## Reflection: Coherence Choosing Appropriate Tools - Section 1: Opening

When planning this multiplication unit, I at first thought that I could continue my division number talks right alongside my multiplication lesson. I also thought that I could flip back and forth between division and multiplication as well by using number talks like this:

560/8 =

7 x 80 =

1120/8 =

14 x 80 =

At first, I was thinking that this intermixing multiplication with division would help students build connections between the two operations as well as differentiate between multiplication and division. However, after reflecting upon this lesson, I realized that some students became confused and struggled with going back and forth between division and multiplication concepts. For this reason, we will focus primarily on multiplication during our number talks during this multiplication unit. I'll try intermixing the two operations again later on, when my students are ready!

Intermixing Multiplication & Division
Coherence: Intermixing Multiplication & Division

# Choosing Appropriate Tools

Unit 11: Multiplication: Single-Digit x Multi-Digit
Lesson 1 of 8

## Big Idea: Students should be able to solve and illustrate multiplication problems using multiple strategies.

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Standards:
Subject(s):
Math, Number Sense and Operations, multiplication, appropriate tools
105 minutes

### Kara Nelson

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