3_2_4M


 * Grade: 3 Unit: 2 Week: 4 Content: Math Dates: 10/22-10/26 **


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


 * Essential Questions: **
 * How can I use arrays to model multiplication situations?
 * How can I use arrays to find factors of 2-digit numbers up to 50?
 * How can I use arrays to identify characteristics of numbers, including prime and square numbers?
 * How can I use arrays to find a product by skip counting by one of its dimensions?
 * How can I break an array into parts to find the product represented by the array?
 * How can I use known multiplication combinations to determine the product of more difficult combinations?


 * Standards: **
 * ** 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 = ?.
 * ** 3. OA.1 ** Interpret products of whole numbers (e.g. interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each.
 * ** 3.OA.5 ** Understand properties of multiplication and the relationship between multiplication and division.
 * ** 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.MD.7a ** Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
 * ** 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.NBT.3 ** Use place value understanding and properties of operations to perform mult-digit airithmetic. Multiply one digit whole numbers by multiples of 10 in the range 10-90 using strategies based on place value and properties of operations.
 * ** 3.OA.7 ** Multiply and divide within 100. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations.


 * Objectives: **
 * Identify and learn multiplication combinations not yet known.
 * Use known multiplication combinations to deteremine the product of more difficult combinations.
 * Use arrays and rectangles made from square tiles, to illustrate the distributive property.
 * Use arrays to find a product by skip counting by one of its dimensions.
 * Break an array into parts to find the product represented by the array.


 * Assessment **
 * Product **


 * Key Questions **
 * How are students figuring out the products represented by the array cards?
 * What multiplication combinations are most students familiar with?
 * Are students fluent with multiplication combinations that have 2s,5s, and 10s?
 * Can students solve one multiplication combination by relating it to another?
 * What strategies are students using to determine the bigger array when two arrays appear closer in size?
 * Are students recognizing that arrays that have different shpaes can have the same product?


 * Observable Student Behavior **

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 **

square numbers arrays area product dimension factor pairs multiples distributive property ||
 * Vocabulary **
 * ** Math ** ||
 * prime numbers


 * Suggested Activities: ** [see Legend to highlight MCO and HYS]
 * Investigations is the main resource for this unit. If Investigations is not available see other resources. **
 * // Investigations, // Unit 5 Equal Groups, L3.3, 3.4, 3.5A, 3.5B, and 3.6
 * ** Odyssey Lesson: Multiply & Divide ** (Found in Assignment Archive under District


 * 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 **
 * // Division (Question of Math) //
 * // Stacks of Trouble //
 * // Elsie Times Eight //


 * Informational Texts **


 * Art, Music, and Media **


 * Manipulatives **
 * Array cards
 * Color tiles
 * // Investigations // Multiplication cards


 * Games **
 * // Everyday Count Partner Games // Gr 4//-//Game 5 (pg 22)
 * Everyday Counts Partner Games-Gr 3-Game 12-p 36/37


 * Videos **


 * Sight Words **

Place Value Determining the value of a digit to thousands. Multiplication Facts Multiplication facts (e.g. 4 groups of 3 and 3 groups of 4). Properties of Operations Identify properties of operations such as commutative, associative, and distributive and use them to compute whole numbers, including inverse relationships between and addition and subtraction. Multiply Whole Numbers Multiply whole numbers by multiples of 10. 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 @http://exchange.smarttech.com/details.html?id=55bbecb6-8079-4a61-b648-18125bdd41c4 This is an introductory lesson to help students understand the concept of division and includes some strategies that can be used. @http://exchange.smarttech.com/details.html?id=758c32f0-8378-49aa-88b8-ae29d4bdb80b Practice using multiplication and division fact families. @http://exchange.smarttech.com/details.html?id=fd5f42f7-b8ab-4ee8-a9d0-6859b8d80153 A quick how-to for introducing the concept of long division with one digit numbers divided by one digit numbers. Can easily be modified to accomodate more advanced division problems @http://exchange.smarttech.com/details.html?id=d70b8d1e-89c2-480a-bd26-5df15c615562 In this lesson, students will explore dividing equal group and groups with remainders
 * SMART Board Lessons, Promethean Lessons **
 * ** AEGOM Lesson: G3M001 **
 * ** AEGOM Quiz: G3M001 **
 * ** AEGOM Lesson: G3M007 **
 * ** AEGOM Quiz: G3M007 **
 * ** AEGOM Lesson: G3M009 **
 * ** AEGOM Quiz: G3M009 **
 * ** AEGOM Lesson: G3M011 **
 * ** AEGOM Quiz: G3M011 **
 * ** AEGOM Lesson: G3M008 **
 * ** AEGOM Quiz: G3M008 **
 * ** AEGOM Lesson: G3M012 **
 * ** AEGOM Quiz: G3M012 **
 * ** Introducing Division **
 * ** Multiplication of Division Fact Families **
 * ** Long Division **
 * ** Math-Division **


 * Other Activities, etc. **
 * Math by all Means-Multiplication (Gr 3)How long? How many? pg 76-78
 * Harcourt - L8.3
 * OnCore –L13
 * Hands on Standards (Gr 3-4) L 5, L10
 * Balanced Approach to Math (Gr 3)- p. 23-27




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