# Lesson 8

Día de centros sobre la multiplicación

## Warm-up: Conversación numérica: Productos (10 minutes)

### Narrative

The purpose of this Number Talk is to elicit strategies and understandings students have for multiplying ​​one- and two-digit numbers, which will be helpful later in this lesson when students multiply within 100.

When students use products they know to find a product they don’t know, they look for and make use of structure (MP7).

### Launch

• Display one expression.
• “Hagan una señal cuando tengan una respuesta y puedan explicar cómo la obtuvieron” // “Give me a signal when you have an answer and can explain how you got it.”
• 1 minute: quiet think time

### Activity

• Keep expressions and work displayed.
• Repeat with each expression.

### Student Facing

Encuentra mentalmente el valor de cada expresión.

• $$2\times4$$
• $$5\times4$$
• $$10\times4$$
• $$17\times4$$

### Activity Synthesis

• “¿Cómo les ayudaron las primeras 3 expresiones a encontrar el valor de la última expresión?” // “How did the first 3 expressions help you find the value of the last expression?” (The last expression is 17 groups of 4 which is like 10 groups, 5 groups, and 2 groups of 4 combined. Adding up the value of the first 3 expressions gives you the value of the last expression.)

## Activity 1: Clasificación de tarjetas: Multiplicación (20 minutes)

### Narrative

In this activity, students check their progress toward fluent multiplication within 100. They do this by revisiting an activity from a previous unit, in which they sorted multiplication expressions from $$1 \times 1$$ to $$10 \times 10$$ into groups: those that they know right away, those they can find quickly, or those they don’t know yet. Here, students sort the same set of expressions, then practice finding five products of their choice after sharing strategies for finding products they don't know yet.

MLR8 Discussion Supports. Synthesis: Create a visual display of multiplication facts students do not yet know. As students share their strategies for finding a product, annotate the display to illustrate connections. For example, next to “$$9 \times 8$$”, write “10 grupos de 8 menos 1 grupo de 8” // “10 groups of 8 minus 1 group of 8.”

### Required Materials

Materials to Gather

Materials to Copy

• Card Sort: Multiplication
• Card Sort: Multiplication Recording Sheet, Spanish

### Required Preparation

• Gather materials from Multiplication Card Sort, an activity from a previous unit.
• If remaking the cards, create a set of cards from the blackline master for each group of 2.

### Launch

• Groups of 2
• “Hoy vamos a retomar los hechos de multiplicación para ver cuántos se han aprendido hasta ahora” // “Today we’re going to revisit the multiplication facts to see how many you’ve learned so far.”
• “Hay algunos hechos de multiplicación que se saben de inmediato. ¿Qué significa ‘saberse algo de inmediato’?” // “There are some multiplication facts you know right away. What does it mean to ‘know something right away?’” (To know it without doing much thinking. To know from memory.)
• “Hay algunos hechos de multiplicación que puede que no se sepan de inmediato, pero que pueden encontrar rápidamente. ¿Qué creen que significa ‘encontrar un producto rápidamente’?” // “There are some multiplication facts you may not know right away but can find quickly. What do you think it means ‘to find a product quickly?’” (To figure it out within a few seconds, using a strategy.)
• “¿Alguien tiene otras ideas sobre lo que significa encontrar un producto rápidamente?” // “Does anyone have different ideas about what it means to find a product quickly?”
• “¿Alguien puede dar un ejemplo de una estrategia para encontrar un producto rápidamente?” // “Can someone give an example of a strategy for finding a product quickly?”
• Give each group a set of cards and a copy of the table from the blackline master.

### Activity

• “Tómense un momento para hacerse preguntas mutuamente sobre hechos de multiplicación. Usen la tabla para clasificar las expresiones en tres grupos dependiendo de si su compañero se sabe el valor de inmediato, puede encontrar el valor rápidamente o todavía no se lo sabe” // “Take some time to quiz each other on your multiplication facts. Use the table to sort the expressions into three groups based on whether your partner knows the value right away, can find the value quickly, or doesn't know it yet.”
• 7–10 minutes: partner work time
• “Escojan cinco expresiones de las que todavía no se saben su valor y escríbanlas. Estos son los productos que van a practicar” // “Choose five expressions whose value you don’t know yet and record them. These are the products you will practice finding.”
• 1 minute: independent work time
• “Ahora compartan con su compañero los productos que quieren practicar. Juntos, piensen en qué estrategias pueden usar para recordar o encontrar sus valores rápidamente. Una vez que tengan algunas ideas, practiquen los productos que escogieron” // “Now, share the products you want to practice with your partner. Work together to think of some strategies you could use to remember or find their values quickly. After you have some ideas, practice finding the products you chose.”
• 5–7 minutes: partner work time

