Yesterdays Lesson

Yesterday we learned about the relationship between addition and multiplication. We learned that multiplication is really just repeated addition, and vice-versa. For example, the expression 3 x 4 can also be written as: 3 + 3 + 3 + 3. Likewise, the expression 3 + 3 + 3 + 3 can also be written as 3 x 4.

Variables can also be written the same way. For example d + d + d = 3d. We dont use 3 x d because its easy to confuse the multiplication sign as the variable x. Therefore, we use 3d or 3(d). A number next to a variable simply means multiplication. Multiplication can also be written using a dot symbol. For example, 3 x 4 can be written as 3 4

The Relationship of Division and Subtraction

Finally, we reviewed identities, which are number sentences in which any number can be used for the variable and the sentence will always be true. For example: T 5 x 5 = T. Or T +5-5 = T. These are true because multiplication and division, as well as addition and subtraction are inverse operations.

Todays Lesson
Today we will learn about the relationship between division and subtraction. Complete the do now on the next page. Complete the do now on the next page. I will be coming around taking names to give credit to those who are completing the do now quietly.

MR. E VSC MATH GRADE 6

February 11, 2014

Mr. E VSC Math Grade 6 Class 603/604/605

Table of Contents
Review and Overview ....................................................................................................1 Do Now .................................................................................................................................2 Division and Subtraction .........................................................................................3 Tape Diagram Model Parts 1-3 .............................................................................3 Tape Diagram Model Parts 4-6..................................................................................3 Activity #1 ..........................................................................................................................3 Activity #2 .....................................................................................................................4 Lesson Review .............................................................................................................4 Homework ..........................................................................................................................4

Do Now!
Question #1
Jennifer wants to give 15% of her cupcakes to children on Thanksgiving. If she has 90 cupcakes, how many cupcakes will she give to children on Thanksgiving?

Question #2
1 inch = 2.54 centimeters. If an animal is 25 inches long, what is the length of the animal (in centimeters?)

Question #3
A chefs recipe for a special beverage contains 15 cups of sugar : 5 cups water. If there are 25 cups of water, how many cups of sugar does he need?

Division and Subtraction

Similar to how multiplication is repeated addition, division is repeated subtraction. Lets take a look at the pictures/diagram on the right.

Tape Diagram Model

Part 1
First lets create a tape diagram that has 20 squares.

Is 205 the same thing as 20-5-5-5-5?

Division or Subtraction?
Take one minute to answer the question above. Is 20 4 the same thing as 20-5-5-5-5? Think about the quotient. Is there anything that you notice about the quotient and the number of times we subtracted 5? What do you notice? Is this true?

Part 2
Divide the tape diagram into 4 equal sections.

Activity #1
Create THREE of your own subtraction expressions like the one above, except using a variable for the divisor to show how many times you must subtract to get a remainder of 0. For example: 15 x = 3. 15 x x x = 0. Solve for x for all three of your expressions. What number does x represent? Dividend, divisor, or quotient? Explain! You may continue on to activity #2 once youve completed this activity.

Part 3
How many squares are in each section? Write a number sentence to describe what happened.

Activity #2
A) B) C) D) 4 Represent 100 10 = 10 using subtraction. Explain. Represent 24 4 = 6 using subtraction. Explain. Represent 30 30 using subtraction. Explain. Explain why 35x = 7 is the same as 35 x x x x x x x = 0.

Homework 2/11/2014
Homework Part 1
Complete the graphic organizer handout. What operation would be the inverse of multiplication (or likewise, division)? What is operation is being repeated when performing multiplication (or likewise, division)?

Part 4
What would happen if we subtracted 5 squares? How could we write that?

What does the word inverse mean?

Part 5 Homework Part 2
A) Define inverse B) 30 y = 5. Complete the subtraction sentence for this expression. C) 50 x = 10. Complete the subtraction sentence for this expression. What is x? D) 11 x = 1. Complete the subtraction sentence for this expression. What is x? E) Explain why 20x=10 the same as 20 x x x x x x x x x x = 0. What is x? Another 5 squares.

Part 6
Another 5 squares

And another 5 squaresWoops! We have 0!

What would happen if we subtracted 4 squares? How could we write that?