Math is

FigureOutAble!
The Most Important
Numeracy Strategies
@pwharris
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 Why These Strategies
A BR IEF E XPL ANATION

Strategy Algorithm
letting the numbers/structure influence how you solve. a series of steps to solve any problem of that type. The
Not the same method for every problem. Only the same method for every problem, regardless of the
moves you need. numbers/structure. All the steps, all the time.

Doing mathematics is about problem solving, using relationships, finding patterns and connections. It is not about
performing the same step by step procedures regardless of the numbers in or structure of the problem.

Mathematics teaching should not be about answer-getting only, where students robotically mimic the teacher. That
mimicking creates students who can only solve problems they have seen before, often with little to no reasoning. Instead,
students should be encouraged to use what they know. And as students use what they know to solve problems, skillful
teachers guide students to search for and use patterns which in turn create new mental relationships in the students’
brains.

But if students are not rote-memorizing and mimicking the same procedure (algorithm) for every problem, then we must
ensure that students will be equipped enough. We need students who own the major, important relationships that allow
students to solve the reasonable-to-solve problems while simultaneously developing more and more sophisticated
reasoning.

Traditional step by step algorithms force students to always compute with columns of digits. Strategies, instead, use
relationships based on the magnitude of the numbers involved, not splitting the numbers up into digits. Unlike an
algorithm, which by nature solves any problem of a type, a single strategy does not typically work well for every problem.
Rather the numbers in the problem influence which strategy to choose.

This booklet illuminates, elucidates, and declares the major, important relationships which lead to the major, important
strategies. If students own these strategies, they will be equipped not only to solve the reasonable-to-solve problems,
but because they are solving them by reasoning through the problems, the students will have developed much more
sophisticated reasoning than otherwise. They will be mathematizing - doing the work that mathematicians do.

What do mathematicians do? Empower Students!

Mathematicians mathematize. They use We want students to have the power to choose
relationships and logic to solve problems or when they have the wherewithal to reason
prove solutions. They look for and use patterns, through a problem and when they could just
making generalizations. reach for technology. By helping students
Mathematicians do not mimic previously develop these major, important strategies, we
devised procedures. Instead they let the give students that power.
numbers in a problem influence the way they
solve the problem, often playing with different Now students can judiciously choose when
relationships until they find one they like for that or when not to use technology because they
particular problem. actually understand what is going on.

2
Strategies versus Models
A V ERY IMPORTANT DISTINC TION

Strategy Model
how you deal with the numbers or structure representation of a strategy, of relationships;
to solve a problem some models can be tools

give and take constant difference Ratio Table Model Open Array Model
44
equivalent ratio 1 17 40 4
doubling/halving 2 34 17 680 68

4 68
over/under using quarters 40 680
17 × 4 = 68
44 748 Equation Model 17 × 40 = 680
five is half of ten
17 × 44 = 748
30 3 6
Open Number
Line Model
47 77 80 86

Why is this important?

While models are important because models make thinking visible for all, teachers should focus on pulling out the strategy, the way
students are messing with the numbers. The relationships being used are what conversations should center around. If a student says “I
did a number line (array, ratio table, equation),” respond with, “What did you do on the number line (array, ratio table, equation)?”

Same Model, Different Strategies

47 + 39 on an open number line model, with 2 different 22 × 18 on an open array model, with 2 different
strategies strategies
18 20
18 2
40 1
Over Strategy
47 86 87 22 20 360 22 396 44

Get to a Friendly 3 36
396
Number Strategy 2 36
47 50 86
Smart Partial 440
Products Strategy Over Strategy

Same Strategy, Different Models

42 × 99 solved with the over strategy, represented on 2 62 − 29 solved with the remove to a
different models friendly number strategy, represented
on 2 different models
72 20 2
Open Array Model Open Number
Line Model 33 40 60 62

