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Division and the Distributive Property – Division means sharing equally – If you have 12 cookies and 4 friends, how do you share? – Multiplication is division’s opposite – Remember, 3 x 4 is the same as 12 ÷ 4 – Today’s goal: Use distributive property – Break a number into smaller parts to divide easily – Practice with examples | Begin with the basic concept of division as sharing equally among a number of people or groups. Reinforce the relationship between multiplication and division to help students understand that they are inverse operations. Introduce the distributive property as a strategy for dividing larger numbers by breaking them into smaller, more manageable parts. This can make division without a calculator easier. Provide examples for the students to work through as a class, and prepare additional practice problems for them to try on their own. Emphasize that using the distributive property is a useful skill that can simplify more complex division problems.

Understanding the Distributive Property – Define the Distributive Property – It allows you to multiply a sum by multiplying each number inside the bracket separately and then add the results. – Multiply each addend separately – First, do 2 x 3, and then 2 x 4. – Add the products together – After multiplying, add the two products: 6 + 8. – Example: 2 x (3 + 4) – 2 x (3 + 4) is the same as (2 x 3) + (2 x 4), which equals 6 + 8, so 2 x (3 + 4) = 14. | The Distributive Property is a key concept in algebra that simplifies multiplication when numbers are added together within a parenthesis. By teaching this property, we enable students to break down more complex multiplication problems into simpler parts. Start by explaining the definition, then show how to apply the property step by step. Use the example 2 x (3 + 4) to illustrate the process: multiply 2 by 3 and 2 by 4 separately, then add the results to find the final product. This method helps students understand how to distribute the multiplication over addition and is foundational for algebraic thinking.

Connecting Division and Distributive Property – Break down division into parts – Division can be split into easier chunks – Use multiplication to help divide – Example: 16 ÷ 4 as smaller divisions – Think of 16 ÷ 4 as (12 ÷ 4) + (4 ÷ 4) – Practice with different numbers – Try using the distributive property with other examples | This slide aims to teach students how to apply the distributive property to division. Start by explaining that division problems can be broken down into smaller, more manageable parts. Emphasize the use of known multiplication facts to make division easier. For example, dividing 16 by 4 can be approached by splitting 16 into 12 and 4, which are both divisible by 4. This method helps students to divide without feeling overwhelmed. Encourage students to practice this technique with different numbers to build their confidence and understanding of the concept.

Dividing with the Distributive Property – Break dividend into parts – E.g., 20 becomes 12 and 8 – Divide each part separately – 12 ÷ 4 and 8 ÷ 4 – Sum up the quotients – Add the results together – Example: 20 ÷ 4 – (12 ÷ 4) + (8 ÷ 4) = 3 + 2 | This slide introduces students to the concept of using the distributive property to divide. Start by explaining how to break the dividend into smaller, more manageable parts that can be easily divided by the divisor. Then, guide the students through dividing each of these parts by the divisor separately. After that, show them how to add up all the individual quotients to get the final answer. Use the example 20 ÷ 4 to illustrate the process: break 20 into 12 and 8, divide each by 4 to get 3 and 2, then add 3 and 2 to get the final answer, 5. Encourage students to practice this method with different numbers to become comfortable with the process.

Dividing with the Distributive Property – Let’s solve: 24 ÷ 3 – Find numbers divisible by 3 to make 24 – Like 21 (3×7) and 3 (3×1) add up to 24 – Use distributive property step by step – Break 24 into 21 + 3, then divide each by 3 – Understand how division is broken down – See how 24 ÷ 3 is split into smaller problems | This slide is a guided practice problem to help students apply the distributive property to division. Start by presenting the problem 24 ÷ 3. Encourage students to think of numbers that can be divided by 3 to add up to 24, such as 21 and 3. Then, guide them through solving the problem step by step: divide 21 by 3 to get 7, and 3 by 3 to get 1. Add the results together to find that 24 ÷ 3 equals 8. This exercise helps students understand how division can be broken down into more manageable parts using the distributive property, reinforcing their division skills and conceptual understanding.

Your Turn: Practice with Distributive Property – Divide 36 by 4 using distributive property Break 36 into 20 + 16, then divide each by 4 – Divide 48 by 6 using distributive property Break 48 into 30 + 18, then divide each by 6 – Divide 56 by 7 using distributive property Break 56 into 35 + 21, then divide each by 7 – Show your work on paper | This slide is an activity for students to apply the distributive property to division. The distributive property allows us to break a difficult problem into smaller, more manageable parts. For example, 36 ÷ 4 can be broken down by splitting 36 into 20 and 16, which are both easier to divide by 4. Students should solve each problem on paper, showing how they distribute the dividend into smaller addends that are easier to divide by the divisor. Encourage students to check their work by adding the quotients of the smaller divisions to ensure they match the original dividend. Possible activities include peer review of solutions, creating their own problems, or using manipulatives to visualize the distribution.

Class Activity: Division Relay – Teams solve division problems – Use the distributive property – Break down a division problem into smaller parts – First correct solution wins a point – Teamwork and accuracy are key | This activity is designed to encourage collaborative learning and practice of the distributive property in division. Divide the class into small teams, ensuring a mix of abilities in each group. Provide each team with a division problem that they must solve by breaking it into smaller, more manageable parts using the distributive property. For example, 36 ÷ 4 can be broken down into (20 ÷ 4) + (16 ÷ 4). The first team to present a correct solution on the board earns a point for their team. Emphasize the importance of teamwork and accurate calculations. Possible variations of the activity could include timed rounds, multi-step problems, or a tournament-style competition where teams compete against each other in succession.

Conclusion: Division & Distributive Property – Recap on division with distributive property – We learned to break apart numbers for easy division – How distributive property simplifies division – It breaks large problems into smaller, manageable chunks – Open floor for questions and thoughts – Reflect on today’s learning – Think about how this method can help with homework | As we wrap up today’s lesson, it’s important to revisit the key concept of using the distributive property to divide. This method helps by breaking a large division problem into smaller, more manageable parts, making the division process easier and less intimidating for students. Encourage students to reflect on how this strategy can be applied to their homework and future math problems. Open the floor for any lingering questions or insights the students may have, ensuring they leave the class with a solid understanding of the day’s material.