3rd grade Multiplication and Division

Flashcard
•
Mathematics
•
3rd Grade
•
Hard
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1.
FLASHCARD QUESTION
Front
What is multiplication?
Back
Multiplication is a mathematical operation that represents the process of adding a number to itself a certain number of times. For example, 3 multiplied by 4 (3 x 4) means adding 3 four times (3 + 3 + 3 + 3) which equals 12.
2.
FLASHCARD QUESTION
Front
What is division?
Back
Division is a mathematical operation that represents the process of splitting a number into equal parts. For example, 12 divided by 3 (12 ÷ 3) means splitting 12 into 3 equal parts, which equals 4.
3.
FLASHCARD QUESTION
Front
How do you solve a division problem?
Back
To solve a division problem, you need to determine how many times the divisor can fit into the dividend. You can also think of it as distributing the dividend into equal parts based on the divisor.
4.
FLASHCARD QUESTION
Front
What is the relationship between multiplication and division?
Back
Multiplication and division are inverse operations. This means that if you multiply two numbers and then divide the result by one of those numbers, you will get the other number back.
5.
FLASHCARD QUESTION
Front
How can you represent division with a visual model?
Back
You can represent division using visual models such as arrays, number lines, or grouping objects. For example, if you have 12 apples and want to divide them into 3 groups, you can visually show 3 groups of 4 apples each.
6.
FLASHCARD QUESTION
Front
What is a word problem in mathematics?
Back
A word problem is a mathematical problem that is presented in the form of a story or real-life scenario. It requires the reader to extract the relevant information and translate it into a mathematical equation to solve.
7.
FLASHCARD QUESTION
Front
How do you identify the operation needed in a word problem?
Back
To identify the operation needed in a word problem, look for keywords. For example, 'each,' 'total,' or 'in all' often indicate multiplication, while 'shared,' 'per,' or 'divided' indicate division.
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