Equation Model 62 − 29

Ratio Table Model = 62 − 2 − 27

= 60 − 20 − 7
= 40 − 7 = 33

3
 Construct Counting
E AR LY L ANDMAR KS FOR YOUNG LE AR NERS

Big Ideas Strategies

One to one tagging

Touching or tagging each object to keep track
Cardinality: The last number said in the counting
sequence represents the amount of objects.
Synchrony
Not yet cardinality: Saying one word for every object
How many buttons? “1, 2, 3, 4, 5, 6, 7.”
How many? “1, 2, 3, 4, 5, 6, 7.”
Direct Modeling
Cardinality: Counting 3 times when adding
How many buttons? “1, 2, 3, 4, 5, 6, 7.”
How many? “7.”
1, 2, 3, 4, 5 1, 2, 3 1, 2, 3, 4, 5, 6, 7, 8
One to one Correspondence: The amount in one
set, matched one for one, is equivalent to the
amount in another set.

Hierarchical inclusion: Numbers are nested. If you

have 7 blocks, you also have 6 blocks, 5, 4, 3, 2, 1 1, 2, 3, 4, 5 1, 2, 3
1, 2, 3, 4,
5, 6, 7, 8
blocks

Not hierarchical inclusion:

If we have 13 kids, how many pencils do we
need? “Lots” “Hundred” (a word that means a big 1, 2, 3, 4,
number). If we have 15 pencils, do we have enough 1, 2, 3, 4, 5 1, 2, 3 5, 6, 7, 8

for 13 kids? “I don’t know.”

Hierarchical inclusion:
If we have 13 kids, how many pencils do we need?
“13.” 5 +3
If we have 15 pencils, do we have enough for 13
kids? “Yes, we have more than 13.” Counting On
Keeping 1 added whole and counting on

The teens are made of 10 and other numbers:

11 = 10 + 1 Start with 5.
6, 7, 8. So 8.
12 = 10 + 2
13 = 10 + 3
14 = 10 + 4
15 = 10 + 5
16 = 10 + 6 Start with 5 (one push) 6, 7, 8. So 8.
17 = 10 + 7
18 = 10 + 8
19 = 10 + 9

Picture 5 6, 7, 8. So 8.

5+3

4
Early Addition
IMPOR TANT R EL ATIONSHIPS FOR OF TEN MISSED FAC T S

To find these often missed facts, what are some of the most useful relationships?

For 7 + 8: Using doubles, do you know:

8
7 1 -1
7 + 7? 8 + 8? 8 15 16
7 14 15

Get to the Friendly 10, do you know:

3 5 2 5
7 + what is 10? 7 10 15
8 + what is 10? 8 10 15

Over and adjust, do you know:

10 -2 Click here to see examples of
7 + 10?
7 15 17 7 + 8 on a Number Rack.

For 6 + 9: Thinking about doubles, do you know:

6 3 9 -3
6 + 6? 9 + 9?
6 12 15 9 15 18

Get to the Friendly 10, do you know:

4 5 1 5
6 and what is 10? 9 and what is 10?
6 10 15 9 10 15

Over and adjust, do you know:

10 -1
6 + 10? Click here to see examples of
6 15 16 6 + 9 on a Number Rack.

For 8 + 5: Thinking about doubles, do you know:

5 3 8
5 + 5? 8 + 8? -3
5 10 13 8 13 16

Get to the Friendly 10, do you know:

2 3 5 3
8 and what is 10? 8
5 and what is 10?
10 13 5 10 13

Over and adjust, do you know:

10 -2 Click here to see examples of
5 + 10? 5 13 15 8 + 5 on a Number Rack.

5
 Early Subtraction
IMPOR TANT R EL ATIONSHIPS FOR OF TEN MISSED FAC T S

To find these often missed facts, what are some of the most useful relationships?

