Describing Relationships that Involve Multiplication

Overall Expectation:
demonstrate an understanding of proportional reasoning by investigating wholenumber unit rates

Grade 5 Materials
- manipulatives (square tiles, counters or cube-a-links) - Problem handout - chart paper and markers - AforL seating tool

Math Learning Goal(s):

use multiplicative reasoning to describe how two amounts are related within the context of a rate problem

Mathematical Process Focus: Problem Solving

select and apply a problem-solving strategy, e.g. draw a diagram/picture, make a simpler but similar problem, create a mathematical model (e.g. concrete, numeric), look for a pattern, make a table of values / organized list

Specific Expectation(s):
describe multiplicative relationships between quantities by using simple fractions and decimals (e.g. If you have 4 plums and I have 6 plums, I can say that I have 1 or 1.5 times as many plums as you have.); demonstrate an understanding of simple multiplicative relationships involving whole-number rates, through investigation using concrete materials and drawings

Assessment (A) and DI (D) Opportunities

Minds On 10 mins
array. A rectangular arrangement of objects into rows and columns, used to represent multiplication (Revised Mathematics Curriculum, Grades 1-8, 2005, p. 120)

Pairs Think-Pair-Share Ms. Quadrini and Ms. DiVincenzo collect leaves for their caterpillars.
(Show visual representation of 5 leaves (Ms. Quadrinis set) and 15 leaves arranged in a 3 x 5 array (Ms. DiVincenzos set).

How would you describe the relationship between the two sets of leaves? Use manipulatives to help you describe your thinking. Whole Group Share
Possible student responses: Ms. DiVincenzo has 10 more tiles than Ms. Quadrini. (additive thinking) Ms. Ms. DiVincenzo has 3 times as many leaves as Ms. Quadrini. (multiplicative thinking) Ms. Quadrini has 1/3 the amount of leaves as compared to Ms. DiVincenzo. (Link this to division by 3.) (multiplicative thinking) If multiplication does not emerge What is special about the way in which the leaves have been arranged? (array with 3 groups of 5). What number sentence could we use to describe the relationship between the two sets of leaves? (3 x 5 = 15)

An array is a powerful visual model for multiplication. Manipulatives provide students with the opportunity to create equal groups or units, a precursor for describing multiplicative relationships. Based on readiness: Using a friendly number (15) enables students to visual groups of 5 with ease, and provides a scaffold into the Action problem. Support students in making connections between visual / concrete representations (e.g. 3 rows of 5), word descriptions (3 sets of 5 leaves) and numeric representations (3 x 5) Turn and Talk provides processing time for students as they practice identifying most and least important information in a problem (see Think Literacy Mathematics, KMWC strategy). Encourage clarifying questions as meaningful assumptions may surface; e.g. additional pairs of caterpillars eat the same amount of leaves each day; 5 leaves per 2 caterpillars (ratio is preserved) Observe problem solving and mathematical thinking strategies using the AforL Seating Tool

Action!

Highlight multiplication / division as a way of describing the relationship between the two sets of leaves. Pairs Turn and Talk Ms. Quadrini loves caterpillars. She needs 5 leaves each day to feed her 2 caterpillars. How many leaves would she need each day for 12 caterpillars?
What information will help us solve this problem? What questions do you have about the problem?

20 mins

Whole Group Share Record student ideas on blackboard / chart paper. Address student questions through class dialogue. Pairs Problem Solving Pairs solve the problem in 2 different ways. (Provide access to manipulatives.) Use scaffolding questions, if/when needed
How might the Minds-On thinking we did help you start this problem? How does <<this>> part of your solution relate to the problem? How might you make your thinking more visible to your classmates?

Consolidate / Debrief 25 mins

A rate compares quantities with different units [e.g. 5 leaves feed 2 caterpillars].
(Big Ideas by Dr. Small, Grades 4-8, p. 74)

Whole Group Bansho Select 3-4 solutions for Bansho with consideration to identifying math thinking strategies (e.g. repeated addition, division with multiplication, ratio table) and problem solving strategies, based on the intended learning goal and mathematical process focus. Pairs present their solutions; annotate student elaborations based on what pairs share orally but may not have written on chart paper. Elicit connections across solutions. What is the same / different about these solutions? 5 leaves for every 2 caterpillars is an example of a rate. There is a relationship between the leaves and caterpillars; the units are different. Add this math term with the example (words and picture) to the class word wall. Pairs Turn and Talk What did we learn today about solving a problem involving a rate? Whole Group Interactive Summary Invite students to share key ideas. Record these ideas on chart paper. Ensure that the following idea emergesproblems involving rates can be solved using multiplication / division

Compare and contrast strategy supports students in making connections between mathematics thinking strategies Bansho artefacts which include colour-coded annotations of mathematical thinking strategies, problem solving strategies and elaborations become anchors of learning for students. Pairing new math terminology with alternate familiar language and visual representations supports students in making connections. Based on class readiness, introduce ratio box; include within and across relationships Exit Problem

Home Activity / Further Classroom Consolidation Concept Practice

Individual Exit Problem

Jeremy does 6 good deeds every 4 days. How many good deeds can he do in 32 days? Solve the problem using a new strategy learned during todays lesson.

Created by Connie Quadrini, Math Consultant (YCDSB)

February 2013

Name: ______________________ Grade 5 Exit Problem

Date: ________________________________

Solve this problem on your own. You may use manipulatives. Jeremy does 6 good deeds every 4 days. How many good deeds can he do in 32 days? Solve the problem using a new strategy learned during todays lesson. Show all your math thinking.

Name: ______________________ Grade 5 Exit Problem

Date: ________________________________

Solve this problem on your own. You may use manipulatives. Jeremy does 6 good deeds every 4 days. How many good deeds can he do in 32 days? Solve the problem using a new strategy learned during todays lesson.