### Student Facing

Hazle preguntas a tu compañero sobre hechos de multiplicación. Clasifica los hechos que le preguntaste a tu compañero en una de estas columnas:

1. se lo sabe de inmediato
2. lo puede encontrar rápidamente
3. todavía no se lo sabe

Expresiones de multiplicación que voy a practicar:

### Student Response

If students are not sure what strategy could help them find multiplication facts, consider asking:

• “¿Hay algún hecho de multiplicación que te sepas que te pueda ayudar con este hecho?” // Is there a multiplication fact that you know that could help you with this fact?
• “¿Hay otra pareja a la que le podrías preguntar por una estrategia para recordar el hecho en el que estás trabajando?” // “Is there another group you could ask about a strategy for the fact you're working on?”

### Activity Synthesis

• “¿Qué estrategias les sirvieron para encontrar los productos que todavía no se sabían?” // “What were some useful strategies for finding products you didn’t know yet?” (Using a product I already know to find the one I didn’t know yet. Using products of 2, 5, and 10 to figure out other products.)

## Activity 2: Compara: Multiplica hasta 100 (15 minutes)

### Narrative

The purpose of this activity is for students to learn stage 3 of the Compare center to practice multiplying within 100. Students may compare expressions by finding the value of each or by reasoning about the features of the expressions (MP7). (For example, when comparing $$12\times7$$ and $$12\times9$$ they see that both involve 12 groups but in $$12\times9$$ there are 2 more in each group than in $$12 \times 7$$.)

When students multiply 2 one-digit numbers, they should know these products from memory. When students multiply a one-digit and a two-digit number, students should have an efficient method for finding the product, but do not need to know the product from memory. If students need more practice with their one-digit multiplication facts, consider having them use the cards from the first activity.

Action and Expression: Develop Expression and Communication. Synthesis: Identify connections between strategies that result in the same outcomes but use differing approaches.
Supports accessibility for: Memory, Conceptual Processing

### Required Materials

Materials to Copy

• Compare Stage 3 Multiplication Cards

### Required Preparation

• Create a set of cards from the blackline master for each group of 2.

### Launch

• Groups of 2
• Give each group of 2 students a set of pre-cut cards.
• “Tómense un minuto para leer las instrucciones de ‘Compara’” // “Take a minute to read the directions for Compare.”
• 1 minute: quiet think time
• Play a round of Compare against the class.

### Activity

• “Jueguen ‘Compara’ con su pareja” // “Play Compare with your partner.”
• 10-12 minutes: partner work time

### Student Facing

Instrucciones para jugar “Compara” con 2 jugadores.

1. Repartan la baraja entre los jugadores.
3. Comparen los valores. El jugador que tenga el mayor valor se queda con ambas tarjetas.
4. Jueguen hasta que se les acaben las tarjetas. Gana el jugador que tenga más tarjetas al final del juego.

### Activity Synthesis

• “¿Qué estrategias les sirvieron para comparar las expresiones de las tarjetas?” // “What were some useful strategies for comparing the expressions on the cards?” (Comparing by thinking about what the expressions mean, instead of by multiplying. For example, $$16\times6$$ was greater than $$15\times6$$ because it's 1 more group of 6. Breaking apart some of the large factors into smaller factors to make multiplying easier.)

## Lesson Synthesis

### Lesson Synthesis

“Durante la lección de hoy, ¿en qué notaron que han mejorado al hacer multiplicaciones?” // “What did you learn about your progress in multiplication during today's lesson?” (I have lots of strategies for multiplying. I still need to work on multiplying by 7 because those facts are challenging. I have a really good strategy for multiplying by 9.)

“Habrá unas lecciones más que se enfocarán en mejorar sus habilidades para multiplicar y dividir. Tengan en cuenta lo que aprendieron hoy, porque tendrán la oportunidad de aplicarlo en próximos juegos de práctica” // “There will be a few more lessons that focus on getting better at multiplying and dividing. Keep what you learned today in mind because you’ll have the chance to apply it in upcoming practice games.”