These activities begin with multiplication, but are focused on using Cuisenaire Rods on a meter stick, centimeter ruler, or number line to divide. For teachers who don’t have Cuisenaire Rods, there is an alternative way of doing the same thing on a number line, by coloring segments of each multiple with alternating colors.
This is a companion activity and followup to my activity Multiplication as Repeated Addition with Cuisenaire Rods and Number Lines.
See the thumbnails for an idea of how this works. Placing Cuisenaire Rods, or coloring multiples on a number line, model multiplication as repeated addition. Note that using Cuisenaire Rods are an ideal way to teach fact families.
The number lines are precise and sized for easy counting and coloring; the number lines for 7, 8, and 9 are on legal paper.
We also use Cuisenaire Rods to make arrays, and then move the pieces to a number line to establish the connection between an array (rectangular) model of multiplication/division with the repeated addition (linear) model.
Then there are 9 pages of practice with both a mixture of missing factor multiplication equations ( ___ × 9 = 54 ), and missing quotient/dividend equations ( ___ ÷ 6 = 7 or 36 ÷ 9 = ___ )
Students may use Cuisenaire Rods or the number lines to work out these equations as the teacher wishes.
Common Core Standards:
3.OA.2: “Interpret whole-number quotients of whole numbers…as the number
in each share when objects are partitioned equally…”
3.OA.4: “Determine the unknown whole number in a multiplication or division
equation relating three whole numbers.”
Subjects: Math, Basic Operations
Level: Grades 3-4
Length/Duration: 21 pages of student work, several days
Answer Key: Included
A Smart Notebook 14 file is also included.