1. NUMBER SENSE
LESSON 4: CONNECTING
MULTIPLICATION TO DIVISION
Algebra Lab Module 1
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Launch You will review how division relates to multiplication.
In this activity, practice how to take efficient notes by only
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Note Taking recording the words and phrases that are important to
understand multiplication and division. You will edit your
notes to make sure you’ve omitted unnecessary language.
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Investigation In this activity, you will watch a video and then take notes
on multiplication and division. Afterward, you will take a
quiz to review what you have learned, and do an activity.
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Complete problems involving real life scenarios when
Synthesis division or multiplication may be used.
Lesson Activities 1
Algebra Lab Module 1 / Lesson 4: Connecting Multiplication to Division
3. Multiplication to Division Reflection
You will bring together and demonstrate all
of your learning by writing a reflection in
your online notebook.
You are ready to start the series of activities on
Connecting Multiplication to Division…
Small-scale Performance 2
Small-scale Performance 2
Algebra Lab Module 1 / Lesson 4: Connecting Multiplication to Division
Algebra Lab Module 1 / Lesson 2: Rounding
4. Description
You will review the previous
lessons and then begin to
think about how division
relates to multiplication.
Launch! 3
Launch!!! 5
Algebra Lab Module 1 / Lesson 4: Connecting Multiplication to Division
Algebra Lab Module 1 / Lesson 2: Rounding
5. Launch Review!
Answer the following review questions in your Springnotes.
1. Write this number in words: 102.008
2. Put these decimals in order from least to greatest:
4.403 4.7907 4.41
3. Round 1,456 to the nearest hundred.
Launch! 4
Launch!!! 5
Algebra Lab Module 1 / Lesson 4: Connecting Multiplication to Division
Algebra Lab Module 1 / Lesson 2: Rounding
6. SIMPLIFY AND DESCRIBE
a) Simplify following without using a calculator.
6+6+6+6=
5+5+5+9+9+9 =
b) Describe in words the meaning behind “seven times four.”
Launch: Steps 5
Algebra Lab Module 1 / Lesson 4: Connecting Multiplication to Division
7. How does writing things out in words
help, in comparison to just doing a
sample problem?
M E T A
Could we draw a picture to illustrate
some of these ideas?
Metacognition 6
Metacognition 13
Algebra Lab Module 1 / Lesson 4: Connecting Multiplication to Division
Algebra Lab Module 1 / Lesson 2: Rounding
8. Description
In this activity you will learn
to organize your notes
with two-column notes.
Note Taking 7
Algebra Lab Module 1 / Lesson 4: Connecting Multiplication to Division
9. TAKING NOTES
1. Get out the connecting multiplying to
division video.
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2. Set up your Springnote journal to take
column notes. Write two “guiding
questions” at the top.
3. Go through your notes from earlier
classes. Look for examples of long,
4. Now, watch the video. While you take
complete sentences that you have written
notes, try to cut out unnecessary words.
down. Now, read these sentences to your
teacher. Watch how your teacher cuts out
5. Read over your notes. Make any changes
words you do not need.
you want. Watch the video again if needed.
Click on the link below to view video.
.
Note Taking: Steps 8
Note taking: Steps 9
Algebra Lab Module 1 / Lesson 4: Connecting Multiplication to Division
Algebra Lab Module 1 / Lesson 2: Rounding
10. METACOGNITIVE QUESTIONS
What words do I need to
convey an important idea?
How can I express my ideas
most effectively?
Metacognition 9
Note taking: Metacognition 10
Algebra Lab Module 1 / Lesson 4: Connecting Multiplication to Division
Algebra Lab Module 1 / Lesson 2: Rounding
11. Description
You will connect principles of
multiplication to principles of division.
Investigation 10
Investigation 11
Algebra Lab Module 1 / Lesson 4: Connecting Multiplication to Division
Algebra Lab Module 1 / Lesson 2: Rounding
12. WATCH, DEFINE, DESCRIBE
1. You will now watch a video relating to division
After watching the video, write down your own
definition for dividend, divisor, quotient, and
division.
2. Take the quiz and check in with your teacher.
3. Complete the activity that goes along with the
video.
Click on the link to view the video.
Investigation: Steps 11
10
Algebra Lab Module 1 / Lesson 4: Connecting Multiplication to Division
Algebra Lab Module 1 / Lesson 2: Rounding
13. How would you describe how the two
relate to someone who didn't know
anything about it?
How can understanding the
connection between
multiplication and division help
you solve problems? Multiply /
divide
Metacognition 12
Algebra Lab Module 1 / Lesson 4: Connecting Multiplication to Division
14. Synthesis
The relationship between division and multiplication may seem like an
easy concept to master…but can you figure out when to use which operation??
