1. Routines for Reasoning
Capturing Quantities –
Faction Multiplication

2. GOALS
Today we are learning how to find quantities and relationships in word problems and diagrams. We are going to talk to others to clarify our own thinking about the math problem.

3. Thinking Goals Think about a problem like a mathematician.
Thinking Questions:
What can be measured, what can be counted?
What relationships can I find?
How can I represent my thinking?

4. Ralph’s Garden
Ralph has a garden in his back yard. He decides that he will plant 4/5 of the space with vegetables and the remaining space with flowers. Ralph really likes poppies, so he dedicate ¼ of the flower section to various types of poppies.
How much of Ralph’s garden will be planted in poppies?
Read the task as a group; have students think about these three thinking questions by themselves (approximately 1-2 minutes)
Thinking Questions:
What can be counted?
What can be measured?
What relationships do you see?

5. Ralph’s Garden
Ralph has a garden in his back yard. He decides that he will plant 4/5 of the space with vegetables and the remaining space with flowers. Ralph really likes poppies, so he dedicate ¼ of the flower section to various types of poppies.
How much of Ralph’s garden will be planted in poppies?
Students turn to each other and, using the sentence starters, discuss
Sentence Starters:
“The number of ….”
“The amount of …”
“ We saw that ____ relates to _____”

6. Ralph’s Garden “We showed _______ by ___________.”
Ralph has a garden in his back yard. He decides that he will plant 4/5 of the space with vegetables and the remaining space with flowers. Ralph really likes poppies, so he dedicate ¼ of the flower section to various types of poppies.
How much of Ralph’s garden will be planted in poppies?
“We showed _______ by ___________.”
We used the _____ relationship to _____.”

7. Reflection
“This math problem helped me to see _______________.”