options: Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = �� ÷ 3, 6 × 6 = ?.

Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

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.
problem_activity: Narrative
This warm-up prompts students to carefully analyze and compare features of expressions and equations. When students compare the drawing, expression, and equations, they must use language precisely to describe how each is the same or different (MP6). Listen to the language students use to describe the different characteristics of each expression and equation and connect students' language to the new terms, factor and product, that are introduced in the synthesis.
Launch
Groups of 2
Display the image, expression, and equations.
“Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
2-3 minutes: partner discussion
Share and record responses.
Student Facing
Which one doesn't belong?
A
[IMG]
B
\(3\times5\)
C
\(2\times5 =10\)
D
\(7 + 8 = 15\)
Student Response
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Activity Synthesis
“How is C different from the other ways we’ve represented equal groups before?” (It has an equal sign. It’s an equation.)
“C is a multiplication
equation
because it contains a multiplication symbol and the equal sign.”
“There are words that help us talk about different parts of the multiplication equation. The
factors
are the numbers being multiplied. The
product
is the result of multiplying some numbers. In the equation in C, the numbers 2 and 5 are the factors. The product is 10. Keep these words in mind today as we work with other multiplication equations.”


correct_option_index: 2

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