3_2_1M


 * Grade: 3 Unit: 2 Week: 1 Content: Math Dates: 10/1-10/5 **


 * Theme Essential Question: ** What is multiplication and divisio**n, how are they related** and how are they related


 * Essential Questions: **
 * How can you use equal groups to multiply?
 * How can you write and solve multiplication problems in context?
 * Can you identify the number of groups, number in each group and the product in a multiplication situations?
 * How are skip counting, repeated addition and multiplication related?
 * How can you use multiplication notation?
 * How can you use equal groups to multiply?
 * How can you write and colsve multiplication problems in context?
 * Can you identify the number of groups, number in each group and the product in a multiplication situation?


 * Standards: **
 * ** 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.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.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.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.5 ** Understand properties of multiplication and the relationship between multiplication and division.


 * Objectives: **
 * Understand multiplication as combining equal groups.
 * Write and solve multiplication problems in context.
 * Identify the number of groups, then number in each group and the product in a multiplication situation.
 * Understand the relationship among skip counting, repeated addition and multiplication.
 * Use and understand multiplication notation.
 * Use and understand the properties of multiplication.


 * Assessment: **
 * Product: **
 * Students make a poster of things that come in groups of 2-12. (See //Investigations//,Equal Groups Unit 5, L1.1 and 1.2 or Marilyn Burns-//Math by all Means//-Multiplication Gr 3-pg 20)

**Key Questions** (match Standard)
 * Do students’ ideas demonstrate an understanding of the concept of equal groups?
 * Are students able to recognize and write sentences about the mathematical information contained in the situations they illustrated?
 * How are students finding the products in their multiplication situations?
 * What strategies are students using to solve these problems?
 * Are students correctly using multiplication notation for each problem?
 * Are students finding the correct product for their illustrations?
 * What strategies are students using to find the product in their multiplications situations?
 * Are they counting by 1s. using repeated addition, skip counting, groups, or using known multiplication combinations?

**Observable Student Behaviors** (Performance)
 * Students demonstrate an understanding of the concept of equal groups.
 * Students recognize and write sentences about the mathematical information contained in situations.
 * Students can demonstrate how they find the products in their multiplication situations.
 * Students use a variety of strategies to solve multiplication problems.
 * Students use multiplication notation correctly.
 * Students use repeated addition, skip counting, groups or known multiplication combinations to solve multiplication problems.

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 **

pattern even odd factor product multiplication equal groups multiplication notation ||
 * Vocabulary **
 * ** Math ** ||
 * communitive property of addition

Use the Chocomatic to design candy bars made out of chocolate squares. Use multiplication to find the number of squares in each chocolate bar. Build collections of chocolate bars that all have the same number of squares. Solve multiplication problems by joining two smaller chocolate bars into a large bar. Teacher Guide & Student Exploration Sheet Available. Use groups of critters on leaves to model multiplication as repeated addition. Change the expression to change the number of groups or the number of critters per group. Display the critters either on leaves or as a rectangular array. Teacher Guide & Student Exploration Sheet Available. Create a set of stuffed animals: monkeys, giraffes, and rabbits. Toys can be painted red, green, or blue. Describe the makeup of the set (animals or colors) with fractions. Arrange the toys into groups to simplify the fractions. Teacher Guide & Student Exploration Sheet Available. The Factor Trees Gizmo has two modes. In Factor mode, you can create factor trees to factor composite numbers into primes. In Build mode, you can build numbers by multiplying primes together. Can you build all composite numbers up to 50? Any whole composite number up to 999 can be factored or built with the Gizmo. Teacher Guide & Student Exploration Sheet Available.
 * Suggested Activities: ** [see Legend to highlight MCO and HYS]
 * ** Odyssey Lesson: ** Multiplication (Located in Assignment Archive under District)
 * Gizmos: **
 * **Chocomatic** (Multiplication, Arrays, and Area)
 * **Critter Count** (Modeling Multiplication)
 * **Toy Factory** (Set Models of Fractions)
 * **Factor Trees** (Factoring Numbers)
 * ** Investigations is the main resource for this unit. If Investigations is not available see other resources. **
 * // Investigations, // Unit 5 Equal Groups (Les 1.1, 1.2, 1.3,1.4)
 * // OnCore // L1-5


