Multiplication And

The Meaning
Of The Factors
Module 1: Lesson 4
Understand the meaning of the
unknown as the size of the group in
division.
Created from the
New York State Common Core Curriculum
By Common Core With Style

Fluency Practice:
Sprints
(10 min.)

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Spri

Sprin
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Fluency Practice:
Array Multiplication-2
min.
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rep ion
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+
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2+
2=6

Com
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__ _
=_ _
_

Application Problem
(5 min.)
The student council holds a
meeting in Mr. Changs
classroom. They arrange the
chairs in 3 rows of 5. How
many chairs are used in all?

Use the RDW process

to show your solution.

Concept Development (30 Min.)

Concrete to Abstract

T: Yesterday our neighbor Mr. Ziegler bought a

new pack of 18 markers. He wanted to share
them with me, so he divided them into 2 equal
groups. Now I have a bunch of new markers for
making our charts! Do you want to know how
many he gave me?
S: Yes.
T: What are we trying to find, the number of
groups or the size of the group?
S: The size of the group.
T: Your 18 counters represent the markers.
Divide your 18 counters into 2 equal groups, by
giving one to Mr. Z, one to me, one to Mr. Z, one
to me (model the partitioning.)

Concept Development (30 Min.)

S: (Divide using the fair-share strategy.)
T: Using a complete sentence, tell how many counters
are in each group.
S: There are 9 counters in each group.
T: Then how many markers did Mr. Ziegler give me?
S: 9 markers!
T: Lets write a number sentence to show our work,
starting from the beginning. What is our total number
of counters?
S: 18 counters.
T: (Write 18 on the board.) We divided our 18 counters
into how many equal groups?
S: We divided into 2 equal groups.

Concept Development (30 Min.)

T: (Write 2 = ____ on the board next to the 18.)

T: If 18 is our total and 2 represents our equal groups,
then remind me, what does our unknown factor
represent? (Point to where the answer will go.)
S: The size of the groups.
T: That is?
S: 9.
T: 18 divided by 2 equals 9. (Finish writing as you read
18 2 = 9.)
T: This equation shows how Mr. Ziegler gave me
S: 9 markers!

Concept Development (30 Min.)

Pictorial to Abstract

T: This is how Diana arranges her star stickers.

T: What does the 12 represent in the picture?

S: The total number of Dianas star stickers.
T: What does the 3 represent?
S: The number of equal groups.
T: What does the 4 represent?
S: The size of each group.
T: Write an equation to represent Dianas stickers where the answer represents the size of
the group.
S: (Write 12 3 = 4.)
T: (Write 12 3 = 4 and 12 4 = 3 on the board, even if students have written the correct
number sentence.) What is the difference between these division sentences?
S: In the first one the answer represents the size of each group. In the second one the
answer represents the number of groups.
T: If were writing a division sentence where the answer represents the size of the group,
then which equation should we use?
S: 12 3 = 4.

Concept Development (30 Min.)

Abstract to Pictorial
8 4=_____
T: If 8 is the total and 4 is the number of groups,
then what does the unknown factor represent?
S: The size of the groups!
T: Draw a picture on your board to go with my
division sentence. Use your picture to help you find
the unknown factor, then write the complete
equation.
S: (Draw various pictures that show 8 4, then
write 8 4 = 2)

Problem Set
(10 Min.)

You have 10 minutes to complete the

problem set pages.

Debrief
(10 Min.)
Lets review your solutions for the
problem set.

Exit Ticket
(3 Min.)

This is where you are going to

show me that you understand
what we learned today!

Homework

3-1 Topic B
Worksheet
is Due Tomorrow