understand there is a relationship between multiplication and division (skip
counting by a number to solve a division problem). They are working a lot on the
idea of what to do if there is a remainder to a problem: Is there no answer? How
can your answer reflect that there are some left over? They are also working on
the connections between a division story problem and bare numbers problem and
how the answers are related. Finally, they are solidifying which numbers represent
the answer in the specific strategy they are using as well as what all the numbers
stand for in a division problem and in the answer to a division problem.
Next Steps
In the last interview, Dee talks about how she uses each day’s discussion to “craft
the kinds of questions I am planning to ask the following day.” At the beginning
of her discussions, she often reviews what students learned from a prior lesson.
After this discussion, she might have the class solve another problem with
remainders to check the students’ understanding through their oral contributions.
Then she might use what came up from this lesson about multiplication, for
example skip counting, to ask questions to move to the relationship between mul-
tiplication and division, all the while emphasizing that division means splitting
quantities into equal groups.
BUILDINGUNDERSTANDINGTHROUGHTALK