 * 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 **

Professional Texts
 * Resources **
 * __ 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 **
 * // Each Orange has Eight Slices // by Paul Giganti
 * // Amanda Bean’s Amazing Dream // by Neushcwander
 * // Divide and Ride // by Murphy Stuart
 * // The Doorbell Rang //
 * // Eric the Math Bear //


 * Informational Texts **


 * Art, Music, and Media **


 * Manipulatives **
 * Snap cubes


 * Games **


 * Videos **


 * Sight Words **

Multiplication Facts Multiplication facts (e.g. 4 groups of 3 and 3 groups of 4). 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. Simple Problem Solving Strategies Introduce simple solving problem strategies including looking guess and check, drawing a picture, making a table and making an organized list. 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=8f5daf89-0492-487b-b63d-735de32a8374 Show multiplication using arrays. Commutative Property @http://exchange.smarttech.com/details.html?id=49f2cd25-835b-4576-87b1-58586f3cb67e It includes 10 games that explore different methods of multiplication. @http://exchange.smarttech.com/details.html?id=0877a4dc-ca52-493f-87b8-53136e5d0b7b Learn different ways to solve multiplication problems. @http://exchange.smarttech.com/details.html?id=bb0932ce-69c6-4885-9d91-9eb929d4e5a4 A basic introduction to multiplication through drawings @http://exchange.smarttech.com/details.html?id=acf5f123-dcfd-4500-9170-72ba01166c8a Using arrays to introduce multiplication @http://exchange.smarttech.com/details.html?id=4993d16c-ac57-48c6-9464-7a9949d6cf43 This is an introductory lesson demonstrating how multiplication can be shown as "groups of" as well as relating multiplication to repeated addition. @http://exchange.smarttech.com/details.html?id=e32b44da-72f4-4449-aa43-2aac13b921db This lesson shows kids how to use arrays when multiplying and gives them a chance to experiment with them @http://exchange.smarttech.com/details.html?id=c2d9584b-d5a5-466f-b91c-20df9fd33ffc A lesson that helps students understand the concepts of equal groups and how that ties with multiplication and division @http://exchange.smarttech.com/details.html?id=a3a85777-4bcb-4061-8d38-23bd15babaec This lesson activity introduces multiplication. @http://exchange.smarttech.com/details.html?id=92444237-4bdd-4f1e-a7b2-56a33d79c487 Students can manipulate objects to help them visualize the concept of the 4 basic math operations @http://exchange.smarttech.com/details.html?id=2fa54628-bf78-45af-bcc9-e7ea992a8a9c arrays @http://exchange.smarttech.com/details.html?id=4e5574e2-1b80-48c0-b052-527cf226e538 Introductory third grade lesson. @http://exchange.smarttech.com/details.html?id=8057bb1d-70ba-40f4-8983-deb47e6e4b5b Use Senteo interactive response system to test the ability to separate a set of objects into groups and divide objects evenly and with remainders. @http://exchange.smarttech.com/details.html?id=f26fb0a4-d73e-4629-a628-2c2d6c96afa6 Everyday Math for Third grade. This lesson follows along with 9.3 @http://exchange.smarttech.com/details.html?id=f2fe7b24-03e1-4b37-9156-460d3e37c67f This activity reinforces multiplication and division skills in a fun way. There are individual pages for single and double digit multiplication and division. The best part is the questions are always different with each roll of the dice so students do not get bored with the review! @http://exchange.smarttech.com/details.html?id=c869a4fe-6e6a-4cf4-aebe-137a01660bfe This is an introduction lesson to the math concept of division. This lesson can immediately follow a multiplication unit. This lesson gives students a chance to practice dividing by 3's, 4's, and 5's. @http://exchange.smarttech.com/details.html?id=037c7448-4802-4fad-822b-cfb2887118e6 Simplifing Multiplication and Division @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 @http://exchange.smarttech.com/details.html?id=b923db80-0138-4fdb-90ec-bc8486975d0a Third Grade @http://exchange.smarttech.com/details.html?id=065d2edb-f35d-4d44-b9af-332ec619ed89 Model how to solve a division problem with remainders and without remainders. Name the parts of a division problem using