Times as Many
10 min
Narrative
The purpose of this Warm-up is to elicit comparison language from students, which will be useful when students represent situations that involve “_____ times as many” later in the lesson. While students may notice and wonder many things about the cube images, the language used to compare the two sets of images is most important for discussion. Consider using actual connecting cubes rather than the display image.
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?
Sample Response
Students may notice:
- Andre has 3 cubes. Han and Mai each have more than 3 cubes.
- The cubes are different colors.
- Han has groups of 3 cubes of each color.
- Mai has 4 more cubes than Andre.
Students may wonder:
- Why does Andre have fewer cubes than Han? Why does Han have more cubes?
- Why does Mai have 4 cubes of a color?
Activity Synthesis (Teacher Notes)
- “How are the images alike?” (Both show Andre has 3 cubes and Han and Mai have more cubes.)
- “How are they different?” (Han has 3 cubes in each of 4 colors. Mai has 2 different colors of cubes—3 cubes in one color and 4 cubes in another color. Han has 9 more cubes than Andre. Mai has 4 more cubes than Andre.)
Standards
- 4.OA.1·Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
- 4.OA.2·Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
- 4.OA.A.1·Interpret a multiplication equation as a comparison, e.g., interpret <span class="math">\(35 = 5 \times 7\)</span> as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
- 4.OA.A.2·Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.<span>See Glossary, Table 2.</span>
10 min
20 min
Knowledge Components
All skills for this lesson
No KCs tagged for this lesson
Times as Many
10 min
Narrative
The purpose of this Warm-up is to elicit comparison language from students, which will be useful when students represent situations that involve “_____ times as many” later in the lesson. While students may notice and wonder many things about the cube images, the language used to compare the two sets of images is most important for discussion. Consider using actual connecting cubes rather than the display image.
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?
Sample Response
Students may notice:
- Andre has 3 cubes. Han and Mai each have more than 3 cubes.
- The cubes are different colors.
- Han has groups of 3 cubes of each color.
- Mai has 4 more cubes than Andre.
Students may wonder:
- Why does Andre have fewer cubes than Han? Why does Han have more cubes?
- Why does Mai have 4 cubes of a color?
Activity Synthesis (Teacher Notes)
- “How are the images alike?” (Both show Andre has 3 cubes and Han and Mai have more cubes.)
- “How are they different?” (Han has 3 cubes in each of 4 colors. Mai has 2 different colors of cubes—3 cubes in one color and 4 cubes in another color. Han has 9 more cubes than Andre. Mai has 4 more cubes than Andre.)
Standards
- 4.OA.1·Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
- 4.OA.2·Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
- 4.OA.A.1·Interpret a multiplication equation as a comparison, e.g., interpret <span class="math">\(35 = 5 \times 7\)</span> as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
- 4.OA.A.2·Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.<span>See Glossary, Table 2.</span>