3_2_5M


 * Grade: 3 Unit: 2 Week: 5 Content: Math Dates: 10/29-11/2 **


 * Theme Essential Question: ** What is multiplication and division?


 * Essential Questions: **
 * How can I understand division as the splitting of a quantity into equal groups?
 * How can I use the inverse relationship between multiplication and division to solve problems?
 * How can I use multiplication combinations to solve division problems?
 * How can I write and solve division problems in context?


 * Standards **
 * ** 3.OA.2 ** Represent and solve problems involving multiplication and division. Interpret whole-number quotients of whole numbers, eg.., interpret 56 divide by 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are portioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 8
 * ** 3.OA.3 ** Represent and solve problems involving multiplication and division. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
 * ** 3.OA.9 ** Identify arithmetic patterns (including patterns in the addition table or Multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
 * ** 3.OA.6 ** Understand properties of multiplication and the relationship between multiplication and division. Understand division as an unknown-factor problem.
 * ** 3.OA.7 ** Multiply and divide within 100. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of one-digit numbers.
 * ** 3.OA.4 ** Represent and solve problems involving multiplication and division. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = __÷ 3, 6 × 6 = ?.


 * Objectives **
 * Understand division as the splitting of a quantity into equal groups.
 * Use the inverse relationship between multiplication and division to solve problems.
 * Use multiplication combinations to solve division problems.
 * Use and understand division notation.
 * Write and solve multiplication problems in context.
 * Write and solve division problems in context.
 * Use and understand multiplication notation.


 * Assessment **
 * Product **
 * Begin writing story problems to create a class book. During this time students can type and add graphics to their story problems. (See //Investigations// Unit 5, Equal Groups, pg 126 for example)


 * Key Questions **
 * Can students solve division problems?
 * What approaches or strategies are students using to solve division problems?
 * Can students answer the questions in each story problem?
 * Can students write a story problem that represents division?
 * Are students able to explain their solution?
 * How do students find the missing factor?
 * Are students able to write multiplication equations that represent the problem accurately?

**Observable Behaviors**
 * Students can solve division problems.
 * Students use a variety of strategies to solve division problems.
 * Students can answer questions in story problems.
 * Students can write a story problem that represents division.
 * Students are able to explain their solution.
 * Students can find the missing factor.
 * Students are able to write multiplication equations that represent the problem accurately?

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||
 * ** Mathematical Practices **

identity property of multiplication zero property of multiplication distributive property of multiplication associative property of multiplication divison inverse division notation missing factor ||
 * Vocabulary **
 * ** Math ** ||
 * commutative property of multiplication


 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * ** Odyssey Lesson: Division ** (Found in Assigment Archive under District)
 * // Investigations, // Unit 5 Equal Groups, L 4.1, 4.2, 4.3, 4.4


 * Homework **


 * Terminology for Teachers **

** E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination ** High Yield Strategies ** ** S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice | ** N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback | ** G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers ||   || Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * || ** Multicultural Concepts **


 * Resources **
 * Professional Texts **
 * __ Teaching Student Centered Mathematics __ Gr 3-5, by Van de Walle, Ch 3, pg 56-71
 * __ Elementary and Middle School Mathematics __ by Van de Walle, Ch 11, pgs 152-164
 * __ Children’s Mathematics, Cognitively Gudied Instruction __, by Carpenter, Ch 4


 * Literary Texts **
 * // Cheetah Math-Learning about Division from Baby Cheetahs //


 * Informational Texts **


 * Art, Music, and Media **


 * Manipulatives **
 * 2 colored counters
 * Array Cards


 * Games **
 * Everyday Counts Partner Games (Gr 3) –Game 15- (p. 42)
 * Everyday Counts Partner Games (Gr 4)- Game 6 (p. 24)


 * Videos **


 * Sight Words **

Division Facts Understand and practice dividing without remainders. Use fact families to see how multiplication and division are related. Divide Whole Numbers Divide 2 digit dividends by one digit divisors with and without remainders. Divide whole numbers using 3 and 4 digit dividends by one digit divisors. This lesson activity presents division by utilizing counters to practice. Students review the concept behind multiplication - equal grouping. They take a quiz that tests their ability to apply the concept to real problems
 * SMART Board Lessons, Promethean Lessons **
 * ** AEGOM Lesson: G3M008 **
 * ** AEGOM Quiz: G3M008 **
 * ** AEGOM Lesson: G3M012 **
 * ** AEGOM Quiz: G3M012 **
 * ** Division Bears **
 * @http://exchange.smarttech.com/details.html?id=4fb49d86-9b09-4929-acad-2b277a6aab71 **
 * ** Multiplication & Division **
 * @http://exchange.smarttech.com/details.html?id=e1bef4f4-4de4-423d-82d6-5797430dd2c9 **

Students determine the amount of each ingredient needed to make brownies, and then they figure out how to divide the brownies evenly among their classmates. This lesson helps students reinforce their measurement skills in a practical situation The following lessons focus on student organization, preparation, and presentation of some simple foods as a way of applying various mathematical concepts, with problem-solving techniques being central to almost all the activities. This unit was adapted from the "Ideas" column in the February 1994 issue of [|//The Arithmetic Teacher//], Vol. 41, No. 6, pp. 309
 * Other Activities, etc. **
 * ** A Brownie Bake **
 * @http://illuminations.nctm.org/LessonDetail.aspx?ID=L194 **
 * ** Ideas with Food **
 * @http://illuminations.nctm.org/LessonDetail.aspx?ID=U78 **
 * // Math by all Means- // Division -Grades 3-4
 * // OnCore // Lessons 11, 12, 16, 23, 27
 * // Hands on Standards // Gr 3-4-L 11, pg 36-37


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