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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 Tools for creating a display

Activity Narrative

The purpose of this activity is for students to solve problems that involve multiplication where one factor is a teen number. Students may solve and represent the problem any way they choose. For the third problem, look for different ways in which students are using area diagrams that can be highlighted in the posters for the Gallery Walk in the next activity. Students reason abstractly and quantitatively when they interpret the stories and represent them with diagrams, expressions, or equations (MP2).

Engagement: Provide Access by Recruiting Interest. Leverage choice around perceived challenge. Invite students to select at least two of the four problems to complete.
Supports accessibility for: Organization, Attention, Social-emotional Skills

Launch

Groups of 2
“Where are some places that you see art in your community?”
30 seconds: quiet think time
Share responses.
“These problems are about a student visiting a local art festival. This is where local artists come to display and sell their work.”
Give students access to grid paper and base-ten blocks.
“Turn and talk to your partner about how you might solve these problems.”
1–2 minutes: partner discussion

Activity

“Solve these problems. Explain or show your reasoning.”
6–8 minutes: independent work time
As students work, consider asking:
- “How can you represent your thinking about the problem?”
- “Where can you see _____ in your work?”
Monitor for:
- Different ways that students use an area diagram in the third problem.
- Pairs of students who represent the third problem in the same way to create a poster together.
“Now you are going to create a poster to show your thinking on the third problem. You are going to work 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

Solve each problem. Explain or show your reasoning.

A rectangular mural has side lengths of 17 feet and 4 feet. What is the area of the mural?
Noah makes a rectangular mosaic with 1-inch tiles. The mosaic has 12 rows and 8 columns of tiles. What is the area of the mosaic?
Noah uses chalk to help decorate a rectangular patio that is 6 feet wide and 14 feet long. What is the area of the patio?
Noah buys a pack of stickers. There are 5 sheets in the pack, and each sheet has 16 stickers. How many stickers are in the pack?

Activity Synthesis

Display posters around the room.

Activity 2

Standards Alignment

Building On

Addressing

Instructional Routines

None

Materials

To Gather

Sticky notes

Activity Narrative

The purpose of this activity is for students to see how other students solved one of the problems that involves a factor of a teen number. While students look at each other’s work, they will leave sticky notes describing why they think the answer does or does not make sense (MP3). The Activity Synthesis will look specifically at examples of how students used an area diagram to represent the problem.

MLR8 Discussion Supports. Synthesis: As students share their observations about the selected posters, annotate the poster to illustrate connections. For example, circle the factors and the product and write “factors” and “product” respectively.
Advances: Listening, Representing

Launch

Groups of 2
“Before you begin the Gallery Walk, what are some representations you expect to see as you look at other students’ work?” (I expect to see rectangles because some of the problems were about the area of rectangles. Base-ten blocks because we were multiplying teen numbers.)
Share responses.
Give students sticky notes.

Activity

“As you visit the posters with your partner, discuss what is the same and what is different about the thinking shown on each poster. Also, leave a sticky note describing why you think the solution does or does not make sense.”
8–10 minutes: Gallery Walk
Monitor for different uses of area diagrams to highlight, specifically:
- A fully gridded area diagram with no labels and no decomposition.
- A gridded area diagram that is decomposed into parts or labeled along the sides or in the parts of the rectangle.
- A partitioned rectangle that was drawn with no grid, but labeled with side lengths or the area of the parts of the rectangle.

As you visit the posters with your partner, discuss what is similar and what is different about the thinking shown on the posters.

Student Response

to access Student Response.

Advancing Student Thinking

Activity Synthesis

Select 2–3 posters that used a diagram to represent the problem. Discuss them in the order shown above.
For each poster, ask:
- “How are the factors shown in the diagram?”
- “How is the product shown in the diagram?”
- “How could we represent this strategy with expressions?”
If no students use one of the listed representations, create one to share. For example, if no students use an ungridded diagram, display one that represents the problems and ask the same questions.

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Lesson 15

Equal Groups, Greater Numbers

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

To Gather

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Lesson Synthesis

Standards Alignment

Building On

Addressing

3.MD.C.7.c

Building Toward

Student Response

Advancing Student Thinking

Building Toward

3.OA.C.7

Building Toward

3.OA.C.7