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.

  Print 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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