3_3_1M


 * Grade:3 Unit:3 Week: 1 ** **Content: Math Dates: 11/26-11/30 **


 *  Theme Essential Question: Why is it important to be able to fluently multiply and divide? **


 *  Essential Questions: **
 * How can I use arrays to model multiplication situations?
 * How can breaking arrays into parts help find the product represented by the array?
 * How can I use arrays to find the factors of a two digit number?


 *  Standards **
 * ** 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.8  ** Solve problems involving the four operations, and identify and explain patterns in arithmetic. Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
 * ** 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 realtiong three whole numbers. For example, determine the unknown number that makes the equations true in each of the equations 8x ?=48.
 * ** 3. OA.2  ** Represent and solve problems involving multiplication and division. Interpret whole-numbers 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.


 *  Objectives **
 * Use arrays to model multiplication situations.
 * Break an array into parts to find the product represented by the array.
 * <span style="font-family: arial,helvetica,sans-serif;">Find the multiplies of a number by skip counting.
 * <span style="font-family: arial,helvetica,sans-serif;">Use arrays to find factors of two digit numbers.
 * <span style="font-family: arial,helvetica,sans-serif;">Identify features of numbers, including prime, square and composite numbers.

<span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;">**Product**- (Will be completed in week 3.)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;"> Assessment **

<span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;">**Key Questions** (match Standard)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;"> Do students think of arrays with products greater than 12?
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;"> How are students deterimining the number of items in their arrays?
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;"> Do students use multiplication combinations that they already know to help them
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;"> find the product of an array?
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;"> How are students using multiplication combinations they know to generate
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;"> additional arrays?
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;"> Are students finding all the possible arrays for their numbers, or leaving some out?
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;">How are students making sure that the product is accurate?

<span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;">**Observable Student Behaviors** (Performance)
 * Student use arrays to find products greater than 12.
 * Students use a variety of strategies to determine the number in their arrays.
 * Students use multiplication combinations that they already know to help them find
 * the product of an array.
 * Students use multiplication combinations they know to generate additional arrays.
 * Students are finding all the possible arrays for a given number.
 * Students have strategies to make sure their products are accurate.

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**

<span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;">multiplies product multiplication combinations composite prime square numbers arrays dimensions multiplication
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;"> Vocabulary **


 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;"> Suggested Activities **<span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;"> [see Legend to highlight MCO and HYS]
 * Investigations, Grade 4, Unit 1, Factors, Multiples and Arrays-L1.1, 1.2, 1.3
 * Odyssey: Multiplication & Division Review (Found in Assignment Archives under District)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;"> Homework **


 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;"> 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 ||
 * ** Multicultural Concepts **


 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;"> Resources **
 * <span style="font-family: arial,helvetica,sans-serif;"> Professional Texts **
 * <span style="font-family: arial,helvetica,sans-serif;">// Teaching Student Centered Mathematics  // Gr 3-5, by Van de Walle-Ch 3
 * <span style="font-family: arial,helvetica,sans-serif;">// Elementary and Middle School Mathematics  // Van de Walle-Ch 11

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 * <span style="font-family: arial,helvetica,sans-serif;"> Literary Texts **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;">

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 * <span style="font-family: arial,helvetica,sans-serif;"> Informational Texts **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;">

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 * <span style="font-family: arial,helvetica,sans-serif;"> Art, Music, and Media **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;">

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 * <span style="font-family: arial,helvetica,sans-serif;"> Manipulatives **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;">


 * <span style="font-family: arial,helvetica,sans-serif;"> Games **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;">Partner Games, Gr 4-Game 2, Game 19, Game 20
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;">Partner Games, Gr 3-Game 8, Game 10
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;">Nimble with Numbers
 * Factor Pathways, pg 121
 * Four in a Row, pg 124
 * Signal Math, pg 130
 * Cover up, pg 137
 * @http://www.multiplication.com/games
 * @http://www.fayettevilleintermediate.org/fact_fluency_practice.htm
 * @http://www.primaryresources.co.uk/online/moonmaths.swf

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 * <span style="font-family: arial,helvetica,sans-serif;"> Videos **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;">

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 * <span style="font-family: arial,helvetica,sans-serif;"> Sight Words **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;">


 * <span style="font-family: arial,helvetica,sans-serif;"> SMART Board Lessons, Promethean Lessons  **
 * AEGOM Lesson G3M007 Multiplication Facts
 * Multiplication facts (e.g. 4 groups of 3 and 3 groups of 4)
 * AEGOM Quiz G3M007 Quiz
 * AEGOM Lesson G3M008 Division Facts
 * Understand and practice dividing without remainders. Use fact families to see how multiplication and division are related.
 * AEGOM Quiz G3M008
 * AEGOM Lesson G3M009 Properties of Operations
 * Identify properties of operations such as commutative, associative, and distributive and use them to compute whole numbers, including inverse relationships between addition and subtraction
 * AEGOM Quiz G3M009
 * AEGOM Lesson G3M010 WOrd Problems
 * Identify necessary information, missing information, and unnecessary information when solving math word problems.
 * AEGOM Quiz G3M010
 * AEGOM Lesson G3M011 Multiply Whole Numbers
 * Multiply whole numbers by multiples of 10.
 * AEGOM Quiz G3M011
 * AEGOM Lesson G3M012 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.
 * AEGOM Quiz G3M012
 * AEGOM Lesson G3M015 Simple Problem Solving Strategies
 * Introduce simple problem solving strategies including looking guess check, drawing a picture, making a table, and making an organized list.
 * AEGOM Quiz G3M015
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;">@http://exchange.smarttech.com/search.html?q=multiplication+fluency&subject=All+subjects&grade=All+grades&region=en_US
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;"> Multiplication Games @http://exchange.smarttech.com/curriculum/curriculum-list.html?curriculum=enuscurr020&grade=enuscurr020gr004&subject=enuscurr020gr004su002
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;"> X Multiplication @http://exchange.smarttech.com/details.html?id=a3a85777-4bcb-4061-8d38-23bd15babaec Using equal groups


 * <span style="font-family: arial,helvetica,sans-serif;"> Other Activities, etc. **
 * <span style="font-family: arial,helvetica,sans-serif;"> Facts that Last-Multiplication
 * <span style="font-family: arial,helvetica,sans-serif;"> Facts that Last-Division
 * <span style="font-family: arial,helvetica,sans-serif;"> Practice Worth Repeating-Multiplication
 * <span style="font-family: arial,helvetica,sans-serif;"> Practice Worth Repeating-Division
 * <span style="font-family: arial,helvetica,sans-serif;"> Multiplication Teaching and Learning Made Easy
 * <span style="font-family: arial,helvetica,sans-serif;">// Teaching Student Centered Mathematics  // Gr 3-5, by Van de Walle-
 * <span style="font-family: arial,helvetica,sans-serif;"> If you didn’t know-pg 98/99
 * <span style="font-family: arial,helvetica,sans-serif;"> @www.multiplication.com
 * <span style="font-family: arial,helvetica,sans-serif;">@http://www.ixl.com/math/standards/arkansas/grade-3

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.
 * **<span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;">All About Multiplication ** @http://illuminations.nctm.org/LessonDetail.aspx?ID=U109

<span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;">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.
 * **<span style="font-family: arial,helvetica,sans-serif; font-size: 14.66px;">Multiplication: It’s in the Cards @http://illuminations.nctm.org/LessonDetail.aspx?ID=U110 **

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