Continuing the Conversation. Cathy Fosnot Minilessons for Multiplication and Division.
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Transcript of Continuing the Conversation. Cathy Fosnot Minilessons for Multiplication and Division.
![Page 1: Continuing the Conversation. Cathy Fosnot Minilessons for Multiplication and Division.](https://reader036.fdocuments.net/reader036/viewer/2022062404/55178db25503460e6e8b584b/html5/thumbnails/1.jpg)
Continuing the Conversation
![Page 2: Continuing the Conversation. Cathy Fosnot Minilessons for Multiplication and Division.](https://reader036.fdocuments.net/reader036/viewer/2022062404/55178db25503460e6e8b584b/html5/thumbnails/2.jpg)
Continuing the Conversation
Cathy Fosnot
![Page 3: Continuing the Conversation. Cathy Fosnot Minilessons for Multiplication and Division.](https://reader036.fdocuments.net/reader036/viewer/2022062404/55178db25503460e6e8b584b/html5/thumbnails/3.jpg)
Minilessons for Multiplication and Division
![Page 4: Continuing the Conversation. Cathy Fosnot Minilessons for Multiplication and Division.](https://reader036.fdocuments.net/reader036/viewer/2022062404/55178db25503460e6e8b584b/html5/thumbnails/4.jpg)
A warm–up mental math string100 x 132 x 13102 x 1399 x 1314 x 99199 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 DiscussionsWhat strategies
would you expect to see?
How would you represent them?
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Count by onesSkip count2 x 6 = 4 x 3 = 6
x 22 x 9 = 2 x 3 x 3
= 6 x 3 Associative
property
How many apples? How many lemons?
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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
Click icon to add picture
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Did anyone try minilessons like these, with pictures? Did you find any nice pictures in magazines that you could use?
![Page 12: Continuing the Conversation. Cathy Fosnot Minilessons for Multiplication and Division.](https://reader036.fdocuments.net/reader036/viewer/2022062404/55178db25503460e6e8b584b/html5/thumbnails/12.jpg)
Here’s one that I found.
![Page 13: Continuing the Conversation. Cathy Fosnot Minilessons for Multiplication and Division.](https://reader036.fdocuments.net/reader036/viewer/2022062404/55178db25503460e6e8b584b/html5/thumbnails/13.jpg)
Grade 46 x 812 x 812 x 424 x 23 x 1618 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?
![Page 15: Continuing the Conversation. Cathy Fosnot Minilessons for Multiplication and Division.](https://reader036.fdocuments.net/reader036/viewer/2022062404/55178db25503460e6e8b584b/html5/thumbnails/15.jpg)
Let’s go to a classroom…
Cdrom, minilesson folder (first), 1st page
Video clip #16
![Page 16: Continuing the Conversation. Cathy Fosnot Minilessons for Multiplication and Division.](https://reader036.fdocuments.net/reader036/viewer/2022062404/55178db25503460e6e8b584b/html5/thumbnails/16.jpg)
Grade 4170 / 1734 / 17204 / 17357 / 17323 / 17
What’s the focus of the string?
A) distributive property for multiplication
B) partial quotientsC) simplifyingD) 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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17
20 -1
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?
Any struggles with representing?
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Grade 5100 / 4200 / 4200 / 8400 / 16800 / 32300 / 12900 / 18
What’s the focus of the string?
A) distributive property
B) simplifyingC) splittingD) using landmark
numbers
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How does this string help with fractions?
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Folder 2, page 5Clip 236
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Landscape of Learning
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Time for further questions…
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Have fun with minilessons….