3_2_2M

** Grade: 3 Unit: 2 Week: 2 Content: Math Dates: 10/8-10/12 **
 * Theme Essential Question: ** What is multiplication and division, how are they related?

** Essential Questions: **
 * How do you use known multiplication combinations to deteremine the product of more difficult combinations?
 * What are multiplies?
 * How do you use skip counting to find the multiples of a number?
 * How are skip counting, repeated addition and multiplication realated?

** Standards: ** ** Objectives ** ** Assessment **
 * ** 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 sovle problems involving multiplication and division. Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
 * ** 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.
 * Find the multiples of the numbers 2,3,4,5,6 and 10 by skip counting.
 * Describe and compare characteristics of the multiples of a number.
 * <span style="font-family: arial,helvetica,sans-serif;">Understand the relationship among skip counting, repeated addition, and multiplication.
 * <span style="font-family: arial,helvetica,sans-serif;">Understand that doubling (or halving) one factor in a multiplication expression doubles (or halves)the product.
 * <span style="font-family: arial,helvetica,sans-serif;">Use known multiplication combinations to determine the product of more difficult combinations.
 * <span style="font-family: arial,helvetica,sans-serif;">Write and solve multiplication problems in context.
 * <span style="font-family: arial,helvetica,sans-serif;">Use and understand the properties of multiplication.
 * Product **
 * <span style="font-family: arial,helvetica,sans-serif;">Students will begin creating a multiples booklet, see **//Investigations,// Unit 5 Equal Groups, //p.49// or Math by all Means Gr 3- Multiplication, p. 42-54**

<span style="font-family: arial,helvetica,sans-serif;">** Key Questions ** <span style="font-family: arial,helvetica,sans-serif;">** Observable Student Behaviors ** 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. || <span style="font-family: arial,helvetica,sans-serif;">** Vocabulary ** pattern even odd factor multiples product doubling halving row column ||
 * <span style="font-family: arial,helvetica,sans-serif;">Can students skip count accurately by 2s, 5s and 10s?
 * <span style="font-family: arial,helvetica,sans-serif;">Can students identify the multiples of 2?
 * <span style="font-family: arial,helvetica,sans-serif;">Are students using the patterns they have identified on their 100 charts to check their work?
 * <span style="font-family: arial,helvetica,sans-serif;">Are students able to fill in the skip counting circles for the multiples of 6 beyond those highlighted on their 100 charts?
 * <span style="font-family: arial,helvetica,sans-serif;">Can students show that the thirtieth multiple of 3 is 90?
 * <span style="font-family: arial,helvetica,sans-serif;">Can they create a representation that shows that the thirtieth multiple of 3 is half as much as the thirtieth multiple of 6?
 * <span style="font-family: arial,helvetica,sans-serif;">Students can skip count accurately by 2s, 5s and 10s.
 * <span style="font-family: arial,helvetica,sans-serif;">Students identify multiples of 2s and 3s.
 * <span style="font-family: arial,helvetica,sans-serif;">Students use patterns on a 100 charts to check their work.
 * <span style="font-family: arial,helvetica,sans-serif;">Students are able to fill in the skip counting circles for the multiples of 6 beyond those highlighted on their 100 charts.
 * ** Mathematical Practices **
 * ** Math ** ||
 * communitive property of addition

<span style="font-family: arial,helvetica,sans-serif;">** Investigations is the main resource for this unit. If Investigations is not available see other resources. **