For 15 – 7: Remove to 10, do you know:

−2 −5
15 − 5?
8 10 15
Find the distance/difference, do you know: Click here to see examples of
3 + 5 =8 15 − 7 on a Number Rack.
7 + what is 15?
7 10 15
Using doubles, do you know:
−7
14 − 7? −7
7 8 14 15

For 14 – 6: Remove to 10, do you know:

−2 −4
14 − 4?
8 10 14
Find the distance/difference, do you know: Click here to see examples of
14 − 6 on a Number Rack.
6 + what is 14? 4 + 4 =8

6 10 14
Using doubles, do you know:
−7
14 − 7? −6
7 8 14

For 17 – 9: Remove to 10, do you know:

−2 −7 Click here to see examples of
17 − 7? 17 − 9 on a Number Rack.
8 10 17

Find the distance/difference, do you know: Using doubles, do you know:

1 + 7 =8 −9
9 + what is 17? 18 − 9? −9
9 10 17 8 9 17 18
Remove a friendly number - over, do you know:
−10
17 − 9? 1

7 8 17

6
 Addition
THE MOST IMPORTANT NUMER ACY STR ATEGIES
Additive Reasoning includes reasoning about addition problems, like 48 + 29 as shown below. Additive Reasoning can be described as
thinking in terms of bigger jumps of numbers than one by one counting. When reasoning additively, one considers the magnitudes of the
numbers involved, thinking about 48 as 40 and 8, or almost 50, and 29 as 20 and 9, or almost 30. The strategies are identified by the
student’s plan of attack, the first move the student makes.

Splitting by Place-Value 48 = 40 + 8
This is the foundation strategy that many 48 + 29 + 29 = 20 + 9
students will construct on their own, splitting 48 + 29 60 + 17 = 77
each addend by place-value, adding those place-
value parts together, and then pulling everything 40 8 20 9 = (40 + 8) + (20 + 9)
together. This is a necessary starting point, but = (40 + 20) + (8 + 9)
then students need to develop the rest of these 60 + 17 = 77 = 60 + 17
strategies. = 77

Add a Friendly Number 48 + 29

Keeping one addend whole, students decompose
= 48 + (20 + 9)
the other addend in order to add a friendly part = (48 +20) + 9
20 2 7
of that addend. Then students continue to add the = 68 + 9
rest of that addend. = 68 + (2 + 7)
48 68 70 77
= (68 + 2) + 7
= 70 + 7
= 77

Get to a Friendly Number

Keeping one addend whole, students decompose 48 + 29
the other addend in order to add to a friendly
number. Then students continue to add the rest of
2 27 = 48 + (2 + 27)
that addend. This is a bit sequential in nature - get = (48 + 2) + 27
to the friendly number, take stock, add the rest. 48 50 77 = 50 + 27
= 77

Add a Friendly Number - Over

This strategy is a version of Add a Friendly Number 48 + 29
where students adds a friendly number that is too
big and then must adjust back.
30 1 = 48 + (30 − 1)
= (48 + 30) − 1
48 77 78 = 78 − 1
= 77

Give and Take (Compensation)

This strategy is a more sophisticated version of the
Get to a Friendly Number strategy because rather
than being sequential, the student gives and takes 48 + 29 48 + 2 = 50
almost simultaneously. “If I take that from one +2 −2 + 29 − 2 = 27
addend to give to the other addend, I can create 50 + 27 = 77 77
an equivalent problem that is easier to solve.”

7
 Subtraction
THE MOST IMPORTANT NUMER ACY STR ATEGIES
Additive Reasoning includes reasoning about subtraction problems, like 56 − 29 as shown below. Additive Reasoning can be described
as thinking in terms of bigger jumps of numbers than one by one counting. The strategies are identified by the student’s plan of attack,
the first move the student makes. Subtraction can be thought of as both removal and difference/distance. Both interpretations are
important for subtracting numbers but also for many applications in higher math, including integer operations.

