3_3_2M


 *  Grade:3 Unit:3 Week: 2 Content: Math Dates: 11/19-11/20/12 **


 *  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 identify and learn multiplication combinations not yet known fluently?
 * How can I use known multiplication combinations to determine the products ofmore difficult combinations?


 *  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;">Use known multiplication combinations to identify products of more difficult combinations.
 * <span style="font-family: arial,helvetica,sans-serif;">Identify and learn multiplication combinations not yet known fluently.

<span style="font-family: arial,helvetica,sans-serif; font-size: 18px;">**Product-** (Produce will be performed in week 3.)
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> Assessment **


 * Key Questions** (match Standard)
 * <span style="font-family: arial,helvetica,sans-serif;">Are most students familiar, if not fluent, with multiplication combinations for
 * <span style="font-family: arial,helvetica,sans-serif;">products to 50?
 * <span style="font-family: arial,helvetica,sans-serif;">How are students figuring out the products on the array cards?
 * <span style="font-family: arial,helvetica,sans-serif;">Can students use combinations the know to help the identify combinations they do
 * <span style="font-family: arial,helvetica,sans-serif;">not yet know?
 * <span style="font-family: arial,helvetica,sans-serif;">Do students identify useful relationships among multiplication combinations?

<span style="font-family: arial,helvetica,sans-serif; font-size: 18px;">**Observable Student Behaviors** (Performance)
 * <span style="font-family: arial,helvetica,sans-serif;">Student is familiar or fluent with multiplication combinations for products to 50.
 * <span style="font-family: arial,helvetica,sans-serif;">Student uses a variety of strategies for all multiplication combinations up to 100.
 * <span style="font-family: arial,helvetica,sans-serif;">Student uses a variety of strategies to find the products of given arrays.

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: 18px;">multiplies product multiplication combinations arrays dimensions multiplication fluency
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> Vocabulary **

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 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> Suggested Activities **<span style="font-family: arial,helvetica,sans-serif; font-size: 18px;"> [see Legend to highlight MCO and HYS]
 * <span style="font-family: arial,helvetica,sans-serif;">Investigations, Gr 4, Unit 1, Factors, Multiplies, and Area, L1.4,1.5,2.1,2.2
 * <span style="font-family: arial,helvetica,sans-serif;"> Odyssey Unit 3 Week 2 Solving Problems (Search in My District in Assignment Archive)


 * Homework **


 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> 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;">
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> Resources **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 18px;">Professional Texts **
 * //<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> Teaching Student Centered Mathematics //<span style="font-family: arial,helvetica,sans-serif; font-size: 18px;">Gr 3-5, by Van de Walle-Ch 3
 * //<span style="font-family: arial,helvetica,sans-serif; font-size: 14px;"> Elementary and Middle School Mathematics //<span style="font-family: arial,helvetica,sans-serif; font-size: 18px;">Van de Walle-Ch 11

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 * Literary Texts**
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 * <span style="font-family: arial,helvetica,sans-serif; font-size: 18px;">Informational Texts **
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 * <span style="font-family: arial,helvetica,sans-serif; font-size: 18px;">Art, Music, and Media **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">

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 * <span style="font-family: arial,helvetica,sans-serif; font-size: 18px;">Manipulatives **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 18px;">Games **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">

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 * <span style="font-family: arial,helvetica,sans-serif; font-size: 18px;">Videos **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">

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 * <span style="font-family: arial,helvetica,sans-serif; font-size: 18px;">Sight Words **
 * <span style="font-family: arial,helvetica,sans-serif; font-size: 14px;">


 * <span style="font-family: arial,helvetica,sans-serif; font-size: 18px;">Smartboard Lessons, Promethean Lessons ** <span style="display: block; font-family: arial,helvetica,sans-serif; text-align: left;">
 * 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
 * Number Patterns @http://exchange.smarttech.com/details.html?id=232474cb-94db-4051-9911-e7aca4ebf817 Figure out the rule and unknown numbers in a pattern
 * Division Bears @http://exchange.smarttech.com/details.html?id=4fb49d86-9b09-4929-acad-2b277a6aab71
 * Third Grade Division @http://exchange.smarttech.com/details.html?id=c869a4fe-6e6a-4cf4-aebe-137a01660bfe

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 * Other Activities, etc. **

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