<span style="font-family: arial,helvetica,sans-serif;">** Suggested Activities: ** [see Legend to highlight MCO and HYS] <span style="font-family: arial,helvetica,sans-serif;">** Gizmos: ** <span style="font-family: arial,helvetica,sans-serif;"> 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. <span style="font-family: arial,helvetica,sans-serif;"> 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. <span style="font-family: arial,helvetica,sans-serif;"> 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. <span style="font-family: arial,helvetica,sans-serif;"> 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. <span style="font-family: arial,helvetica,sans-serif;">** Homework **
 * <span style="font-family: arial,helvetica,sans-serif;">** Odyssey Lesson: ** multiplication & division (Located in Assignment Archive under District)
 * <span style="font-family: arial,helvetica,sans-serif;">**Chocomatic** (Multiplication, Arrays, and Area)
 * <span style="font-family: arial,helvetica,sans-serif;">**Critter Count** (Modeling Multiplication)
 * <span style="font-family: arial,helvetica,sans-serif;">**Toy Factory** (Set Models of Fractions)
 * <span style="font-family: arial,helvetica,sans-serif;">**Factor Trees** (Factoring Numbers)
 * <span style="font-family: arial,helvetica,sans-serif;">Investigations- Unit 5, Equal Groups, Lessons 2.1, 2.2, 2.3, 2.4

<span style="font-family: arial,helvetica,sans-serif;">** 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 ||   || <span style="font-family: arial,helvetica,sans-serif;">Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * || ** Multicultural Concepts **

<span style="font-family: arial,helvetica,sans-serif;">** Resources ** <span style="font-family: arial,helvetica,sans-serif;">** Literary Texts ** <span style="font-family: arial,helvetica,sans-serif;">** Informational Texts **
 * Professional Texts **
 * <span style="font-family: arial,helvetica,sans-serif;">__ Teaching Student Centered Mathematics __ Gr 3-5, by Van de Walle, Ch 3, pg 56-71
 * <span style="font-family: arial,helvetica,sans-serif;">__ Elementary and Middle School Mathematics __ by Van de Walle, Ch 11, pgs 152-164
 * <span style="font-family: arial,helvetica,sans-serif;">__ Children’s Mathematics, Cognitively Gudied Instruction __, by Carpenter, Ch 4
 * <span style="font-family: arial,helvetica,sans-serif;">// Artic Fives Arrive //
 * <span style="font-family: arial,helvetica,sans-serif;">// Bats on Parade // by Appelt
 * <span style="font-family: arial,helvetica,sans-serif;">// How Many Ants //
 * <span style="font-family: arial,helvetica,sans-serif;">// How Much is that Guinea Pig in the Window //
 * <span style="font-family: arial,helvetica,sans-serif;">// The Great Math Tattle Battle //

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

<span style="font-family: arial,helvetica,sans-serif;">** Manipulatives ** <span style="font-family: arial,helvetica,sans-serif;">** Games **
 * <span style="font-family: arial,helvetica,sans-serif;">Hundreds chart
 * <span style="font-family: arial,helvetica,sans-serif;">Snap Cubes

