MULTIPLY!

Did you happen to notice the banner in the heading?

If I just happened to want to know how many strips, or columns there were, I could count the number of strips (14) and multiply that number by 1 (because there is one set of columns) to discover how many strips or columns there are. 14x1= 14.

If for some quirky reason, I want to know how many sections there are in the whole heading, I would need to take the number of columns (14) and then count the number of pieces in one section (I counted 26.) I would then mulitply the columns by the number of sections in each column. 1 4 x 2 6 =

14 columns x 26 pieces

The above heading is a good model for 14x26.

So, what is 14x26?

I could solve this by using an area model.

I could also solve this by separating the numbers 14 and 26 into their place value.

2 6 = 20 + 6 and 1 4 = 10 + 4

What actually happens here is:

2 0 x 10 + 20 x 4 and 6 x 10 + 6 x 4

20 x 10= 200 + 20 x 4= 80 and 6 x 10= 60 + 6 x 4 = 24

200+80= 280 and 60 + 24 =84

add both products together : 280 + 84 = 364

So, 26 x 14 = 364

There are 364 sections in the banner heading above.

In fourth grade, students may use a standard algorithm to solve 26x 14

2 Can you see how breaking the numbers into place value works

2 6 to get the same answer to 26x14 as the standard algorithm?

x 1 4

-----------------

1 0 4 Here I showed 2 different methods.

+ 2 6 0 to solve the same problem 26x14

------------------- Math is so awesome.

3 6 4 There is more than one way to solve a problem!

This clip is a Multiplication Number Talk. It is excellent.

https://www.youtube.com/watch?v=H6c0MNhyAuA#action=share

grade 3

Things that come in groups-

repeated addition or multiplication ?

3+3+3=9 or, 3x3=9

The videoclip on the below left is a nice introduction to multiplication.

The videoclip below on the right helps to show how multiplication and division are connected.

When you multiply think: How many groups of how many things, or how many things are in how many groups. When we multiply, we find the total number, of groups, or things.

grades 3,4,5

Multiplication is finding the whole.

We take 2 parts and multiply to find the whole.

DIVISION is splitting things up!

Yes, when we divide, we are taking a whole, and splitting ~ or dividing that whole into groups.

8 divided by 2

I have 8 items as my whole. * * * * * * * *

I split them, or divide 8 into 2 groups. * * * * l * * * *

There are 4 items in each group * * * * * * * *

So, 8 divided by 2 equals 4

Below is a fun clip which helps to explain division. Enjoy! (Will you be dancing to the beat?) grade 4

grade 4,5

In Fairport, we begin with a division method using partial quotients to assist our students in understanding the operation in terms of place value. Watch the video clip below as another demonstration.

Math is math, this is simply a different way to solve with an emphasis on place value understanding.

grade (4)5

The above example shows another way to divide. This is called long division.

*~~~~~~~~~*~~~~~~~~~*~~~~~~~~~*~~~~~~~~~*

grade 5

Whoa! This is long division with BIG numbers.

Chill out kids. The process is the same as the example above.

There are just few more numbers! Breathe, you got this!

The Candy Store (above)

The picture above was taken in a home-made candy store in Texas.

How many candies?

You can see 5 whole trays of candies.

You need to know how many candies are in one full tray.

Can you estimate (that means without counting by 1's) how many candies are in this picture?

Will you use multiplication, division, addition, or subtraction to help you?

How does knowing the number in a whole tray help you to know how many are in 5 full trays?

What do you do with the missing candies? Are they added or subtracted?

If all the trays were full, how many candies would there be?

What would you like the flavor inside the chocolate to be?