The purpose of this activity is for students to check in on their progress towards fluent multiplication within 100. Students work in groups of 2 to sort products into groups they know right away, can find quickly, or don’t know yet. The Launch provides time for a class discussion about what it means to know a fact quickly. Students identify five products with which they’d like to be more proficient, share their strategies, and practice finding the products they choose. The cards from this activity will be used in the next activity.

• “¿Qué estrategias les sirvieron para encontrar los productos que todavía no se sabían?” // “What were some useful strategies for finding products you didn’t know yet?” (Think of a product I already know and use that product to find the one I don’t know yet. Use products of 2, 5, and 10 to figure out other products.)

The purpose of this activity is for students to identify division facts that are related to multiplication facts that they know. Students complete “If I know, then I know” statements using their multiplication fact cards from the previous activity. Give students time, if needed, to determine the product before generating the related division equation. Some students may generate 4 related division equations for each product by moving the quotient to the left side of the equal sign. If this comes up, recognize that this is possible, but keep the emphasis on generating two related division facts, one for each of the factors as the unknown number.

When students use the relationship between multiplication and division to identify two division facts from a multiplication fact, they look for and make use of structure (MP7).

• “¿Cuántas ecuaciones de división se les ocurrieron para cada ecuación de multiplicación? Expliquen su razonamiento” // “How many division equations were you able to come up with for each multiplication equation? Explain your reasoning.” (2, because I could write 1 equation where the quotient was 1 factor and 1 equation where it was the other factor. 4, because I could write 1 for each of the factors being the quotient, and I could have the quotient on the right or the left of the equal sign.)