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Activity 1

15 mins

From Scaled Graphs to Equal Groups

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Connecting cubes or counters

Activity Narrative

The purpose of this activity is for students to connect scaled picture graphs to situations involving equal groups. The scale of the picture graph will be used to help students think about a category of the graph as a situation involving equal groups.

The Launch is an opportunity for students to share their experiences and ask questions about the graph to ensure each student has access to the context. If it is helpful, display a few images of different types of signs students may see in their community.

Representation: Internalize Comprehension. Synthesis: Invite students to identify which details were important or most useful to solve the problem. Display the sentence frame: “The next time I read a scaled picture graph, I will pay attention to . . . .“
Supports accessibility for: Visual-Spatial Processing

Launch

Groups of 2
Give students access to connecting cubes or counters.
“We’re going to look at a scaled picture graph about signs that Elena saw on the way home. What types of signs do you see in the community?” (stop signs, speed limit signs, street signs, billboards)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
Display the graph.

Activity

“Work independently to represent the number of speed limit signs that Elena saw on the way home.”
1 minute: independent work time.
Monitor for students who create drawings of equal groups similar to the one shown in the last problem to display during the Activity Synthesis.
1 minute: partner discussion
“Work with your partner to complete the next problem.”
1 minute: quiet think time
2 minutes: partner discussion
“How did you know which statement described the speed limit signs that Elena saw on the way home?” (There were 3 pictures on the graph. Each picture represents 2 signs.)
Share responses.
“Take a few minutes to complete the last problem on your own.”
3 minutes: independent work time
“Share your responses with your partner.”
1 minute: partner discussion

Student Task Statement

Elena collected data about signs she saw on the way home. The data is shown in this picture graph:

<p>Picture Graph. Signs I Saw on the Way Home. Key: each square represents 2 signs. stop signs, 2 squares. yield signs, 1 square. speed limit signs, 3 squares. street signs, 5 squares.</p>

Represent the number of speed limit signs Elena saw on the way home.
Which statement describes how the graph represents the number of speed limit signs Elena saw? Explain your reasoning.
1. There are 3 pictures, and each picture represents 1 speed limit sign.
2. There are 3 pictures, and each picture represents 2 speed limit signs.
3. There are 2 pictures, and each picture represents 2 speed limit signs.
How could this drawing represent the street signs Elena saw on the way home?

Activity Synthesis

Display a student-created drawing of equal groups that represents the speed limit signs that Elena saw on the way home and the drawing in the last problem.
“These drawings show equal groups. How do these drawings represent data in the picture graph?” (The drawings show groups of 2, and the picture graph shows the data in groups of 2 because each picture represents 2 signs.)

Activity 2

20 mins

Situations with Equal Groups

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Connecting cubes or counters

Activity Narrative

The purpose of this activity is for students to represent situations involving equal groups in a way that makes sense to them. Have connecting cubes available for students to use to represent the situation, if they would like. Students may also draw a picture. One partner could use the objects while one draws, and then they could switch for each problem. The focus of the discussion is on the important quantities of each situation and how students used their representation to model each quantity (MP4).

In the Launch, it may be helpful to ask students to tell their partner a quick story or ask any questions about the focus of each of the three contexts to ensure each student has access. It may also be helpful to display images for students to reference.

MLR8 Discussion Supports. Synthesis: Involve both partners in sharing their response with the whole class. While one student speaks, invite the other student to follow along and point to where the numbers are in their representations.
Advances: Representing, Listening

Launch

Groups of 2
Give students access to connecting cubes or counters.
“What are some places you see groups of 2 in the community? Groups of 5? Groups of 10?” (Shoes, socks, and wings come in groups of 2. Hands have 5 fingers. Flowers can have 5 petals. Markers come in packs of 10. Ten people on a bus.)
30 seconds: quiet think time
1 minute: partner discussion
Share and record responses.
Choose a student-generated example with small numbers or display this situation: “There are 3 flowers. Each flower has 5 petals.”
“How could you represent this situation?”
30 seconds: quiet think time
1–2 minutes: partner work time
Share and record responses. Focus on how the representation connects to the problem.
Consider asking:
- “How did you represent the 3 flowers?”
- “How did you represent the 5 petals on each flower?”
- “Did someone represent this differently?”

Activity

“Now you are going to represent some more situations involving equal groups with your partner.”
5–7 minutes: partner work time
If some students finish earlier than others, encourage them to write their own situation and trade with their partner.

Student Task Statement

Represent each situation.

There are 4 people wearing shoes. Each person is wearing 2 shoes.
There are 2 boxes of markers. Each box has 10 markers.
There are 3 basketball teams. Each team has 5 players.

Student Response

to access Student Response.

Activity Synthesis

Ask 2–3 students to share their work for each problem. Be sure to share a variety of different representations.
For each, ask how the numbers in the situation are represented in their work.
“How do the representations help you picture the situation?” (I can pretend the objects are the things in the story like the shoes. The drawing is like a picture of what’s happening in the story.)

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Lesson 9

Multiplication for Equal Groups

Warm-up

Number Talk: More Addition

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 1

From Scaled Graphs to Equal Groups

Standards Alignment

3.OA.A

3.OA.1

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Activity Synthesis

Activity 2

Situations with Equal Groups

Standards Alignment

3.OA.1

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Activity Synthesis

Lesson Synthesis

Have feedback on the curriculum?

Standards Alignment

2.NBT.5

Student Response

Advancing Student Thinking

Are You Ready for More?

Advancing Student Thinking

Are You Ready for More?