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

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

<span style="font-family: arial,helvetica,sans-serif;">** SMART Board Lessons, Promethean Lessons ** <span style="font-family: arial,helvetica,sans-serif;"> Multiplication Facts Multiplication facts (e.g. 4 groups of 3 and 3 groups of 4). <span style="font-family: arial,helvetica,sans-serif;"> Multiply Whole Numbers Multiply whole numbers by multiples of 10. <span style="font-family: arial,helvetica,sans-serif;"> Division Facts Understand and practice dividing without remainders. Use fact families to see how multiplication and division are related. <span style="font-family: arial,helvetica,sans-serif;"> 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. <span style="font-family: arial,helvetica,sans-serif;"> 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. <span style="font-family: arial,helvetica,sans-serif;"> @http://exchange.smarttech.com/details.html?id=8f5daf89-0492-487b-b63d-735de32a8374 Show multiplication using arrays. Commutative Property <span style="font-family: arial,helvetica,sans-serif;"> @http://exchange.smarttech.com/details.html?id=49f2cd25-835b-4576-87b1-58586f3cb67e It includes 10 games that explore different methods of multiplication. <span style="font-family: arial,helvetica,sans-serif;"> @http://exchange.smarttech.com/details.html?id=0877a4dc-ca52-493f-87b8-53136e5d0b7b Learn different ways to solve multiplication problems. <span style="font-family: arial,helvetica,sans-serif;"> @http://exchange.smarttech.com/details.html?id=bb0932ce-69c6-4885-9d91-9eb929d4e5a4 A basic introduction to multiplication through drawings <span style="font-family: arial,helvetica,sans-serif;"> @http://exchange.smarttech.com/details.html?id=acf5f123-dcfd-4500-9170-72ba01166c8a Using arrays to introduce multiplication <span style="font-family: arial,helvetica,sans-serif;"> @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. <span style="font-family: arial,helvetica,sans-serif;"> @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 <span style="font-family: arial,helvetica,sans-serif;"> @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 <span style="font-family: arial,helvetica,sans-serif;"> @http://exchange.smarttech.com/details.html?id=a3a85777-4bcb-4061-8d38-23bd15babaec This lesson activity introduces multiplication. <span style="font-family: arial,helvetica,sans-serif;"> @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 <span style="font-family: arial,helvetica,sans-serif;"> @http://exchange.smarttech.com/details.html?id=2fa54628-bf78-45af-bcc9-e7ea992a8a9c arrays <span style="font-family: arial,helvetica,sans-serif;"> @http://exchange.smarttech.com/details.html?id=4e5574e2-1b80-48c0-b052-527cf226e538 Introductory third grade lesson. <span style="font-family: arial,helvetica,sans-serif;"> @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. <span style="font-family: arial,helvetica,sans-serif;"> @http://exchange.smarttech.com/details.html?id=f26fb0a4-d73e-4629-a628-2c2d6c96afa6 Everyday Math for Third grade. This lesson follows along with 9.3 <span style="font-family: arial,helvetica,sans-serif;"> @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! <span style="font-family: arial,helvetica,sans-serif;"> @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. <span style="font-family: arial,helvetica,sans-serif;"> @http://exchange.smarttech.com/details.html?id=037c7448-4802-4fad-822b-cfb2887118e6 Simplifing Multiplication and Division <span style="font-family: arial,helvetica,sans-serif;"> @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 <span style="font-family: arial,helvetica,sans-serif;"> @http://exchange.smarttech.com/details.html?id=b923db80-0138-4fdb-90ec-bc8486975d0a Third Grade <span style="font-family: arial,helvetica,sans-serif;"> @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 <span style="font-family: arial,helvetica,sans-serif;"> @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. <span style="font-family: arial,helvetica,sans-serif;"> @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. <span style="font-family: arial,helvetica,sans-serif;"> @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. <span style="font-family: arial,helvetica,sans-serif;"> @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. <span style="font-family: arial,helvetica,sans-serif;"> @http://exchange.smarttech.com/details.html?id=15daf40a-24a7-40d3-8bfa-1b05887803bb An introduction to division using equal sharing. <span