ALEX Learning Activity

  

Yummy M&Ms - Multiplicative Comparison Intro

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  This learning activity provided by:  
Author: Samantha Wallace
System:Limestone County
School:Cedar Hill Elementary School
  General Activity Information  
Activity ID: 2900
Title:
Yummy M&Ms - Multiplicative Comparison Intro
Digital Tool/Resource:
Yummy M&Ms Slideshow
Web Address – URL:
Overview:

Students will work to solve an open-ended multiplicative comparison task. They can use manipulatives as a hands-on introduction to the topic.  They will need to write equations and solve a word problem involving multiplicative comparison.
  Associated Standards and Objectives  
Content Standard(s):
Mathematics
MA2019 (2019)
Grade: 4
1. Interpret and write equations for multiplicative comparisons.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • When given a multiplication equation, create and explain a corresponding verbal multiplicative comparison statement.
    Example: interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 35 is 7 times as many as 5.
  • When given a verbal (written or oral) representation of a multiplicative comparison, write and solve the related multiplication equation.

    • Example: Sue has 7 cards and Joe has 5 times as many cards as Sue. The student will write 5 x 7 and accurately find the number of cards Joe has to be 35.
Teacher Vocabulary:
  • Multiplicative comparison
  • Multiplier
  • Equation
  • Times as many
  • Times as much
  • Verbal statement
  • Factor
  • Product
  • Quantity
  • Multiple
  • Scale factor
Knowledge:
Students know:
  • How to write an equation to represent a word situation.
  • Which quantity is being multiplied and which factor is telling how many times.
  • Varied language that describes multiplicative comparisons.
Skills:
Students are able to:
  • Interpret equations for multiplicative comparisons.
  • Write equations for multiplicative comparisons.
Understanding:
Students understand that:
  • Multiplicative comparisons relate the size of two quantities and a scale factor.
  • Factors in multiplication problems have different roles from each other in the context of comparison problems.
  • Explanations and drawings show ways multiplicative comparisons are similar to and different from equal groups and arrays.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.4.1.1: Use arrays to show equal groups in multiplication.
M.4.1.2: Recall basic multiplication facts.
M.4.1.4: Demonstrate computational fluency, including quick recall of addition and subtraction facts.
M.4.1.5: Recognize multiplication as repeated addition.

Prior Knowledge Skills:
  • Identify and define the parts of a multiplication problem including factors, multiplier, multiplicand and product.
  • Use multiplication to find the total number of objects arranged in rectangular arrays based on columns and rows.
  • Write an equation to express the product of the multipliers (factors).
  • Relate multiplication to repeated addition and skip counting.
  • Apply concepts of multiplication through the use of manipulatives, number stories, skip-counting arrays, area of a rectangle, or repeated addition.
  • Apply basic multiplication facts through 9 x 9 using manipulatives, solving problems, and writing number stories.
  • Solve addition problems with multiple addends.
  • Represent addition using manipulatives.
  • Distinguish between rows and columns.
  • Use repeated addition to solve problems with multiple addends.
  • Count forward in multiples from a given number.
    Examples: 3, 6, 9, 12; 4, 8, 12, 16.
  • Recall doubles addition facts.
  • Model written method for composing equations.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.4.1 Solve one-step word problems involving real-life situations using the four operations within 100 without regrouping and select the appropriate method of computation when problem solving.
Mathematics
MA2019 (2019)
Grade: 4
2. Solve word problems involving multiplicative comparison using drawings and write equations to represent the problem, using a symbol for the unknown number.

Unpacked Content
Evidence Of Student Attainment:
Students:
  • When given word problems involving multiplicative comparison, will solve using concrete, pictorial representations, and write related equations involving a single unknown.

