Basic Multiplication and Division

Topics 3 & 4
Maximum Days: 12

Core: Standard 1: Students will acquire number sense and perform operations with whole
numbers, simple fractions, and decimals.
Objective 1: Demonstrate multiple ways to represent whole numbers and decimals, from
hundredths to one million, and fraction
b. Demonstrate multiple ways to represent whole numbers and decimals by using models and
symbolic representations (e.g., 36 is the same as the square of six, three dozen, or 9 x 4).
f. Identify and represent square numbers using models and symbols.
Objective 3: Model and illustrate meanings of multiplication and division of whole numbers and
the addition and subtraction of fractions.
a. Model multiplication (e.g., equal-sized groups, rectangular arrays, area models, equal
intervals on the number line), place value, and properties of operations to represent
multiplication of a one- or two-digit factor by a two-digit factor and connect the
representation to an algorithm.
b. Use rectangular arrays to interpret factoring (e.g., find all rectangular arrays of 36 tiles and
relate the dimensions of the arrays to factors of 36).
c. Demonstrate the mathematical relationship between multiplication and division
(e.g., 3 x □ = 12 is the same as 12 ÷ 3 = □ and □ = 4) and use that relationship to explain that
division by zero is not possible.
Objective 4: Solve problems involving multiplication and division of whole numbers and addition and
subtraction of simple fractions and decimals.
c. Write a story problem that relates to a given multiplication or division equation, and select
and write a number sentence to solve a problem related to the environment.
Objective 5: Compute problems involving multiplication and division of whole numbers and
addition and subtraction of simple fractions and decimals.
a. Demonstrate quick recall of basic multiplication and division facts
Standard 2: Students will use patterns and relations to represent mathematical problems
and number relationships.
Objective 2: Use algebraic expressions, symbols, and properties of the operations to represent,
simplify, and solve mathematical equations and inequalities.
d. Describe and use the commutative, associative, distributive, and identity properties of
addition and multiplication, and the zero property of multiplication

Vocabulary: factor, product, divisor, dividend, quotient, square number, array, multiple

**Need to understand why dividing by zero is impossible.

 Understand what multiplication means

 3-1 enVision
 Read Amanda Bean’s Amazing Dream and discuss importance of knowing multiplication facts.
 Demonstrate speed of your brain vs. calculator.
 Hand out baggies of cheerios and have them create multiplication problems using actual situations (e.g.
bookshelf with 5 shelves, 7 books on each). Introduce vocabulary words factor and product.
 Have them create their own problems with partners.
 Understand what division means
 4-1 enVision
 Show them it is the opposite of multiplication; not something to be feared.
 Create division problems using actual situations. Introduce vocabulary words divisor, dividend, and
quotient.
 Have them create their own problems for their partners.

 Fact Families
 4-2, 4-4 enVision
 Magic Flashcards

 Introduce Arrays
 A “Strategy” to help you figure out facts. A way to represent the facts with a picture. Model first
with centimeter cubes.
 Model that any way you arrange the centimeter cubes, it is the same answer, but we always read the
problem left to right.
 Have them make their arrays using graph paper for facts 1 and 2 and put them in their folders. Have
them do this for each fact as you review them. Have them write ALL equations (mult. and div. they can
with each picture)
 Now or later in the chapter, have them rearrange the same number of cubes in different ways and
write the new multiplication problems.

 Patterns for Facts

 3-2 enVision
 Facts are Multiples

 Multiplication Properties
 3-3 enVision
 Commutative, Zero and Identity Properties

 Review 0, 1, and 2 mult./div. facts

 4-3 enVision (Only Dividing)
 Tricks, games, etc.
 Arrays

 Review 5 mult./div. facts

 Tricks, games, etc.
 Arrays

 Review 9 mult./div. facts

 Tricks, games, etc.
 Arrays

 10, 11, and 12 as Factors

 3-6 enVision (Practice division facts also)
 Teach “dozen” means 12
 Tricks, games, etc.
 Arrays
 3 and 4 as Factors
 3-4 enVision (Practice division facts also)
 Distributive Property
 Tricks, games, etc.
 Arrays

 6, 7, and 8 as Factors
 3-5 enVision (Practice division facts also)
 Tricks, games, etc.
 Arrays
 Review w/s

 Square Numbers
 Look at the arrays of square numbers. What do you notice? (They make a square instead of a
rectangle.)
 Possible activity: do the square number activity from Core Academy 2003. Go to this link:
http://coreacademy.usu.edu/Materials/2003/Handbooks/FourthGrade.pdf and find the activity on
pages 7-6 through 7-8.

 Multiplication Chart
 Use attached worksheet-“Blank Multiplication Table”
 Just a whole bunch of lines of multiples put together! Model how to read a chart.
 Teach how to fill out a blank chart as a strategy.

 Model Drawing Problem Solving with Multiplication

 3-7 enVision
 Solve written problems and write their own.
 Resource: Use pages 35-37, 106-107 from the book, 8-Step Model Drawing

 Model Drawing Problem Solving with Division

 4-5 enVision
 Solve written problems and write their own.
 Resource: Use pages 42-44, 114-115 from the book, 8-Step Model Drawing

 Test
 Own Multiplication Fact Test
 Own Division Fact Test
 Maintenance with Otter Creek
Games:
**It is extremely important to reinforce the automaticity of multiplication facts throughout the year. It is
suggested that you do daily activities to help with this. Below are some games that will help your students.

 Multiplication Relay: Make 4-5 circular pictures with a hole cut in the middle. Divide the outside into 12
sections and place the numbers 1-12 in the sections, mixed up. Hang the pictures on your white/chalkboard,
spread out and divide the class into the same number of teams. You will write the fact you are practicing
that day in the middle of the circle. Like a relay, students will go in order writing the answer outside the
circle. The first team done with all facts correct, wins! Can be repeated multiple times for many facts.

2 10
9 4

5 11
7 6
3 1
12 8

 War: Divide your students into groups of 2 and give each group a deck of cards (Phase 10 cards work well.
They are numbered to 12 and come divided into 2 decks. Pull out the misc. cards first). They will have a
stack face down and each pull one off the top. They need to turn them over together and then multiply the
two numbers. The first one to get the answer first gets to keep both cards. In the event of a tie, have
them make a “tie pile.” The next winner gets the tie pile along with their winning cards.

 Missing Factor: Divide your students into groups of 3 and give each group a deck of cards. One person will
be the “Fact Finder.” The Fact Finder holds the deck of cards in their hands. The other two each grab one
card, and put it facing the Fact Finder on their head at the same time. They can see the other person’s
card, but not their own. The Fact Finder will then multiply the two numbers together and shout out the
answer. The other two are now able to figure out what number is on their head by dividing. The first
person to shout out the number on their head wins both cards. In the event of a tie, have them make a “tie
pile.” The next winner gets the tie pile along with their winning cards. When all the cards have been used,
rotate the Fact Finder.

 Slap-It: Instructions included in worksheet folder…

 Magic Flashcards: Flashcards that contain a multiplication fact on one side, division on the other side.
The facts are opposite so that the answer to both facts is included. We make one set (yellow) for school
and one set (blue) for home. They write their initials on each card for easy identification.