**In multiplication and division the relationship are discuss here.**

We are acquainted with the meaning and general process of division. We are also aware of the fact that division is the reverse process of multiplication;

as 15 ÷ 3 = 5, then 5 × 3 = 15.

We know that for every multiplication fact with two distinct factors, there are two division facts,

**For examples:**

(i) 5 × 3 = 15 given; 15 ÷ 3 = 5 and 15 ÷ 5 = 3

(ii) 6 × 7 = 42 given; 42 ÷ 7 = 6 and 42 ÷ 6 = 7

The above facts help us to find the solution of the division.

Say we have to ** divide 63 by 7**.

We search in multiplication tables for that number which when multiplied by 7, gives 63.

7 × 1 = 7,

7 × 2 = 14,

7 × 3 = 21,

7 × 4 = 28,

7 × 5 = 35,

7 × 6 = 42,

7 × 7 = 49,

7 × 8 = 56,

7 × 9 = 63

Thus, 7 × 9 = 63

So 63 ÷ 7 = 9 or

This **relationship of multiplication and division** helps us to complete the process of division, i.e., we use multiplication tables of different digits to divide a number.*As:*

By trial we conclude 8 nines are 72.

So, 8 being **divisor**, 9 will be the **quotient**.

By trial we conclude 5 sixes are 30. So, 5 being divisor, 6 will be the quotient.

**Related Concept**

● Addition

● Check for Subtraction and Addition

● Word Problems Involving Addition and Subtraction

● Estimating Sums and Differences

● Multiply a Number by a 2-Digit Number

● Multiplication of a Number by a 3-Digit Number

● Word Problems on Multiplication

● Division of Two-Digit by a One-Digit Numbers

● Division of Four-Digit by a One-Digit Numbers

● Division by 10 and 100 and 1000

● Division by Two-Digit Numbers

**4th Grade Math Activities**

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