Understanding Multiplication

and Division of Whole and

Decimal Numbers

Number Sense and Numeration,

Grades 4 to 6
(Volumes 1, 3, 4, and 6)

The Literacy and Numeracy Secretariat Professional Learning Series

Session A 2

Modelling and Representing

1. Aims of Numeracy Professional
Learning
2. Learning Goals of the Module
3. Book Walk Tabbing the Volumes
4. Warm Up What Ways Do We Use
Math?
5. Modelling and Representing
Multiplication Problem #1
Aims of Numeracy 3

Professional
Promote the belief thatLearning
all students have learned
some mathematics through their lived experiences in
the world and that the math classroom should be a
place where students bring that thinking to work.
Build teachers expertise in setting classroom
conditions in which students can move from their
informal math understandings to generalizations and
formal mathematical representations.
Assist educators working with teachers of students in
the junior division to implement student-focused
instructional methods to improve student achievement
as referenced in Number Sense and Numeration,
Grades 4 to 6.
Aims continued 4

Have teachers experience mathematical problem

solving as a model of what effective math instruction
entails by:
collectively solving problems relevant to students
lives that reflect the expectations in the Ontario
mathematics curriculum;
viewing and discussing the thinking and strategies
in the solutions;
sorting and classifying the responses to a problem
to provide a visual image of the range of
experience and understanding of the mathematics;
and
analysing the visual continuum of thinking to
determine starting points for instruction.
Teaching Mathematics 5

Through Problem Solving

Sharing thinking
Listening to and considering ideas of others
Adapting thoughts
Understanding and analysing solutions
Comparing and contrasting different solutions
Discussing
Generalizing
Communicating
Learning Goals of the 6

Module
During this session, participants will:
develop an understanding of the conceptual
models of whole numbers and decimals;
explore conceptual and algorithmic models of
whole number and decimal multiplication through
problem solving;
analyse and discuss the role of student-
generated strategies and standard algorithms in
the teaching of multiplication and division with
whole and decimal numbers; and
identify the components of an effective
mathematics classroom.
 7

Book Walk:
Tabbing the Volumes
(1, 3, 4, and 6)

Number Sense
and Numeration,
Grades 4 to 6
 Number Sense and 8

Numeration, Grades 4 to
6
Volume 1: The Big Ideas

Volume 2:
Addition and
Subtraction Volume 6:
Decimal
Volume 3: Numbers
Multiplication
Volume 5:
Fractions
Volume 4:
Division
Warm Up What Ways 9

Do We Use Math?
Think of the different ways you have used multiplication Connecting
and division in your daily life over the past week. mathematic
s to a real
Record one way per sticky note. world
context
Pair up with your elbow partner and talk about one or two
of the notes you wrote.

Share by introducing yourself to anyone at your table

you do not know. Put your sticky notes onto a piece of
chart paper and report what they say about the different
ways you have used multiplication and division in your
daily life over the past week.
Think-Pair-Share
Warm Up What Ways 10

Do We Use Math?
Sort your groups multiplication and division examples.
Describe your sorting rule and label each column.

Examples of Multiplication Connecting

situated
and Division in Our Daily Lives knowledge, and
informal, lived, or
embodied
mathematics to
formal
mathematics

label 1 label 2 label 3 label

4
Modelling and Representing 11

Multiplication Problem #1
There are 29 students going to a museum.
The museum trip costs $23.00 per student.
The fee includes transportation, a ticket to
the museum, and a lunch.

How much will it cost for 29 students to go

on the field trip?
Connections to Number Sense and Numeration,
Grades 4 to 5, Volume 3: page 47
Solving the Problem
There are 29 students going to
a museum. The museum trip
costs $23.00 per student. The
fee includes transportation, a
ticket to the museum, and a
lunch.
How much will it cost for 29
students to go on the field trip?
Show more than one way to
solve the problem.
12
Polyas Problem-Solving
Process
Understand the problem.
Communicate talk to
understand the problem.
Make a plan.
Communicate discuss ideas
with others to identify and clarify
strategies.
Carry out the plan.
Communicate record your
thinking using manipulatives,
pictures, words, numbers, and
symbols.
Look back at the solution.
Communicate check
reasonableness, review methods,
summarize, generalize.
Session B 13

Conceptual Development
1. Problem Solving to Develop
Conceptual Understanding
2. Warm Up A Math Congress
3. The Concepts of Multiplication
Problem #2
4. A Gallery Walk
The Concepts of 14

Multiplication Problem #2
Julie can run 100 m in 12.4 seconds.

