Solving Multiplication and Division Equations

LAUNCH (8 MIN) _____________________________________________________________

Before
Why would you want to know the total number of students?
If the students are split evenly into 13 classes, what operation do you think will be most
helpful to calculate the total?
During
What are two ways to write the rate of students per class?
What part of the problem statement tells you that you can use multiplication to find the total
number of students?
After
How could you have solved this problem using addition?

PART 1 (8 MIN) _______________________________________________________________

During the Intro
What models have you used to solve equations?
Kala Says (Screen 1) Use the Kala Says button to show that both equations and models can
represent equal relationships.
Why would you want a model of an equation?

After completing the solution

Why is it more useful to divide than guess and check?
How did the model help you find the solution?

KEY CONCEPT (3 MIN) _______________________________________________________

Students should connect operations that undo each other with the term inverse operations from
Solving Addition and Subtraction Equations.

PART 2 (7 MIN) _______________________________________________________________

Before solving the problem
Why are there posters for addition and subtraction? Can addition or subtraction be the
inverse operation of multiplication or division?

While placing an item

What operation do you see in this equation? Why doesnt the equation belong in that bin?

After completing the solution

Do you have to simplify or solve each equation to determine its correct bin?
Why would you want to know what operation is the inverse of the one used in an equation?

PART 3 (6 MIN) _______________________________________________________________

Kala Says (Screen 1) Use the Kala Says button to show students why an octopus has
suction cups.
How might knowing the number of suction cups an octopus has help you make decisions?

Before presenting the solution

Do you think that the total number of suction cups will be greater than or less than 240?

While solving the problem

After you multiply by 8, how do you know (s 8) 8 = 240 8 is equivalent to s = 1,920?

CLOSE AND CHECK (8 MIN) _______________________________________________

Could you solve an equation that has more than one operation?
Why might you want to know the values of a variable that make an equation false?

grade 6 Teacher Guide

Solving Multiplication and Division
Equations

LESSON OBJECTIVE
Solve real-world and mathematical problems by writing and solving equations of the
form px = q for cases in which p, q, and x are all nonnegative rational numbers.

FOCUS QUESTION
How do you use multiplication and division to undo each other? Why might this be
helpful in balancing equations?

MATH BACKGROUND
Prior to this lesson, students learned about balancing equations and using equivalent
equations to maintain that balance. They also isolated the variable in equations
containing addition or subtraction in order to solve one-step equations. Students know
how to determine what action to take using inverse operations, which they may have
done naturally before they were introduced to variables and equations.
Here students work with equations that contain multiplication and division, still focusing
on using inverse operations to isolate a variable. They already know that these two
operations undo each other and will apply this concept to solving equations, the same
way they did in a previous lesson with addition and subtraction.
Students learn to write and solve equations from given models such as pan balances
and algebra tiles. They see that the equation and the models represent each other and
use them to solve equations that describe real-world situations. You may want to
become familiar with the Pan Balance and Algebra Tiles tools to use them in this
lesson and the rest of the topic. Students will continue to use these skills in this topic
as they work on inequalities and as they write and solve their own equations from
word problems.
In future grades, students will solve multi-step equations, combining the four
operations and other properties such as the Distributive Property. They will also solve
systems of equations and learn how to represent solutions as points in the coordinate
plane, especially with linear functions.

LAUNCH (8 MIN) _____________________________________________________

Objective: Connect a multiplication equation to a division equation.

Author Intent
Students review the relationship between multiplication and division in a real-world
context. They will determine a total given the number of groups and the size of each
group. This problem prepares students to use multiplication and division as inverse
operations to solve equations.

Instructional Design
Students will likely think of this situation in terms of multiplication first. The Division
column comes first on the Companion page to get students to write equations to model
this problem.

Questions for Understanding

Before
Why would you want to know the total number of students? [Sample answer:
You may want to know how many towels or lockers you will need.]

grade 6 Teacher Guide

 Solving Multiplication and Division Equations continued

If the students are split evenly into 13 classes, what operation do you think will
be most helpful to calculate the total? [Sample answers: multiplication; addition.]
During
What are two ways to write the rate of students per class? [Sample answers:
Total number of students divided by 13 groups; 8 students per group.]
What part of the problem statement tells you that you can use multiplication to
find the total number of students? [The problem says evenly, and you can
multiply when you have even groups.]
After
How could you have solved this problem using addition? [You could add 8
thirteen times.]
Which equation was easiest to solve, multiplication or division? [Sample
answers: Multiplication was easier because you can just multiply the two
numbers together; division was easier because you can see how the students
are divided into groups better.]

Solution Notes
Students may write equations for each column. They may also draw pictures and use
dots to represent each student. Ask students if counting the number of dots is the
most efficient way to find the total. If students use guess and check to solve the
problem, encourage them to write out a sentence that describes how to find the total
number of swim students. Then, have students write an equation that models that
sentence. Either way, make sure students see that you can model this type of
relationship with equations.

