• Home
  • Textbooks
  • Elementary and Middle School Mathematics: Teaching Developmentally
  • Developing Strategies for Multiplication and Division Computation

Elementary and Middle School Mathematics: Teaching Developmentally

John A. Van de Walle, Karen S. Karp, Jennifer M. Bay-Williams

Chapter 13

Developing Strategies for Multiplication and Division Computation - all with Video Answers

Educators

Chapter Questions

01:25

Problem 1

Draw pictures showing how $57 \times 4$ could be modeled: with counters, with base-ten blocks, with arrays, or with areas on base-ten grids.

Jay Patel
Jay Patel
Numerade Educator
01:30

Problem 2

What would you do if your students seemed to persist in using repeated addition for multiplication problems without really doing any multiplication?

Emily Himsel
Emily Himsel
Numerade Educator
View

Problem 3

Which division concept, measurement or partition, is easier for direct modeling and is also the one used to develop the standard long-division algorithm? Make up an appropriate word problem to go with $735 \div 6$.

Lauren Long
Lauren Long
Numerade Educator
03:18

Problem 4

Use the standard algorithm for $735 \div 6$, and then repeat the process using the text's suggestion of recording trades explicitly. With the two algorithms side by side, explain every recorded number in terms of what it stands for when sharing base-ten blocks.

Naomi Motes
Naomi Motes
Numerade Educator
00:44

Problem 5

Describe each of these estimation strategies. Be able to make up an example and use it in your explanation.
a. Front-end
b. Rounding
c. Compatibles
d. Adapting to use tens, hundreds, and so forth

Garrett Bess
Garrett Bess
Numerade Educator