M1 L14 Powerpoint

1. Multiplication and
Division Using Units of 4
Module 1: Lesson 14
Skip-Count objects in models to build fluency with
multiplication facts using units of 4.

2. Fluency Practice
Sprint: Divide by Three
(10 minutes)
Sprint A (Pass out face down.)
You will have 60 seconds to do as many problems as you can. I
do not expect you to finish all of them. Just do as many as you
can, your personal best. Take your mark! Get set! THINK!
(After 60 seconds) Stop! Circle the last problem you did. I will
read just the answers. If you got it right, call out “Yes!” and
give a fist pump. If you made a mistake, circle it. Ready?
Fantastic! Now write the number you got correct at the top of
your page. This is your personal goal for Sprint B.

3. Fluency Practice
Sprint: Divide by Three
(10 minutes)
How many of you got 1 right?
Keep your hand up until I say a number that is 1 more
than the number you got right. So, if you got 14 right,
when I say 15 your hand goes down. Ready?
How many got 2 right? 3? 4? (Continue until all hands
are down.)
Instead of movement exercises between Sprints, have
students:
• Count by twos to 20 forward and backward.
• Count by fours to 40 forward and backward.

4. Fluency Practice
Sprint: Divide by Three
(10 minutes)
Sprint B (Pass out face down.) Repeat the procedure
for Sprint A up through the show of hands for how many
right.
Stand up if you got more correct on the second Sprint
than on the first. Keep standing until I say the number
that tells how many more you got right on Sprint B. If
you got 3 more right on Sprint B than on Sprint A, when
I say 3 you sit down. Ready?
(Call out numbers starting with 1. Students sit as the
number by which they improved is called.) Well done!

5. Fluency Practice
Read Tape Diagrams
(3 minutes)
What is the value of each unit?
How many units are there?
Write a multiplication sentence for this tape diagram.

6. Application Problem
(5 minutes)
Jackie buys 21 pizzas for a party. She
places 3 pizzas on each table. How
many tables are there?
RDW, using any model of your choice to
solve.

7. Application Problem
(5 minutes)
Here is an example of a tape diagram
which was used to solve the problem.

8. Concept Development
(32 minutes)
Materials: Personal white boards, Fours Array template
Problem 1: Skip-count by fours using an
array to multiply
• Let’s count to 40 using the array. Hum
the number you count as you point to
each dot. For the last dot in each row,
say the number out loud and write it to
the right of the row. (Hum, hum, hum, 4!)
• At the signal, tell what unit we counted by.
(Fours!)

9. Concept Development
(32 minutes)
I will say a multiplication fact. You find the answer on
your array, then write the fact next to the answer.
For example, if I say 1 x 4, you write
that fact (1 x 4) next to the answer 4 on your array.
Ready? (Say 4 x 4, 9 x 4, etc.)
Now, I will say the answer, and you say the complete
equation.
For example, if I say 20, you say 5 x 4 = 20!

10. Concept Development
(32 minutes)
Problem 2: Use a tape diagram to model
and solve multiplication.
• Draw a tape diagram that represents the
number of groups shown on the fours array
template.
• Tell your partner the number of objects in
each group, then draw and label that
information on your diagram.
• Label the unknown on your diagram. Check
your work with your partner’s.

11. Concept Development
(32 minutes)
This is what your tape diagram should look like.
Now skip-count units to find the
total value of your tape diagram.
(4, 8, etc.)
Write and solve a multiplication
sentence to represent the
problem.

12. Problem Set (10 minutes)
You have 10 minutes to complete the problem set pages.
Do your personal best!
Debrief (10 minutes)
Let’s review your solutions for the problem set.

13. Exit Ticket
(3 minutes)
This is where you are going to show
us that you understand what we learned today!
We will learn if you are ready for the next lesson!

14. Homework
The homework sheet for
3.1 - Lesson 14
is due tomorrow!