Remove a Friendly Number

Keeping the minuend whole, students decompose 56 − 29
the subtrahend in order to subtract a friendly 3 6 20
= 56 − 20 − 9
amount of the subtrahend. Then students = 36 − 9
continue to subtract the rest of the subtrahend. = 36 − 6 − 3
27 30 36 56
= 30 − 3
= 27

Remove to a Friendly Number

Keeping the minuend whole, students decompose
56 − 29
the subtrahend in order to remove to a friendly = 56 − 6 − 23
3 20 6
number. Then students continue to remove the = 50 − 23
rest of the subtrahend. = 50 − 20 − 3
27 30 50 56
= 30 − 3
= 27

Remove a Friendly Number - Over

This strategy is a version of Remove a Friendly
56 − 29
Number where students remove a number that is
too big and then must adjust back. = 56 − (30 − 1)
1 30 = (56 − 30) + 1
= 26 + 1
26 27 56 = 27

Find the Distance (Difference)

This strategy makes use of the relationship
between addition and subtraction, where students 29 + 20 = 49
find the missing addend in the related addition 20 1 6 49 + 1 = 50
problem. This is equivalent to finding the distance 50 + 6 = 56
between the subtrahend and the minuend, ideally
in friendly jumps. 29 4950 56 20 + 1 + 6 = 27
Symbolically: c − a = __ if and only if a + __ = c

Constant Difference (Equivalent 56 − 29

Difference) +1 +1
In this most sophisticated strategy, students 57 − 30 = 27
consider the difference between the subtrahend 27
and minuend (instead of removal). Students then
create an equivalent problem that’s easier to 56 + 1 = 57
29 30 5657
solve by shifting the difference by adding to or − (29 + 1) = − 30
subtracting from both subtrahend and minuend. 27

8
Early Multiplication
IMPOR TANT R EL ATIONSHIPS FOR OF TEN MISSED FAC T S

To quickly find these often missed facts, what are some of the most useful relationships?

For 7 × 8: Thinking about seven 8s, do you know:

8 8

five 8s? 5 40 eight 8s?

7 8 7 56
56
2 16 64
1 8

Thinking about eight 7s, do you know:

8 8 10
2 7 1 8 2

7 14 7 49 7 7 56 14
two 7s? seven 7s? ten 7s?

28
56 56 70

For 6 × 9: Thinking about nine 6s, do you know: Thinking about six 9s, do you know:

10 9
9 1 9
3 27
ten 6s? 6 54 6 three 9s? 6 54
five 9s? 6 5 45
3
1 9 54
60

For 6 × 7: Thinking about six 7s, do you know: Thinking about seven 6s, do you know:

7 7 7
21 6 1
3
three 7s 6 42 seven 7s? 7 6 42 six 6s? 6 36 6
3 49
1 7
42

9
 Multiplication
THE MOST IMPORTANT NUMER ACY STR ATEGIES
Multiplicative Reasoning includes reasoning about multiplication problems, like 18 × 25 as shown below. Multiplicative Reasoning can
be described as thinking in terms of bigger chunks of area than one group at a time. When reasoning multiplicatively, one considers the
magnitudes of the numbers involved, thinking about 18 as 10 and 8 or almost 20 or 2 × 3 × 3 and 25 as 20 and 5 or a quarter or 5 × 5.
The strategies are identified by the student’s plan of attack, the first move the student makes.

Smart Partial Products

25 1 25 18 × 25
Rather than break both numbers into their place
value parts to multiply, students keep one factor 10 250 10 250 = (10 + 8) × 25
whole. The strategy is characterized by fewer, 18 8 200 = 10 × 25 + 8 × 25
450
larger chunks of area to sum, and makes use of 8 200
the distributive property. 18 450 = 250 + 200 = 450

Smart Partial Products Over/Under

25 1 25
This strategy is a version of Smart 18 × 25
Partial Products where students use 2 50 = (20 − 2) × 25
a problem they know, then tack on or 20 18 450 500 20 500 = 20 × 25 − 2 × 25
remove another group or two of the
other factor. 2 50
18 450 = 500 − 50 = 450

