1. Warm Up Draw Arrays: Write Equations: List Factors: Product: 28 How many equal groups? _____ equal groups of ____ make 28 _____ equal groups of _____ make 28 _____ equal group of _____ make 28 _____ equal groups of _____ make 28 _____ equal group of _____ make 28

2. Target the Question Derek collects baseball cards. He has 728 cards of rookies. For players past their rookie year, he has 386 cards of catchers, 870 cards of pitchers, 907 cards of outfielders, and 100 cards of infielders. He paid between $3 and $5 for each card. Derek stores his cards in boxes that hold 1,000 cards each. How many fewer non-rookie cards of catchers than outfielders does Derek have?

3. Ten Minute Math Quick Images Show image for 3 seconds Write several different equations to find the total number of dots Try to look for groups of patterns in the image First View…

4. Ten Minute Math Quick Images Take a couple of minutes to write down equations. You may find it helpful to draw the image, jot down information about what you saw or write equations. Second view…

5. Ten Minute Math Quick Images You may want to revise your drawings, notes, or equations on the basis of the second viewing. After a few minutes, show the image again for the third time, but leave the image displayed. Would anyone like to explain how they saw the image (including any revisions they made)? How were you able to remember this image after seeing it briefly? What did you notice in the image that helped you?

6. Factors and Multiples Create Chart “Factors and Multiples” Think about skip counting to 100. In skip counting, which numbers are factors and which numbers are multiples? Factor- the number you count by when you skip count Multiple- the numbers you land on (2,4,6,8,10) Where do you land if you skip count by 5 four times? Six times? How would you write these a multiplication equations? How do these equations show that 20 and 30 are multiples of 5? How can we use the word factor for some of the numbers in equations?

7. Factors and Multiples Create Chart “Factors and Multiples” Is 3 a factor of 51? Turn to your shoulder partner discuss. Discuss strategies to solving the problem with the whole class Think of the problem as a missing factor 3x?=51 Think of the problem as a division problem 51/3=? Skip count by adding 3s until 51 is reached.

8. Discussion Are there any other multiplication strategies we can add to our class chart?

10. Independent Practice EnVision p. 82-83 (12-26 and 28-32 even) You must create a T-Chart for each problem. Play Multiple Turn Over