Interpret Representations of Multiplicative Comparison
10 min
Narrative
The purpose of this How Many Do You See? is for students to use grouping strategies to describe the images they see.
In the Activity Synthesis, students describe how two images can be used to describe a multiplicative comparison, and then connect the images to a multiplication equation.
Launch
- Groups of 2
- “How many do you see, and 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. Use multiplication equations when appropriate.
- Repeat for each image.
Student Task
How many do you see? How do you see them?
Sample Response
Sample responses:
- 3: I see 3 rectangles inside a larger rectangle.
- 6: I see 2 groups of 3 rectangles.
- 12:
- I see 4 groups of 3 rectangles.
- I see 6, like in the second image, 2 times.
Activity Synthesis (Teacher Notes)
- “How does this show that the second rectangle has 2 times as many as the first rectangle?”
- “How could we write an equation that shows this comparison?” (6=2×3 or 2×3=6 or 3× 2=6)
Standards
Addressing
- 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.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.
20 min
15 min
Knowledge Components
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Interpret Representations of Multiplicative Comparison
10 min
Narrative
The purpose of this How Many Do You See? is for students to use grouping strategies to describe the images they see.
In the Activity Synthesis, students describe how two images can be used to describe a multiplicative comparison, and then connect the images to a multiplication equation.
Launch
- Groups of 2
- “How many do you see, and 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. Use multiplication equations when appropriate.
- Repeat for each image.
Student Task
How many do you see? How do you see them?
Sample Response
Sample responses:
- 3: I see 3 rectangles inside a larger rectangle.
- 6: I see 2 groups of 3 rectangles.
- 12:
- I see 4 groups of 3 rectangles.
- I see 6, like in the second image, 2 times.
Activity Synthesis (Teacher Notes)
- “How does this show that the second rectangle has 2 times as many as the first rectangle?”
- “How could we write an equation that shows this comparison?” (6=2×3 or 2×3=6 or 3× 2=6)
Standards
Addressing
- 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.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.