In this lesson, students analyze and interpret images of discrete objects (connecting cubes) and discrete tape diagrams in which each unit is visible. These diagrams are precursors for more abstract tape diagrams that are used in future lessons.

Students also make connections between the multiplicative comparison language and multiplication equations. For example, they interpret “15 is 3 times as many as 5” as or . 

In this unit, the convention of representing the multiplier as the first factor in equations is used. Students may write the factors in any order. In later lessons, students write division equations to represent multiplicative comparisons, using their understanding of the relationship between multiplication and division.

This lesson gives students an opportunity to make sense of each equation and how it relates to a corresponding image or diagram (MP2).

Students were asked to draw diagrams to represent ‘times as many.’ How were students able to connect physical representations to those on paper and to equations? What questions might you ask during tomorrow's lesson to support students who are still solidifying these connections?