## Reflection: Student Communication Multiplying Greater Numbers - Section 3: Group or Partner Activity

I feel that group interaction is an essential component to student learning.  As a teacher, we can talk all day long but some students do not get what we are trying to teach.  As soon as you let the work together, they seem to understand each other.  I like to group my students according to ability (high, medium, low).  This way they can hear different perspectives.  However, the teacher must be present and engaged monitoring what is being said within the groups to ensure that there is no wrong information being shared.

In this particular lesson, the students worked well together.  As they worked together, I could hear the discussion going on between the two.  Most of the students understood how to take the factors and multiply them, then add the zeros.   I worked with a couple of struggling pairs of students.  In order to help the students, I used questioning to guide them to the answer.  I used questions, such as, 1) What numbers should you multiply first?  2) How many zeros do you count?, 3) When you multiplied the factors, did the product end with a zero?

By questioning the students, it helped the students come up with the solution to the problems.

Group Interaction
Student Communication: Group Interaction

# Multiplying Greater Numbers

Unit 12: Multiplying and Dividing
Lesson 7 of 23

## Big Idea: The properties of multiplication and the short cut of counting zeros can be used to multiply larger numbers.

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Standards:
Subject(s):
50 minutes

### Rose Monroe

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