## Reflection: Continuous Assessment The Multiplication - Division Relationship - Section 2: Active Engagement

This whole group had the correct solution for the variable. Upon further discussion with them, I quickly realized that they "felt" confused because the quotient was first.  This prompted me to either do a mini lesson in the near future to review the = sign and its meaning, or to pull a small group.

Listen to the conversation between these students and myself.  It took the entire table of 5 to work through this.  I am comfortable allowing that to happen now, but in the past I probably would just tell them to ignore the = sign and flip the equation around to get to the solution.  However, the Mathematical Practices not only allow, but encourage and require this exact type of situation.  All I need to do is follow up with a quick lesson later on.

Let the students question, debate and solve…it is their right!

Another Mini Lesson Idea
Continuous Assessment: Another Mini Lesson Idea

# The Multiplication - Division Relationship

Unit 4: Understanding Division
Lesson 13 of 13

## Big Idea: Critical Area 1 for third grade states that students must use a variety of solution strategies in order to learn the relationship between multiplication and division. This lesson takes the students through several strategies.

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Standards:
Subject(s):
Math, Number Sense and Operations, word problems, quotient, math journaling, divisor, dividend, multiplication, multiplication division relationship
60 minutes

### Michelle Marcus

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