The purpose of this Choral Count is for students to practice counting by 5 and 2 and notice patterns in the count. These understandings help students begin to develop fluency and will be helpful later in this lesson when students write multiplication expressions. When students notice patterns in the count, such as the digit in the ones place alternates between 0 and 5 when counting by 5, they look for and express regularity in repeated reasoning (MP8).
This is the first time students experience the Choral Count routine in grade 3. Students should be familiar with this routine from a previous grade. However, they may benefit from a brief review of the steps involved.
Launch
“Cuenten de 5 en 5, empezando en 0” // “Count by 5, starting at 0.”
Record as students count. See Student Responses for recording structure.
Stop counting and recording at 50.
Activity
“¿Qué patrones ven?” // “What patterns do you see?”
1–2 minutes: quiet think time
Record responses.
Repeat activity. Count by 2, starting at 0 and stopping at 20.
None
Student Response
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Advancing Student Thinking
Activity Synthesis
“¿Cómo les ayudaron algunos patrones a contar a saltos (de 2 en 2 y de 5 en 5)?” // “How could some of the patterns help you with counting by these numbers?” (I know that the next count by 5 should end in 5. I know that the next count by 2 should have a 2 in the ones place.)
Consider asking:
“¿Quién puede describir el patrón con otras palabras?” // “Who can restate the pattern in different words?”
“¿Alguien quiere compartir otra observación sobre por qué ese patrón ocurre aquí?” // “Does anyone want to add an observation on why that pattern is happening here?”
“¿Están de acuerdo o en desacuerdo? ¿Por qué?” // “Do you agree or disagree? Why?”
Activity 1
Standards Alignment
Building On
Addressing
3.OA.A.1
Interpret products of whole numbers, e.g., interpret as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as .
The purpose of this activity is for students to match drawings, tape diagrams, and situations to multiplication expressions (MP2). Students build on their understanding of how the structure of drawings, tape diagrams, and multiplication situations show equal groups and connect this to the structure of a multiplication expression (MP7). This will be helpful later in the lesson when students create drawings or diagrams to match expressions and write expressions that represent drawings, diagrams, and situations.
Launch
Groups of 2
Give each group 1 card from the blackline master.
Activity
“En parejas, encuentren la expresión que corresponde a su tarjeta. Después, discutan cómo supieron que esa expresión correspondía a su tarjeta” // “Work with your partner to find the expression that matches your card. Then discuss how you know the expression matches your card.”
2 minutes: partner work time
Tu profesor te va a entregar una tarjeta con una situación, un dibujo o un diagrama.
Asóciala a una de las expresiones que están pegadas alrededor del salón. Prepárate para explicar tu razonamiento.
Student Response
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Advancing Student Thinking
Activity Synthesis
Have students standing near each expression share how they know their card matches the expression.
Consider asking:
“En su tarjeta, ¿dónde ven cada número de la expresión?” // “Where do you see each number in the expression on your card?”
Activity 2
Standards Alignment
Building On
Addressing
3.OA.A.1
Interpret products of whole numbers, e.g., interpret as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as .
The purpose of this activity is for students to demonstrate a conceptual understanding of multiplication expressions by creating drawings of equal groups or tape diagrams that match expressions. Drawings of equal groups and tape diagrams are familiar representations to students from previous lessons and using them now supports students as they make sense of multiplication expressions.
Three expressions are given. Consider providing support to students for the first expression and then allowing them to try the second and third expressions on their own. To keep things simple and allow ideas about commutativity to develop over time, display student responses using the convention of groups as the first factor and the size of the groups as the second factor. The Activity Synthesis focuses on analyzing the second expression, .
If there is time, and you want to include more movement, students can share their own expressions and matching diagrams in a Gallery Walk.
MLR2 Collect and Display. Collect the language students use to describe the diagrams for each of the expressions. Display words and phrases, such as “5 grupos de 2” // “5 groups of 2,” “hay 5 grupos y hay 2 en cada grupo” // “there are 5 groups, and 2 in each group,” and “hay 5 grupos iguales” // “there are 5 equal groups.” During the Activity Synthesis, invite students to suggest ways to update the display and to borrow language from the display as needed. Advances: Conversing, Reading
Action and Expression: Develop Expression and Communication. Provide access to a variety of tools, such as mini-whiteboards and counters. Supports accessibility for: Conceptual Processing, Visual-Spatial Processing
Launch
Groups of 2
Review key understandings of multiplication:
“La multiplicación es la forma de expresar que hay grupos iguales” // “Multiplication is how we express equal groups.”
