2. Multiplication and other Math Concepts

3. Math The more you use math, the more you realize how all the parts of math are connected to each other like pieces of a puzzle.

4. Exploring Multiplication Multiplication is used in just about every aspect of math!

5. Multiples/ Factors 6 12 18 24 30 36 42 48 54 60 66 60 120 180 240 300 360 420 480 540 600 660 1,480 2,240 3,160 4,120 6, 80 8, 60 10, 48 12, 40 16, 30 20, 24 multiples factors Multiples are made by taking a particular number and multiplying it a certain amount of times. Factors are numbers that you use to multiply and make a product (answer) The first 2 columns are multiples of 6 and 60. The last list of numbers are factor pairs of 480.

6. Rounding When multiplying numbers it might help to round them first and get a ballpark figure of what the product is. Click on this link to practice some multiplication now: http://kidshub.org/kids/mult iplication.cfm

7. Multiplying/Rounding For example when multiplying 52 x 19, you could round 19 to 20. Then multiply 20 by 50 and 20 by 2. Finally subtract 52 (You only wanted 19 groups of 52, not 20) 20 x 50 =1000 20 x 2 = 40 1040 – 52 = 988 When multiplying large numbers it may help to round numbers and use the distributive property to arrive at an answer. Multiplication Methods

8. Look for Patterns When trying to list factors of a particular number try patterns like doubling and halving. 1 x 300 = 300 Double 1 and Half 300 to find another pair of factors The result is 2 x 150 and you arrive at the same product (300).

9. Divisibility Rules Numbers follow certain rules which tell us something about their factors. For example if you take the digits of a number and they add up to an amount that you can divide by 3, then 3 will be a factor of that number Example: 261 ….. 2 + 6 + 1 = 9 so 3 is a factor of 261.

10. Divisibility Rules An even number will always have 2 as one of its factors. Anything divisible by 9 is also divisible by 3.

11. Fractions Parts of whole numbers are called fractions. If 8 out of 24 students in a homeroom were absent, how much of the class would be absent?

12. How much would be absent? 8/24 would be absent. Another way of expressing 8/24 is as 1/3. 8/24 was simplified by dividing by the greatest common factor of 8 and 24 (which is 8).

13. Math Monster Don’t be afraid to use math. The more you use it the more comfortable it will seem and the less monster- like it will become!

14. Practice using these concepts! Hope you enjoyed the presentation!!