The purpose of this Warm-up is to elicit the idea that filling the wagon with cube-shaped cardboard boxes is different than filling the wagon with people. While students may notice and wonder many things about this image, the size of the boxes is an important discussion point.
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:
There are 4 boxes.
The boxes are smaller than the wagon.
The boxes have toys in them.
Students may wonder:
Is that the same wagon as in the last lesson?
How many boxes will fit in the wagon?
Activity Synthesis (Teacher Notes)
Focus question:
“How is filling the wagon with boxes different than filling the wagon with people?”
Standards
Building Toward
5.MD.5·Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
5.MD.C.5·Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
5.NBT.5·Fluently multiply multi-digit whole numbers using the standard algorithm.
5.NBT.6·Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
5.NBT.B.5·Fluently multiply multi-digit whole numbers using the standard algorithm.
5.NBT.B.6·Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
15 min
15 min
Knowledge Components
All skills for this lesson
No KCs tagged for this lesson
Fill the World's Largest Wagon
10 min
Narrative
The purpose of this Warm-up is to elicit the idea that filling the wagon with cube-shaped cardboard boxes is different than filling the wagon with people. While students may notice and wonder many things about this image, the size of the boxes is an important discussion point.
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:
There are 4 boxes.
The boxes are smaller than the wagon.
The boxes have toys in them.
Students may wonder:
Is that the same wagon as in the last lesson?
How many boxes will fit in the wagon?
Activity Synthesis (Teacher Notes)
Focus question:
“How is filling the wagon with boxes different than filling the wagon with people?”
Standards
Building Toward
5.MD.5·Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
5.MD.C.5·Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
5.NBT.5·Fluently multiply multi-digit whole numbers using the standard algorithm.
5.NBT.6·Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
5.NBT.B.5·Fluently multiply multi-digit whole numbers using the standard algorithm.
5.NBT.B.6·Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