18 × 25
Smart Partial Products 18 1 18
= 25 × 18
with 5 is Half of 10 2 36
20 360
= (20 + 5) × 18
This strategy is a version of Smart Partial Products
where students make use of knowing 1, 10, or 100 25
20
360 = 20 × 18 + 5 × 18
450 10 180
times a factor, and then cut the product in half to = 10(2 × 18) + ½(10 × 18)
5 90
find 0.5, 5, or 50. Alternatively, students may half 5 90 = 10 × 36 + ½ × 180
a factor first and then scale up by 10, 100. 25 450
= 360 + 90 = 450
25
Doubling/Halving
Based on the associative property, this strategy 18 18 × 25
allows students to consider dividing rectangles = 25 × 18
into equal chunks and moving area to create an 50 = 50 × 9
equivalent problem that is easier to solve. This can 9
also be thought of as multiplying one factor by a = 100 × 4.5 = 450
100
number, c, and dividing the other factor by c. 4.5 450

Using Quarters & Scaling 18 × 25

This upper grades strategy, based on the
1 18 = 25 × 18
associative property, makes use of the operator
meaning of fractions to find ¼ of a factor, and 0.25 4.5 ¼ × 18 = 4.5
then scaling up by 100 to find the product. 25 450 0.25 × 18 = 4.5
25 × 18 = 450

Flexible Factoring
Students decompose each factor multiplicatively 18 × 25
into smaller factors. Making use of the associative = (9 × 2) × (5 × 5)
property, students reassociate the factors to make = 9 × (2 × 5) × 5
an equivalent, easier problem to solve. = 9 × 10 × 5
= 45 × 10
= 450

10
 Division
THE MOST IMPORTANT NUMER ACY STR ATEGIES
Multiplicative Reasoning includes reasoning about division problems, like 192 ÷ 12 as shown below. The strategies are identified by the
student’s plan of attack, the first move a student makes. Division can be thought of as both quotitive (grouping) and partitive (sharing,
dealing out). Both interpretations for division are important to find quotients but also for applications in higher math, like rates of
change.

Multiplying Up/Doubling
Although not one of the four major division 12 1 12 192 ÷ 12
strategies, students may choose to think about 4
2 24 48 2 × 12 = 24
2 24
division as multiplication and make use of 8 96 4 × 12 = 48
doubling the divisor until they get to or close to
4 48
16 192 8 × 12 = 96
the dividend. 8 96 16 × 12 = 192
16 192 so 192 ÷ 12 = 16

Smart Partial Quotients 144 ÷ 12 = 12

24 ÷ 12 = 2
Students consider fewer, larger chunks of known 12 1 12 168 ÷ 12 = 14
problems involving the divisor in order to chunk
12 144 192 ÷ 12 = 16
the dividend. Students may think of these
12 144 2 24
problems as division or as multiplication. This 16
strategy is based on the distributive property. 192 14 168 192 144 24 24
2 24 = + +
16 192 12 12 12 12
2 24
= 12 + 2 + 2 = 16

Smart Partial Quotients Over/Under 12

24 ÷ 12 = 2
This strategy is a version of Smart Partial 1 12 240 ÷ 12 = 20
Quotients where students use a problem they 2 24 48 ÷ 12 = 4
know, then tack on or remove another group or
two of the divisor. 20 16 192 20 240 192 ÷ 12 = 16
240 4 48
16 192 192 240 48
4 48 = −
12 12 12
= 20 − 4 = 16

Smart Partial Quotients 120 ÷ 12 = 10

with 5 is Half of 10 12 1 12 60 ÷ 12 = 5
12 ÷ 12 = 1
This strategy is a version of Smart Partial 10 120
10 120 192 ÷ 12 = 16
Quotients. With this strategy, students make use
16 192 5 60
of knowing 1, 10, or 100 times the divisor, and
then cut the product in half to find 0.5, 5, or 50. 15 180 192 120 60 12
Alternatively, students may half the divisor first
5 60
16 192
= + +
1 12 12 12 12 12
and then scale up by 10, 100. = 10 + 5 + 1 = 16

Equivalent Ratio
In this strategy, based on the associative property, 12 6 2
the division problem is thought of as a ratio. 192 ÷ 12
Students scale both the dividend (numerator) and
divisor (denominator) in order to create equivalent ? 192 ? 96 16 32 192 96 32
problems that are easier to solve. = = = 16
12 6 2

