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Guided Practice (12 minutes)
Divide the class into small groups and have a representative from each group choose a multiplication
expression from the bag or envelope. Tell students that they will each be responsible for solving the
problem in whatever way they choose.
Instruct students to take out their math journals, record the expression, and choose a strategy that they'd
like to use in order to find the answer to the problem. Remind them to reference the anchor chart of
strategies if needed. Encourage individuals to choose a different strategy than the others in their group.
Give groups time to discuss the multiplication expression and what type of real-life situation they could
create that would help the problem make more sense to them. Remind them about the sock example
during the teacher modeling.
Have groups discuss how they found the right answer. Challenge them to discuss their strategy and
reasoning behind the correct answer. Have each student show their drawings, or create new ones if
necessary.
Circulate and listen to group talks. Jot notes about common or important words and phrases they use,
and create sketches of their visuals to reference later in the lesson. Note which students you'd like to call
on in the class discussion to explain certain steps or concepts in the strategies.
Facilitate a class discussion about the different strategies that were used among individuals.
Have each group share their multiplication expression, the real life visual they discussed, and have each

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individual share the strategy they used.
Call on 1-2 students in each group to share their strategy and reasoning in more depth. Ask the following
questions to prompt more explicit explanation and to engage other students in the conversation:
Can you tell me more about what you mean when you say ____?
Can you restate ____'s explanation?
Can you say anything else to share more information about ____'s explanation?
Who can restate ____'s answer in a different way?
How are these strategies connected?
Did anyone solve the problem in the same way, but would explain it differently?
Do you agree/disagree? Why?