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**Continuing the Conversation**

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**Continuing the Conversation**

Cathy Fosnot

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**Minilessons for Multiplication and Division**

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**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?

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**Pictures for early multiplication**

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**Small Group Discussions**

What strategies would you expect to see? How would you represent them?

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**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

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**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

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**The Landscape of Learning**

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**Let’s go to a classroom…**

Cdrom, minilesson folder (first), 3rd page Video clip #53

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**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?

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Here’s one that I found.

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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

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

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**Let’s go to a classroom…**

Cdrom, minilesson folder (first), 1st page Video clip #16

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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

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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?

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20 -1 17 340 -17

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**Let’s go to a classroom…**

Cdrom, minilesson folder (second), 3rd page Video clip #330

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**Has anyone tried a minilesson like this**

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

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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

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**How does this string help with fractions?**

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Folder 2, page 5 Clip 236

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Landscape of Learning

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**Time for further questions…**

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**Have fun with minilessons….**

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