Make sure that at least one strategy for each problem uses multiplication before moving to the next problem. If needed, ask “How could we use multiplication to complete this equation?”
To involve more students in the conversation, consider asking:

• “Who can restate $\underline{\hspace{.5in}}$’s reasoning in a different way?”
• “Did anyone use the same strategy but would explain it differently?”
• “Did anyone solve the problem in a different way?”
• “Does anyone want to add on to $\underline{\hspace{.5in}}$’s strategy?”
• “Do you agree or disagree? Why?”
• “What connections to previous problems do you see?”

The key takeaway is that for any such problem, there is a solution that uses addition (or subtraction) as well as a solution that uses multiplication (or division).

Math Community
After the Warm-up, display the class Math Community Chart for all to see and explain that the listed “Doing Math” actions come from the sticky notes students wrote in the first exercise. Give students 1 minute to review the chart. Then invite students to identify something on the chart they agree with and hope for the class or something they feel is missing from the chart and would like to add. Record any additions on the chart. Tell students that the chart will continue to grow and that they can suggest other additions that they think of throughout today’s lesson during the Cool-down.

Students may attempt to solve each problem instead of reasoning about the numbers and operations. If a student is calculating an exact solution to each problem, ask the student to look closely at the characteristics of the numbers and how an operation would affect those numbers.