style="font-family: arial,helvetica,sans-serif;"> @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). <span style="font-family: arial,helvetica,sans-serif;"> @http://exchange.smarttech.com/details.html?id=232474cb-94db-4051-9911-e7aca4ebf817 Figure out the rule and unknown numbers in the pattern. <span style="font-family: arial,helvetica,sans-serif;"> @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. <span style="font-family: arial,helvetica,sans-serif;"> @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. <span style="font-family: arial,helvetica,sans-serif;"> @http://exchange.smarttech.com/details.html?id=c5027e1b-e154-4b81-abdf-c92c3b53013b Function Machine <span style="font-family: arial,helvetica,sans-serif;"> @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. <span style="font-family: arial,helvetica,sans-serif;"> @http://exchange.smarttech.com/details.html?id=fd5bf4f9-3eea-43d1-a4c2-e6ce3c264c0b This is a SMART Board Lesson for the Everyday Math Series. <span style="font-family: arial,helvetica,sans-serif;"> @http://exchange.smarttech.com/details.html?id=eeaf00df-66d4-4931-b5e8-21f80d1363c5 Everyday Math - Third Edition Grade Three Unit 2 Lesson 2 <span style="font-family: arial,helvetica,sans-serif;">** @http://illuminations.nctm.org/LessonDetail.aspx?ID=L319 ** 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. <span style="font-family: arial,helvetica,sans-serif;">** @http://illuminations.nctm.org/LessonDetail.aspx?ID=L317 ** 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 <span style="font-family: arial,helvetica,sans-serif;">** @http://illuminations.nctm.org/LessonDetail.aspx?ID=L325 ** 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 <span style="font-family: arial,helvetica,sans-serif;">** @http://illuminations.nctm.org/LessonDetail.aspx?ID=U109 ** 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;">** @http://illuminations.nctm.org/LessonDetail.aspx?ID=L589 ** Students continue their investigation of modeling multiplication on the number line using the Distance-Speed-Time Simulation from the NCTM E-Examples <span style="font-family: arial,helvetica,sans-serif;">** @http://illuminations.nctm.org/LessonDetail.aspx?ID=L528 ** 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 <span style="font-family: arial,helvetica,sans-serif;">** @http://illuminations.nctm.org/LessonDetail.aspx?ID=L316 ** 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 <span style="font-family: arial,helvetica,sans-serif;">** @http://illuminations.nctm.org/LessonDetail.aspx?ID=L329 ** 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 <span style="font-family: arial,helvetica,sans-serif;">** @http://illuminations.nctm.org/LessonDetail.aspx?ID=L529 ** Students create multiplication stories where one factor is 6 or 7, and play a multiplication game to help them master their multiplication facts <span style="font-family: arial,helvetica,sans-serif;">** @http://illuminations.nctm.org/Lessons/Architect/Architect-AS-ProbSolvTasks.pdf ** 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. <span style="font-family: arial,helvetica,sans-serif;">** @http://illuminations.nctm.org/LessonDetail.aspx?ID=L524 ** 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 <span style="font-family: arial,helvetica,sans-serif;">** @http://illuminations.nctm.org/LessonDetail.aspx?ID=U110 ** 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;">** @http://illuminations.nctm.org/LessonDetail.aspx?ID=U85 ** 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 <span style="font-family: arial,helvetica,sans-serif;">** @http://illuminations.nctm.org/LessonDetail.aspx?ID=U150 ** 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 <span style="font-family: arial,helvetica,sans-serif;">** @http://illuminations.nctm.org/LessonDetail.aspx?ID=L627 ** 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 <span style="font-family: arial,helvetica,sans-serif;">** @http://illuminations.nctm.org/LessonDetail.aspx?ID=L303 ** 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 <span style="font-family: arial,helvetica,sans-serif;">** @http://illuminations.nctm.org/LessonDetail.aspx?ID=L416 ** In this lesson, Representing and Interpreting Data, students use the graphing functions of a spreadsheet to help them interpret data <span style="font-family: arial,helvetica,sans-serif;">** @http://illuminations.nctm.org/LessonDetail.aspx?ID=L172 ** 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
 * <span style="font-family: arial,helvetica,sans-serif;">** AEGOM Lesson: G3M007 **
