“Hoy hicimos pósteres que mostraban formas de representar la división” // “Today we created posters that showed ways to represent division.”

“¿Cómo nos muestra un diagrama de área la relación que hay entre la multiplicación y la división?” // “How does an area diagram show us the relationship between multiplication and division?” (It shows that multiplying is like finding the area of a rectangle when the 2 side lengths are known, and dividing is like finding a side length when we know the area and the other side length.)

“¿Cómo muestra un diagrama de cinta o un diagrama de grupos iguales la multiplicación y la división?” // “How does a tape diagram or equal-groups diagram show multiplication and division?” (Both show multiplying as a way to find the total when we know the number of groups and how many in each group, and both show dividing as a way to find either the number of groups or the size of each group when the total is known.)

“¿Qué aspectos de los pósteres que vieron los ayudaron a aclarar las matemáticas que usaron sus compañeros?” // “What were some aspects of the posters you saw that helped make the math your classmates used clear for you?” (Clear labels on diagrams helped me understand their thinking. Units on their answers. When other students wrote their explanations, it helped me understand their thinking.)