Multiples of a Number
10 min
Narrative
This Warm-up prompts students to carefully analyze and compare the area of different figures. In making comparisons, students have a reason to use language precisely (MP6) as they describe the area of different figures. It also enables the teacher to hear the terminologies students know and how they talk about characteristics of shapes that help them find different areas.
This is the first time students experience the Which Three Go Together routine in IM Grade 4. Students are familiar with this routine from a previous grade. However, they may benefit from a brief review of the steps involved.
For all Warm-up routines, consider establishing a small, discreet hand signal that students can display to indicate they have an answer they can support with reasoning. Signals might include a thumbs-up or a certain number of fingers that tells the number of responses they have. Using signals is a quick way to see if students have had enough time to think about the problem. It also keeps students from being distracted or rushed by hands being raised around the class.
Launch
- Groups of 2
- Display the image.
- “Pick 3 that go together. Be ready to share why they go together.”
- 1 minute: quiet think time
Teacher Instructions
- “Discuss your thinking with your partner.”
- 2–3 minutes: partner discussion
- Share and record responses.
Student Task
Which 3 go together?
Sample Response
Sample responses:
- A, B, and C go together because they have exactly 4 sides.
- A, B, and D go together because they have an area of 20 square units
- A, C, and D go together because the side lengths are labeled.
- B, C, and D go together because they each have a horizontal side with length 4 units.
Activity Synthesis (Teacher Notes)
- “Why do all 4 go together?” (They show the area of a figure. They give us the information we need to find area.)
- “How could we determine the area of each figure?” (We can use multiplication for most of them or count the units in one of them.)
Standards
- 3.MD.C·Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
- 3.MD.C·Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
20 min
15 min
Knowledge Components
All skills for this lesson
No KCs tagged for this lesson
Multiples of a Number
10 min
Narrative
This Warm-up prompts students to carefully analyze and compare the area of different figures. In making comparisons, students have a reason to use language precisely (MP6) as they describe the area of different figures. It also enables the teacher to hear the terminologies students know and how they talk about characteristics of shapes that help them find different areas.
This is the first time students experience the Which Three Go Together routine in IM Grade 4. Students are familiar with this routine from a previous grade. However, they may benefit from a brief review of the steps involved.
For all Warm-up routines, consider establishing a small, discreet hand signal that students can display to indicate they have an answer they can support with reasoning. Signals might include a thumbs-up or a certain number of fingers that tells the number of responses they have. Using signals is a quick way to see if students have had enough time to think about the problem. It also keeps students from being distracted or rushed by hands being raised around the class.
Launch
- Groups of 2
- Display the image.
- “Pick 3 that go together. Be ready to share why they go together.”
- 1 minute: quiet think time
Teacher Instructions
- “Discuss your thinking with your partner.”
- 2–3 minutes: partner discussion
- Share and record responses.
Student Task
Which 3 go together?
Sample Response
Sample responses:
- A, B, and C go together because they have exactly 4 sides.
- A, B, and D go together because they have an area of 20 square units
- A, C, and D go together because the side lengths are labeled.
- B, C, and D go together because they each have a horizontal side with length 4 units.
Activity Synthesis (Teacher Notes)
- “Why do all 4 go together?” (They show the area of a figure. They give us the information we need to find area.)
- “How could we determine the area of each figure?” (We can use multiplication for most of them or count the units in one of them.)
Standards
- 3.MD.C·Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
- 3.MD.C·Geometric measurement: understand concepts of area and relate area to multiplication and to addition.