11
 Problem Strings & Problem Talks
THINK ABOUT PUR POSE TO CHOOSE WHICH TO DO WHEN

IMPORTANT TO REMEMBER:
Always consider equity when choosing students to share. The goal is to position all students as sense makers and
contributers to the community.
The power of instructional routines is that they can become routine so that students can put their mental energy, not
into figuring out what they are supposed to be doing, but into the thinking and reasoning.
The first time you facilitate either routine, it will take longer than subsequent times. It’s not routine yet.
Since Problem Strings have various formats and are building different models, strategies, and big ideas, the first time
you do a Problem String of its kind, it will take longer.
Of the time that you do these two routines, spend about 80% on Problem Strings constructing the strategies that you
will then compare during the 20% of the time you facilitate Problem Talks.

Examples of Problem Strings: https://www.mathisfigureoutable.com/ps

Examples of Problem Talks: https://www.mathisfigureoutable.com/mathstratchat
The following pages show example Problem Strings with Facilitation Notes and a Sample Final Display.

12
 Addition: Add to Friendly Ten

FACILITATION NOTES
8+2 What is 8 and 2? 8 plus 2? Give students time to think. What is 8 + 2? Model-represent on a number line. Even though none
of you are writing, I’ll just show that 8 + 2 on a number line.
8+3 What is 8 + 3? Give students time to think. What is 8 + 3? How do you know? Did anyone use the problem before, 8 + 2, to help
them? How? Represent using 8 + 2 to get 8 + 3.
8+5 What is 8 + 5? Give students time to think. What is 8 + 5? How do you know? Did anyone use the problem, 8 + 2, to help them?
How? Represent using 8 + 2 to get 8 + 5.
9+1 What is 9 + 1? I’ll show that on a number line.
6+9 What is 6 + 9? I wonder if the problem before might help? Represent using 9 + 1 to get 9 + 6.

SAMPLE FINAL DISPLAY

+2
8+2=10
8 10
+2 +1
8+3=11
8 10 11
+2 +3
8+5=13
8 10 13
+1
9+1=10
9 10
+1 +5
6+9=15
9 10 15

Subtraction: Using Doubles

FACILITATION NOTES
12 − 6 What is 12 subtract, minus 6? Pause briefly. Model-represent on a number line. Even though none of you are writing, I’ll just
show that 12 − 6 on a number line.
12 − 7 What is 12 subtract 7? Give students time to think. What is 12 − 7? How do you know? Did anyone use 12 − 6, to help them?
How? What does it look like to subtract something bigger? To subtract one more? Represent using 12 − 6 to find 12 − 7.
14 − 7 Repeat with 14 − 7 and 14 − 8. What is 14 minus 7? Represent. What is 14 minus 8? How do you know? Did anyone use the last
14 − 8 problem, 14 − 7, to help them? How? Represent using 14 − 7 to find 14 − 8. How are the two problems related?
16 − 8 Repeat with 16 − 8 and 16 − 9. What are you thinking about? How can we use what we know about doubles to help with
16 − 9 subtraction problems we don’t know?

SAMPLE FINAL DISPLAY –6

12 – 6 = 6
6 12
–7
–6
12 – 7 = 5 5 6 12
–7
14 – 7 = 7
7 14
–8
–7
14 – 8 = 6
6 7 14
–8
16 – 8 = 8
7 8 16

–9
–8
16 – 9 = 7
7 8 16

13
 Addition: Add a Friendly Number, Over

FACILITATION NOTES
314 + 400 What is 314 and 400? It’s 714? I’ll just quickly show that on a number line. Represent with addition on an open
number line.
314 + 399 What is 314 and 399? Did anyone use the problem before to help you? How? Represent by redrawing the 314 +
400 on a new open number line and then adjusting by subtracting 1.
428 + 300 What is 428 and 300? Represent with addition on an open number line.
428 + 298 What is 428 + 298? Did anyone use the problem before to help you? Represent by redrawing the 428 + 300 on
a new open number line and then adjusting by subtracting 2.
457 + 498 What helper problem might you use for this problem? Represent both 457 + 500 and 498 on the same
number line.
How can you use a friendly number to add a bit too much?

