BLOCK

CARD SORT Division

3 Students group and categorize representations of
multiplication and division based on commonalities.

REVIEW CLASS

Inverse Operations
Review how to use the inverse of division,
multiplication, to solve a division problem. › Use multiplication to rewrite the division problem.
Why can the given division problem be rewritten 64 4 4 5
as a multiplication problem? (Since multiplication Π4 = 64
and division are inverse operations, the quotient
of the division problem is one of the factors of the
› Find the missing number using multiplication facts.
corresponding multiplication problem. The dividend is 4 3 10 5 40
equivalent to the product.) How does starting with 4 3 12 5 48
4 and 10 as factors help? (I multiply by 4 because 4 3 15 5 60
it is the divisor. I can multiply by 10 by just writing 4 3 16 5 64
a zero at the end of the other factor. The product is 64 4 4 5 16 because 16 3 4 5 64
pretty close to 64, and then I can get closer to the
factor I need.)

SET UP GROUP Page 158

Model Card Sort

Use this section with students who may benefit
Model Card Sort
from additional support with categorization.
A B

Today, we’ll complete a sorting activity with 3

different representations of multiplication and

× 7 = 21
division. Let’s use the model card sort as practice. 7

What do cards A and B have in common? (They

both represent the equation 3 x 7 = 21.) What do you
C D
notice about the equations on cards C and D?
(They are inverse operations.) What is the missing
number in both equations? (9) 27 ÷ 3 = × 3 = 27

Have students record the categories and cards

for the model sort in their mSpaces.

ADMINISTER CLASS Pages 159

Introduce the Card Sort

Review the steps to complete the sort. What to Know
On page 158A of your mSpace, there are STEP 1 STEP 2
12 cards. After you cut them out, review the Cut out the cards on Review the
content on each card. Group the cards that mSpace page 158A. representations
on each card.
have something in common. Then identify the
categories you used to group the cards.
There are many correct ways to group the
STEP 3 STEP 4
cards. You do not need the same number of
Group cards that have Identify the
cards in each category. something in categories you used
common. to group the cards.
Use Think-Pair-Share to have students
complete the card sort with a partner.

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180 Block 3
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 MULTIPLICATION AND DIVISION

PRACTICE PAIRS
Page 158A
Complete the Card Sort
› Project the mSpace and have students complete the activity with a partner.

Division Card Sort

A B C D

× 8 = 56 × 4 = 108 64 ÷ 8 = 72 ÷ 8 =

E F G H
7 9

72 police officers can

8
be split into 8 equal × 8 = 72 8
groups of .

I J K L

64 firefighters can be
× 8 = 64 108 ÷ 4 = split into 8 equal 56 ÷ 8 =
crews of .

Card Sort 158A

158-159_m180_msp_md_b3_sa.indd 159 05/03/21 11:55 AM

Elicit Student Thinking Lead a Discussion Modify Tasks

■ How did you begin working ■ Are there any other possible IF students are struggling to
through the card sort? categories for the cards? recognize cards that represent
■ Can you explain how you chose ■ Could you make a new card that inverse operations using the
the categories for the cards? fits into one of your groups? same numbers,
THEN suggest that they sort
■ How can a representation ■ Is it always possible to draw
cards that have a common divisor
with division relate to an area model to represent
or factor together. Then they may
a representation with a division problem? Why or
notice which cards are inverses of
multiplication? why not?
one another.

SUMMARIZE & ASSESS GROUP

Review Division
MATHEMATICAL THINKING Use Repeated Reasoning
Students use many representations of related
multiplication and division problems to solidify
their understanding of multiplication and
division as inverse operations.
How are the representations on cards D, F, G, and
H related through multiplication and/or division?
(All of them use the same 3 numbers, 9, 8, and 72.)
Page 159
Use Answers Up to have students share their
responses.
Do you see repeated reasoning that can be used
for all division problems? (You can make an area
model with the factors as length and width, and the
product as the area. This also shows division. The
area is the dividend. The divisor is either the length or
width, and the quotient is the other measurement.)

Which two cards in this group show division and

multiplication as inverse operations? (D and G)

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