Beacon Lesson Plan Library
Multiplication & Division Word Problems Made Easy
Joe Crawley
Citrus County Schools
Description
This lesson helps students determine when to multiply or divide when solving real-world problems. The student will explore why they multiply or divide.
Objectives
The student knows the appropriate operations to solve real-world problems involving whole numbers, decimals, and fractions.
Materials
-20 Marbles per group. (4 students per group)
-1 Sheet of paper per student
-1 Pencil per student
-1 Worksheet in associated file per student
Preparations
-Gather marbles
-Hand out paper
-Duplicate a copy of the worksheet found in the associated file for each student
-Write key words on black board
Procedures
This plan only addresses the multiplication and division portion of the benchmark. Students need prior knowledge of how to multiply and divide with whole numbers, decimals and fractions.
1. The following should be explained to the students. These rules apply to whole numbers, decimals, and fractions.
MULTIPLICATION: We multiply when the problem asks for a total and the numbers (quantities) within the problem are the same.
EXAMPLE.
Harry has 15 boxes of chalk with 20 pieces of chalk in each box. How many pieces (total) of chalk does Harry have?----He has 15 sets of 20's---(numbers or quantities are the same and requires a total) 15 X 20 =
John has 20 quarters how much money (total) does he have? He has 20 sets of .25 or 1/4----(numbers or quantities are the same and requests or implies a total) 20 X 1/4 =
Joe wants to make the recipe 2 and 1/2 times larger. The recipe calls for 1/4 cup of flower. How much flour (total) will Joe need? ( The numbers or quantities are the same and a total is required.) 2 and 1/2 X 1/4 or .25 =
A rectangle is 7 feet by 3 feet. How many square feet (total) in the rectangle? The rectangle has 7 rows of squares with 3 squares in each row. ( The numbers or quantities are the same and a total is asked for.) 7 X 3 =
DIVISION Divide when the problem asks for 'one,' 'each,' or 'per' is and when the problem asks or implies how many numbers are inside of another number or what part of a number is inside of another number.
EXAMPLES of problems that use one, each, or per are:
Harry has 300 pieces of chalk with the same amount in each box. There are 20 boxes how many pieces of chalk in EACH box? 300 divided by 20 =
Carolyn wants to buy one pound of grapes. The price is 3 and 1/2 pound for $1.05. How much will ONE pound cost?
1.05 divided by 3 and 1/2=
1/2 ton of coal costs $20.40. How much does it cost PER ton? 20.40 divided by 1/2 =
EXAMPLES of when the problem asks or implies how many numbers are inside of another number or what part of a number is inside of another number:
Harry has $22 in nickels. How many nickels does Harry have? (How many .05's are inside of 22?) 22 divided by .05 =
The surface area of a floor is 150 square feet. How many 10 ft. square tiles will be needed (inside of 150 feet) to cover the floor? (How many 10's are inside of 150?) 150 divided by 10 =
Each load of wash requires 1/2 once of liquid soap. The bottle of soap has 64 ounces. How many washer loads will the full bottle provide? (How many 1/2 s’s inside of 64) 64 divided by 1/2
2.Write on the board the following:
Multiply : total and numbers are the same
Divide: one, each, per
how many numbers are inside of another number
3. Divide students into groups of 4 and use their marbles to design different types of multiplication and division problems. They must also explain why it is a multiplication or a division problem. Remind students of their cooperative worker class rules. Observe, make corrections, offer feedback and call on groups to present their solutions.
EXAMPLE of an acceptable MULTIPLICATION problem: Students will make 4 groups of 5 marbles per group and ask what is the total number of marbles.
EXAMPLE of an acceptable DIVISION problem: Students will make 5 groups of marbles with the same amount in each group. There are 20 marbles in all the groups. They will determine how many marbles in one group.
EXAMPLE of a sample DIVISION problem: Determine how many groups of 4 marbles are in the 20 marble total.
4. Divide students into groups of two students. Each student creates and writes on a sheet of paper 5 multiplication and 5 division word problems. Have them switch with their partners to solve and explain why it is a multiplication or division problem. Offer feedback and guidance where necessary. The students will provide the teacher with their work, which will include the total correct. (problems and explanations)
5. Provide the practice sheet of multiplication and division word problems to the students found in the associated file
Assessments
Students solve a series of real-world multiplication and division problems. In addition they state why they multiplied or divided. Students will be able to show that they understand when to multiply or divide by answering 6 of the 7 problems correctly from the associated file to include stating why they selected the operation. Classwork papers should also be formatively assessed and students who have difficulty should be noted for further guidance, practice, and feedback.
Web Links
Web supplement for Multiplication & Division Word Problems Made Easy Multiplication or Division ProblemsWeb supplement for Multiplication & Division Word Problems Made Easy Multiplication or Division ProblemsWeb supplement for Multiplication & Division Word Problems Made Easy Multiplication or Division ProblemsWeb supplement for Multiplication & Division Word Problems Made Easy Place Value ReviewWeb supplement for Multiplication & Division Word Problems Made Easy Multiplying Fraction ReviewWeb supplement for Multiplication & Division Word Problems Made Easy Dividing Fraction ReviewWeb supplement for Multiplication & Division Word Problems Made Easy Multiplying Fraction ReviewWeb supplement for Multiplication & Division Word Problems Made Easy Dividing Decimals Review
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