1. Skip-Counting in Models
Lesson 1.14:
Skip-Counting in Models

2. Read Tape Diagrams What is the value of each unit? 2 stars
How many units are there?
5 units
Write a multiplication sentence for this tape diagram.
5 × 2 = 10

3. Read Tape Diagrams Draw a tape diagram to represent each equation.
Alternate between finding the number of groups and the size of the groups
4 × 3 = 12
8 ÷ 4 = 2
15 ÷ 3 = 5

4. Application Problem
Jackie buys 21 pizzas for a party. She places 3 pizzas on each table. How many tables are there?
Solution

5. Guided Instruction Concept Development Problem 1
Put the Fours Array Template page 74 into your sheet protector.
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. Hum, hum, hum, 8
At the signal, tell what unit we counted by.
Fours

6. Guided Instruction Concept Development Problem 1
I will say a multiplication fact. You find the answer on your array. Write the fact next to the answer.
I will say the answer, you say the complete equation. 20.
5 × 4 = 20

7. Guided Instruction Concept Development Problem 2
Draw a tape diagram that represents the number of groups shown on the array template.
Tell your partner the number of objects in each group, then draw and label that information on your diagram.

8. Guided Instruction Concept Development Problem 2
There are 4 objects in each group. Label 1 unit as ‘4 objects’.
Label the unknown on your diagram. Check your work with your partner’s.

9. Guided Instruction Concept Development Problem 2
Skip-count units to find the total value of your tape diagram.
Write and solve a multiplication sentence to represent the problem.
10 × 4 = 40

10. Guided Instruction Concept Development Problem 2
Draw a tape diagram that represents the number of groups.
7 × 4
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.
Skip-count units to find the total value of your tape diagram.
Write a multiplication sentence to represent the problem.

11. Guided Instruction Concept Development Problem 2
Draw a tape diagram that represents the number of groups.
4 × 5
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.
Skip-count units to find the total value of your tape diagram.
Write a multiplication sentence to represent the problem.

12. MOVING ON…….. Now, open your math binders to page 75.
Let’s try this one together. (teacher- you may put page 75 and 76 under the document camera and annotate over it on the Promethean Board, instead of writing in the book.)
Now, let’s try page 76 together.
Open your homework planner to page 28. Copy mine from the board.
Pack up.
(If there is time left over, you can do Sprints with the whole class. Ms. Sarah and kids know what to do.
They are on Pages 72 and 73. They get 1 minute on the timer. They must hold their pencil in the air until timer begins, as soon as timer buzzes, they must drop their pencils and pick up their red pens. You will then give them as many answers as they have completed. This is NOT a competition between students, only for them to compete against their own time. 