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  • Lavon Heath

    December 16, 2021 at 11:14 pm

    I have students who haven’t made the jump to multiplicative thinking. As we have worked with ratio tables, they are still counting by 1’s. I have tried while taking this course to help them identify how we are scaling in tandem by doubling or tripling our original number, but now I think I think maybe the visual of the double number line would be even more helpful.

    For this problem mentioned in the video, I think a big sticking point for my students would be the conversion from mL to Liters. I would need to have a visual for many of them to see that 4 x 250 mL = 1L.