# Investigations Blog

## A Grade 3 Q&A: Assessing the Multiplication Facts

Question: Why do the assessments of the multiplication facts in Grade 3 include a time limit? In Investigations, the overwhelming majority of students’ work with the facts is focused on making meaning of the operation of multiplication, building connections between problems and images that represent them (e.g. problems about things that come groups, arrays), and using what they know to solve what they don’t (e.g. how can knowing that 3×4=12 help with 6×4?). This work happens in...

read more## What Does It Mean To Be Smart?

“Wow, you’re so smart.” These words drew my attention to a pair of 5th grade girls in a class I was visiting, who I’ll call Cassie and Sophia. They were mid-way through a turn and talk, each sharing her strategy for solving 84 x 59. I casually moved closer, curious about what prompted the comment and trying hard to see each girl’s strategy, recorded in their math journals. Upon hearing Cassie’s comment, Sophia responded in an inviting tone, “No, no. Explain to me what you did.” She...

read more## “What Was Thomas Thinking?”

I often think about a lesson, captured on video some years ago. Liz, a fifth-grade teacher, gave her students two-digit multiplication problems—12 × 29 and 36 × 17— and asked them to come up with strategies other than the conventional algorithm to perform the calculation. For 12 × 29, Jemea thought about twelve 30s and then subtracted 1 for each of 12 groups. 360 – 12 = 348. For 36 × 17, Duane thought of 36 bowls, each holding 17 cotton balls. Ten bowls hold 170 cotton balls, and there are...

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