4.AT.3

Interpret a multiplication equation as a comparison (e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7, and 7 times as many as 5). Represent verbal statements of multiplicative comparisons as multiplication equations.

I Can Statements Academic Vocabulary

*I can interpret a multiplication equation as a comparison (See example in standard).

*I can represent verbal statements of multiplicative comparisons as multiplication equations.

Product
Multiplicative Comparison
Factor
Looking Back Looking Ahead

*Interpret a multiplication equation as equal groups. (MA.3.AT.4)

*Compare the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. (MA.5.C.3)
Clarifying Examples and Digital Resources
Click here for clarifying examples and digital resources aligned to Indiana standards. These are intended to expand each standard to support instruction in the classroom as evidenced by the Eight Mathematics Teaching Practices put forth by the National Council of Teachers of Mathematics (NCTM).

Universal Strategies for Struggling Mathematicians

The following recommendations are strategies designed to support the standards and curriculum you are currently using. These best practices will assist educators in adapting instruction to ensure that you are creating engaging and rigorous opportunities for all students.

3-5 Algebraic Thinking Strategies and Examples

Model/Drawing
  • Teacher modeling-think alouds-repeated
  • Grid paper

Scaffolded resources
  • Premade notes with fill-in-the-blanks
  • Premade charts with fill-in-the-blanks

English Learner Considerations

The English Learner considerations, which were written by Indiana EL teachers, are meant to increase engagement and support growth for English Learners. They are designed to support the standards and curriculum you are currently using. The following are recommendations of best practices to assist educators in making language more accessible for English Learners. Educators should adapt strategies based upon a student’s proficiency level and ensure that content is age-appropriate.

Beginning
  • Allow use of a bilingual dictionary and native language to facilitate understanding
  • Pre-teach important words and concepts
  • Explicitly teach content vocabulary using visuals
  • Use and reference a Math Word Wall with visuals and symbols
  • Build background and reference prior learning; use cognates when appropriate
  • Use real-world/ relevant examples to facilitate Math learning
  • Use of manipulatives with visuals for instruction and procedures
  • Use different grouping strategies to maximize learning, collaboration, and oral language practice
  • Implement Modeling techniques such as: I do, We do, You do
  • Provide sentence frames and a word bank
  • Use gestures and signaling to make content comprehensible
  • Simplify dense language
  • Instructionally and procedurally allow students to use graphic organizers with visual support
Intermediate
  • Allow use of a bilingual dictionary and native language to facilitate understanding
  • Pre-teach important words and concepts
  • Explicitly teach content vocabulary using visuals
  • Use and reference a Math Word Wall
  • Build background and reference prior learning; use cognates when appropriate
  • Use real-world/ relevant examples to make connections
  • Use of manipulatives with visuals for instruction and procedures
  • Use different grouping strategies to maximize learning, collaboration, and oral language practice
  • Implement Modeling techniques such as: I do, We do, You do
  • Provide sentence frames and a word bank
  • Instructionally and procedurally allow students to use graphic organizers with visual support
Advanced
  • Use different grouping strategies to maximize learning, collaboration, and oral language practice
  • Implement Modeling techniques such as: I do, We do, You do
  • Explicitly teach content vocabulary using visuals
  • Build background and reference prior learning; use cognates when appropriate

Special Education Considerations

The Special Education considerations, which were written by Indiana special education teachers, are meant to increase engagement and support growth for students in special education. This is not an exhaustive list of strategies, but these supports will help you make math instruction more accessible for students. Educators should adapt strategies to the needs of your students and ensure that you are creating opportunities for all students to engage with rigorous content.

Universal Strategies for Struggling Learners

Use of manipulatives
  • Cubes
  • Anything tangible which can be manipulated
  • Number cards
  • Hundreds or 120 chart 
  • Building own book up through 1000
  • Straws-bundling
  • Fraction bars/circles

Model/Drawing a picture
  • 1 to 1 correspondence of number to object (object representation)
  • 10 frames
  • Place value blocks
  • Identify a set/groups
  • Teacher modeling-think alouds-repeated

Scaffolded resources
  • Premade notes with fill-in-the-blanks
  • Premade charts with fill-in-the-blanks
  • Premade number line with fill-in-the-blanks
  • Formula reference sheet

Daily reinforcement
  • Calendar time (as appropriate)
  • Community circle/morning meeting

Flash cards
  • Folding facts known with unknown facts

Engaging touchpoints
  • TouchStrip 
  • TouchPoints

Visual cues
  • Posters with vocabulary
  • Picture dictionary

Multiple Methods of Delivery
  • Number Lines
  • Modeling
  • Showing Thinking

Please provide feedback on this draft.

 

Return to List