# Continuing the Conversation

## Presentation on theme: "Continuing the Conversation"— Presentation transcript:

Continuing the Conversation

Continuing the Conversation
Cathy Fosnot

Minilessons for Multiplication and Division

A warm–up mental math string
100 x 13 2 x 13 102 x 13 99 x 13 14 x 99 199 x 34 What strategy does this string support? What big ideas underlie this strategy?

Pictures for early multiplication

Small Group Discussions
What strategies would you expect to see? How would you represent them?

How many apples? How many lemons?
Count by ones Skip count 2 x 6 = 4 x 3 = 6 x 2 2 x 9 = 2 x 3 x 3 = 6 x 3 Associative property

How many tiles in each patio?
The furniture obscures some of the tiles possibly providing a constraint to counting by ones and supporting the development of the distributive property

The Landscape of Learning

Let’s go to a classroom…
Cdrom, minilesson folder (first), 3rd page Video clip #53

Did anyone try minilessons like these, with pictures
Did anyone try minilessons like these, with pictures? Did you find any nice pictures in magazines that you could use?

Here’s one that I found.

Grade 4 6 x 8 12 x 8 12 x 4 24 x 2 3 x 16 18 x 50 What’s the focus of the string? A) doubling and halving B) associative property C) distributive property D) using friendly numbers

How could you show doubling and halving strategies on an array?

Let’s go to a classroom…
Cdrom, minilesson folder (first), 1st page Video clip #16

Grade 4 170 / 17 34 / 17 204 / 17 357 / 17 323 / 17 What’s the focus of the string? A) distributive property for multiplication B) partial quotients C) simplifying D) A and B

For the last problem, 323/17, if a child said I got 19 because I took 17 away from 340, how would you represent that using an open array?

20 -1 17 340 -17

Let’s go to a classroom…
Cdrom, minilesson folder (second), 3rd page Video clip #330

Has anyone tried a minilesson like this
Has anyone tried a minilesson like this? Any struggles with representing?

Grade 5 100 / 4 200 / 4 200 / 8 400 / 16 800 / 32 300 / 12 900 / 18 What’s the focus of the string? A) distributive property B) simplifying C) splitting D) using landmark numbers

How does this string help with fractions?

Folder 2, page 5 Clip 236

Landscape of Learning

Time for further questions…

Have fun with minilessons….