How long would it take Julie to run 400 m

at that speed?

Show your thinking using a variety of

mathematics different strategies, tools,
and algorithms.
Connections to Number Sense and Numeration,
Grades 4 to 6, Volume 5: page 23
Session C 15

Exploring Alternative Algorithms

1. Applying Student-Generated
Algorithms and Analysing Standard
Algorithms
2. Partitive and Quotative Division
3. Student-Generated and Standard
Algorithms for Division Problem
#3
4. Organizing to See a Range of
Student Thinking Bansho
Warm Up Partitive and 16

Quotative Division
Partitive Division
(unknown # of items in each group)
A grocer has 30 apples. He puts the apples in 5 bags.
How many apples will the grocer put in each bag?
Quotative Division
(unknown # of groups)
A grocer has 30 apples. She wants to put them into
bags, with 5 apples in each bag. How many bags will
the grocer need?
Connections to Number Sense and Numeration,
Grades 4 to 6: Volume 4: page 17
Student-Generated and 17

Standard Algorithms
for
Ben andDivision Problem
his family are planning a charity bike-a-thon.
#3total distance is 96 km. They want to have stations
The
for refreshments about one-fourth of the way, half-way,
and three-fourths of the way.

About how many kilometres should there be between the

starting point, the three stations, and the end point?

Show more than one way to solve the problem.

Session D 18

Communicating Mathematical
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teachingthe
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standard
Thinking
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algorithm formultiplication
multiplication
shouldnot
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teachinggoal
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forstudents
students
2. Warm Up All About ininthe
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Place Value Game Studentsneed

Students needtotolearn
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3. Making the Strategies numbersininthe
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Problem #4 appropriateand
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situations. Volume
Volume
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4. Professional Learning 33
Opportunities
Warm Up: All About Place 19

Value Game 69
Give each group of 4 a set of
6. 9 tenths
cards with whole and decimal
numbers on the cards.
Players lay the cards face up on the table. They
take turns matching pairs of cards with numbers of
equal value, such as 6.9 and 69 tenths.
When one player finds a match, he or she takes the
two cards from the array and sets them aside,
scoring 1 point for each pair. Players pass if they
see no matches.
Making the Strategies 20

and the Math Explicit

Problem #4garden ornaments

An artist is creating
out of a strip of copper 6.9 m in length.

She will form either a regular pentagon

or a hexagon as part of the design.

What will be the length of each side of

each polygon?
Julies Sarahs
Method Method
21

For a pentagon, I need to divide For a hexagon, I know there would be

the copper into 5 equal lengths. 6 equal sides.

I round 6.9 to 7. I can mentally I can divide 6.9 if I think 6 x ? = 6.9.

calculate 7 divided by 5.
I can estimate the value by multiplying
I know there is one 5 in 7 and 2 by decimals.
6 x 1.0 = 6
ones left over.
6 x 1.1 = 6.6
I know 2 ones is the same as
6 x 1.2 = 7.2
20 tenths.
I can use these numbers to
I can divide 20 tenths by 5. estimate the length.
Problem Solving 22

Thinking
Complete each students estimate and show
your work.
Reflecting
Why do you think Sarah stopped multiplying
decimal numbers by 6 after she multiplied
6 x 1.2?
How would you show another way to estimate
the length of each side of the pentagon and
the hexagon?
Professional Learning 23

Opportunities
Collaborate with other teachers through:
Co-teaching
Coaching
Teacher inquiry/study groups

View:
Coaching Videos on Demand www.curriculum.org
Deborah Ball webcast www.curriculum.org
E-workshop www.eworkshop.on.ca