The New year begins with Unit 4, Multiplication and Division! These are basic computational skills that children will use often, and skills that children must master to succeed in higher levels of mathematics. Your child will develop strategies for multiplying and dividing whole numbers. They will use multiplication charts, counters, and calculators. The goals of this unit are the following;
1) Relate multiplication sentences to repeated addition
2) Use arrays to multiply and divide
3) Discover patterns for multiplying and dividing by 2, by 5, and by 10
4) Learn the rules for multiplying and dividing by 1 and by 0
5) Create multiplication and division fact families
6) Relate division sentences to repeated subtraction
It is important that students understand the following:
In a multiplication sentence, the numbers being multiplied are FACTORS and the answer is called a PRODUCT.
An ARRAY is a picture made up of dots that are put into rows and columns. In a multiplication sentence, the first factor tells the number of rows, and the second factor tells how many dots are in each row. Arrays can help show that changing the order of the factors does not change the product.
Remember that when multiplying, "times" also stands for "groups of". Therefore, even though the answer is the same, 6 groups of 5 (6x5) and 5 groups of 6 (5x6) are two different questions, especially when asked to draw a picture, or identify what a picture shows.
When Dividing, "divided by" also stands for "shared by". Therefore, 30 shared by 5 (30 divided by 5) is different than 30 shared by 6 (30 divided by 6) and you will get two different answers.
Skip Counting is an excellent way to help your child practice. Once they master skip counting they will be able to transfer that knowledge to the basic multiplication and division facts.
1) Relate multiplication sentences to repeated addition
2) Use arrays to multiply and divide
3) Discover patterns for multiplying and dividing by 2, by 5, and by 10
4) Learn the rules for multiplying and dividing by 1 and by 0
5) Create multiplication and division fact families
6) Relate division sentences to repeated subtraction
It is important that students understand the following:
In a multiplication sentence, the numbers being multiplied are FACTORS and the answer is called a PRODUCT.
An ARRAY is a picture made up of dots that are put into rows and columns. In a multiplication sentence, the first factor tells the number of rows, and the second factor tells how many dots are in each row. Arrays can help show that changing the order of the factors does not change the product.
Remember that when multiplying, "times" also stands for "groups of". Therefore, even though the answer is the same, 6 groups of 5 (6x5) and 5 groups of 6 (5x6) are two different questions, especially when asked to draw a picture, or identify what a picture shows.
When Dividing, "divided by" also stands for "shared by". Therefore, 30 shared by 5 (30 divided by 5) is different than 30 shared by 6 (30 divided by 6) and you will get two different answers.
Skip Counting is an excellent way to help your child practice. Once they master skip counting they will be able to transfer that knowledge to the basic multiplication and division facts.
Click the button to go to multiplication games! ---------->
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Please see bellow an example of a two step word problem. It is with these types of questions that students are able to show their ability to communicate their thinking in mathematics. It is something that grade 3 students are really focusing on, this will not only be an important skill for EQAO but for all future grades in mathematics. We start our explain with "I know this because...." and students must then explain their thinking by referencing their "pictures", "numbers" and concluding with their final statement as their "words"