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Lesson 3: Relating multiplication and division

# Relating division to multiplication

Sal talks about the relationship between multiplication and division problems.

## Want to join the conversation?

• Is this sort of the start of algebraic thinking?
( doing ( _ / 2 = 9 ) other than ( 9 * 2 = _ ) ? )
• one of the cool new things I see in this algebra stuff (which coincidentally I'm relearning right now) is that in algebra we begin to tolerate unknowns, working WITH the unknowns to arrive at the solution we're looking for. at first you usually are solving for x but gradually you learn to solve for y or z and allow x to just be x....the system still works and the rules remain the same.
eventually we come to f(x) which has a shape, identity, behavior we know (like a fractal or a sine wave) without ever having to wring any specific number out of little x
if it's all in the same system you don't always have to answer EVERY question or every portion of every question, look for what you need. work with the system to derive it
especially if your testing/contest system is using multiple choice, eliminate the wrong answers and see what's left to pick
but I digress
yes! _/2=9 and instead of "blank" you can say/write x
this is the beginning of algebra
good catch Zhang
• what does division have to do with multiplucation
• They are directly related to each other. Say you have 12 / 3 = 4. With this, you know that 3 x 4 = 12.
• how do you gets the engery points
• Is there a limit to how many numbers you can relate?
• Yes. Even though numbers are ever-lasting numbers you can relate they aren't ever-lasting.
• would`en it be weird if a stranger just walked up to you like that and ask you a math question?
• Yes it would be very werid but you never now if it is one of those teachers at your school
• why dose he say the same thing 3 times
• Why would people even talk to you on the street
• It is just a video. They need scenarios for kids to understand it.