A. When students are not sure of a multiplication fact, you should ask, "If you don't know that fact, how could you figure it out by using something that you do know?" Describe how you could guide and question students to use these "helping fact" strategies to solve the listed facts. (a) Double and Double Again: 4 x 7, 4 x 8 (b) Double and One More Set: 3 x 7, 3 x 3 (c) Half Then Double: 8 x 4, 6 x 6 (d) Add One More Set: 7 x 7, 7 x 8.
B. Describe the thinking that a student should use to solve a problem such as 48 ÷ 6. How teacher can help to facilitate this type of thinking?