 * <span style="font-family: arial,helvetica,sans-serif;">** AEGOM Quiz: G3M007 **
 * <span style="font-family: arial,helvetica,sans-serif;">** AEGOM Lesson: G3M011 **
 * <span style="font-family: arial,helvetica,sans-serif;">** AEGOM Quiz: G3M011 **
 * <span style="font-family: arial,helvetica,sans-serif;">** AEGOM Lesson: G3M008 **
 * <span style="font-family: arial,helvetica,sans-serif;">** AEGOM Quiz: G3M008 **
 * <span style="font-family: arial,helvetica,sans-serif;">** AEGOM Lesson: G3M015 **
 * <span style="font-family: arial,helvetica,sans-serif;">** AEGOM Quiz: G3M015 **
 * <span style="font-family: arial,helvetica,sans-serif;">** AEGOM Lesson: G3M012 **
 * <span style="font-family: arial,helvetica,sans-serif;">** AEGOM Quiz: G3M012 **
 * <span style="font-family: arial,helvetica,sans-serif;">** Multiplication **
 * <span style="font-family: arial,helvetica,sans-serif;">** Multiplication **
 * <span style="font-family: arial,helvetica,sans-serif;">** Multiplication Strategies **
 * <span style="font-family: arial,helvetica,sans-serif;">** Introduction to multiplication **
 * <span style="font-family: arial,helvetica,sans-serif;">** Arrays **
 * <span style="font-family: arial,helvetica,sans-serif;">** Multiplication as "Groups of" Lesson **
 * <span style="font-family: arial,helvetica,sans-serif;">** Arrays **
 * <span style="font-family: arial,helvetica,sans-serif;">** Multiplication **
 * <span style="font-family: arial,helvetica,sans-serif;">** 'X' Multiplication **
 * <span style="font-family: arial,helvetica,sans-serif;">** Basic Operations Word Problems **
 * <span style="font-family: arial,helvetica,sans-serif;">** Array **
 * <span style="font-family: arial,helvetica,sans-serif;">** Division as Equal Shares **
 * <span style="font-family: arial,helvetica,sans-serif;">** Division and Grouping (Question Set) **
 * <span style="font-family: arial,helvetica,sans-serif;">** Everyday Math lesson 9.3 **
 * <span style="font-family: arial,helvetica,sans-serif;">** Multiplication and Division Checkers with Dice **
 * <span style="font-family: arial,helvetica,sans-serif;">** 3rd grade Division **
 * <span style="font-family: arial,helvetica,sans-serif;">** Multiplication and Division **
 * <span style="font-family: arial,helvetica,sans-serif;">** Math-Division **
 * <span style="font-family: arial,helvetica,sans-serif;">** Teacher **
 * <span style="font-family: arial,helvetica,sans-serif;">** Division with Remainders **
 * <span style="font-family: arial,helvetica,sans-serif;">** Intro to Multiplication **
 * <span style="font-family: arial,helvetica,sans-serif;">** Introduction to 2Digit by 1Digit Multiplication **
 * <span style="font-family: arial,helvetica,sans-serif;">** Operational Baseball **
 * <span style="font-family: arial,helvetica,sans-serif;">** Multiplying Using 0 and 1 as Factors **
 * <span style="font-family: arial,helvetica,sans-serif;">** Equal Sharing Introduction **
 * <span style="font-family: arial,helvetica,sans-serif;">** Guess My Rule **
 * <span style="font-family: arial,helvetica,sans-serif;">** Number Patterns **
 * <span style="font-family: arial,helvetica,sans-serif;">** Number Chart Puzzles **
 * <span style="font-family: arial,helvetica,sans-serif;">** Patterns Galore! **
 * <span style="font-family: arial,helvetica,sans-serif;">** 3rd Grade Teacher **
 * <span style="font-family: arial,helvetica,sans-serif;">** The Interactive In and Out Sound Machine **
 * <span style="font-family: arial,helvetica,sans-serif;">** Everyday Math Unit 7-Lesson 7.6 **
 * <span style="font-family: arial,helvetica,sans-serif;">** 2-2 **
 * Other Activities, etc. **
 * <span style="font-family: arial,helvetica,sans-serif;">** Balance Beam Discoveries **
 * ** Exploring Equal Sets **
 * ** Looking for Calculator Patterns **
 * ** All About Multiplication **
 * ** Setting the Pace **
 * ** Finding Products **
 * ** Hopping on the Number Line **
 * ** Keeping It All Together **
 * ** Multiplication Stories **
 * ** Problem-Solving Tasks **
 * ** Looking Back and Moving Forward **
 * ** Multiplication: It's in the Cards **
 * ** Mathematics and Football **
 * ** Six and Seven as Factors **
 * ** Chairs Around The Table **
 * ** Patterns on Charts **
 * ** Representing and Interpreting Data **
 * ** Skin Weight **
 * A Balanced Approach to Math (Gr.3) pg 22
 * Math by All Means (Multiplication Gr. 3) pg 42-54 and pg 127
 * On Core L6, 35, 40, 41
 * Connect to the NCTM standards 2000 p.


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