Display Math Story 1a, page 2. Read it aloud. Point to the number in the problem that tells how many groups there are. Say: First, I will identify how many groups there are. Each ___ represents a group. There are ___ groups. These squares/circles show the groups.

What is the total number of items?

How many items are in each group?

Model filling in the answer to complete the multiplication equation. Say: The total is my answer; it is called the product. I can put that number here.

What is the product of the multiplication equation?

What is the sum of the addition equation?

What is the difference of the subtraction equation?

What is the quotient of the division equation?

2. Provide a concrete representation of the problem using base ten blocks or create a visual representation, such as an array or an area model, of the multiplication problem. Think aloud as you explain how the representation demonstrates multiplication.

Use base ten blocks to represent the multiplication problem.

Create an array to visually represent the multiplication problem.

Use an area model to demonstrate the multiplication problem.

Think aloud to explain the multiplication representation.

Single-Digit Multiplication Guiding Questions: Say: How many groups do we need to make? How many objects do we need to put into each group? What number do we need to skip-count by to find the total number of objects?

3 groups, 2 objects each, skip-count by 2

2 groups, 3 objects each, skip-count by 3

4 groups, 1 object each, skip-count by 1

5 groups, 0 objects each, skip-count by 0

Double-Digit Multiplication Guiding Questions: Say: How can we show this problem using an area model? How can we split these numbers into smaller pieces? After we find the area of the smaller rectangles, what do we do next?

We add the areas of the smaller rectangles.

We multiply the areas of the smaller rectangles.

We subtract the areas of the smaller rectangles.

We divide the areas of the smaller rectangles.

Can the student independently solve multiplication problems?

Yes, the student can solve multiplication problems independently.

No, the student cannot solve multiplication problems independently.

Can the student solve a multiplication problem? How?

Yes, by using multiplication tables.

No, the student cannot solve it.

Can the student use an appropriate strategy to identify and select the correct answer to a multiplication problem from a narrowed field or errorless choice(s)?

Yes, the student can use an appropriate strategy.

No, the student cannot use an appropriate strategy.

One way to extend the lesson by identifying real-life opportunities for students to use multiplication is:

by asking them to calculate the total cost of items in a shopping cart

by having them write an essay on their favorite book

by asking them to draw a picture of their family

Which of the following is an example of using manipulatives to teach multiplication?

Repeated addition with linking cubes

In the context of a real-world scenario, how can students model multiplication and division with objects and numbers that show equal groups?

By using arrays and grouping objects equally

By using random objects without grouping

By using only numbers without objects

By using objects without considering numbers

Students can count equal numbers of objects in a selected group or in an array by:

grouping objects into equal sets.

estimating the total number of objects.

In the context of a real-world scenario, how can students write and simplify an expression?

By using mathematical operations and following the order of operations

By copying the expression from a book

How can students select numbers to write and simplify an expression with support in a real-world scenario?

By choosing numbers relevant to the scenario

By using random numbers without context

By selecting the largest numbers available

Say: Next, I will identify how many total ___ there are. There are ___ altogether (dividend).

What is the total number of ___?

Identify the total ___ present.

Calculate the total ___ available.

Now, I will check my work by comparing the number on the calculator to the number I wrote in the answer box. If both numbers match, confirm that you now know the answer is correct. If the numbers do not match, think aloud as you determine if the error was made when setting up the problem, then skip-counting or when you used the calculator. Model correcting the error.

Check if the numbers match and confirm the answer is correct.

Think aloud to find the error if numbers do not match.

Model correcting the error if found.

Number Sense Lessons 19c 1.1-3 Multiplication and Division

Authored by Yolanda Yolanda

Mathematics

9th Grade

CCSS covered

Used 1+ times

Number Sense Lessons 19c 1.1-3 Multiplication and Division

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MULTIPLE CHOICE QUESTION

30 sec • 1 pt

1 x 9 = ___

Tags

CCSS.3.OA.C.7

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

2 x 9 = ___

Tags

CCSS.3.OA.C.7

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

3 x 9 = ___

Tags

CCSS.3.OA.C.7

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

4 x 9 = ___

Tags

CCSS.3.OA.C.7

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

5 x 9 = ___

Tags

CCSS.3.OA.C.7

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

6 x 9 = ___

Tags

CCSS.3.OA.C.7

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

7 x 9 = ___

Tags

CCSS.3.OA.C.7

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Number Sense Lessons 19c 1.1-3 Multiplication and Division

1 x 9 = ___

2 x 9 = ___

3 x 9 = ___

4 x 9 = ___

5 x 9 = ___

6 x 9 = ___

7 x 9 = ___

8 x 9 = ___

9 x 9 = ___

What does the multiplication sign mean?

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