Lesson 5: Attributes of Other Quadrilaterals

Attributes of Other Quadrilaterals

10 min

Narrative

This Number Talk prompts students to rely on properties of operations and the relationship between multiplication and division to divide within 100. The reasoning helps students develop fluency in division.

Launch

Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time

Teacher Instructions

Record answers and strategy.
Keep expressions and work displayed.
Repeat with each expression.

Student Task

Find the value of each expression mentally.

$70\div7$
$77\div7$
$63\div7$
$56\div7$

Sample Response

10: I know $7\times10=70$ , so 70 divided by 7 is 10. I just know it.
11: Because $70\div7$ is 10, then it is just one more group of 7, so $77\div7$ is 11.
9: 63 is 7 less than 70, so it is 1 fewer group of 7, which is 9 groups.
8: It is 1 fewer group of 7 than the previous problem since $63-56=7$ . I know that $8\times7=56$ , so 56 divided by 7 is 8.

Activity Synthesis (Teacher Notes)

“What pattern do you see as you look at the expressions and their values? Why is that happening?” (I noticed that the first number in the first expression increased by 7 for the second expression, so there would be 1 more group of 7. The first number in the third expression is 7 less than 70, so there’s 1 less group of 7. The first number in the last expression is 7 less than 63, so there’s 1 less group of 7.)
As needed, record student thinking with expressions or equations. Consider using smaller numbers to help test any generalizations students make about the pattern.
Consider asking:
- “Did anyone notice a different pattern”?
- “Did anyone notice the same pattern but would explain it differently?”

Standards

Addressing

3.OA.7·Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.9·Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
3.OA.C.7·Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that $8 \times 5 = 40$, one knows $40 \div 5 = 8$) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.D.9·Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

20 min

15 min

Knowledge Components

All skills for this lesson

No KCs tagged for this lesson

Attributes of Other Quadrilaterals

10 min

Narrative

Launch

Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time

Teacher Instructions

Record answers and strategy.
Keep expressions and work displayed.
Repeat with each expression.

Student Task

Find the value of each expression mentally.

$70\div7$
$77\div7$
$63\div7$
$56\div7$

Sample Response

10: I know $7\times10=70$ , so 70 divided by 7 is 10. I just know it.
11: Because $70\div7$ is 10, then it is just one more group of 7, so $77\div7$ is 11.
9: 63 is 7 less than 70, so it is 1 fewer group of 7, which is 9 groups.
8: It is 1 fewer group of 7 than the previous problem since $63-56=7$ . I know that $8\times7=56$ , so 56 divided by 7 is 8.

Activity Synthesis (Teacher Notes)

“What pattern do you see as you look at the expressions and their values? Why is that happening?” (I noticed that the first number in the first expression increased by 7 for the second expression, so there would be 1 more group of 7. The first number in the third expression is 7 less than 70, so there’s 1 less group of 7. The first number in the last expression is 7 less than 63, so there’s 1 less group of 7.)
As needed, record student thinking with expressions or equations. Consider using smaller numbers to help test any generalizations students make about the pattern.
Consider asking:
- “Did anyone notice a different pattern”?
- “Did anyone notice the same pattern but would explain it differently?”

Standards

Addressing

3.OA.7·Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.9·Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
3.OA.C.7·Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that $8 \times 5 = 40$, one knows $40 \div 5 = 8$) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.D.9·Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

Attributes of Other Quadrilaterals

Warm-up Number Talk: Divide by 7 10 minKCs

Narrative

Launch

Student Task

Sample Response

Activity All the Ways 20 minKCs

Activity Draw One That’s Not . . . 15 minKCs

Knowledge Components

Attributes of Other Quadrilaterals

Warm-up Number Talk: Divide by 7 10 minKCs

Narrative

Launch

Student Task

Sample Response

Activity All the Ways 20 minKCs

Activity Draw One That’s Not . . . 15 minKCs

10 min

20 min

15 min

10 min

20 min

15 min