Professor:Marites L.
Francisco
Course Code: ECE 006
Topic: Chapter 9: Addition, Subtraction, Multiplication, Division
Submitted by: Buenaventura, Michaella V.,
Obra, Fretzy
Calayo, Vincent
Chapter 9: Addition, Subtraction, Multiplication, Division
Objectives:
● Learners will develop problem-solving skills
● Learners will be able to apply Polya’s Method
● Learners will be able to identify and solve different classes of problems.
● Learners will be able to understand and apply basic operations.
● Learners will be able to prepare for Multiplication and Division
Topic 1: Math is Problem Solving University of Budapest. For many years he served
Math is Problem Solving as a professor at the Swiss Federal Institute of
Mathematics is not just about numbers and Technology in Zurich. Then, in 1940, Dr. Polya
equations—it is a way of thinking, reasoning, and moved to the United States where he taught briefly
solving problems. The National Council of
at Brown University, and then he moved to Stanford
Teachers of Mathematics (NCTM) emphasizes
that problem-solving is at the heart of learning math University.
because it allows students to explore, understand,
Dr. Polya maintained a lifelong interest in the
and apply mathematical concepts in meaningful
ways. thought processes we use when we solve math
problems. Dr. Polya wrote many books, including
What is Problem Solving in Math?
How to Solve It (1945). This book sold over a
Problem-solving in math refers to engaging with million copies in at least 21 different languages. His
mathematical tasks that challenge students to
methods are now commonly used amongst
think critically, analyze information, and apply
mathematical operations to find solutions. Instead students when solving word problems. (Long et al.,
of just memorizing formulas, students learn to 2015)His four step process can be summarized by
reason logically, identify patterns, and make
decisions based on given data. Polya's 4 Step Method
1. Understand the question - this seems so
Why is Problem Solving Important? obvious that it is often ignored!
Ask yourself the following questions
1. Builds Critical Thinking Skills – ● What are you asked to find or show?
Encourages students to analyze problems, ● Can you restate the question in your own
think creatively, and develop logical words?
solutions. ● What part/information of the question is
2. Enhances Understanding – Helps students (un)important?
make connections between different ● Can you think of a picture or a diagram that
mathematical concepts. might help you understand the question?
3. Encourages Persistence – Teaches ● Is there enough information to enable you to
students to approach problems step by step find a solution?
and not give up when they encounter ● Do you understand all the words used in
difficulties. stating the question?
4. Real-World Application – Problem-solving ● Do you need to ask a question to get the
skills are essential in everyday life, from answer?
budgeting to decision-making. ● Why might this problem be difficult/easy?
Topic 2: General Strategies:
Background of Polya:
George Polya (1887-1985) was born in Hungary.
He received his Ph.D. in mathematics at the
2. Make a
plan- You
must start Step 3:
somewhere so try something. How are you going to Carry Out the Plan
attack the question? Possible Strategies
● Using division:
● Draw pictures or diagrams
24÷4=624 \div 4 = 6
● Eliminate possibilities
● So, each basket will have 6 apples.
● Be systematic
● Solve a simpler version of the problem &
Step 4: Look Back
Consider special cases
● Guess and check. Trial and error. Guess
● We can check by multiplying:
and test.
6×4=24
● Look for a pattern or patterns.
● The total is correct, so our answer makes
● Make a list / Write down keywords.
sense
3. Carry out the plan- This is the step where you
carry out the steps of your plan. Final Answer: Each basket will have 6 apples.
Answering the question
● Try to use the strategy chosen in step 2. This problem follows Polya’s method clearly:
● If this strategy does not work, try another
one. 1. Understand what is given and what is
4. Look back & Review- Finally, in this last step asked.
you look back reviewing and checking your results. 2. Plan how to solve (using division).
Ask yourself the following questions 3. Solve the problem.
● Did you answer the question? Is your result 4. Check the answer to be sure.
reasonable?
● What would change if you change the Topic 3: Classes of Problems: 4 Basic Classes
question a bit? of Problems
● Is there a better/more interesting version of Mathematical problems can be categorized into
the question? various types based on their structures and the
● Is there another way of doing the problem operations involved. One common classification,
which may be simpler? particularly in early mathematics education,
● Can the question or method be generalized includes:
to be useful for future problems
■ Addition Problems: Situations where
quantities are combined to find a total or sum.
Example Problem:
■ Subtraction Problems: Scenarios involving the
Emma has 24 apples. She wants to put them removal of a quantity from another, determining
equally into 4 baskets. How many apples will be in the difference.
each basket? ■ Multiplication Problems: Contexts where a
number is combined multiple times, often
Let’s Use Polya’s Method interpreted as repeated addition.
■ Division Problems: Cases that involve
Step 1: Understand the Problem partitioning a quantity into equal parts or
determining how many times one number is
● We know that Emma has 24 apples in total. contained within another.
