1?
Which equation does not have a quotient of 1?
Brad has 16 seeds to plant. He puts 2 seeds in each flowerpot. How many pots does Brad use?
Brad has 16 seeds to plant. He puts 2 seeds in each flowerpot. How many pots does Brad use?
There are 48 students in the band. The band leader puts the students into 6 equal lines. How many students are in each line?
There are 48 students in the band. The band leader puts the students into 6 equal lines. How many students are in each line?
Franklin has 40 feet of rope. He wants to cut it into equal pieces, as shown in the bar model with 5 pieces. How long should each piece be?
Franklin has 40 feet of rope. He wants to cut it into equal pieces, as shown in the bar model with 5 pieces. How long should each piece be?
Franklin has 40 feet of rope. He wants to cut it into equal pieces, as shown in the bar model. How many pieces does Franklin want to cut?
Franklin has 40 feet of rope. He wants to cut it into equal pieces, as shown in the bar model. How many pieces does Franklin want to cut?
Keli has 63 crayons to share. She puts 9 crayons in each group. How many groups can Keli make?
Keli has 63 crayons to share. She puts 9 crayons in each group. How many groups can Keli make?
Melissa places 15 desks in 3 equal rows. How many desks does Melissa place in each row?
Melissa places 15 desks in 3 equal rows. How many desks does Melissa place in each row?
Following all rules of division, 4 ÷ 4 = ______
Following all rules of division, 4 ÷ 4 = ______
Randy uses one of his rules to find the unknown number in this equation: ? ÷ 2 = 1. What is the unknown number?
Randy uses one of his rules to find the unknown number in this equation: ? ÷ 2 = 1. What is the unknown number?
The equation 5 × 10 = (5 × 10) + (5 × 10) is a valid equation.
The equation 5 × 10 = (5 × 10) + (5 × 10) is a valid equation.
The expression (4 × 10) + (9 × 10) can be used to multiply 40 × 9.
The expression (4 × 10) + (9 × 10) can be used to multiply 40 × 9.
2 × 1 = 1, therefore the equation has a quotient of 1.
2 × 1 = 1, therefore the equation has a quotient of 1.
Division bar models show equal cuts of a whole number.
Division bar models show equal cuts of a whole number.
Which of the following equations is correct?
Which of the following equations is correct?
How many cut pieces are there in the bar model on Franklin's rope?
How many cut pieces are there in the bar model on Franklin's rope?
Flashcards
What is an equation?
What is an equation?
An equation showing that something (such as a number or expression) is equal to something else
What is the distributive property of multiplication?
What is the distributive property of multiplication?
Breaking down multiplication into simpler parts using the distributive property.
What is multiplying rows and columns?
What is multiplying rows and columns?
A strategy to find the total number of items arranged in an array by multiplying the number of rows by the number of columns.
What is the quotient?
What is the quotient?
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What is repeated subtraction?
What is repeated subtraction?
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What is an array?
What is an array?
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Study Notes
- These notes cover multiplication, division and word problems
Multiplication Concepts
- Multiplication is a mathematical operation that represents repeated addition of a number.
- It can be visualized as combining equal-sized groups.
- Multiplication can be expressed using the "×" symbol.
- Understanding the concept of factors and products is essential.
- Factors are the numbers being multiplied together.
- The product is the result of the multiplication.
Strategies for Multiplication
- Breaking down numbers: Decompose larger numbers into smaller, more manageable parts to simplify multiplication.
- Using arrays to visualize multiplication: Organize objects into rows and columns to represent multiplication problems.
- Relating multiplication to repeated addition: Understand that multiplication is a shortcut for repeated addition.
Division Concepts
- Division is the mathematical operation of splitting a quantity into equal groups or parts.
- It is the inverse operation of multiplication.
- The concept of dividend, divisor, and quotient are important.
- The dividend is the number being divided.
- The divisor is the number by which the dividend is divided.
- The quotient is the result of the division.
Strategies for Division
- Using equal groups: Divide a set of objects into smaller groups, each containing the same number of objects.
- Relating division to repeated subtraction: Understand that division is a shortcut for repeated subtraction.
- Using multiplication facts: Use known multiplication facts to solve division problems.
Solving Word Problems
- Read the problem carefully: Understand the context and identify what the problem is asking.
- Identify key information: Determine which numbers and phrases are relevant to solving the problem.
- Choose the correct operation: Decide whether to use multiplication or division based on the problem's context.
- Write an equation: Translate the word problem into a mathematical equation that represents the relationship between the numbers.
- Solve the equation: Use mathematical operations to find the unknown value.
- Check the answer: Verify that the answer is reasonable and accurate.
- Label the answer: Add appropriate units to the answer, such as meters, kilograms, or liters.
Multiplication and Division Relationship
- Multiplication and division are inverse operations.
- They can be used to check each other.
- Knowing multiplication facts helps solve division problems, and vice versa.
- Understanding this relationship is crucial for problem-solving.
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