Connect Your Learning

Move to the Connect Your Learning screen. In the Launch, emphasize that the answer
to the problem is an unknown value. When two quantities in a problem are equal,
students should think to write an equation that models that relationship.
Students will recall from Solving Addition and Subtraction Equations that addition and
subtraction play a role in solving equations as inverse operations. They should start to
think that multiplication and division have the same role. Use the Focus Question to
get students thinking about how they can use multiplication and division to undo each
other when solving equations.

PART 1 (8 MIN) _______________________________________________________

Objective: Solve real-world and mathematical problems by solving equations of the
form px = q for cases in which p, q, and x are all nonnegative rational numbers by
using a model.

ELL Support
Beginning
After completing all four screens of the Example, return to the bar diagram on the first
screen of the Intro. Click to reveal the bar diagram and ask a student to point to the
part of the diagram that shows 3x and say: This shows 3x. Then have a student point
to the part of the diagram that shows 27 and say: This shows 27. Have them repeat
the activity using the balance scale and the algebra tiles.
Intermediate
After completing all four screens of the Example, go back to Screen 1 and have
students explain to a partner how to solve the equation using either the bar diagram,
the balance scale, or the algebra tiles.

grade 6 Teacher Guide

 Solving Multiplication and Division Equations continued

Advanced
After completing the Intro, pause and have students explain to a partner how to solve
the equation using the tool on the third screen. Have students explain to their
partners how the display between the two bins reflects the inequality as they move
tiles. Have them explain how to create partitions to solve equations and show how to
solve the equation.

Author Intent
Students solve an equation using division as an inverse operation. They can use
various models to visualize the relationship and understand how to use inverse
operations to solve an equation. This problem allows students to choose the best
model to represent multiplication and division equations.

Instructional Design
Click on each radio button to introduce each model. Emphasize the advantages and
disadvantages of each model. Students should be familiar with the balance scale as a
method to solve equations. The Algebra Tiles tool is useful to see the multiple steps as
you solve equations, but the number of objects allowed is low. Some students may like
the bar diagram because you can use the diagram to guess and check, but point out
that this may not be effective for larger numbers. As you decide which layer to
emphasize, consider students different learning styles and comfort with each model.

You can use the Algebra Tiles tool to drag objects around and group them on the
whiteboard. The Equation mode of the tool has a maximum of 35 objects, so students
may be able to use mental math to solve equations that use this particular tool. Be
sure to ask students to justify their methods.

Questions for Understanding

During the Intro
What models have you used to solve equations? [Sample answers: balance
scales, bar diagrams, pictures, equations]
Kala Says (Screen 1) Use the Kala Says button to show that both equations and
models can represent equal relationships.
Why would you want a model of an equation? [Sample answer: The model can
help you find the solution of the equation.]
Before solving the problem
Which operation is shown in the equation? What operation do you think you will
use to solve the equation? [Sample answers: 3x is multiplication. You should
use division to solve the equation because the bar diagram showed a total and
equally-sized groups.]
After completing the solution
Why is it more useful to divide than guess and check? [Sample answer: For
equations with much greater numbers, you may not be able to guess the
solution using mental math.]
How did the model help you find the solution? [Sample answer: Dividing the 1s
into three groups allows you to count the number of 1s that are equal to one x.]

Solution Notes
You may want to go back to the Intro screen and solve the equation using the other
two models, the bar diagram and the balance scale. Use this opportunity to discuss
which model is most useful for solving the equation.

grade 6 Teacher Guide

 Solving Multiplication and Division Equations continued

Got It Notes
If you show answer choices, consider the following possible student errors:
Students who choose A do not understand the relationship the equation represents.
Students who do not know how to identify the correct inverse operation may choose C
or D.

KEY CONCEPT (3 MIN) _______________________________________________

Teaching Tips for the Key Concept
Students should connect operations that undo each other with the term inverse
operations from Solving Addition and Subtraction Equations.

PART 2 (7 MIN) _______________________________________________________

Objective: Apply and extend previous understandings of inverse operations as they
relate to solving equations of the form px = q.

Author Intent
Students examine a variety of equations and identify the inverse operation needed to
solve each equation. The equations involve all four basic operations, and multiplication
is indicated in three ways: with a multiplication dot, using parentheses, and without
a symbol.

Instructional Design
You can call on students to drag each equation from the tile bank to one of the four
bins. When all equations have been placed, click on the Check button to check your
answers. Any incorrect answers will snap back to the tile bank. Discuss each
equations operation and allow students to place wrong answers in the correct bins.

Questions for Understanding

Before solving the problem
Why are there posters for addition and subtraction? Can addition or subtraction
be the inverse operation of multiplication or division? [Sample answer: There are
addition and subtraction posters because some equations will use subtraction
and addition. Multiplication and division can only be inverse operations of
each other.]
While placing an item
What operation do you see in this equation? Why doesnt the equation belong in
that bin? [Sample answer: multiplication; the problem asks for the inverse
operation, so the tiles belongs in the division bin.]
After completing the solution
Do you have to simplify or solve each equation to determine its correct bin? Why
or why not? [Sample answer: It is not necessary to simplify or solve the
equation in order to identify the inverse operation. You only need to look at the
operation used.]
Why would you want to know what operation is the inverse of the one used in
an equation? [Sample answer: You need to know the inverse operation to solve
the equation.]

