Lesson 17
- 1. Module 1: Lesson 17 Model the relationship between multiplication and division Multiplication and the meaning of factors
- 3. Application Problem (5 minutes) Mrs. Peacock bought 4 packs of yogurt. She had exactly enough to give each of her 24 students 1 yogurt cup. How many yogurt cups are there in 1 pack? (create a tape and a number sentence to represent your problem)
- 4. Look back at the application problem. Is the unknown in the number bond the same as the unknown in the division problem? What does it represent? 24 ____ x 4 = 24 4 Skip count by fours to find the unknown factor. Each time you say a four, I will make a new part of my number bond. How many fours make 24? So 24 ÷4 equals? The division sentences are the same. But how do the quotients in the 2 number bonds represent different things?
- 5. Concept Development (33 minutes) 24 ? ? ? ? The number bond represents the division sentence you wrote to solve the application problem. Turn and tell your partner how it shows 24÷4.
- 6. Draw a number bond to represent 32÷4 32 _____ x 4 = 32 4 x ? = 32 How do the multiplication and division sentences relate in each example?
- 7. A classroom has tables that seat a total of 20 students. 4 students are seated at each table. How many tables are in the classroom? Draw and label a tape diagram to represent the problem. Without solving, write a division sentence and a multiplication sentence with an unknown factor to represent your drawing. What does the unknown in both problems represent? Tell your partner your strategy for solving each equation. Solve both equations now.
- 8. Problem Set ( 10 minutes) Do your best to complete the problem set