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  • Merrillee Reboullet

    December 12, 2021 at 10:14 pm

    I would say on the whole, my students struggle with modeling their understanding of multiplicative reasoning. Or if they can create model, they may not be able to do so in multiple ways. I also have some students who haven’t yet made the leap from additive to multiplicative thinking. I will be interested to see how the double number line as well as other models will help nudge them towards unitizing equal groups. One thing I would say about the problem proposed in the video is that we are working on the assumption that students already have a working knowledge of capacity equivalencies. I would imagine that if students weren’t able to articulate how many mL were in a L that work would need to be done first…