6.AT.8 Lesson 8-3-group1 🟡 Group 1 · Support & Scaffolding
MASTERY CHECK
☐ Exceeds☐ Meets Target☐ Needs Practice

8.3 Small Group · Group 1

Tier 2 Intervention · Concrete-Representational-Abstract (CRA) · Dual-Language Anchors

Solve Multiplication and Division Equations · Inverse operation · Procedural Fluency · Reasoning & Critique

Interactive Workbench & Models →
Name: Date: Period: Learning Goal:
■ CONCEPT SUMMARY & GUIDED NOTES: Let's build it together — How do I solve a multiplication or division equation?
1Divide to undo multiplying, and multiply to undo dividing — always on both sides.
  • When a variable is multiplied or divided by a number, I use the inverse operation to get it alone. Division undoes multiplication, and multiplication undoes division. We'll walk through a worked example, try one together, then you'll try a few with hints right there when you need them.
2Worked Example — Watch me
  1. Solve 3x = 21. This means 3 times x equals 21.
  2. The inverse of multiplying by 3 is dividing by 3.
  3. I divide both sides by 3: 3x ÷ 3 = 21 ÷ 3.
  4. That leaves x = 7. Check: 3 × 7 = 21. True!
3Mathematical Word Bank
  • Solve Multiplication and Division Equations (Resolver ecuaciones de multiplicación y división) — Use inverse multiplication or division to isolate the variable.
  • Inverse operation (Operación inversa) — Two math actions that undo each other, like × and ÷.
  • Multiply (Multiplicar) — To add equal groups again and again.
  • Divide (Dividir) — To split into equal groups.
  • Isolate (Despejar) — To get the letter by itself on one side.
  • Coefficient (Coeficiente) — The number in front of a letter, like the 3 in 3x.
4Watch out
  • A common mistake in Solve Multiplication and Division Equations is applying the SAME operation again instead of the inverse — for example, seeing 6x = 42 and multiplying both sides by 6 to get x = 252, instead of dividing by 6 to get x = 7. Before you submit, ask: did I use the OPPOSITE operation shown in the equation, and did I apply it to both sides?
SECTION 1 CONCEPTUAL UNDERSTANDING & VISUAL MODELS [Visual Modeling]
  1. 1 DRAG SORT

    Sort each equation by the inverse operation needed.

    Target Categories: Divide both sides Multiply both sides
    • 4x = 32
    • 7n = 56
    • 10p = 80
    • x / 6 = 3
    • m / 2 = 15
    • y / 9 = 4
  2. 2 FILL TABLE

    Solve each equation, show your work, and check.

    EquationWorkSolutionCheck
    8m = 56
    y / 6 = 11
    12k = 96
    ✏️ Scratchpad / Reasoning
SECTION 2 REAL-WORLD CONTEXTS & PROBLEM SOLVING [Applications]
  1. 3 MULTIPLE CHOICE

    Solve: 6x = 42

    1. Ax = 7
    2. Bx = 48
    3. Cx = 36
    4. Dx = 252
    ✏️ Workspace & Solution Steps
  2. 4 MULTIPLE CHOICE

    Solve: n / 3 = 8

    1. An = 24
    2. Bn = 11
    3. Cn = 5
    4. Dn = 3
    ✏️ Workspace & Solution Steps
  3. 5 MULTIPLE CHOICE

    Solve: 9m = 63

    1. Am = 7
    2. Bm = 54
    3. Cm = 72
    4. Dm = 567
    ✏️ Workspace & Solution Steps
  4. 6 MULTIPLE CHOICE

    Solve: y / 7 = 5

    1. Ay = 35
    2. By = 12
    3. Cy = 2
    4. Dy = 7
    ✏️ Workspace & Solution Steps
🗣️ MATHEMATICAL DISCOURSE & TALK MOVES SMP.3 / Construct Viable Arguments

Group Discussion Prompt: How does your visual model justify your mathematical solution?

🗣️ Partner A:
Partner A: "I modeled this by identifying the relationship and..."
👂 Partner B:
Partner B: "I agree with your step because the standard mathematical rule states..."
✍️ The Writing Revolution (TWR) · Sentence Expansion Because · But · So

Complete each sentence stem to demonstrate precise mathematical reasoning:

BECAUSE The ratio remains equivalent because both quantities are scaled by the exact same multiplicative factor.
BUT Two ratios may look similar, but inverting the order of terms fundamentally changes the comparison.
SO The recipe requires 3 parts flour to 2 parts water, so the unit rate is 1.5 cups of flour per cup of water.
📐 CER MATHEMATICAL PROOF MATRIX (CER 2.0) SMP.3 / Proof & Justification

Writing Task: Justify why your mathematical solution is accurate and complete.

C Claim
Starter: My mathematical claim is that the solution is...
E Evidence
Starter: The evidence from the model/table demonstrates that...
R Reasoning
Starter: This proves my answer because the standard mathematical definition of...
Student Mastery Self-Assessment:
1 · Need More Support
2 · Getting Closer
3 · Got It / Solid
4 · Master / Can Teach It