# Minds On

## Multiplication and division facts A student multiplies two numbers and the total is 10. List the pairs of numbers the student may have multiplied.

What are some different ways you can represent these multiplication facts?

Which of these multiplication facts would help the student solve 10 ÷ 2? Explain how you know.

Record your thinking digitally, orally, or in print.

Press the "Sample Solution" button to reveal a possible answer.

The numbers 1, 2, 5, and 10 can multiply to a total of 10.

The multiplication facts are:

1 × 10 = 10

2 × 5 = 10

5 × 2 = 10

10 × 1 = 10

10 ÷ 2 can be determined by using the multiplication facts for 2. Knowing that 2 × 5 = 10 helps the student determine that 10 ÷ 2 = 5.

# Action

## Using the hundreds chart

One manipulative that we can use to explore multiplication facts is the hundreds chart.

Use a separate hundreds chart for each number group. Start with multiplication facts for the number 2 and skip-count to mark each answer.

Choose 3 other numbers up to 10 and repeat this activity.

As you are skip counting, try to predict the next number and connect it to the number of times you’ve skip counted. For example, for multiplication facts of 2 we mark 2, 4, 6, 8. We skip counted 4 times. So, we know 2 x 4 = 8. Continue until you’ve reached 100. Repeat for each number you choose.

Which numbers did you find easiest to do? Which number did you have more difficulty with?

How can you use multiplication facts and the hundreds chart to help you solve problems involving division?

Find the number 24 on the hundreds chart. What number can you skip count by to get to 24? Be sure to count your skips!!

Press the "Sample Solution" button to reveal a possible answer.

I can start at 2 and skip 2, 4, 6, 8, 10 ,12, 14, 16, 18, 20, 22, 24. That’s 12 skips. I know that 2 × 12 = 24, so 24 ÷ 2 = 12 and 24 ÷ 12 = 2.

Choose 3 other numbers and repeat this activity.

# Consolidation

## Multiplication fact relationships

Task #1: List the answers for each of the multiplication facts for:

• two, four, and eight
• three, six, and nine
• five and ten

Task #2: How can you use multiplication facts to help you determine division facts? Can you use the multiplication facts from Task #1 to determine the division facts for the following?

1. 48
2. 49
3. 60
4. 84

Record using the hundreds chart or a method of your choice.

## Reflection

As you read through these descriptions, which sentence best describes how you are feeling about your understanding of this learning activity? Press the button that is beside this sentence. ### I feel...

Now, record your ideas using a voice recorder, speech-to-text, or writing tool.