3_2_6M


 * Grade: 3 Unit: 2 Week: 6 Content: Math Dates: 11/5-11/7 **


 * 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 **
 * (Ongoing from previous weeks in Unit 2) **
 * ** 3.OA.6 ** Understand properties of multiplication and the relationship between multiplication and division. Understand division as an unknown-factor problem. For example, divide 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
 * ** 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.2 ** Represent and solve problems involving multiplication and division. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 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 partitioned 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.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.


 * Objectives **
 * Use multiplication combinations to solve division problems.
 * Use the inverse relationship between multiplication and division to solve problems.
 * Understand multiplication as combining equal groups.
 * Understand division as the splitting of a quantity into equal groups.
 * Understand the relationship among skip counting, repeated addition, and multiplication.
 * Use and understand multiplication and division notations.


 * Assessment **
 * Product **
 * Complete class story problem book. Students begin to solve other student’s problems.
 * 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 accurately solve both multiplication and division problems?
 * Are students able to explain their solutions?
 * Do students’ solutions demonstrate an understanding of multiplication and division as involving equal-size groups?
 * Are students able to solve these problems by using strategies involving skip counting or known combinations, or do they need to model the action of the problems by using cubes, drawings, or other methods?
 * Do students use known multiplication combinations to determine the products of more difficult combinations?
 * Are students able to correctly write multiplication and division equations?


 * Observable Behaviors **
 * Students accurately solve both multiplication and division problems.
 * Students can explain their solutions.
 * Students demonstrate an understand of multiplication and division as involving equal-size groups.
 * Students are able to solve problems using a variety of strategies.
 * Students use known multiplication combinations to determine the products of more difficult combinations.
 * Students correctly write multiplication and division equations.

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: Finish all Lessons from this Unit **
 * // Investigations, // Unit 5 Equal Groups, L 4.5, 4.6, 4.7


 * 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 **


 * Informational Texts **


 * Art, Music, and Media **


 * Manipulatives **
 * 2 colored counters
 * Array cards


 * Games **


 * Videos **


 * Sight Words **


 * SMART Board Lessons, Promethean Lessons **
 * See all previous Lessons **


 * Other Activities, etc. **
 * // Math by all Means- // Division-Grade 3
 * // Connect to the NCTM- // Grade 4- pg 30-35


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