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Session 3: Multiplication and Division

What does it mean to multiply and divide? What does a “multiplicative situation” look like and how does it connect to proportional reasoning? And how can students learn to recognize these situations and represent them with the appropriate operation? This session explores the types of multiplication and division “problem structures” that students need to encounter, the relationship between multiplication and division and the various models students can use to make the operations visible. Furthermore, it looks at the role of paraphrasing as a strategy to help students advance in their learning, regardless of whether students are multiplying whole numbers, fractions or other types of numbers.

When this session was done live, a proposed timeline was suggested. If you wish, you can download this proposed timeline as a guideline for timing. Depending on the number of people in your group and the richness of the conversation, you may find that there is too much content for the time you have available. Not to worry. Go deeply into the areas that interest you most. And take the time you need for productive conversations. The goal is to strengthen learning and teaching, not to finish the module.

To facilitators, if you think time could be an issue, choose the areas you want to focus on most deeply. Either that, or look for a time when you can meet again for more math conversations!

Bottom line, we hope you enjoy the interactions with each other and with the mathematics. Thanks in advance for your participation and good thinking.

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Opening Reflection

1: What Does it Mean to Multiply?

2: From Multiplication to Division

3: Applying the Learning

4: Next Steps and Parting Thoughts

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