“Usamos el signo de multiplicación para escribir una expresión como . Esta representa el número total de objetos en ‘5 grupos de 10’ o ‘5 dieces’” // “We use the multiplication symbol to create an expression like which represents the total number of objects in ‘5 groups of 10’ or ‘5 tens.’”
Display expressions.
“Piensen en los dibujos o diagramas que podrían hacer para estas expresiones” // “Think about the drawings or diagrams you could make for these expressions.”
30 seconds: quiet think time
Activity Synthesis
For the expression , display 2 different representations side by side (one drawing of equal groups and one tape diagram).
“¿En qué se parecen? ¿En qué son diferentes” // “How are they the same? How are they different?”
If time, consider asking:
“¿Cómo cambiaría el diagrama si la expresión fuera ?” // “How would the diagram change if the expression was ?” (There would be 5 parts instead of 3.)
“¿Cómo cambiaría el diagrama si la expresión fuera ?” // “How would the diagram change if the expression was ?” (Each part would be labeled 5 instead of 4.)
Activity 3
Standards Alignment
Building On
Addressing
3.OA.A.1
Interpret products of whole numbers, e.g., interpret as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as .
The purpose of this activity is for students to write expressions to represent drawings of equal groups, tape diagrams, and multiplication situations. As students work, continually ask how each number in the expression represents part of the drawing, diagram, or situation.
If students finish early, ask them to find something in the room they can represent with a multiplication expression. Have them record what they represented and their expression.
Launch
Groups of 2
“Ahora van a escribir expresiones de multiplicación para representar un dibujo, un diagrama y una situación. Obsérvenlas durante un minuto antes de empezar” // “Now you are going to write multiplication expressions to represent a drawing, a diagram, and a situation. Take a minute to look them over before you begin working.”
1 minute: quiet think time
Activity
“Trabajen en parejas. Para cada representación, escriban una expresión de multiplicación que le corresponda. Expliquen su razonamiento” // “Work with your partner to write a multiplication expression to match each representation. Explain your reasoning.”
3–5 minutes: partner work
En cada caso, escribe una expresión de multiplicación que corresponda a la situación, dibujo o diagrama. Explica tu razonamiento.
Había 2 paquetes de botellas de agua. Cada paquete tenía 6 botellas de agua.
Student Response
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Advancing Student Thinking
If a student writes a multiplication expression that doesn’t match the given representation, consider asking:
“¿Cómo puedes describir los grupos iguales en este dibujo / diagrama / situación?” // “How could you describe the equal groups in this drawing/diagram/situation?”
“¿Cómo puedes convertir tu afirmación en una expresión de multiplicación?” // “How could you turn your statement into a multiplication expression?”
Activity Synthesis
Share responses.
“¿Por qué en cada representación se muestra una multiplicación?” // “Why does each of the representations show multiplication?” (They all show groups where there is the same number of things in each group.)
Lesson Synthesis
Display a multiplication expression from the first activity and its matching drawing of equal groups, tape diagram, and situation.
“Hemos aprendido cómo representar la multiplicación de varias maneras. Compartan con su compañero algo que aprendieron hoy” // “We’ve learned about different ways to represent multiplication. Share something that you learned today about multiplication with your partner.” (Multiplication can be shown with drawings of equal groups or with diagrams. Multiplication can be real-world situations that involve equal groups. Multiplication can be expressed using the multiplication symbol (). An expression like means the total number of objects in 4 groups of 5.)
Standards Alignment
Building On
Addressing
3.OA.A.1
Interpret products of whole numbers, e.g., interpret as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as .
“En parejas, hagan un dibujo o un diagrama para cada expresión. Después, escriban su propia expresión y hagan un diagrama que le corresponda. Expliquen su razonamiento” // “Work with your partner to create a drawing or diagram for each expression. Then write your own expression and matching diagram. Explain your reasoning.”
5–7 minutes: partner work time
Monitor for student-created drawings and tape diagrams for to share during the Activity Synthesis.
Haz un dibujo o un diagrama para cada expresión. Explica tu razonamiento.
Escribe tu propia expresión y haz un diagrama que le corresponda. Explica tu razonamiento.
