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* *Reflection: Real World Applications
Holiday Stroll with Multiplication and Division - Section 3: Student debrief - Wrap up

I believe that students bring an intuitive knowledge of mathematics to school with them and that this knowledge should serve as the basis for developing formal mathematics instruction in elementary school. I believe strongly in assessing the processes that students use to solve problems which are the Common Core Math Practice Standards. I also believe that my instruction should be based on the relationship between computational skills and problem solving, which leads to an emphasis on problem solving in the classroom instead of the repetition of number facts (e.g., practicing the rules of addition and subtraction). In today's lesson, I was reminded how important problem solving is. For the past 6 lessons, I have been presenting different strategies to my students for how to divide. While these strategies are so important, and part of the Common Core content standards, I was reminded today that students have their own strategies that make sense to them.

I really wanted students to use the multiplication and division strategies we've practiced to solve the problems in this lesson. For the most part, most of my students did just that, but some of them used repeated addition, repeated subtraction, and invented strategies that used multiplication and repeated addition. My students helped remind me today that problem solving is both MY goal as well as theirs. I want them to be problem solvers. Yes, I want them to know how to multiply and divide, but ultimately, I want them to be able to solve problems. I do believe that as they gain confidence in their multiplication and division skills, they will rely on those more than repeated addition, but for now I'm pleased with their progress, perseverance and their flexibility in thinking.

*Important Reminder*

*Real World Applications: Important Reminder*

# Holiday Stroll with Multiplication and Division

Lesson 10 of 16

## Objective: SWBAT solve multi-digit multiplication and division word problems.

*60 minutes*

#### Warm Up

*5 min*

For this warm up, I ask students to solve a four digit dividend divided by a one digit divisor. As students solve, I am monitoring and observing them work. Based on their speed and ability to solve the problem, I make last minute partner changes for today's activity in this lesson.

Individual whiteboards are a great way to hold all students in the class accountable for the work. They actively involve students in the learning and are a terrific tool in the formative assessment process because they give the teacher immediate information about student learning. When students complete their work and hold their whiteboard up, I can quickly determine who is understanding and who needs help and adjust my instruction accordingly.

*Based off of this white-boarding assessment, I rearranged several of the learning partners. I didn't want students that are working a slower pace to work with a partner that was completing problems in a much quicker process. This would only cause frustration for both students during the lesson's activity in the concept development of this lesson. *

In the following video, you can see my student's solving a division problem. Notice that after about minute only a few students are "showing" their whiteboards. This was also a good reminder for me that just because students are getting correct quotients when solving, they still aren't necessarily quick or fluent with the process of expanded notation or other division strategies.

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#### Concept development

*50 min*

Students work with their learning partner in today's lesson. Students have spent the last 6 lessons practicing skills and the procedures for division. For this lesson it was important to me that I provide students with opportunities to apply their division skills within a context. I used holiday themed word problems and began by cutting the problems in this ChristmasMultiplicationDivisionStoryWordProblems.pdf packet.

I glued each problem to a red piece of paper and then scattered the papers around the classroom. Students worked to solve all 15 problems with their learning partner. Students chose which problem they started with and then moved to another problem when they had finished solving. I like using this type of rotation because if students need more or less time on a particular problem, they are not waiting for me to tell them to rotate. Giving my students this choice also seems to engage them and provide an intrinsic motivation to finish.

In this video a student talks about how division made sense for a problem.

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To end this lesson, I lead a brief discussion with students about correct answers and strategies. Because there isn't enough time to discuss strategies used for each problem, I ask several student volunteers to tell their favorite problem and how he/she solved the problem.

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##### Similar Lessons

Environment: Urban

Environment: Urban

###### Real World Word Problems with Multiplication and Division (Day 2)

*Favorites(7)*

*Resources(18)*

Environment: Urban

- UNIT 1: Getting to Know You- First Days of School
- UNIT 2: Multiplication with Whole Numbers
- UNIT 3: Place Value
- UNIT 4: Understanding Division and Remainders
- UNIT 5: Operations with Fractions
- UNIT 6: Fraction Equivalents and Ordering Fractions
- UNIT 7: Division with Whole Numbers
- UNIT 8: Place value
- UNIT 9: Geometry
- UNIT 10: Measurment
- UNIT 11: Fractions and Decimals

- LESSON 1: Place Value Chart and Division
- LESSON 2: Dividing with Place Value Chart - Decomposing Tens
- LESSON 3: Place Value Chart to Divide Hundreds and Thousands
- LESSON 4: Using an Area Model to Divide Tens and Hundreds
- LESSON 5: Using Area Model to Divide Thousands
- LESSON 6: Division Quiz and Snowflake Symmetry
- LESSON 7: Expanded Notation for Dividing Hundreds
- LESSON 8: Divide thousands using Expanded Notation and Pizza
- LESSON 9: Picasso Pizza Day 2
- LESSON 10: Holiday Stroll with Multiplication and Division
- LESSON 11: 12 Days of Christmas
- LESSON 12: Reviewing Division with Jeopardy
- LESSON 13: Problem Solving Division Day 1
- LESSON 14: Problem Solving Division Day 2
- LESSON 15: Gallery Walk Division
- LESSON 16: Division Unit Assessment