Mathematics - Term 3 - Week 10

Multiplication can be thought of as repeated addition. For example, 4 × 3 means adding 4 three times (4 + 4 + 4). Division, on the other hand, is the process of determining how many times one number is contained within another. For instance, 12 ÷ 4 asks how many groups of 4 can fit into 12, which is 3. Understanding these concepts helps students see the connection between the two operations.

Let's solve 6 × 5 using a visual model. We can represent this as 6 groups of 5. Drawing 6 circles, each containing 5 dots, we count the total dots: 5 + 5 + 5 + 5 + 5 + 5 = 30. Therefore, 6 × 5 = 30. This visual representation helps in understanding how multiplication works.

Now, let's practice division together. Consider the problem 20 ÷ 5. We can use a number line to visualize this. Starting at 20, we make jumps of 5 until we reach 0. The jumps are: 20 to 15, 15 to 10, 10 to 5, and finally 5 to 0. We made 4 jumps, so 20 ÷ 5 = 4. Students should try similar problems, such as 30 ÷ 6, using the number line method.

Now it's your turn! Solve the following problems on your own: 1) 8 × 7, 2) 45 ÷ 9, 3) 12 × 4, 4) 36 ÷ 6. Show all your working clearly. After you finish, exchange your work with a partner to check for any mistakes and discuss the strategies used.

• 54
• 56
• 64
• 48

Answer: 56

7 multiplied by 8 equals 56, as you can add 7 eight times.

• 5
• 9
• 8
• 7

Answer: 9

45 divided by 5 equals 9, as 5 fits into 45 nine times.

Answer: 54

9 multiplied by 6 equals 54.

Answer: 9

72 divided by 8 equals 9, as 8 fits into 72 nine times.

• 3 + 4
• 3 × 4
• 3 ÷ 4
• 4 - 3

Answer: 3 × 4

3 groups of 4 is represented by multiplication: 3 × 4.

• 5
• 10
• 20
• 15

Answer: 10

100 divided by 10 equals 10.

Answer: 8

56 divided by 7 equals 8 apples per basket.

Answer: 45

5 multiplied by 9 equals 45.