correct vocabulary @http://exchange.smarttech.com/details.html?id=d906176f-c3d6-477c-b0de-e2e956e33b36 This goes over some of the easy tricks of multiplying by 0,1,2,5 and 10. There is an interactive piece where they roll the 10 sided dice and multiply. @http://exchange.smarttech.com/details.html?id=5d3bff3a-4dee-4e87-a503-ffe1cb03d916 This lesson is Halloween themed and is an introduction to 2 digit by 1 digit multiplication. It includes problems with carrying and some without. @http://exchange.smarttech.com/details.html?id=841e0ae8-d809-4aec-b7b0-53d4c409558a Play a game of baseball on the SMARTBoard while reinforcing your addition, subtraction and multiplication skills. @http://exchange.smarttech.com/details.html?id=0a3ec5cf-9db8-4c61-ad6f-bb06ab364ee3 Students will use patterns and properties to multiply numbers using 0 and 1 as factors. Students will establish a pattern for the multiples of 0 and 1. Students will define the Zero Property of Multiplication and the Identity Property of Multiplication. @http://exchange.smarttech.com/details.html?id=15daf40a-24a7-40d3-8bfa-1b05887803bb An introduction to division using equal sharing. @http://exchange.smarttech.com/details.html?id=9a9db269-1ac2-4d69-8d3a-7a9bd9ea8472 Oklahoma Standard 1: Algeaic Reasoning: Patterns and Relationships- The student will use a variety of problemsolving approaches to extend and create patterns. 1. Describe (orally or in written form), create, extend and predict patterns in a variety of situations (e.g., 3, 6, 9, 12..., use a function machine to generate input and output values for a table, show multiplication patterns on a hundreds chart, determine a rule and generate additional pairs with the same relationship). @http://exchange.smarttech.com/details.html?id=232474cb-94db-4051-9911-e7aca4ebf817 Figure out the rule and unknown numbers in the pattern. @http://exchange.smarttech.com/details.html?id=76317c31-b2f7-460f-994c-bf273faf8a8f Students will practice adding and subtracting numbers on 100 charts up to 1000. @http://exchange.smarttech.com/details.html?id=bfd1378f-dc34-4348-8a59-76c18de54e90 This SMART activity is all about patterns; patterns involving shapes, colors, pictures, numbers, and formulas. @http://exchange.smarttech.com/details.html?id=c5027e1b-e154-4b81-abdf-c92c3b53013b Function Machine @http://exchange.smarttech.com/details.html?id=7b9b9ef1-6ac7-4175-9239-0f64c53234fc This lesson activity could be used as a grabber or as learning center to introduce functions or sequencing. @http://exchange.smarttech.com/details.html?id=fd5bf4f9-3eea-43d1-a4c2-e6ce3c264c0b This is a SMART Board Lesson for the Everyday Math Series. @http://exchange.smarttech.com/details.html?id=eeaf00df-66d4-4931-b5e8-21f80d1363c5 Everyday Math - Third Edition Grade Three Unit 2 Lesson 2
 * SMART Board Lessons, Promethean Lessons **
 * ** AEGOM Lesson: G3M007 **
 * ** AEGOM Quiz: G3M007 **
 * ** AEGOM Lesson: G3M011 **
 * ** AEGOM Quiz: G3M011 **
 * ** AEGOM Lesson: G3M008 **
 * ** AEGOM Quiz: G3M008 **
 * ** AEGOM Lesson: G3M015 **
 * ** AEGOM Quiz: G3M015 **
 * ** AEGOM Lesson: G3M012 **
 * ** AEGOM Quiz: G3M012 **
 * **Multiplication**
 * ** Multiplication **
 * ** Multiplication Strategies **
 * ** Introduction to multiplication **
 * ** Arrays **
 * ** Multiplication as "Groups of" Lesson **
 * ** Arrays **
 * ** Multiplication **
 * ** 'X' Multiplication **
 * ** Basic Operations Word Problems **
 * ** Array **
 * ** Division as Equal Shares **
 * ** Division and Grouping (Question Set) **
 * ** Everyday Math lesson 9.3 **
 * ** Multiplication and Division Checkers with Dice **
 * 3rd grade Division **
 * ** Multiplication and Division **
 * ** Math-Division **
 * ** Teacher **
 * ** Division with Remainders **
 * ** Intro to Multiplication **
 * ** Introduction to 2Digit by 1Digit Multiplication **
 * ** Operational Baseball **
 * ** Multiplying Using 0 and 1 as Factors **
 * ** Equal Sharing Introduction **
 * ** Guess My Rule **
 * ** Number Patterns **
 * ** Number Chart Puzzles **
 * ** Patterns Galore! **
 * ** 3rd Grade Teacher **
 * ** The Interactive In and Out Sound Machine **
 * ** Everyday Math Unit 7-Lesson 7.6 **
 * ** 2-2 **

