## Fact Family Connection

### Sandi Tidwell

#### Description

Students explore the relationship of multiplication and division using arrays.

#### Objectives

The student understands and explains the effects of addition, subtraction, and multiplication on whole numbers, decimals, and fractions, including mixed numbers, and the effects of division on whole numbers, including the inverse relationship of multiplication and division.

#### Materials

-24 counters for each student
-Pencil
-Paper

#### Preparations

2) Distribute 24 counters to each student.

#### Procedures

1. Remind students that arrays must have the same number of objects in each row.

2. Model for students using the overhead counters the multiplication fact 4 x 6 = 24. (Make 4 rows with 6 in each row)

3. Ask students, -Is there another multiplication fact you can think of using 4, 6, and 24?-

4. Model 6 x 4 = 24 with overhead counters. (Make 6 rows with 4 in each row)

5. Ask students which two division facts are related to these two multiplication facts (24/4 = 6; 24/6 = 4).

6. Direct students to use all twenty-four counters to make an array other than the ones they have already made (ex. 3x8=24; 8x3=24; or 12x2=24; 2x12=24).

7. Ask students to share their arrays with the rest of the class.

8. Have students write down the related division facts that go with the arrays they have created (ex. 24/3=8; 24/8=3) or (24/12=2; 24/2=12).

9. Have students pair up and make as many arrays as possible with twelve counters or fifteen counters. One student in the group should make the array while the other student names and records the related multiplication and division facts demonstrated in the array.

10. Have students answer the following questions in their math journals: Is 3 x 6 = 18 part of the fact family for 2, 9, and 18? Why or why not?

#### Assessments

Assessment could include:

1. Teacher Observation using the following criteria: Are students able to model the arrays instructed during whole group instruction? Are students effectively communicating and cooperating in their groups after whole group instruction?

2. Math papers can be scored on the number of arrays that students correctly name on their papers.

3. Math journal entries can be scored using the FCAT Math rubric.