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Continuing the Conversation Cathy Fosnot Minilessons for Multiplication and Division A warm–up mental math string 100 x 13 What strategy does this 2 x 13 string support? What big ideas underlie this strategy? 102 x 13 99 x 13 14 x 99 199 x 34 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 2x6=4x3=6x2 2x9=2x3x3=6x3 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 you find any nice pictures in magazines that you could use? Here’s one that I found. Grade 4 6x8 12 x 8 What’s the focus of the string? 12 x 4 24 x 2 A) doubling and halving 3 x 16 B) associative property 18 x 50 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 What’s the focus of the string? 204 / 17 357 / 17 323 / 17 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 17 -1 340 -17 Let’s go to a classroom… Cdrom, minilesson folder (second), 3rd page Video clip #330 Has anyone tried a minilesson like this? Any struggles with representing? Grade 5 100 / 4 200 / 4 What’s the focus of the string? 200 / 8 400 / 16 A) distributive property 800 / 32 B) simplifying 300 / 12 C) splitting 900 / 18 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….