This lesson encourages students to explore another model of multiplication, the balance beam, and another relationship, the inverse of multiplication. This exploration leads naturally into representing multiplication facts in equation form. In addition to extending their understandings of the concept of multiplication, students begin to practice the multiplication facts by playing the Product Game. This lesson builds on the previous lesson and encourages students to explore another model for multiplication, the familiar set model. Students find products using equal sets and present results in the form of a table. The students apply their knowledge about multiplication in the creation of pictographs Students use a web-based calculator to create and compare counting patterns using the constant function feature of the calculator. Making connections between multiple representations of counting patterns reinforces students understanding of this important idea and helps them recall these patterns as multiplication facts In this unit, students explore several meanings and representations of multiplication (number line, equal sets, arrays, and balanced equations). They also learn about the order (commutative) property of multiplication, the results of multiplying by 1 and by 0, and the inverse property of multiplication. In addition, students write story problems in which the operation of multiplication is required. Opportunities to connect with literature are presented in several of the lessons. A [|bibliography] of children's literature with a multiplication focus is provided Students continue their investigation of modeling multiplication on the number line using the Distance-Speed-Time Simulation from the NCTM E-Examples Students examine the role of commutativity and the multiplicative identity, play a multiplication game, and explore products where one of the factors is 6. They also create a "My Personal Multiplication Chart" to record products In this lesson, students generate products using the number line model. This model highlights the measurement aspect of multiplication and is a distinctly different representation of the operation. The order (commutative) property of multiplication is also introduced. Students are encouraged to predict products and to answer puzzles involving multiplication By playing card games and using the [|The Product Game] applet, students practice the multiplication facts. As students continue to master their facts, the teacher closely monitors their progress Students create multiplication stories where one factor is 6 or 7, and play a multiplication game to help them master their multiplication facts This reproducible activity, from an Illuminations lesson, leads students through a series of exercises and questions pertaining to the construction of an originally-designed clubhouse. They are asked to consider how much paint they will need to cover the walls, what they will need to do to make a mosaic floor pattern, what materials they will need for the roof and more. In this lesson, students conduct and present the results of surveys in several ways. The process standards Communication and Representation are fundamental to this lesson In this unit, students use the properties of multiplication to help them master the multiplication facts. The most effective and efficient way to help the students learn the number facts is to build an understanding of the operation, then encourage the students to use the helpful features of the number system, and finally to provide interesting activities for retention. This unit focuses on the second and third aspects of this