1. Module 1 Lesson 6 Interpret the unknown in division using the array model.

2. Group Counting

3. Divide equal groups How many groups are there? How many are there in Each group? Say the total as a repeated addition sentence. Write a division sentence for 15 divided into 3 equal groups.

4. Divide equal groups How many groups are there? How many are there in Each group? Say the total as a repeated addition sentence. Write a division sentence for 12 divided into 4 equal groups.

5. Divide equal groups How many groups are there? How many are there in Each group? Say the total as a repeated addition sentence. Write a division sentence for 18 divided into 9 equal groups.

6. Problem of the Day Twenty children play a game. There are 5 children on each team. How many teams play the game? Write a division sentence to represent the problem. CAPTURE THE FLAG

7. Concept Development: Problem 1 – Relate division to the array model Let’s look back at our Problem of the Day: Twenty children play a game. There are 5 children on each team. How many teams play the game? How does the array to the right represent the Problem Of the Day? How many total children? How many total flags? How many children were on each team? How many flags are there in each row? How many teams? How many rows?

8. Concept Development: Problem 1 – Relate division to the array model Let’s draw an array for this division problem. 8 ÷ 2 = 4 Where 4 (the quotient) represents the size of the groups.

9. Concept Development: Problem 1 – Relate division to the array model Let’s draw an array for this division problem. 18 ÷ 6 = 3 Where 3 (the quotient) represents the number of the groups.

10. Concept Development: Problem 2: Use an array to relate the unknown factor in multiplication to the quotient in division. Draw an array that shows the equation 15 ÷ 3 = 5 Where the quotient (the answer) represents the size of the groups. Thumbs up when you’re finished.

11. Now write both a division and a multiplication sentence for this array. Do 3 jumping jacks when you’re done. 15 ÷ 3 = 5 3 x 5 = 15 Where do you find our quotient in the multiplication equation? It’s the second number. It’s the size of the groups. It’s a factor Quotient Circle the size of the groups in both problems.

12. Draw an array that shows the equation 8 ÷ 2 = 4 Where the quotient (the answer) represents the amount of groups.

13. Now write both a division and a multiplication sentence for this array. Do 2 jumping jacks when you’re done. 8 ÷ 2 = 4 4 x 2 = 8 Where do you find our quotient in the multiplication equation? It’s the first number. It’s the number of groups. It’s a factor Quotient Circle the number of groups in both equations.

14. Concept Development: Problem 3: Relate multiplication and division ____ x 3 = 24 3 6 9 12 15 18 21 24 24 ÷ 3 = 8 24 divided in threes makes how many groups? 24 divided in threes makes 8 groups. How are the unknown factor and the quotient related in these equations? The unknown factor is the same as the quotient.

15. Concept Development: Problem 3: Relate multiplication and division 2 x ___= 18 2 4 6 8 10 12 14 16 18 18 ÷ 2 = 9 18 divided in two groups makes how many in each group? 18 divided into two groups makes groups of 9. How are the unknown factor and the quotient related in these equations? The unknown factor is the same as the quotient.

16. TRUE OR FALSE DO BOTH EQUATIONS ASK HOW MANY THREES ARE IN 24? They look different, but they mean the same thing. In both, we’re talking about 8 groups of 3 and a total of 24. So, it’s true. The quotient in a division equation is like finding the unknown factor in a multiplication equation.

17. PROBLEM SET