# Lesson 10

Multiplicación y división

### Lesson Purpose

The purpose of this lesson is for students to use a variety of representations to illustrate the relationship between multiplication and division to develop fluency with division within 100.

### Lesson Narrative

In previous units, students learned the meaning of multiplication and division and understood division as an unknown-factor problem. They have worked to develop fluency with multiplication within 100. In this lesson, they continue that work by reinforcing their understanding of the relationship between multiplication and division.

In the first activity, students are given a card with an equation or a diagram and asked to find another student whose card represents the same situation or quantities. Then, they create an additional diagram and a situation that matches their division equation. Students then view and compare the diagrams and the situations that their classmates created in a gallery walk.

If students need additional support with the concepts in this lesson, refer back to Unit 4, Section B in the curriculum materials.

• Engagement
• MLR7

Activity 1: Clasificación de tarjetas: Encuentra la pareja

### Learning Goals

Teacher Facing

• Interpret representations of the relationship between multiplication and division.
• Represent the relationship between multiplication and division.

### Student Facing

• Representemos grupos iguales y escribamos situaciones de grupos iguales.

### Required Materials

Materials to Gather

Materials to Copy

• Find the Match

### Required Preparation

Activity 1:

• The blackline master has 24 cards. Copy and cut enough cards so that each student can have one card.

Activity 2:

• Keep posters from the previous activity displayed.

### Lesson Timeline

 Warm-up 10 min Activity 1 25 min Activity 2 10 min Lesson Synthesis 10 min Cool-down 5 min

### Teacher Reflection Questions

What did you say, do, or ask during the lesson synthesis that helped students be clear on the learning of the day? How did previewing the cool-down of the lesson help you synthesize student learning?