You are on page 1of 12

# Multiplication And

The Meaning
Of The Factors
Module 1: Lesson 4
Understand the meaning of the
unknown as the size of the group in
division.
Created from the
New York State Common Core Curriculum
By Common Core With Style

Fluency Practice:
Sprints
(10 min.)

A
t
n
Spri

Sprin
t

Fluency Practice:
Array Multiplication-2
min.
e
h
t
Say ed
t
a
e
rep ion
t
i
d
e
c
n
e
t
n
e
s
+
2
2+
2=6

Com
p le
te
t
h
mu
e
l ti p
l ic a
ti
o
n
equ
a t io
3x n
__ _
=_ _
_

Application Problem
(5 min.)
The student council holds a
meeting in Mr. Changs
classroom. They arrange the
chairs in 3 rows of 5. How
many chairs are used in all?

## Concept Development (30 Min.)

Concrete to Abstract

## T: Yesterday our neighbor Mr. Ziegler bought a

new pack of 18 markers. He wanted to share
them with me, so he divided them into 2 equal
groups. Now I have a bunch of new markers for
making our charts! Do you want to know how
many he gave me?
S: Yes.
T: What are we trying to find, the number of
groups or the size of the group?
S: The size of the group.
T: Your 18 counters represent the markers.
Divide your 18 counters into 2 equal groups, by
giving one to Mr. Z, one to me, one to Mr. Z, one
to me (model the partitioning.)

## Concept Development (30 Min.)

S: (Divide using the fair-share strategy.)
T: Using a complete sentence, tell how many counters
are in each group.
S: There are 9 counters in each group.
T: Then how many markers did Mr. Ziegler give me?
S: 9 markers!
T: Lets write a number sentence to show our work,
starting from the beginning. What is our total number
of counters?
S: 18 counters.
T: (Write 18 on the board.) We divided our 18 counters
into how many equal groups?
S: We divided into 2 equal groups.

## T: (Write 2 = ____ on the board next to the 18.)

T: If 18 is our total and 2 represents our equal groups,
then remind me, what does our unknown factor
represent? (Point to where the answer will go.)
S: The size of the groups.
T: That is?
S: 9.
T: 18 divided by 2 equals 9. (Finish writing as you read
18 2 = 9.)
T: This equation shows how Mr. Ziegler gave me
S: 9 markers!

## Concept Development (30 Min.)

Pictorial to Abstract

## T: What does the 12 represent in the picture?

S: The total number of Dianas star stickers.
T: What does the 3 represent?
S: The number of equal groups.
T: What does the 4 represent?
S: The size of each group.
T: Write an equation to represent Dianas stickers where the answer represents the size of
the group.
S: (Write 12 3 = 4.)
T: (Write 12 3 = 4 and 12 4 = 3 on the board, even if students have written the correct
number sentence.) What is the difference between these division sentences?
S: In the first one the answer represents the size of each group. In the second one the
answer represents the number of groups.
T: If were writing a division sentence where the answer represents the size of the group,
then which equation should we use?
S: 12 3 = 4.

## Concept Development (30 Min.)

Abstract to Pictorial
8 4=_____
T: If 8 is the total and 4 is the number of groups,
then what does the unknown factor represent?
S: The size of the groups!
T: Draw a picture on your board to go with my
the unknown factor, then write the complete
equation.
S: (Draw various pictures that show 8 4, then
write 8 4 = 2)

Problem Set
(10 Min.)

## You have 10 minutes to complete the

problem set pages.

Debrief
(10 Min.)
Lets review your solutions for the
problem set.

Exit Ticket
(3 Min.)

## This is where you are going to

show me that you understand
what we learned today!

Homework

3-1 Topic B
Worksheet
is Due Tomorrow