Bergin: Multiplication and Division Link Visual Representation

I might attempt to create a visual situation that displays the relationship between multiplication and division. I acknowledge that having the students create a game may be interesting and would certainly worthwhile. But I think in order to allow them to focus on what I would want them to achieve I would begin by setting up the main points of the game then instruct them on how to remix my work.
To be more specific I would create a circumstance that depicted a random display of objects such as bouncing balls. I would prompt the students by presenting a real world problem such as we need to collect all of these balls into baskets. How many different baskets will we need to collect all of the balls if each fit two, three, four, five , six, etc. I would encourage students to collect the balls into the baskets and after observing the visual representation see if they could write in their notebooks, a number sentence that would describe what was going on in each picture. As the students began to play with their games I would encourage their observations and have informal dialogue with them as a walked around the room. My goal would be for them to draw the connection that each set of groups could represent a fact. For example, 2 baskets full of 6 balls are all 12 balls. I would see if they could make the connection that 6 baskets would only need to hold two balls. Beginning the conversation about related facts. It would also be interesting to assess whether all students choose multiplication to explain the visuals they were seeing, or rather if some said the 12 balls were divided into 3 groups of four each. This I hope would make the link between division and multiplication very tangible, therefore creating a deeper understanding of the topic.