This is a 3-Act-Task in which students will solve the problem 58 x 14. 
No guidance is given as to how to solve the task, so student can invent a strategy that works for them. Solutions may include arrays, repeated addition, traditional multiplication algorithm, area models, etc. 
Discussion should be centered around student strategies and efficiency. 
For information on how to implement 3-Act-Task lessons, visit: http://blog.mrmeyer.com/2013/teaching-with-three-act-tasks-act-one/

This is a 3-Act-Task in which students will solve the problem 9 - 5 = ? or 5 + ? = 9. 
No guidance is given as to how to solve the task, so student can invent a strategy that works for them. Solutions may include drawing a picture, writing a number sentence, etc. Discussion should be centered around how to represent the context of this scenario with pictures, words, and numbers. 
For information on how to implement 3-Act-Task lessons, visit: http://blog.mrmeyer.com/2013/teaching-with-three-act-tasks-act-one/

This article focuses on automaticity and conceptual understanding of multiplication versus memorization of facts. The video, along with the dot cards (linked) allow students to see multiplication as "groups of" before introduction of the multiplication expression, (i.e. 5 x 7). This activity provides students with the conceptual understanding of multiplication and allows for student discourse around strategies for finding the total (counting up, decomposing). Here are a few guiding questions for educators to consider before implementing the activity:
When do students practice multiplication that's not written as AxB? (for the purpose of automaticity) When/how is multiplicative reasoning fostered?When do multiplication strategies become automatized?When do number strategies become number knowledge?