● She wants to divide them equally into 4
baskets. Understanding these basic classes helps in
● We need to find out how many apples go in identifying the appropriate operations and strategies
each basket. needed to solve different mathematical problems.
Step 2: Devise a Plan Topic 4: Rules of Operation: Addition and
Subtraction
● We can solve this by division:
24÷4 Rules of Operation—Addition and Subtraction:
● Another way is to share the apples equally
one by one into the baskets. - the fundamental rules governing addition
and subtraction are essential for arithmetic
proficiency:
Addition
Rules: Since the number stays the same, zero does not
affect subtraction.
1. Commutative Property: The order of
addends does not affect the sum. 3. Inverse Relationship: Subtraction is the
inverse operation of addition
Example 1: Addition (Commutative Property of
Addition) Example : 5+3=8 83=5
If you have: 5+3=8 Since subtraction undoes addition, they are inverse
Now, switch the numbers: operations.
3+5=8 Conclusion:
Since the sum is the same, addition is
Mastery of these properties is crucial for performing
commutative.
arithmetic operations accurately and efficiently.
2. Associative Property: The grouping of
addends does not affect the sumSure! This
is an example of the Associative Property
of Addition, which states that the way
numbers are grouped in addition does
not change the sum.
Example:
(2+3)+4=2+(3+4)(2 + 3) + 4 = 2 + (3 + 4)
Step 1: Solve the left side
(2+3)+4=5+4=9(2 + 3) + 4 = 5 + 4 = 9
Step 2: Solve the right side
2+(3+4)=2+7=92 + (3 + 4) = 2 + 7 = 9
Since both sides are equal, the sum is the same no
matter how we group the numbers.
3. Identity Property: Adding zero to any
number does not change its value.
Example:
7+0 =7 0+7=7
Since the sum remains the same, this shows that
zero is the additive identity because it does not
affect the number when added.
Subtraction Rules:
1. Non-Commutative Property: Changing the
order of terms in subtraction changes the
result
Example: 8-3 ≠ 3-8
83=5 but 38=5
Since the results are different, subtraction is not
commutative.
2. Subtracting Zero: Subtracting zero from a
number leaves it unchanged
Example: 100=10
Topic 5: Readiness for Multiplication and
Division math concepts as they experiment with spatial
awareness, measurement, and problem solving
What is Multiplication? (ETFO 2010; NAEYC 2010).
- Multiplication is an operation that represents the ● STRATEGIES:
basic idea of repeated addition of the same
number. 1) One-to-one correspondence: Children learn
to associate each object with a single number
Example: If there are 6 boxes of cupcakes and each box word, laying the foundation for understanding
has 9 cupcakes, find the total number of cupcakes. quantity.
Solution: We can solve this question by addition but it 2) Counting on: To add, children start with the
would take longer to add these to get the answer. That larger number and count up the smaller number.
is, 9 + 9 + 9 + 9 + 9 + 9 = 54 cupcakes. In other words, For example, to solve 5 + 3, they might start at 5
when we have larger numbers to work upon, then and count "6, 7, 8".
multiplication is useful.
3) Counting back: To subtract, children start
Now, let us use multiplication to solve this problem. with the larger number and count down the
We will multiply the number of boxes with the number of smaller number. For example, to solve 7 - 2, they
cupcakes in each box. If we multiply 6 × 9, we will get the might start at 7 and count "6, 5".
total number of cupcakes, which is 6 × 9 = 54 cupcakes.
Thus, we can see that we get the same result in a SUBITIZING
shorter period of time. This is the reason why
multiplication is also termed as repeated addition. - is the ability to look at a small set of objects and
instantly know how many there are without
counting them. For example, when rolling a die
we don't need to count the dots to know what we
have rolled.
What is Division?
PROBLEM SOLVING
- can be defined as the splitting of a large group
into smaller groups such that every group will
have an equal number of items. 1) Acting out: Children use objects or their
fingers to represent numbers and solve
problems.
Example: Let us take the example of 65 divided by 5 to
understand it. Follow the steps below to learn how to do
division: 2) Drawing pictures: Children visualize
problems by drawing pictures, which can help
them understand the relationships between
● Step 1:
numbers.
Draw the division symbol and write divisor (5) on its left side and dividend (65) enclosed under this symbol.
IMPORTANCES:
● Step 2: Take the first digit of the dividend from
the left (6). Check if this digit is greater than or ● Foundation for Formal Learning: These
equal to the divisor. [If the first digit of the strategies are the stepping stones to more
dividend is less than the divisor, then we complex mathematical concepts. Think of them
consider the first two digits of the dividend] like building blocks - they create a solid base that
● Step 3: Then divide it by the divisor and write the allows children to understand and learn more
answer on top as the quotient. Here, the quotient advanced math later on.
of 6 ÷ 5 is 1. ● Confidence and Motivation: When children can
● Step 4: Subtract the product of the divisor and solve problems using their own methods, it
the digit written in the quotient (5 × 1) from the builds confidence and motivates them to learn
first digit of the dividend and write the difference more. They feel empowered and successful,
below. Here, the difference is 6 - 5 = 1. making them more likely to engage with math.
