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Math Mammoth Multiplication & Division 3

Blue Series

ByMaria Miller

Usually printed in 3 - 5 business days
Math Mammoth Multiplication & Division 3 focuses on multi-digit multiplication and long division on the 5th grade level. This means the book is not meant for the initial teaching of those algorithms, but for practicing them with more digits than in 4th grade when students initially learned them. The book also contains lessons that aim to develop the student's algebraic thinking. We start out with a little bit of mental math and a lesson on the order of operations. The lesson “Equations” focuses on the concept of equation as containing two expressions separated by an equals sign. The lesson titled “Review: Multiplication and Division” emphasizes the connection between multiplication and division, and how we can use that connection to solve simple equations. Then, students study partial products in two lessons. This process is very handy for mental math. The lessons tie in partial products with an area model and the distributive property. Students also see how partial products are the basis for the standard multiplication algorithm. Next, students review the standard multiplication algorithm (multi-digit multiplication) and practice using it with 5 and 6-digit numbers. They also review 2-by-2-digit multiplication and extend that skill to 4-by-2-digit and 3-by-3-digit multiplication problems. All along the lessons also include estimation problems and word problems. Then it is time to review the long division algorithm from fourth grade, and to extend it to divisions with two-digit divisors. Students also work on division problems that can be done with mental math, such as 600 ÷ 30, and learn why long division works, based on repeated subtraction. The lessons for long multiplication often ask the student to estimate the answer before calculating. The lessons for long division ask for the student to check the answer by multiplying. Both of these methods serve the same purpose: to help them gauge whether the calculation is correct. Too often, students simply calculate something and hurry on by, without paying attention to their own work. We need to foster in them a sense of carefulness with calculations, and the habit of checking one’s own work for accuracy. If necessary, assign less problems (especially similar calculations) so that students have time to think about and check their answers. The book ends in a review lesson. The answer key is appended.


Publication Date
Feb 12, 2007
Education & Language
All Rights Reserved - Standard Copyright License
By (author): Maria Miller


Perfect Bound
Interior Color
US Letter (8.5 x 11 in / 216 x 279 mm)

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