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Debrief 5 min
Objective: Interpret multiplication as multiplicative comparison. Display the pattern that contains figures L through O and facilitate a discussion about using times as many to describe multiplication.
Earlier, we determined that the rule for this pattern was multiply by 2. How can you describe the relationship between the number of circles in figure M and the number of circles in figure L?
We can say that there are 2 times as many circles in figure M than in figure L.
How can you use a multiplication equation to represent the relationship between the number of circles in figure N compared to figure M?
8 = 2 × 4
How can you use a model to represent the relationship between the number of circles in figure N compared to figure M?
I could draw a tape diagram to show 1 unit of 4 to represent the number of circles in figure M. Then I could draw 2 units of 4 to represent the number of circles in figure N.
I could draw a tape diagram with 1 unit of 4 and 2 units of 4 to show that 8 is 2 times as many as 4.
Exit Ticket 5 min
Provide up to 5 minutes for students to complete the Exit Ticket. It is possible to gather formative data even if some students do not complete every problem.
Teacher Note
Students might describe the relationship between the number of circles in each figure in the pattern as twice as many instead of 2 times as many. Recognize that this is a valid way to describe the relationship, but facilitate a conversation about the convention of using times as many language.
