Applications of Multiplication & Divison (Scherr) ©

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This lesson was a exploration lesson where students continued to build their understanding and application of multiplication and division to solve a word problem involving equal groups, arrays, drawings and equations to represent their thinking.  The students were challenged to find multiple solution methods and to persevere throughout the task.  The students were able to pick an appropriate math tool(s) to assist them with the task.  The students were asked to explain and justify their thinking throughout the lesson with their teacher, with a partner, and through a whole group share out.

This video was annotated using this version of the Instructional Practice Guide (IPG). A current version of the IPG is available here.

Applications of Multiplication & Divison (Scherr)

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0:00 – 1:26
Core Actions & Indicators: 3E

The teacher reviews the previous day's math lesson.  The students utilize precise mathematical language.  The teacher records mathematical vocabulary on the white board.
4:51 – 5:27
Core Actions & Indicators: 2B

The teacher provides the opportunity for students to work and practice with a grade appropriate problem.
8:25 – 9:04
Core Actions & Indicators: 3F

The students choose and use appropriate tools strategically when solving a problem.
10:56 – 12:08
Core Actions & Indicators: 2D, 3A

The teacher poses questions to the student to check for understanding and that prompt the student to share his developing thinking. 

15:27 – 16:23
Core Actions & Indicators: 2D, 3B

The teacher checks a student's understanding of the problem.  The student explains his thinking to the teacher and continues to persevere and look for additional equal groupings.
18:20 – 19:22
Core Actions & Indicators: 2D, 3F

The teacher poses questions to the student about his thinking.  He explains that he is utilizing the multiplication grid and equations to represent his equal groups.
24:22 – 27:58
Core Actions & Indicators: 3A

The teacher poses questions to gain a deeper understanding of the student's thinking.  The student shares her developing thinking with the teacher.
29:41 – 33:38
Core Actions & Indicators: 3D

The teacher creates the condition for partners to share their thinking.  The teacher reminds the students to ask clarifying questions to their partners if they do not understand their partners thinking.
33:38 – 35:01
Core Actions & Indicators: 3G

During the share out, the teacher poses questions to the student to clarify his thinking.  The feedback enables the student to understand that revisions are necessary in his work.
35:53 – 45:06
Core Actions & Indicators: 2C, 3E

The teacher strengthens all students' understanding of the content by sharing a variety of students' representations and solution methods.  The teacher connects students' informal mathematical language to precise mathematical language.
45:13 – 55:12
Core Actions & Indicators: 2C, 3C

The teacher had a student share a solution method.  The solution method consisted of doubling and halving numbers to obtain equal groups.  The students talked about the solution method and asked clarifying questions to improve their understanding of the mathematics.
57:19 – 60:48
Core Actions & Indicators: 2E

The teacher summarized the various solution methods utilized while solving the task in the classroom.

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