OBSERVATION/CONFERENCE CHART

Observation/Conference Chart Dates:  	
Essential Questions: What is multiplication? What is division? How are they related? How do we engage in the work of mathematicians?

Adam Task:	Adoni Task:	Akeiyla Task:	Briera Task:	Chase Task:	Dillon Task:	
Frances Task:	Geff Task:	Geneva Task:	Grace Task:	Hadley Task:	Kadisha Task:	
Kayvion Task:	Leo Task:	Lobsang Task:	Machele Task:	Mario Task:	Monique Task:	
Nathan Task:	Naum Task:	Pakmo Task:	Tahirah Task:	Ty Task:	Sabina Task:	
Success Criteria
I can use and evaluate efficient division strategies.
I can use and evaluate efficient mathematical models to represent division strategies.
I can explain why a division strategy will always work using division language (partitioning, sharing, and the inverse of multiplication).
I can explain the inverse relationship between multiplication and division.	Questions
Where is 62 in your representation? Where is 9?
What would be a story for 62  9? How is this story represented in your work? What does the answer mean?
How could I record numbers instead of drawing each object?
Will this strategy always work? Why or why not?
For what numbers would this strategy be inefficient?
How does this representation show why the strategy works?	
Overall Patterns:	

Copyright © 2019 by Corwin. All rights reserved. Reprinted from Teaching Mathematics in the Visible Learning Classroom, Grades 3-5 by John Almarode, Douglas Fisher, Kateri Thunder, Sara Delano Moore, John Hattie, and Nancy Frey. Thousand Oaks, CA: Corwin, www.corwin.com. Reproduction authorized for educational use by educators, local school sites, and/or noncommercial or nonprofit entities that have purchased the book.