How Many Groups?
10 min
Narrative
The purpose of this How Many Do You See? is for students to subitize or use grouping strategies to describe the images they see.
Launch
- Groups of 2
- “How many do you see? How do you see them?”
- Flash the image.
- 30 seconds: quiet think time
Teacher Instructions
- Display the image.
- “Discuss your thinking with your partner.”
- 1 minute: partner discussion
- Record responses.
Student Task
How many do you see? How do you see them?
Solution Steps (4)
- 1Identify groups in the crate→4 rows of 4 apples
- 2Calculate using multiplication→4 × 4 = 16 apples in crate
- 3Count additional apples→7 more apples in second crate
- 4Find total→16 + 7 = 23 apples
Sample Response
Sample responses:
- 16: 4 rows (or columns) of 4.
- 16: I multiplied 8×2.
- 23: I see 4 groups of 4, and I see 7 more apples in the other crate, which makes 23.
Activity Synthesis (Teacher Notes)
- “How did the organization of the apples help you see how many there were?” (I saw 2 rows of 4, which I knew was 8, and then I doubled 8 to find how many apples were in the crate. I saw groups of 4 so I multiplied 4×4 then added the other apples.)
- Consider asking:
- “Who can restate the way ___ saw the apples in different words?”
- “Did anyone see the apples the same way but would explain it differently?”
- “Does anyone want to add an observation to the way ____ saw the apples?”
Standards
Building Toward
- 3.OA.3·Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
- 3.OA.A.3·Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.<span>See Glossary, Table 2.</span>
20 min
15 min
Knowledge Components
All skills for this lesson
Role Legend
Target
Essential
Supporting
Foundational
All lesson KCs
3 skills
Press enter or space to select a node. You can then use the arrow keys to move the node around. Press delete to remove it and escape to cancel.
Press enter or space to select an edge. You can then press delete to remove it or escape to cancel.
How Many Groups?
10 min
Narrative
The purpose of this How Many Do You See? is for students to subitize or use grouping strategies to describe the images they see.
Launch
- Groups of 2
- “How many do you see? How do you see them?”
- Flash the image.
- 30 seconds: quiet think time
Teacher Instructions
- Display the image.
- “Discuss your thinking with your partner.”
- 1 minute: partner discussion
- Record responses.
Student Task
How many do you see? How do you see them?
Solution Steps (4)
- 1Identify groups in the crate→4 rows of 4 apples
- 2Calculate using multiplication→4 × 4 = 16 apples in crate
- 3Count additional apples→7 more apples in second crate
- 4Find total→16 + 7 = 23 apples
Sample Response
Sample responses:
- 16: 4 rows (or columns) of 4.
- 16: I multiplied 8×2.
- 23: I see 4 groups of 4, and I see 7 more apples in the other crate, which makes 23.
Activity Synthesis (Teacher Notes)
- “How did the organization of the apples help you see how many there were?” (I saw 2 rows of 4, which I knew was 8, and then I doubled 8 to find how many apples were in the crate. I saw groups of 4 so I multiplied 4×4 then added the other apples.)
- Consider asking:
- “Who can restate the way ___ saw the apples in different words?”
- “Did anyone see the apples the same way but would explain it differently?”
- “Does anyone want to add an observation to the way ____ saw the apples?”
Standards
Building Toward
- 3.OA.3·Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
- 3.OA.A.3·Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.<span>See Glossary, Table 2.</span>