Situations, Drawings, and Diagrams, Oh My!
10 min
Narrative
The purpose of this Warm-up is to elicit different strategies for counting objects arranged in groups of 2, which will be useful when students multiply by 2 in a later activity. While students may notice and wonder many things about these images, flexible ways of seeing the groups and strategies for finding the total number of objects are the important discussion points.
When students see the socks are grouped by 2 and use that to find the total, they are looking for and making use of structure (MP7).
Launch
- Groups of 2
- Display the image.
- "What do you notice? What do you wonder?"
- 1 minute: quiet think time
Teacher Instructions
- "Discuss your thinking with your partner."
- 1 minute: partner discussion
- Share and record responses.
Student Task
What do you notice? What do you wonder?
Solution Steps (3)
- 1Notice the image shows socks arranged in pairs→Socks are grouped by 2
- 2Identify equal groups structure→6 pairs = 6 groups of 2 socks
- 3Find total by skip counting by 2s→2, 4, 6, 8, 10, 12 socks total
Sample Response
Students may notice:
- The socks are in pairs.
- There are 12 socks.
- You could count by 2 to find the total number of socks.
Students may wonder:
- How many socks are there?
- How many pairs of socks are there?
- Why are there 6 pairs of socks?
Activity Synthesis (Teacher Notes)
- "How does this problem relate to what we know about multiplication?" (There are equal groups of socks, we can say there are 6 groups of 2.)
Standards
- 3.OA.1·Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7.
- 3.OA.A.1·Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7.
15 min
20 min
Knowledge Components
All skills for this lesson
Situations, Drawings, and Diagrams, Oh My!
10 min
Narrative
The purpose of this Warm-up is to elicit different strategies for counting objects arranged in groups of 2, which will be useful when students multiply by 2 in a later activity. While students may notice and wonder many things about these images, flexible ways of seeing the groups and strategies for finding the total number of objects are the important discussion points.
When students see the socks are grouped by 2 and use that to find the total, they are looking for and making use of structure (MP7).
Launch
- Groups of 2
- Display the image.
- "What do you notice? What do you wonder?"
- 1 minute: quiet think time
Teacher Instructions
- "Discuss your thinking with your partner."
- 1 minute: partner discussion
- Share and record responses.
Student Task
What do you notice? What do you wonder?
Solution Steps (3)
- 1Notice the image shows socks arranged in pairs→Socks are grouped by 2
- 2Identify equal groups structure→6 pairs = 6 groups of 2 socks
- 3Find total by skip counting by 2s→2, 4, 6, 8, 10, 12 socks total
Sample Response
Students may notice:
- The socks are in pairs.
- There are 12 socks.
- You could count by 2 to find the total number of socks.
Students may wonder:
- How many socks are there?
- How many pairs of socks are there?
- Why are there 6 pairs of socks?
Activity Synthesis (Teacher Notes)
- "How does this problem relate to what we know about multiplication?" (There are equal groups of socks, we can say there are 6 groups of 2.)
Standards
- 3.OA.1·Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7.
- 3.OA.A.1·Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7.