Reply To: Lesson 5-5: Extending Multiplicative Thinking – Discussion

[Amy Johnson]

My big takeaway is to ask a broad question for students’ reveal of understanding. Progress through the thinking types with the students. So either use the simple or more complex comparison of wands to start out with. Compare non-measured: one is bigger and one is smaller–push for the inverse or reciprocal thinking at all levels. Then iterate a unit across both to get a measured amount. Compare additively ( more and less). Push to compare multiplicatively (times and fractional as).This is a new way for me to teach so be patient with myself as I am still learning, but what an experience for my students to travel along with me.

[Amy Johnson]

My big takeaway is to ask a broad question for students’ reveal of understanding. Progress through the thinking types with the students. So either use the simple or more complex comparison of wands to start out with. Compare non-measured: one is bigger and one is smaller–push for the inverse or reciprocal thinking at all levels. Then iterate a unit across both to get a measured amount. Compare additively ( more and less). Push to compare multiplicatively (times and fractional as).This is a new way for me to teach so be patient with myself as I am still learning, but what an experience for my students to travel along with me.