In this activity, students encounter a multiplication problem that can be reasoned in a number of ways. After finding a solution, they analyze several other strategies. As they make sense of alternative solution paths and representations, students practice reasoning abstractly and quantitatively (MP2).

• “How is your strategy different from the ones shown?”
• “Which strategy shown is most like yours? How is it like your strategy?”

Consider offering students an option to create and stand by their own poster. During the Activity Synthesis, ask the class if they see any connections between the new poster and the strategy they selected.

• Poll the class on which strategy most closely resembles their own.
• Poll the class on which strategy that doesn’t resemble their own makes the most sense to them.
• Invite students to share their responses for the last question and why they found a particular strategy to make sense.

Students begin the activity by looking at the problem displayed, rather than in their books. At the end of the Launch, students work on the problem. This activity prompts students to use what they know about multiplication, division, factors, and multiples to solve problems. The problem does not have a question, so students will need to make sense of the context and generate potential questions that might be answered (MP2). Students are encouraged in the task to attend to the details of the situation and to engage in genuine curiosity about the mathematics that is embedded within it.

This activity uses MLR5 Co-craft Questions. Advances: writing, reading, representing

• Select 1–2 students to share their reasoning and responses.
• If not clarified in students’ explanations, discuss a possible path for finding out the number of tickets sold over the two days using the given information. (For instance: Each ticket is \$9 and we know the total amount of money earned by selling tickets in one day, \$3,132. If we divide the total amount earned by the price of each ticket, we can find out how many tickets were sold in one day. . If 348 tickets were sold in one day, then or 696 tickets were sold in the two days. We can also multiply \$3,132 by 2 first then divide by \$9 to get the total number of tickets.)