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
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The Multiplication - Division Relationship

Unit 4: Understanding Division
Lesson 13 of 13

Objective: Students will be able to explain why multiplication can help solve division problems and explain their strategies in solving several word problems.

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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2 teachers like this lesson
Math, Number Sense and Operations, word problems, quotient, math journaling, divisor, dividend, multiplication, multiplication division relationship
  60 minutes
rubic s cube
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