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Activity 1

Standards Alignment

Building On

Addressing

Instructional Routines

None

Materials

To Copy (from Blackline Masters)

Centimeter Grid Paper - Standard

To Gather

Base-ten blocks Connecting cubes or counters Tools for creating a display

Activity Narrative

The purpose of this activity is for students to work with problems that involve multiplication within 100 where one factor is a teen number. This is the first time students have solved multiplication problems with numbers in this range, so they should be encouraged to use the tools provided to them during the lesson if they choose (MP5). Students should also be encouraged to use strategies and representations from the previous section.

As students are paired to create posters, try to include a variety of approaches for students to see during the Gallery Walk in the next activity, such as:

Count by the teen number.
Count by the single digit number.
Use the distributive property to decompose the teen number to multiply in parts.
Use the distributive property and place value understanding to decompose the teen number into tens and ones to multiply in parts.

Launch

Groups of 2
“Por turnos, discutan con su compañero en qué se parece y en qué se diferencia el primer problema de los problemas que vieron antes” // “Turn and talk to your partner about how the first problem is the same and different than problems you’ve seen before.” (It involves equal groups. It's about a farmers’ market. It’s asking for the total number of something. It uses the word “dozen” instead of saying the number.)
1–2 minutes: partner discussion
If needed, clarify that a dozen is 12, and refer students to the illustration of a dozen eggs.
Give students access to connecting cubes or counters, grid paper, and base-ten blocks.

Activity

“Resuelvan estos problemas y muestren cómo pensaron. Usen objetos, dibujos o un diagrama” // “Solve these problems and show your thinking using objects, a drawing, or a diagram.”
6–8 minutes: independent work time
As students work, consider asking:
- “¿Qué estrategias que han usado antes pueden intentar aquí?” // “What strategies have you used before that you could try here?”
- “¿Cómo podrían representar sus ideas sobre el problema?” // “How can you represent your thinking about the problem?”
- “¿En qué parte de su trabajo pueden ver _____?” // “Where can you see _____ in your work?”
Monitor for students who solve the second problem in the same way to pair to create a poster together. Try to include a variety of approaches.
“Ahora van a hacer un póster que muestre cómo pensaron en el segundo problema. Trabajen con un compañero que haya resuelto el problema de la misma forma que ustedes” // “Now you are going to create a poster to show your thinking on the second problem with a partner who solved the problem in the same way you did.”
Give each group tools for creating a visual display.
6–8 minutes: partner work time

Activity Synthesis

Ask students to explain why we can use multiplication to solve all of the problems in this activity.
Display the posters around the room.

Activity 2

Standards Alignment

Building On

Addressing

Instructional Routines

None

Materials

None

Activity Narrative

The purpose of this activity is for students to consider what is the same and what is different about the ways that students solved problems involving multiplication of a teen number. Students may notice representations that were used, as well as different strategies that were used to find the total in the problem. The important thing is that students see a variety of ways to represent and solve the problem.

MLR7 Compare and Connect. Synthesis: After the Gallery Walk, lead a discussion comparing, contrasting, and connecting the different representations. “¿Cómo se ve el número de sillas en cada método? ¿Por qué al usar distintas estrategias obtuvimos el mismo resultado?” // “How did the number of chairs show up in each method? Why did the different approaches lead to the same outcome?” To amplify student language, and illustrate connections, follow along and point to the relevant parts of the displays as students speak.
Advances: Representing, Conversing

Engagement: Develop Effort and Persistence. Invite students to generate a list of shared expectations for group work. Record responses on a display and keep visible during the activity.
Supports accessibility for: Social-Emotional Functioning

Launch

Groups of 2
“Antes de que comiencen el recorrido por el salón, ¿qué cosas pueden buscar mientras observan el trabajo de los demás estudiantes?” // “Before you begin the Gallery Walk, what are some things you could look for as you look at other students’ work?” (ways they showed their thinking, how they found the solution to the problem)
Share responses.

Activity

“Vayan a ver los pósteres. Discutan con su compañero en qué se parecen y en qué son diferentes las ideas de los pósteres” // “Visit the posters. Discuss with your partner what is the same and what is different about the thinking on each poster.”
8–10 minutes: Gallery Walk

Mientras observan juntos los pósteres, discutan en qué se parecen y en qué son diferentes las ideas que se muestran en ellos.

Student Response

to access Student Response.

Advancing Student Thinking

Activity Synthesis

Give students a chance to ask questions they have about any posters.
“¿En qué se parecen las ideas que se muestran en los pósteres?” // “What is the same about the thinking shown on the posters?”
“¿En qué son diferentes las ideas que se muestran en los pósteres?” // “What is different about the thinking shown on the posters?”

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Settings

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Lesson 13

Resolvamos problemas de grupos iguales

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.A.3

3.OA.B.5

Instructional Routines

Materials

To Copy (from Blackline Masters)

To Gather

Activity Narrative

Launch

Activity

Activity Synthesis

Activity 2

Standards Alignment

Building On

Addressing

3.OA.B.5

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Lesson Synthesis

Standards Alignment

Building On

Addressing

3.OA.B.5

Building Toward

Student Response

Advancing Student Thinking

Building Toward

3.OA.C.7

Building Toward