The purpose of this activity is for students to apply what they learned in earlier lessons to represent a division situation. During the Activity Synthesis, students connect what they know about division to multiplication. Students see that the situation of 2 people equally sharing the distance in a 3 mile race can also be described as each person running one-half of the three mile race. Students connect the language they used to describe the situation to multiplication and division expressions. This relationship between multiplication and division is the focus of the next several lessons.

This activity uses MLR2 Collect and Display. Advances: Conversing, Reading, Writing.

• “Estas son las palabras y las frases que ustedes usaron para describir la situación. ¿Qué otras palabras o frases importantes deberíamos incluir en nuestra presentación?” // “These are the words and phrases that you used to describe the situation. Are there any other words or phrases that are important to include on our display?”
• As students share responses, update the display, by adding (or replacing) language, diagrams, or annotations.
• Display: , , , and
• “¿De qué manera cada una de estas expresiones representa la situación?” // “How does each of these expressions represent the situation?” (3 miles was divided into 2 equal parts. Each person ran miles or miles which can be thought of as .)
• Consider giving students time to record their answers in their journal.
• Display: “la mitad de 3 millas” // “one-half of 3 miles”
• “Esta es otra forma de describir cuánto corrió cada persona” // “This is another way to describe how far each person ran.”
• Display:
• “También podemos usar esta expresión de multiplicación para representar la mitad de 3” // “We can also use this multiplication expression to represent one-half of 3.”
• “En la siguiente actividad, van a describir de qué manera distintos diagramas representan estas expresiones” // “In the next activity, you will describe how different diagrams represent each of these expressions.”

The purpose of this activity is for students to build on the previous activity to interpret diagrams as representing different expressions. Both diagrams in the activity represent solutions to the running situation in the previous activity. In this activity, the diagrams are interpreted without the running context. As students use the diagrams to interpret expressions, they begin to see relationships between the expressions , , , , and . In this activity, students make sense of different ways to interpret a given diagram and relate the operations of division and multiplication (MP7).

• “¿En qué se parecen los diagramas?” // “What is the same about the diagrams?” (They both show 3 rectangles that are divided into 2 equal pieces.)
• “¿En qué son diferentes los diagramas?” // “What is different about the diagrams?” (The shaded pieces are next to each other in one of the diagrams.)
• Ask previously selected students to share their explanations.
• Display expression:
• “¿Cuál diagrama escogieron para la expresión ? ¿Por qué?” // “Which diagram did you choose for the expression ? Why?” (I chose Diagram A because I see the 3 miles and the 2 equal parts. I chose Diagram B because I can see the 2 equal parts that make 3 miles and they make  miles.)
• Display expressions: , ,
• “¿Cómo sabemos que todas las expresiones son iguales?” // “How do we know all the expressions are equal?” (The same diagram represents all of them. They all equal or .)