![]() ![]() ![]() Students find multiplicative comparison difficult as we rarely provide them opportunities to think in this way. It relies on the ability to think multiplicatively, something we know takes many years to develop in students. Multiplicative comparisons focus on comparing two quantities by showing that one quantity is a specified number of times larger or smaller than the other (e.g., Deb ran 3 miles. Multiplicative comparison requires a sophisticated form of understanding related to the relationship between two quantities. ![]() A simple way to remember this is, "How many more?" When distinguishing multiplicative comparison from additive comparison, students should note that Additive comparisons focus on the difference between two quantities (e.g., Deb has 3 apples and Karen has 5 apples. When exploring multiplicative comparison situations there are rich opportunities to have students work with, reason about, and discuss the relationship between multiplication and division (4.OA.1, 4.NBT.6).Important Notes from NC Unpacking Document: Represent verbal statements of multiplicative comparisons as multiplication equations.Ĥ.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. 4.0A.1 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. ![]()
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