Solution Notes
Point out that there are six slots in each bin and some slots will remain empty. You can
provide more practice by having volunteers take turns writing equations of their own
on the whiteboard. Call on other students to drag those equations to the correct bin.

grade 6 Teacher Guide

 Solving Multiplication and Division Equations continued

As bins start to fill up, students will have to think about what operation to include in
their equations.

Differentiated Instruction
For struggling students: Now that all four operations are involved, students may
accidentally drag an equation to the bin with the operation sign they see and not to its
inverse. Have one student touch the operation sign and say its name aloud as each
equation appears. Have another student say the name of the inverse operation and
then drag the equation to that bin. Some students may need to be reminded that you
can indicate multiplication in three ways. You may want to write a multiplication dot for
any equation that indicates multiplication.
For advanced students: Have students brainstorm the inverse operation for terms with
3 2
exponents. For example x = 64 or x = 121. Students may be familiar with square root
symbols and you can explain cube root symbols. Otherwise they can just describe
the process.

Got It Notes
If you show answer choices, consider the following possible student errors:
Students who choose A or B may not understand the concept of inverse operations. If
students look for equations that show division, they may choose C.

PART 3 (6 MIN) _______________________________________________________

Objective: Solve real-world and mathematical problems by solving equations of the
form px = q using equivalent equations.

Author Intent
Students have used models to solve a multiplication equation using division. Now, they
will use multiplication to solve a real-world problem involving division. Students have
previously used multiplication to solve this type of problem and should understand that
you can write and solve equations in two ways.

Questions for Understanding

Kala Says (Screen 1) Use the Kala Says button to show students why an octopus
has suction cups. Students may have learned that suction cups also provide an
octopus with an excellent sense of touch and taste.
How might knowing the number of suction cups an octopus has help you make
decisions? [Sample answers: The number of suction cups may tell you what
species the octopus is. An octopus with more suction cups may be able to move
more quickly across the ocean floor.]
Before presenting the solution
Do you think that the total number of suction cups will be greater than or less
than 240? [If the octopus has 240 suction cups on 1 arm, there will be more than
240 total.]
While solving the problem
After you multiply by 8, how do you know that (s 8) 8 = 240 8 is equivalent
to s = 1,920? [Sample answer: Dividing by 8 and multiplying by 8 on the left side
undo each other. Only s remains on the left side.]
What other equation could you have written to model the problem? [Sample
answers: s = 240 8; 240 + 240 + 240 + 240 + 240 + 240 + 240 + 240 = s]

grade 6 Teacher Guide

 Solving Multiplication and Division Equations continued

Solution Notes
Students may want to set up a multiplication equation. Emphasize that they should
solve the equation given first. The goal of the lesson is to solve an equation by
keeping the equation balanced while writing simpler, equivalent equations. Multiplying
240 by 8 does not allow students to practice this skill.
After solving the problem, validate students by showing that both equations have the
same solution. It is important that students understand that a problem can be solved in
more than one way.

Error Prevention
The purpose of this problem is for students to use multiplication as the inverse of
division. Some students may benefit from first doing a similar problem with smaller
numbers. For example, use 12 for the number of suction cups on each arm.

Got It Notes
If you show answer choices, consider the following possible student errors:
Students who choose B only multiplied on one side of the equation. If students made a
calculation error, they may choose C.
You can help students eliminate two answer choices by asking them whether m is
greater than or less than 25. If students know that the value is greater than 25, they
can eliminate A and B.

CLOSE AND CHECK (8 MIN) ______________________________________

Focus Question Sample Answer
You use the inverse operations of multiplication and division to write simpler,
equivalent equations. A simpler, equivalent equation will also balance.

Focus Question Notes

Students should make the connection that multiplication and division are a second set
of inverse operations but are independent of addition and subtraction. Discuss the
different models students have used to form equations and their usefulness in solving
equations. Students may mention strategies for solving equations, such as identifying
the inverse operation from the operation used in the equation.

Essential Question Connection

The process of solving equations requires students to constantly maintain balance in
an equation. The Essential Question asks how you can represent two quantities that
are equal. Help students understand that the reason they learned to perform the same
operation on each side of an equation is to write the simplest possible equivalent
equation that identifies the solution. Use the questions below to make this connection
and prepare students for solving inequalities and multistep equations.
Could you solve an equation that has more than one operation? [Sample
answer: Yes, you can undo the first operation and then write another simpler,
equivalent equation to undo the second operation.]
Why might you want to know the values of a variable that make an equation
false? [Sample answer: You may want to represent a relationship that is not
equal. You can find out what values would make one side of the equation
greater than the other.]

grade 6 Teacher Guide