Parent Activity
Title
Exploring Division
Parent
During the past few weeks, 4th grade mathematics classes learned
Information about multiplication concepts and facts. This includes exploring
relationships between multiplication and division through different
models. Your child has also learned about patterns in the
multiplication table.
You can expect to see in their assignments practice problems with
multiplication and division.
Below is a sample of how your child has been taught to relate
multiplication and division.
Benchmark
Objective
MA.4.A.1.1 – Use and describe various models for multiplication in
problem-solving situations, and demonstrate recall of basic
multiplication and related division facts with ease.
Your child will explore the relationship between multiplication and
division.
Adapted from Houghton Mifflin Harcourt School Publishers
www.thinkcentral.com
and Hands-On Standards ETA Cuisenaire
www.etacuisenaire.com
Vocabulary
Multiply – To combine equal groups to find how many in all.
Divide – To separate into equal groups.
Fact family – A set of multiplication and division sentences showing
related facts.
Inverse operations – Operations that undo each other. Multiplication
and division are opposite operations, or inverse operations.
Array - An arrangement of objects in rows and columns.
Example:
Duration
Materials
Procedures
30 minutes
Two color counters (24) or something similar, division recording
sheet, paper, pencil
Introduce the problem.
There are 24 students in Mrs. Lopez’s class. Mrs. Lopez divided the
class into groups of 4 students. How many groups are there?
Give your child two-color counters or something similar and the
recording sheet.
1. Have your child divide the counters into equal groups of 4.
(Let them know this is one way to show 24 divided into equal
groups of 4.)
2. Ask the question: What division sentence are you modeling?
3. Have your child use their groups to construct an array to show
the product of 6 and 4.
4. Ask the question: What multiplication sentence is displayed?
5. Have your child fill in the Multiplication and Division Recording
Sheet, using the counters to assist them.
6. Have your child use arrays of counters to model the other
ways of dividing 24 into equal groups. As they complete the
model they should write a division and multiplication sentence
for each one.
Adapted from Houghton Mifflin Harcourt School Publishers
www.thinkcentral.com
and Hands-On Standards ETA Cuisenaire
www.etacuisenaire.com
Sample
FCAT
Activities
Mrs. Pate is displaying science projects on tables in the
lunch room for the science fair. She can display 6 projects
on each table. If there are 72 projects to display, what is
the total number of tables Mrs. Pate will need?
Answer is 12.
Florida Department of Education (www.fldoe.org)
Additional Virtual Counters iTools
Resources
and
BrainPoPJr.: Multiplication & Division and Arrays
Information (found on the Learning Tools Website)
Adapted from Houghton Mifflin Harcourt School Publishers
www.thinkcentral.com
and Hands-On Standards ETA Cuisenaire
www.etacuisenaire.com
Multiplication and Division Recording Sheet
Division Sentence
Multiplication Sentence
Adapted from Houghton Mifflin Harcourt School Publishers
www.thinkcentral.com
and Hands-On Standards ETA Cuisenaire
www.etacuisenaire.com