Solving Multiplication and Division Equations: Launch
Solving Multiplication and Division Equations: Launch
Solving Multiplication and Division Equations: Launch
LESSON OBJECTIVE
Solve real-world and mathematical problems by writing and solving equations of the
form px = q for cases in which p, q, and x are all nonnegative rational numbers.
FOCUS QUESTION
How do you use multiplication and division to undo each other? Why might this be
helpful in balancing equations?
MATH BACKGROUND
Prior to this lesson, students learned about balancing equations and using equivalent
equations to maintain that balance. They also isolated the variable in equations
containing addition or subtraction in order to solve one-step equations. Students know
how to determine what action to take using inverse operations, which they may have
done naturally before they were introduced to variables and equations.
Here students work with equations that contain multiplication and division, still focusing
on using inverse operations to isolate a variable. They already know that these two
operations undo each other and will apply this concept to solving equations, the same
way they did in a previous lesson with addition and subtraction.
Students learn to write and solve equations from given models such as pan balances
and algebra tiles. They see that the equation and the models represent each other and
use them to solve equations that describe real-world situations. You may want to
become familiar with the Pan Balance and Algebra Tiles tools to use them in this
lesson and the rest of the topic. Students will continue to use these skills in this topic
as they work on inequalities and as they write and solve their own equations from
word problems.
In future grades, students will solve multi-step equations, combining the four
operations and other properties such as the Distributive Property. They will also solve
systems of equations and learn how to represent solutions as points in the coordinate
plane, especially with linear functions.
Author Intent
Students review the relationship between multiplication and division in a real-world
context. They will determine a total given the number of groups and the size of each
group. This problem prepares students to use multiplication and division as inverse
operations to solve equations.
Instructional Design
Students will likely think of this situation in terms of multiplication first. The Division
column comes first on the Companion page to get students to write equations to model
this problem.
If the students are split evenly into 13 classes, what operation do you think will
be most helpful to calculate the total? [Sample answers: multiplication; addition.]
During
What are two ways to write the rate of students per class? [Sample answers:
Total number of students divided by 13 groups; 8 students per group.]
What part of the problem statement tells you that you can use multiplication to
find the total number of students? [The problem says evenly, and you can
multiply when you have even groups.]
After
How could you have solved this problem using addition? [You could add 8
thirteen times.]
Which equation was easiest to solve, multiplication or division? [Sample
answers: Multiplication was easier because you can just multiply the two
numbers together; division was easier because you can see how the students
are divided into groups better.]
Solution Notes
Students may write equations for each column. They may also draw pictures and use
dots to represent each student. Ask students if counting the number of dots is the
most efficient way to find the total. If students use guess and check to solve the
problem, encourage them to write out a sentence that describes how to find the total
number of swim students. Then, have students write an equation that models that
sentence. Either way, make sure students see that you can model this type of
relationship with equations.
ELL Support
Beginning
After completing all four screens of the Example, return to the bar diagram on the first
screen of the Intro. Click to reveal the bar diagram and ask a student to point to the
part of the diagram that shows 3x and say: This shows 3x. Then have a student point
to the part of the diagram that shows 27 and say: This shows 27. Have them repeat
the activity using the balance scale and the algebra tiles.
Intermediate
After completing all four screens of the Example, go back to Screen 1 and have
students explain to a partner how to solve the equation using either the bar diagram,
the balance scale, or the algebra tiles.
Advanced
After completing the Intro, pause and have students explain to a partner how to solve
the equation using the tool on the third screen. Have students explain to their
partners how the display between the two bins reflects the inequality as they move
tiles. Have them explain how to create partitions to solve equations and show how to
solve the equation.
Author Intent
Students solve an equation using division as an inverse operation. They can use
various models to visualize the relationship and understand how to use inverse
operations to solve an equation. This problem allows students to choose the best
model to represent multiplication and division equations.
Instructional Design
Click on each radio button to introduce each model. Emphasize the advantages and
disadvantages of each model. Students should be familiar with the balance scale as a
method to solve equations. The Algebra Tiles tool is useful to see the multiple steps as
you solve equations, but the number of objects allowed is low. Some students may like
the bar diagram because you can use the diagram to guess and check, but point out
that this may not be effective for larger numbers. As you decide which layer to
emphasize, consider students different learning styles and comfort with each model.
You can use the Algebra Tiles tool to drag objects around and group them on the
whiteboard. The Equation mode of the tool has a maximum of 35 objects, so students
may be able to use mental math to solve equations that use this particular tool. Be
sure to ask students to justify their methods.
Solution Notes
You may want to go back to the Intro screen and solve the equation using the other
two models, the bar diagram and the balance scale. Use this opportunity to discuss
which model is most useful for solving the equation.
Got It Notes
If you show answer choices, consider the following possible student errors:
Students who choose A do not understand the relationship the equation represents.
Students who do not know how to identify the correct inverse operation may choose C
or D.
Author Intent
Students examine a variety of equations and identify the inverse operation needed to
solve each equation. The equations involve all four basic operations, and multiplication
is indicated in three ways: with a multiplication dot, using parentheses, and without
a symbol.
Instructional Design
You can call on students to drag each equation from the tile bank to one of the four
bins. When all equations have been placed, click on the Check button to check your
answers. Any incorrect answers will snap back to the tile bank. Discuss each
equations operation and allow students to place wrong answers in the correct bins.
Solution Notes
Point out that there are six slots in each bin and some slots will remain empty. You can
provide more practice by having volunteers take turns writing equations of their own
on the whiteboard. Call on other students to drag those equations to the correct bin.
As bins start to fill up, students will have to think about what operation to include in
their equations.
Differentiated Instruction
For struggling students: Now that all four operations are involved, students may
accidentally drag an equation to the bin with the operation sign they see and not to its
inverse. Have one student touch the operation sign and say its name aloud as each
equation appears. Have another student say the name of the inverse operation and
then drag the equation to that bin. Some students may need to be reminded that you
can indicate multiplication in three ways. You may want to write a multiplication dot for
any equation that indicates multiplication.
For advanced students: Have students brainstorm the inverse operation for terms with
3 2
exponents. For example x = 64 or x = 121. Students may be familiar with square root
symbols and you can explain cube root symbols. Otherwise they can just describe
the process.
Got It Notes
If you show answer choices, consider the following possible student errors:
Students who choose A or B may not understand the concept of inverse operations. If
students look for equations that show division, they may choose C.
Author Intent
Students have used models to solve a multiplication equation using division. Now, they
will use multiplication to solve a real-world problem involving division. Students have
previously used multiplication to solve this type of problem and should understand that
you can write and solve equations in two ways.
Solution Notes
Students may want to set up a multiplication equation. Emphasize that they should
solve the equation given first. The goal of the lesson is to solve an equation by
keeping the equation balanced while writing simpler, equivalent equations. Multiplying
240 by 8 does not allow students to practice this skill.
After solving the problem, validate students by showing that both equations have the
same solution. It is important that students understand that a problem can be solved in
more than one way.
Error Prevention
The purpose of this problem is for students to use multiplication as the inverse of
division. Some students may benefit from first doing a similar problem with smaller
numbers. For example, use 12 for the number of suction cups on each arm.
Got It Notes
If you show answer choices, consider the following possible student errors:
Students who choose B only multiplied on one side of the equation. If students made a
calculation error, they may choose C.
You can help students eliminate two answer choices by asking them whether m is
greater than or less than 25. If students know that the value is greater than 25, they
can eliminate A and B.