In previous grades, students learned how to represent additive comparison situations using discrete diagrams, tape diagrams, and addition and subtraction equations that use symbols to represent an unknown quantity. They used these representations to find differences.
In this lesson, students interpret the language of “times as many” in multiplicative comparison situations and connect this language to representations. They learn to recognize the difference between \(n\) times as many and \(n\) more. As they create representations using discrete diagrams in which each piece represents one item, students have opportunities to examine any errors in the representations they create and make necessary revisions. Although students may write equations to represent multiplicative comparisons, it is not required here, as they will have an opportunity to explore equations in depth in future lessons.
- Action and Expression
- Represent multiplicative comparison situations using objects and drawings.
- Let’s represent situations that involve “times as many.”
- Each group of 2 needs 40 connecting cubes.
|Activity 1||10 min|
|Activity 2||20 min|
|Activity 3||15 min|
|Lesson Synthesis||10 min|
Teacher Reflection Questions
- How Close? (1–5), Stage 6: Multiply to 3,000 (Addressing)
- How Close? (1–5), Stage 5: Multiply to 100 (Supporting)
- Five in a Row: Multiplication (3–5), Stage 2: Factors 1–9 (Supporting)
Print Formatted Materials
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|Student Task Statements||docx|
|Lesson Cover Page||docx|
|Cool Down||Log In|
|Teacher Guide||Log In|
|Teacher Presentation Materials||docx|