3_3_4M


 * Grade:3 Unit:3 Week: 4 Content: Math Dates: 12/3-12/7/12 **


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

How can I identify multiplication combinations that I do not yet know fluently? How can I use known multiplication combinations to determine the products of more difficult combinations? Can I fluently multiply and divide within 100?
 * Essential Questions: **


 * 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
 * 1) Use known multiplication combinations to identify products of more difficult combinations.
 * 2) Identify and learn multiplication combinations not yet known fluently.
 * 3) Build fluency with multiplication and division combinations to 100.

1.Product
 * Assessment **

2.Key Questions (match Standard) Can students use combinations the know to help the identify combinations they do not yet know? Do students identify useful relationships among multiplication combinations? Can students relate one multiplication combination to another in order to learn less familiar combinations? Are students building fluency with multiplication and division combinations to 100?

3.Observable Student Behaviors (Performance) Student uses a variety of strategies for all multiplication combinations up to 100 in order to build fluency.

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 **

multiplies product multiplication combinations arrays dimensions multiplication fluency
 * Vocabulary **

Facts That Last Multiplication Facts That Last Division Practice Worth Repeating Multiplication Practice Worth Repeating Division Multiplication Teaching and Learning Made Easy Elementary and Middle School Mathematices (Van de Walle)-If You Didn’t Know?-pg 98 Partner Games-Gr 3-Games 8, 10 [IC, S] Partner Games- Gr 4-Games 2, 19, 20 [IC,S] Nimble With Numbers-Gr 3-4 Multiplication.com
 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * *Below are listed a variety of activities/resources that you may use to help your students build fact fluency over the next 4 weeks of this unit. Also, continue using multiplication and division CGI story problems. (Equal Groups, Partitive Division, Measurement Divison) **
 * Factor Pathways, pg 121
 * Four in a Row, pg 124
 * Signal Math, pg 130
 * Cover up, pg 137


 * 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  ||
 * ** Multicultural Concepts **

Resources

************************************************************************************************************ Professional Texts // Teaching Student Centered Mathematics // Gr 3-5, by Van de Walle-Ch 3 // Elementary and Middle School Mathematics // Van de Walle-Ch 11
 * Resources **

Literary Texts
 * List

Informational Texts
 * List

Art, Music, and Media
 * List

Manipulatives
 * List

Games
 * List

Videos
 * List

Sight Words
 * List

Smartboard Lessons, Promethean Lessons
 * List

Other Activities, etc.
 * See week 1

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