● Step 5: Bring down the next digit of the dividend ● Problem-Solving Skills: These strategies
(if present). The next digit in the dividend is 5.
encourage children to think critically and flexibly.
● Step 6: Repeat the same process until you get
They learn to approach problems from different
the remainder, less than the divisor.
angles and find creative solutions, which are
valuable skills in all areas of life.
● Understanding vs. Memorization: Natural
strategies help children develop a deeper
Topic 5: Children’s Natural Strategies understanding of mathematical concepts rather
than just memorizing facts. This understanding
● Children as Mathematicians makes them more adaptable and able to apply
- Children are natural mathematicians.They push their knowledge to new situations.
and pull toys, stack blocks, and fill and empty ● Early Intervention: By recognizing these
cups of water in the bathtub. All of these strategies, educators can identify children who
activities allow young children to experience may be struggling with math early on and
provide targeted support.
● Lim
ited
Application: Rote learning hinders the ability to
solve problems that deviate from the memorized
patterns. Students may struggle with problems
that require adapting or combining different
concepts.
Topic 6: Classes of Problems
●
What is Change Problems? ● Hinders Critical Thinking: Rote learning
discourages students from questioning why a
- These problems involve a starting amount, an method works or exploring alternative solutions.
action that changes that amount, and a final It can stifle creativity and problem-solving skills.
amount. They focus on the idea of "adding to" or ●
"taking away from" a starting quantity. ● Makes Math Less Enjoyable: Rote learning can
make math seem like a collection of meaningless
Examples: rules, leading to disengagement and a lack of
interest in the subject.
a) Start with 5 apples. You eat 2. How many apples are
left? Focus on Conceptual Understanding
b) You have 3 cookies. Your friend gives you 2 more. To overcome the limitations of rote learning, educators
How many cookies do you have now? should emphasize conceptual understanding in
mathematics. This involves:
Key Concepts:
● Explaining the "Why": Teachers should explain
● Addition: When the action increases the starting the reasoning behind formulas and procedures,
amount. helping students grasp the underlying concepts.
● Subtraction: When the action decreases the ●
starting amount. ● Connecting to Real-World Applications:
● Understanding of "more" and "less" Demonstrating how mathematical concepts are
used in everyday life makes the subject more
relevant and engaging.
●
What is Comparison Problems? ● Encouraging Exploration and Inquiry: Students
should be encouraged to explore different
- These problems involve comparing two approaches, ask questions, and think critically
quantities to determine which is greater or about problem-solving strategies.
smaller, or by how much they differ.
Examples:
Examples:
1. Addition Facts:
a) John has 4 crayons. Mary has 6 crayons. Who has
more crayons? 2.
● Problem: What is 2 + 3?
b) There are 8 birds in a tree. 2 fly away. How many ●
more birds are left in the tree? ● Rote Solution: Memorize the addition facts and
recall that 2 + 3 = 5.
Key Concepts: ●
2. Counting by 2s:
● Comparing quantities: Identifying which is 3.
larger or smaller.
● Finding the difference: Determining how much ● Problem: What is the next number in the
larger or smaller one quantity is compared to the sequence: 2, 4, 6, __?
other. ●
● Rote Solution: Memorize the pattern of counting
What is Rote Problems? by 2s and recall the next number is 8.
- Rote problems in mathematics refer to exercises ● Memorization: Rote problems rely heavily on
that are solved by applying memorized formulas memorizing facts, formulas, or procedures
or procedures without understanding the without necessarily understanding the underlying
underlying concepts. concepts.
The Problem with Rote Learning in Math ● Repetition: They often involve repetitive
exercises that reinforce the memorized
While memorizing formulas can be helpful for quick information through practice.
calculations, relying solely on rote learning has several ●
drawbacks: ● Procedural Focus: Rote problems emphasize
following specific steps or algorithms to arrive at
● Lack of Understanding: Students may be able to a solution, rather than exploring different
solve problems without understanding why a approaches.
particular formula or method works. This can ●
lead to difficulty applying the knowledge in new ● Limited Context: They are often presented in a
situations.
decontextualized manner, without connecting the
- In
mathematical concepts to real-world applications Mathematics, multiplication and division are the
or broader mathematical ideas. two important arithmetic operations. Both the
multiplication and division operations are closely
related to each other just like addition and
subtraction. All these operations are performed
on all real numbers. The rules for multiplication
and division of integers differ from rules for
fractions and decimals.
What is Multiplication?
