SCUSD Common Core Mathematics Lesson Planning Guide

Lesson:
Using Multiplication to solve comparisons / Approx. time:
1-2 sessions / CCSS-M Standards:
4.OA.1-2
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.
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.1
A. Focus and Coherence
Students will know…
·  multiplications equations can be used to compare two different amounts
·  how to represent comparison situations using visuals and multiplication equations
Students will be able to…
·  interpret word problems involving multiplication comparisons
·  represent multiplication comparisons with visual models
·  represent visual models with multiplication equations
Student prior knowledge:
·  multiplication facts
·  repeated addition
Which math concepts will this lesson lead to?
·  interpreting multiple step word problems involving multiplication and division / B. Evidence of Math Practices
What will students produce when they are making sense, persevering, attending to precision and/or modeling, in relation to the focus of the lesson?
1. Make sense of problems and persevere in
solving them.
Students will make sense of problems when making visual models to represent the equations.
Students will persevere by working through each problem.
2. Reason abstractly and quantitatively.
Student will make sense of the quantities and their relationship in the problem’s situation.
Students will be able to explain what the numbers in the problems represent.
3. Construct viable arguments and critique
the reasoning of others.
Students will explain their thinking in a logical sequence, and justify their answers through explanation.
Students will question each other’s explanations.
6. Attend to precision.
Students will use academic language in their explanations and attend closely to the numbers in the problems when deciding what the comparison is.
Essential Question(s)
How can multiplication be used to determine and unknown amount in a comparison problem?
When does multiplication help me solve comparison problems?
Formative Assessments
Look for student’s visuals that do not match the equations or word problems.
Ask students how they knew which numbers to use and why multiplication works in the given situation.
Anticipated Student Preconceptions/Misconceptions
Multiplication only tells how many are in equal sized groups and cannot be used to solve comparisons.
Materials/Resources
Malipulatives* (linking cubes, counters, beans) about 25 per student
Paper and Pencils
Whiteboards and markers*
Two sided work mats*
[*Optional]
C. Rigor: Conceptual Understanding, Procedural Skills and Fluency, and Application
What are the learning experiences that provide for rigor? What are the learning experiences that provide for evidence of the Math Practices? (Detailed Lesson Plan)
Warm Up
Independently: (1min.) Draw me a picture that shows equal groups of 3 circles.
Whole class share-out: (Chart ask students give answers)
Ask students, “How many circles did you make?” “How many groups of 3 do you have?”
-repeat above with 2-3 students then which to asking:
Student 1: “How many circles did you make?”
Student 2: “How many groups of 3 did Student 1 make?”
Lesson
·  With manipulatives (or by drawing) have students show:
1 group of 4 on the left/white side of their work mat and 2 groups of 4 on the right/gray side of their work mat
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Ask Student, “How many more groups of 4 are on the right/gray side of the work mat.”
Have students pair-share their answer before asking 2-3 students to share-out.
Create a class chart that shows their thinking. (example: 2 times as many groups of 4)
Repeat these steps with:
1 group of 6 and 4 groups of 6; 1 group of 2 and 8 groups of 2; 1 groups of 5 and 4 groups of 5; 1 groups of 3 and 6 groups of 3
Ask students to think of the multiplication sentence they can write that will show each of the situations on the chart paper. Give students 1-2 minutes to try it on their own, then have them pair-share.
Add to the whole class chart by calling on different students.
·  Give students 1-3 minutes of independent time before having them pair-share, followed by whole class share-out for each of the following problems.
Present the problem: Timmy has 4 Jolly Ranchers. Sue has 3 times as many Jolly Ranchers as Timmy. Show on your work mat both Timmy and Sue’s Jolly Ranchers, and write an equation to show how many Jolly Ranchers Sue has.
Present the problem: Amy found a stick that is 5 inches long. James found a stick that is 5 times as long as Amy’s stick. Shoe on your work mat both Amy and James’ sticks’ lengths, and write an equation to show how long James’ stick is.
Present the problem: The giraffe is 20 feet tall and the kangaroo is 5 feet tall. Show on your work mat both the animals heights, then write an equation to show how much taller the giraffe is then the kangaroo.
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·  In Partners have students write equations and write stories to represent the following visual models, followed by whole class share-out.
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Closure
·  In pairs, followed by whole class share-out.
Have students match visual model (white cards), equations (dark gray cards), and story problems (light gray cards). If one of the three parts is missing students should use a blank card to create the missing piece. See attached work sheet.
Suggested Homework/Independent Practice

Matching activity

3 times as many / xxxxx
xxxxx
xxxxx / xxxxx / If I have four times as many grapes as you and you have seven grapes than how many grapes do I have?
8 x 9 = 72 / xxxxxxxx / xxxxxxxx
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xxxxxxxx / If Ted has 15 Hot Wheels and Joe has 5 Hot Wheels how many more Hot Wheels does Ted have than Joe?
7 times as many / xxxxx / xxxxx
xxxxx / Sam’s Frisbee went 10 feet. Sara’s Frisbee went 5 feet. How many feet farther did Sam’s Frisbee go than Sara’s Frisbee?
7 x 4 = 28 / xxxxxxx
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xxxxxxx / xxxxxxx / Mia’s rope is 8 inches long and Tammy’s is 9 times longer than Mia’s. How long is Tammy’s rope?


Independent Practice

Name ______Date ______

1.  Write an equation to show how many more circles there are stars.

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2.  Draw a picture to show the comparison equation given and compete the sentence frame given.

3 x 2 = 6

There are ___ times as many

______than

______.

3.  Draw a picture and an equation to solve the problem.

Mary has $3 to spend at the book fair. Nick has 7 times more money than Mary. How much money does Nick have?

______

Grade: 4