learning process In the following lessons, students participate in activities in which they analyze information represented graphically. Students are asked to discuss, describe, read, and write about the graphs and the information they contain. The emphasis on using components of language is natural for students and helps them clarify the information depicted. This unit was adapted from an article entitled "Ideas: Football," by by J. David Keller, Daniel J. Brahier, and William R. Speer, which appeared in The Arithmetic Teacher, January 1993, pp. 264-77 In this unit, students who have previously studied the meanings of multiplication will use its properties to help them master the products where 6 or 7 is a factor. Mastery will be fostered through class discussions and the playing of games. The unit is most appropriate for students who understand the process of multiplication and have mastered the multiplication facts where 0, 1, 2, 3, 4, and 5 are the factors Students investigate the number of chairs that can be placed around an arrangement of square tables. Three related problems in this lesson yield different linear relationships for students to discover Students find, record, and analyze patterns on hundred and multiplication charts. They also use an online calculator to generate patterns and then record the patterns on a chart In this lesson, Representing and Interpreting Data, students use the graphing functions of a spreadsheet to help them interpret data In this lesson, students complete a chart by multiplying or dividing a given value, compare two categories in a line graph, and identify number patterns
 * Other Activities, etc. **
 * ** Balance Beam Discoveries **
 * @http://illuminations.nctm.org/LessonDetail.aspx?ID=L319 **
 * ** Exploring Equal Sets **
 * @http://illuminations.nctm.org/LessonDetail.aspx?ID=L317 **
 * ** Looking for Calculator Patterns **
 * @http://illuminations.nctm.org/LessonDetail.aspx?ID=L325 **
 * ** All About Multiplication **
 * @http://illuminations.nctm.org/LessonDetail.aspx?ID=U109 **
 * ** Setting the Pace **
 * @http://illuminations.nctm.org/LessonDetail.aspx?ID=L589 **
 * ** Finding Products **
 * @http://illuminations.nctm.org/LessonDetail.aspx?ID=L528 **
 * ** Hopping on the Number Line **
 * @http://illuminations.nctm.org/LessonDetail.aspx?ID=L316 **
 * ** Keeping It All Together **
 * @http://illuminations.nctm.org/LessonDetail.aspx?ID=L329 **
 * ** Multiplication Stories **
 * @http://illuminations.nctm.org/LessonDetail.aspx?ID=L529 **
 * ** Problem-Solving Tasks **
 * @http://illuminations.nctm.org/Lessons/Architect/Architect-AS-ProbSolvTasks.pdf **
 * ** Looking Back and Moving Forward **
 * @http://illuminations.nctm.org/LessonDetail.aspx?ID=L524 **
 * ** Multiplication: It's in the Cards **
 * @http://illuminations.nctm.org/LessonDetail.aspx?ID=U110 **
 * ** Mathematics and Football **
 * @http://illuminations.nctm.org/LessonDetail.aspx?ID=U85 **
 * ** Six and Seven as Factors **
 * @http://illuminations.nctm.org/LessonDetail.aspx?ID=U150 **
 * ** Chairs Around The Table **
 * @http://illuminations.nctm.org/LessonDetail.aspx?ID=L627 **
 * ** Patterns on Charts **
 * @http://illuminations.nctm.org/LessonDetail.aspx?ID=L303 **
 * ** Representing and Interpreting Data **
 * @http://illuminations.nctm.org/LessonDetail.aspx?ID=L416 **
 * ** Skin Weight **
 * @http://illuminations.nctm.org/LessonDetail.aspx?ID=L172 **
 * Harcourt 8.1
 * Balanced Approach to Math (Gr. 3) p. 21
 * Everyday Math Counts-Partner Games (Gr. 3) Game 8 (p. 28/29)
 * Math By All Means: Multiplication p.19-33


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