    • Example: There are 12 children and 3 adults at the playground. How many times as many children are at the playground than adults? Represent the situation with the equation 12 = n × 3 and a tape diagram with a total of 12 and groups of 3, repeating each group 4 times to solve.
Teacher Vocabulary:
  • Multiplicative comparison
  • Times as many
  • Product
  • Factor
  • Multiplication
  • Equation
  • Symbol
  • Additive comparison
  • Tape diagram
  • Unknown
Knowledge:
Students know:
  • how to find products and quotients.
  • Recognize situations represented by multiplicative comparison.
  • Distinguish between multiplicative comparison and additive comparison.
Skills:
Students are able to:
  • Solve word problems involving multiplicative comparison.
  • Write equations using a symbol for the unknown to represent word problems involving multiplicative comparison.
  • Use drawings to represent the word situation involving multiplicative comparison.
Understanding:
Students understand that:
  • additive comparison focuses on the difference between two quantities and multiplicative comparison focuses on one quantity being some number times larger than another.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.4.2.1: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
M.4.2.2: Recognize key terms to solve word problems.
Examples: in all, how much, how many, in each.
M.4.2.3: Apply properties of operations as strategies to add.
M.4.2.4: Recall basic multiplication facts.
M.4.2.5: Demonstrate computational fluency, including quick recall of addition and subtraction facts.

Prior Knowledge Skills:
  • Demonstrate computational understanding of multiplication and division by solving authentic problems with multiple representations using drawings, words, and/or numbers.
  • Identify key vocabulary words to solve multiplication and division word problems.
    Examples: times, every, at this rate, each, per, equal/equally, in all, total.
  • Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
  • Recall basic multiplication facts.
  • Add and subtract within 20.
  • Represent repeated addition, subtraction, and equal groups using manipulatives.
  • Distinguish between rows and columns.
  • Use repeated addition to solve problems with multiple addends.
  • Count forward in multiples from a given number.
    Examples: 3, 6, 9, 12; 4, 8, 12, 16.
  • Recall doubles addition facts.
  • Model written method for composing equations.
Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.4.1 Solve one-step word problems involving real-life situations using the four operations within 100 without regrouping and select the appropriate method of computation when problem solving.
Learning Objectives:

Students will be able to interpret and write equations for multiplicative comparisons.

Students will be able to solve word problems involving multiplicative comparison using drawings and write equations to represent the problem, using a symbol for the unknown number.
  Strategies, Preparations and Variations  
Phase:
Before/Engage
Activity:

  • Present the slideshow for the students and read the problem aloud.

  • Working either individually, with partners, or in table groups, students can use manipulatives (red/yellow counters, cubes, candy, etc.) to model the problem.  If students are stuck, ask them how many blue M&Ms were in the bowl if Jack only ate one green one.

  • Students should write equations to represent their models.  They can record these in their math journals or on notebook paper.

  • Once students have had a chance to work, allow them to share their equations with the class.  As students share, record equations and comparison statements on the board for the class.  For example, if a student shares 5x4=20, write both the equation and "five times as many as four is twenty." Say, "Jack had twenty blue M&Ms, which is five times as many as his four green M&Ms."

  • Hand out the exit ticket as a formative assessment.
Assessment Strategies:

Use the exit ticket and observation to assess students' ability to:

  • interpret and write equations for multiplicative comparisons

  • solve word problems involving multiplicative comparison using drawings and write equations to represent the problem, using a symbol for the unknown number. 
Advanced Preparation:

Preview the slideshow and prepare a way to display it for the class.

Gather two different colors of manipulatives for students to use during the task.

Print and copy the exit ticket for each student (there are two per page).
Variation Tips (optional):

The scale factor can be changed for the task.
Notes or Recommendations (optional):

This activity can be used as a stand-alone activity or together with the following activities as a complete lesson:

Slides & Pies - Multiplicative Comparison Lesson (during)

Multiplicative Comparisons at the Giant's Door (after)
  Keywords and Search Tags  
Keywords and Search Tags: comparison, equation, multiplicative, scale, unknown, word problem