● Focus on Correct Answers: Rote problems Multiplication is the repeated addition of a number. If we
primarily focus on getting the right answer, rather multiply m by n, that means m is repeatedly added to
than on developing a deeper understanding of itself for n times. The symbol for multiplication is ‘×’.
the underlying principles.
For instance, 8 multiplied by 4 is equal to 32. How?
What is Illustration? Adding 8, 4 times to itself, we get;
- Mathematical illustrations play a crucial role in 8 + 8 + 8 + 8 = 32
making complex concepts more accessible and
engaging for learners of all levels. They move Therefore, we can write,
beyond simple diagrams and encompass a wide
range of visual representations designed to 8 x 4 = 32
clarify abstract ideas, demonstrate processes,
and foster a deeper understanding of
mathematical principles. These illustrations are
not mere decorations; they are integral tools for
learning and teaching mathematics What is Division?
The division is a method of dividing or distributing a
Types of Mathematical Illustrations number into equal parts, For example, if 16 is divided by
4, then 16 is divided into 4 equal parts. Therefore, the
- The types of illustrations used in mathematics resultant value is 4.
are diverse and depend on the specific concept
being explained. Common examples include: 16 ÷ 4 = 4
● Geometric diagrams: These are used to
represent shapes, lines, angles, and other
geometric figures, often to prove theorems or Parts of division
illustrate properties.
Dividend ÷ Divisor = Quotient
● Graphs and charts: These visually represent 15 ÷ 3 = 5
data and relationships between variables,
making it easier to identify trends and patterns.
In the above example, there are three parts for division.
● Number lines: These are used to visualize ● 15 is dividend
numerical operations and concepts like addition, ● 3 is divisor
subtraction, and inequalities. ● 5 is quotient (R.H.S)
Multiplication and Division Relationship
● Flowcharts: These illustrate the steps in a
mathematical process or algorithm, making it Multiplication and division, are inverse operations of each
easier to follow the logic.
other. If we say, a multiplied by b is equal to c, then c
divided by b results in a. Mathematically, it can be
● 3D models: These are used to represent three-
represented as:
dimensional shapes and their properties, helping
learners visualize complex structures.
● a×b=c
● c÷b=a
● Symbolic representations: Illustrations can
directly depict mathematical symbols and For example,
equations, sometimes in stylized or hand-drawn
formats to make them more memorable
● 4 x 5 = 20 [4 multiplied by 5 results in 20]
● 20 ÷ 5 = 4 [20 divided by 5 returns back 4]
Rules of Operation: Multiplication and Division Multiplication and Division Rules
For every Rule 3:
mathematical
computation, we
need to follow
the rules. Thus
even to multiply
and divide the numbers, there are some rules which we Multiplying and Dividing by Negative Numbers
need to follow.
Multiplication and division of any real number by a
negative number will change the sign of the resulting
Rule 1: Order of operations number. Examples are given below.
The order of operations for multiplication does not
matter. It means if we arrange the number in a different 1. Multiply 5 by -2.
order while multiplying them, then the result will be the
same. 5 x -2 = -10
Examples are: 2. Multiply -5 by -2.
3 x 4 = 12 -5 x -2 = 10
3. Divide 10 by 2.
10 ÷ -2 = -5
-10 ÷ -2 = 5
4 x 3 = 12
In the above example, we can see, even if we have
swapped the position of 3 and 4, the product of the two
integers is equal to 12.
But this rule is not applicable for division. Let us take Thus we can conclude that:
another example.
12 ÷ 3 = 4 ● (+) x (-) = (-)
● (+) ÷ (-) = (-)
3 ÷ 12 4 (it is equal to 0.25) ● (-) x (-) = (+)
● (-) ÷ (-) = (+)
Thus, we cannot change the order of numbers in division
method.
Rule 2: Multiplying and Dividing by Positive Numbers
Summary of Multiplication and Division Rules
If any real number is multiplied or divided by the positive
real number, then the sign of the resulting number does
not change. Multiplication rules Division rules
Examples are:
2x3=6 ● (+) × (+) = (+) ● (+) ÷ (+) = (+)
● ●
-2 x 3 = -6 () × () = (+) () ÷ () = (+)
● (+) × () = (-) ● (+) ÷ () = (-)
Since, 2 and 3 both are positive integers, therefore the ● () × (+) = (-) ● () ÷ (+) = (-)
product of 2 and 3 is also positive. But the product of -2
and 3 is a negative number.
4÷2=2
-4 ÷ 2 = -2
Since, 4 and 2 both are positive, therefore, 4 divided by 2
is also a positive number. But -4 divided by 2 is a
negative number.
Thus, we can conclude that:
● (+) x (+) = (+)
● (+) ÷ (+) = (+)
● (-) x (+) = (-)
● (-) ÷ (+) = (-)