Answer the following questions and be sure to
show your work. (Hint: There may be numbers you don’t need, OR
there may be a few steps involved in finding the answer.)
1. If you buy a dozen eggs for $2.40, how much do you pay per egg?
2. If you stand on the corner and sell the eggs you bought in
question #1 for $0.30 each, how much will you make in profit?
Synthesis 13
Algebra Lab Module 1 / Lesson 4: Connecting Multiplication to Division
15. Synthesis
3. Cheerios come in a 36 oz. box and sell for $3.24. Rice Krispies come
in a 28 oz. box and cost $3.08. Corn Flakes come in a 42 oz. box and
cost $3.85. Which cereal should you buy to be more economical?
4. A new school is being built for grades nine through twelve. A School Board
regulation states that each classroom can have no more than 28 students.
There are 356 students in ninth grade, 430 students in tenth grade, 294
students in eleventh grade, and 328 students in the twelfth grade. How many
classrooms does each grade need to have?
5. There are 18 girls, 16 boys, and 3 teachers on a bus. How many times
more girls are on the bus than teachers?
Synthesis 14
Algebra Lab Module 1 / Lesson 4: Connecting Multiplication to Division
16. Reflection
Answer the following questions in your online notebook.
1. Describe in your own words how division relates to multiplication.
Draw a picture to prove your point.
2. If you know your multiplication table, how could this help with your
knowledge of division?
3. How do you know if a problem is asking you to multiply or if it is
asking you to divide? (meaning... what is the main difference between
the two?)
Small-scale Performance 15
Algebra Lab Module 1 / Lesson 4: Connecting Multiplication to Division
Editor's Notes
Teacher Instructions:1. Review the building background by first reviewing the connection between adding and multiplying and then have the students work backwards and write out what 7 times 4 means (focus on how it could be 7 - 4's or 4 - 7's... and test it out to see if its the same answer).Make sure the students understand the word "simplify." Make sure they connect it to the word "simple," and discuss why it makes something "simple." Discuss the meaning of the word "times" in multiplication.A sample question to ask is... Why do you think 4 times 7 is the same as 7 times 4? What if the numbers were negative... would it still work? (i.e. -4 times 7)?
Video: http://www.youtube.com/watch?feature=player_embedded&v=MTzTqvzWzm8Teacher Instructions:Tell students that people often struggle to take notes because they are trying to write down every word. But in fact, note-taking is more effective when people leave out some of the words.Ask students to look through their notes, and to give you examples of full, long sentences they have written down. Display these sentences.Together with the students, show how you could cut out unnecessary words in these sentences while still retaining the main ideas. Cut out articles, some verbs, maybe pronouns, etc. While the students are working independently, circulate and help those who are struggling. Make sure that students don’t cut out so many words that the results are meaningless.
Video: http://www.brainpop.com/math/numbersandoperations/division/Teacher Instructions:After the video, have a discussion of what the key vocabulary words mean (dividend, divisor, quotient, division) and make sure students write them in their online notebook. The words that sound similar, and are spelled similarly, will be particularly difficult for struggling readers. Make sure to point out the ways in which these words are the same, and the ways in which they are different. Read writing prompt out loud to struggling readers, and provide spelling assistance or assistive software.Have a class discussion of how the students connect multiplication principles to division principles and have them show you an example for you to put a few on the board for all students to see. (For example: 4 x 5 = 20, so that automatically means 20/5 = 4 and 20/4 = 5)Some sample questions to ask during the discussion are:1. How does this relate to the connection between addition and multiplication?2. How come you can multiply in any order and get the same result but you can't divide in any order and get the same result?Division Video:http://www.brainpop.com/math/numbersandoperations/division/
Teacher Notes:Have students work on these problems independently while you circulate around the room. Read questions out loud to struggling readers. Provide assistive software, dictation tools, or other help to struggling writers.
Teacher Notes:Have students work on these problems independently while you circulate around the room. Read questions out loud to struggling readers. Provide assistive software, dictation tools, or other help to struggling writers.
Teacher Instructions:Read questions out loud to struggling readers. Provide assistive software, dictation tools, or other help to struggling writers. The focus of your end of class summary should be on question #3 here. This will give you a better idea of whether or not they understand what the main distinction is between multiplication and division.As you walk around and look at student responses ... pick students that have differences so that it fosters a good discussion. You should list out the specific differences and sample examples the students ask in the group page... that way students can write in their online notebook plenty of examples of when multiplication is appropriate and when division is appropriate.
