3_2_3M


 * Grade: 3 Unit: 2 Week: 3 Content: Math Dates: 10/15-10/18 **


 * Theme Essential Question: ** What is multiplication and division?


 * Essential Questions: **
 * How can I use arrays to model multiplication situations?
 * How can I use arrays to find factors of 2-digit numbers up to 50?
 * How can I use arrays to identify characteristics of numbers, including prime and square numbers?


 * Standards: **
 * ** 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.
 * ** 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.MD.7c ** Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b+c is the sum of axb and axc. Use area models to represent the distributive property in mathematical reasoning.


 * Objectives: **
 * Use tiles to find the area of a rectangle.
 * Develop an understanding that area can be found by multiplying the dimensions of a rectangle.
 * Understand the relationship among skip counting, repeated addition and multiplication.
 * Understand that doubling (or halving)one factor in a multiplication expression doubles (or halves) the product.
 * Use known multiplication combinations to determine the product of more difficult combinations.
 * Use arrays to model multiplication situations.
 * Use arrays to find factors of 2-digit numbers up to 50.
 * Use arrays to identify characteristics of numbers, including prime and square numbers.


 * Assessment **
 * Product **
 * Finish multiples booklet, (see **//Investigations,// Unit 5, Equal Groups, //p.49// or Math by all Means - Multiplication,Gr 3, p. 42-54)**


 * Key Questions **
 * Can students use smaller, known multiplication combinations to solve problems?
 * Are students gaining fluency with multiplication combinations?
 * Can students find the area of a given rectangle?
 * How do students find the total number of tiles?
 * How do students find the arrangements that work?
 * Do students recognize that, if they can make an arrangement with two rows of a number, then they can also make that number of rows of two?
 * Do they use one arrangement to figure out others, or do they randomly move the cubes around until they find a new arrangement?
 * How do students find the number of squares in each array?
 * Do students use the number of squares of other arrays they have done to help them figure out the number of squares in a new array?


 * Observable Student Behaviors **
 * Students use smaller, known multiplication combinations to solve problems.
 * Students gain fluency with multiplication combinations.
 * Students find the area of a given rectangle.
 * Students recognize that building an 8 x 2 array can be built as a 2 x 8 array.
 * Students recognize that they can use one arrangement to figure out others instead of randomly moving the cubes around until they find a new arrangement.
 * Students find the number of squares in each array.
 * Students use the number of squares of other arrays in a completed array to build a new array.

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 **

array row column communitive property factors product dimension square units ||
 * Vocabulary **
 * ** Math ** ||
 * area

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 Resize a rectangle and compare its length, width, and area.
 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Odyssey Lesson: ** Perimeter and Area Weeks 3 & 4 (Located in Assignment Archive under District)
 * Gizmos: **
 * **Chocomatic** (Multiplication, Arrays, and Area)
 * ** Rectangle: Perimeter and Area **
 * ** Investigations is the main resource for this unit. If Investigations is not available see other resources. **
 * // Investigations, // Unit 5 Equal Groups, Investigations 2.5, 2.6, 3.1a, 3.1, 3.2, 3.3
 * // Math by all Means-Multiplication Gr 3 //


 * 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 **


 * 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 **
 * // Multiplying Menace // -Revenge of Rumplestiltskin
 * // The Best of Times- // By Tang
 * // Hershey Milk Chocolate Multiplication Book- // by Pallotta
 * // A Remainder of One // by Pinczes
 * // One Hundred Hungry Ants // by Pinczes


 * Informational Texts **


 * Art, Music, and Media **

Color tiles
 * Manipulatives **


 * Games **
 * Everyday Counts Partner Games-(Gr 3)-game 12-p 36/37


 * Videos **


 * Sight Words **

Units of Measure Understand the need for measuring with standard units and become familiar with standard units in the customary and metric systems for length. Carry out simple unit conversions (for example cm to m) within a system. Perimeter and Area Understand the concept of perimeter and area. Find the perimeter and area of simple polygons. Find the area of rectangles and squares using length x width. This lessons is the very begining, when students are understanding that 1 square unit is used to cover a 2-D object. Students will be able to see concretely who this works. At the end of the lesson, the area formula is introduced The intended learning outcome is to be able to estimate and count squares to determine area Use grids to help solve area problems. Has many pages that require hands on learning
 * SMART Board Lessons, Promethean Lessons **
 * ** AEGOM Lesson: G3M022 **
 * ** AEGOM Quiz: G3M022 **
 * ** AEGOM Lesson: G3M023 **
 * ** AEGOM Quiz: G3M023 **
 * ** Area **
 * @http://exchange.smarttech.com/details.html?id=1a849118-8dae-4d51-bc46-1e5b3ce066c1 **
 * **Finding the Area**
 * @http://exchange.smarttech.com/details.html?id=97f122b9-de85-4abe-983b-b688082202d5 **
 * ** Area ( Hands on) **
 * @http://exchange.smarttech.com/details.html?id=47d005b5-4911-4e8b-bb2a-3e6a3f4e829a **

In this lesson, students develop strategies for finding the perimeter and area for rectangles and triangles using geoboards and graph paper. Students learn to appreciate how measurement is a critical component to planning their clubhouse design. In a parallelogram, opposite sides are parallel and have the same length. This applet will show you how to divide the parallelogram into pieces, arrange them together to form a rectangle, and then use the formula for the [|area of a rectangle] to find the area of the parallelogram. To measure the length of a segment, you use a unit length such as an inch, a centimeter, or a foot, and you see how many times it goes into the segment you are measuring. To measure an area, you use a square unit, such as a square inch, a square centimeter, or a square foot, and see how many times it goes into the area you are measuring One of the most important measurements in geometry is the measurement of area. The applets in this //Interactive Geometry Dictionary// (IGD) will show you how to find the area of some common shapes This reproducible activity sheet, from an Illuminations lesson, prompts students to determine the area and perimeter of several shapes that represent clubhouse floor plans. They are then asked to create several original floor plan designs, using a geoboard, and calculate the area and perimeter of the one they like best. 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
 * Other Activities, etc. **
 * ** Finding Perimeter and Area **
 * @http://illuminations.nctm.org/LessonDetail.aspx?ID=L651 **
 * ** IGD: Area of a Parallelogram **
 * @http://illuminations.nctm.org/ActivityDetail.aspx?id=47 **
 * ** IGD: Area of a Rectangle **
 * @http://illuminations.nctm.org/ActivityDetail.aspx?id=46 **
 * ** Interactive Geometry Dictionary: Areas in Geometry **
 * @http://illuminations.nctm.org/ActivityDetail.aspx?id=21 **
 * ** Perimeter and Area of my Clubhouse **
 * @http://illuminations.nctm.org/Lessons/Architect/Architect-AS-PerimArea.pdf **
 * ** Multiplication: It's in the Cards **
 * @http://illuminations.nctm.org/LessonDetail.aspx?ID=U110 **
 * Math by all Means-Multiplication (Gr 3), How long? How many? pg 76-78
 * Harcourt -L8.3
 * OnCore –L7
 * Hands on Standards (Gr 3-4) L 5, L10
 * Balanced Approach to Math (Gr 3)- p. 23-27


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