 # Why does it work to break apart a number by place values to multiply?

## Why does it work to break apart a number by place values to multiply?

It works because even if the numbers are broken apart, you are still multiplying the numbers by their values, it’s only different because once broken apart, it’s in expanded form instead of standard form. It also makes multiplication easier since you don’t have to deal with such large numbers.

### Is there only one way to break up a 2 digit number into tens and ones?

Subtract two-digit numbers by breaking the second number down into its tens and ones. Subtract the tens from the original first number, find the answer and then subtract the ones from that answer for the final result.

#### What means disunity?

: lack of unity especially : dissension.

What’s the best way to break a number apart?

We read the equation aloud and I again asked, “How about another way to break apart the number twenty-four?” I called on Shannon. “Ten plus five, plus five, plus four,” Shannon offered. I recorded her idea and now the chart paper looked like this: “You could do one plus one plus one . . . all the way to twenty-four,” Leo suggested.

How can I teach my students to break apart arrays?

If students are more independent, or if you want to use this as seat work, simply print off this tutorial PDF for each student. (This is also found on the first page in the Array Break Apart Worksheet packet.) You can also show them how this looks as an equation: 6 X (2 + 4) = 36 OR (6 X 2) + (6 X 4) = 36.

## How to break an array into multiples?

(This is also found on the first page in the Array Break Apart Worksheet packet.) You can also show them how this looks as an equation: 6 X (2 + 4) = 36 OR (6 X 2) + (6 X 4) = 36. Now, further the inquiry by asking students to list the other ways this 6 X 6 array can be displayed. See how many each student/group can find!

### How do you break train of cubes apart?

I held up a train of ten cubes that I had made and showed the students a couple of different ways they could break it apart. “Hold one part in each hand,” I told them. After giving the students a few seconds to work, I brought them to attention and then called on Carlos to describe his train.