Reflection: Conferencing ÷ Represents "Put Into Groups of" - Section 3: Active Engagement


As I visited with the partnerships, I realized that some of them are still a bit confused about how the equations themselves work.  They are able to solve the problems, but were at a standstill when creating their fact triangles, or even writing them correctly at times.  

This student was working on figuring out how to make the triangle work as a representation.  She knows the "fact family", so I worked on helping her show her idea. Notice when I say the dividend is usually at the top, though it really doesn't have to be, she says "Oh!  That makes so much more sense." This is when I knew that this model really isn't something she really understands, though she knows they are used to represent the fact family.  I am still not convinced she understands "why" the numbers are in a family. 

I prompted her to use arrows and really I should have talked less.  As I watched this, I realized I was doing the thinking and having her write down my thoughts…not hers.  This is a BIG NO NO!  I was reminded today to stop talking and listen!


  Not What I Expected
  Conferencing: Not What I Expected
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÷ Represents "Put Into Groups of"

Unit 4: Understanding Division
Lesson 10 of 13

Objective: Students will be able to use grouping to solve and write division problems.

Big Idea: Division is a critical concept for students to understand. In this lesson, they will explore grouping division and write story problems to explain a division problem.

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3 teachers like this lesson
Math, word problems, quotient, multiplication and division relationship, model with math, division, writing story problems, divisor, dividend
  55 minutes
group of students 22grouping 22
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