Math Unit 3: Multiplication Towers and Division Stories
If you cannot check off each one of these items below, you need to talk to the teacher before the test.
I can do the following:
_____ know my multiplication combinations up through 12 X12
(I can solve 30 combinations on paper within a 3 minute time frame).
_____ multiply by multiples of 10 in my head.
Our number system is based on the powers of 10: ones, tens, hundreds, thousands, and so forth. The value
of a digit in each place in a number in this system is10 times greater than the value of the same digit to its right.
8 X 1 = 8 ones = 8
8 X 10 = 8 tens = 80
8 X 1000 = 8 thousands = 8,000
_____ know that multiplication and division are related
Example: 8 X 3 = 24 3 X 8 = 24 24/8 = 3 24/3 = 8
_____ know how the remainder of a division problem can affect the
final solution.
See and understand how the remainder affects the final answers to the problems below:
· There are 44 people taking a trip in some small vans. Each van holds 8 people. How many vans do they need?
· If 8 people share 44 crackers equally, how many crackers does each person get?
· If 8 people share 44 balloons equally, how many balloons does each person get?
· There are 44 students are going to see a movie. Each row holds 8 people. How many rows do they fill up?
· On Sunday, 8 friends earned $44 by washing people’s cars. They want to share the money equally. How much
does each person get?
_____ show how rectangular arrays can be used to show
multiplication problems.
_____ use arrays and number combinations to figure out the
area of a rectangle.
_____ multiply two digit numbers by 1-digit and 2 digit numbers
using strategies that involve breaking the problems apart.
_____ solve division problems that involve sharing.
Example: I have 18 balloons and 2 people. How many
balloons for each person?
_____ solve division problems that involve grouping.
Example: How many people on each team if I make 25 equal teams
from 100 people?
_____ write a story problem in which “ a number” of something is split into either “ a number” groups or
groups of “ a number”.
Example: Could you write a story problem for any of these numbers?
72 / 8
81 / 9
Helpful student math book pages for this unit are pages 18 – 21 and pages 35 – 52.
Helpful games for this unit (found in the math book) are:
Missing Factors – Games, G8