SAMPLE FINAL DISPLAY

400
314 + 400 = 714
314 714
400
1
314 + 399 = 713 314 713 714
300
428 + 300 = 728
428 728
300 2
428 + 298 = 726
428 726 728
500
2
457 + 498 = 955
457 955 957

Subtraction: Constant Difference

FACILITATION NOTES
We’ve been working on difference and removal? Remind us what that’s all about?
68 − 39 What is 68 subtract 39? Choose your strategy. Represent distance and removal on two open number lines.
67 − 38 Repeat. This time, let’s just find the distance. Represent difference under the previous, lined up
appropriately. Make hand motions to suggest the relationships that determine where to put the marks.

63 − 34 Repeat. This time, let’s find the distance again. Represent difference under the previous, lining up again.
61 − 32 Repeat. Where should I put the numbers? What do you notice? 29 again?
69 − 40 Repeat. What do you notice? 29 again? Which of these was the easiest to find? Why?
126 − 97 How could you make this problem into a problem that is easier to solve?

SAMPLE FINAL DISPLAY 1 + 8 + 20 –1 –8 –30

= 29
68 – 39 = 29
39 40 48 68 29 30 38 68
29
67 – 38 = 29
38 67
29
63 – 34 = 29
34 63
29
61 – 32 = 29
32 61
29
69 – 40 = 29
40 69
29
126 – 97 = 29
97 126

14
 Multiplication: Five is Half of 10

FACILITATION NOTES
1 × 26 We’ve got classes with 26 students in each class.
10 × 26 If one class has 26 students, how many students are in ten classes? Model scaling in tandem.
5 × 26 Repeat. Did anyone use the problem before to help you?
15 × 26 Repeat. How could you use the problems before to help you?
16 × 26 Repeat. Did anyone use the 15 packs?
50 × 26 Repeat. Did anyone use the ten packs? Did anyone use the five packs? Which of those do you wish
your brain would think of if you randomly have to find the number of students in 50 classes?
49 × 26 Repeat. How did you find 49 times 26? Nice use of relationships!

SAMPLE FINAL DISPLAY

Number Number Number Number Number Number

of Classes of Students of Classes of Students of Classes of Students
1 26 1 26 1 26
×10 ×10
10 260 10 260 10 260
÷2 ÷2 10+5 260+130
5 130 15+1 5 130 26+390 5 130
15 390 50–1 15 390 1300–26
×10 ×10
16 416 16 416
50 1300
49 1274

Note: Alternate using vertical and horizontal ratio tables so students see and work with both orientations.

Division: Over/Under

FACILITATION NOTES
2400 ÷ 24 What is 2400 divided by 24? Model-represent on a ratio table with scaling in tandem.
1200 ÷ 24 What is 1200 divided by 24? Model scaling in tandem.
1800 ÷ 24 Repeat. Did anyone use the problem before to help you? How? Did anyone use both of the previous
problems? How? Anyone thinking about exactly halfway between 1200 and 2400?
1848 ÷ 24 Repeat. How do you know?
1776 ÷ 24 Repeat. How did you think about 1800 − 1776?
2412 ÷ 24 Repeat. How are you making sense of the 12? What is 12 divided by 24? Is anyone thinking about
halfway in between 2400 and 2424? What are ways to write one-half?

SAMPLE FINAL DISPLAY

1 24 1 24 1 24 1 24
×100 ×100
100 2400 le! 100 2400 in the 100 2400 100 2400
midd middle
÷2 ÷2 in the !
50 1200 75–1 50 1200 1800–24 50 1200
50 1200
50+25 ÷2 ÷2 1200+600
25
25 600 25 600 600
100+0.5 1200+12
75 1800 75 1800 ÷2 75 1800 ÷2
75+2 77 1848 1800+48 77 1848
2 48 2 48
74 1776 74 1776
100.5 2412
Note: Alternate using vertical and horizontal ratio tables so students see and work with both orientations. 0.5 12

15
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2022.07.14