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Activity 1

Standards Alignment

Building On

Addressing

Instructional Routines

None

Materials

To Copy (from Blackline Masters)

Sort the Multiplication Facts Cards

Sort the Multiplication Facts Recording Sheet, Spanish

Activity Narrative

The purpose of this activity is for students to check in on their progress towards fluent multiplication within 100. Students work in groups of 2 to sort products into groups they know right away, can find quickly, or don’t know yet. The Launch provides time for a class discussion about what it means to know a fact quickly. Students identify five products with which they’d like to be more proficient, share their strategies, and practice finding the products they choose. The cards from this activity will be used in the next activity.

MLR8 Discussion Supports. Synthesis: Display the following sentence frame to support whole-class discussion: “La próxima vez que multiplique _____ y ____, voy a . . .” // “The next time I multiply _____ and _____, I will . . . .”
Advances: Listening, Speaking

Representation: Internalize Comprehension. To support working memory, provide students with sticky notes or mini whiteboards.
Supports accessibility for: Memory, Organization

Launch

Groups of 2
“Hoy vamos a retomar los hechos de multiplicación para ver cuántos se han aprendido hasta ahora. Pero recuerden que tienen el resto del año para aprendérselos” // “Today we’re going to revisit the multiplication facts to see how many you’ve learned so far. Remember, though, you have the rest of the year to learn them.”
“Todos sabemos lo que significa saberse un producto de inmediato, ¿pero qué significa encontrar un producto rápidamente?” // “We all know what it means to know a product right away, but what does it mean to know a product quickly?” (We can figure it out in a couple of seconds with a strategy. We can figure it out in less than 5 seconds.)
Discuss as a class and come to an agreement about what it means to find a product quickly.
Consider asking:
- “¿Alguien quiere agregar algo a lo que _____ dice que significa encontrar un producto rápidamente?” // “Does anyone want to add on to what _____ says it means to find a product quickly?”
- “¿Alguien tiene otras ideas acerca de lo que significa encontrar un producto rápidamente?” // “Does anyone have different ideas about what it means to find a product quickly?”
- “A partir de esta discusión, ¿alguien quiere reconsiderar sus ideas acerca de lo que significa encontrar un producto rápidamente?” // “Based on this discussion, does anyone want to revise their ideas about what it means to find a product quickly?”
Give each group one set of cards.
Give each student a recording sheet.

Activity

“Tómense un momento para hacerse preguntas mutuamente sobre hechos de multiplicación. Mientras le hacen preguntas a su compañero, usen la tabla para clasificar las expresiones en tres grupos que muestren si su compañero se lo sabe de inmediato, si lo puede encontrar rápidamente o si todavía no se lo sabe” // “Take some time to quiz each other on multiplication facts. As you quiz your partner, use the table to sort the expressions into three groups that show if they know it right away, they can find it quickly, or they don’t know it yet.”
7–10 minutes: partner work time
“Escojan 5 hechos de multiplicación que todavía no se sepan y escriban las expresiones. Estos son los productos que van a practicar” // “Choose 5 multiplication facts that you don’t know yet and write down the expressions. These are the products you will practice finding.”
1 minute: independent work time
“Ahora compartan con su compañero los productos que quieren practicar. Pídanle que les ayude a pensar en algunas estrategias que pueden usar para encontrar los productos rápidamente” // “Now, share the products you want to practice with your partner and have them help you think of some strategies you could use to find the products quickly.”
“Una vez que tengan algunas estrategias, tómense un momento para practicar los productos que escogieron” // “After you have some strategies, take some time to practice finding the products you chose.”
5–7 minutes partner work time

Activity Synthesis

“¿Qué estrategias les sirvieron para encontrar los productos que todavía no se sabían?” // “What were some useful strategies for finding products you didn’t know yet?” (Think of a product I already know and use that product to find the one I don’t know yet. Use products of 2, 5, and 10 to figure out other products.)

Activity 2

Standards Alignment

Building On

Addressing

Instructional Routines

None

Materials

To Gather

Materials from a previous activity

Activity Narrative

The purpose of this activity is for students to identify division facts that are related to multiplication facts that they know. Students complete “If I know, then I know” statements using their multiplication fact cards from the previous activity. Give students time, if needed, to determine the product before generating the related division equation. Some students may generate 4 related division equations for each product by moving the quotient to the left side of the equal sign. If this comes up, recognize that this is possible, but keep the emphasis on generating two related division facts, one for each of the factors as the unknown number.

When students use the relationship between multiplication and division to identify two division facts from a multiplication fact, they look for and make use of structure (MP7).

Launch

Groups of 2
“Lean la primera frase de la actividad. Hablen con su compañero sobre cómo pueden completar la frase” // “Read the first statement of the activity. Talk with your partner about how you could finish the statement.”
1 minute: partner discussion
Share responses.

Activity

“Ahora, por turnos, van a tomar una tarjeta y van a completar una frase como esta: ‘Si sé que..., entonces sé que...’. La van a completar con el hecho de multiplicación de la tarjeta y los hechos de división relacionados. Si es necesario, tómense un momento para averiguar el hecho de multiplicación con su compañero. Después de cada turno, en la tabla, escriban la ecuación de multiplicación y las ecuaciones de división relacionadas” // “Now, you’re going to take turns picking a card and completing an ‘If I know, then I know’ statement with the multiplication fact on your card and the related division facts. Take some time to figure out the multiplication fact together if you need to. After every turn, record the multiplication equation and related division equations in the table.”
7–10 minutes: partner work time

Si sé que , entonces sé que _____.

Coloquen las tarjetas de hechos de multiplicación en un montón, boca abajo.
Por turnos, tomen una tarjeta de hechos de multiplicación.
Usen el hecho de multiplicación de la tarjeta para escribir una ecuación de multiplicación en la columna “Si sé que . . .”.
Después anoten las ecuaciones de división relacionadas en la columna “Entonces sé que . . .”.

Students working with partners, playing a math game.

Si sé que . . . ,	entonces sé que . . .

Student Response

to access Student Response.

Advancing Student Thinking

Activity Synthesis

“¿Cuántas ecuaciones de división se les ocurrieron para cada ecuación de multiplicación? Expliquen su razonamiento” // “How many division equations were you able to come up with for each multiplication equation? Explain your reasoning.” (2, because I could write 1 equation where the quotient was 1 factor and 1 equation where it was the other factor. 4, because I could write 1 for each of the factors being the quotient, and I could have the quotient on the right or the left of the equal sign.)

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Lesson 8

Relacionemos cocientes con productos que nos sabemos

Warm-up

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 1

Standards Alignment

Building On

Addressing

3.OA.C.7

Instructional Routines

Materials

To Copy (from Blackline Masters)

Activity Narrative

Launch

Activity

Activity Synthesis

Activity 2

Standards Alignment

Building On

Addressing

3.OA.B.6

Instructional Routines

Materials

To Gather

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Lesson Synthesis

Standards Alignment

Building On

Addressing

3.OA.C.7

Building Toward

Student Response

Advancing Student Thinking

Building Toward

3.OA.C.7

Building Toward