Mathematics Common Core State Standards Curriculum Map
Mathematics Common Core State Standards Curriculum Map
George County School District…2013-2014
|Grade Level: 3rd grade Unit 7 |Unit 7: Understanding the relationship between multiplication and division | |
| |Essential Question: How are multiplication and division facts related? |Suggested Days: 12 |
| |How can I use multiplication to help me divide? | |
|Vocabulary: | |
|quotients, partitioned equally, multiplication, |Mathematical Practices: Highlighted practices to be assessed. |
|division, equal groups, arrays, equations, shares, |1. Make sense of problems and persevere in solving them. |
|unknown, strategies, properties of operation, division ,|2. Reason abstractly and quantitatively. |
|unknown-factor problem, symbol, measurement quantities |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. |
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|Content Standard |Resources |Assessments |
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|3.OA.2… Interpret whole-number quotients of whole |enVisionMath Units: |Pre-test |
|numbers, e.g., interpret 56 ÷ 8 as the number of objects|8-1 Relating Multiplication and Division |Formative assessments: |
|in each share when 56 objects are partitioned equally |8-2 Fact Families with 2, 3, 4, and 5 |Observations, Anecdotal Notes, Exit/Admit Slips, |
|into 8 shares, or as a number of shares when 56 objects |8-3 Fact Families with 6 and 7 |Math Journals, Peer/Self Assessments, Think-Pair-Share, Quizzes |
|are partitioned into equal shares of 8 objects each. For|8-4 Fact Families with 8 and 9 |Post test |
|example, describe a context in which a number of shares |8-5A Making Sense of Multiplication and Division Equations |I Can Statements: |
|or a number of groups can be expressed as 56 ÷ 8. | |θ I can understand division by thinking about how one group can be divided |
|3.OA.3…Use multiplication and division within 100 to | |into smaller groups. 3.OA.2 |
|solve word problems in situations involving equal |θ I can use what I know about multiplication and division to solve word |
|groups, arrays, and measurement quantities, e.g., by |.pdf |problems. 3.OA.3 |
|using drawings and equations with a symbol |θ I can find the answer to a division problem by thinking of the missing |
|3.OA.6… Understand division as an |.pdf |factor in a multiplication problem. (I can figure out 32 ÷ 8 because I know |
|unknown-factor problem. For example, find 32 ÷ 8 by | |that 8 x 4 = 32.) 3.OA.6 |
|finding the number that makes 32 when multiplied by 8. | |θ I can multiply and divide within 100 easily and quickly because I know how |
|3.OA.7… Multiply and divide within 100, using strategies|check My Math for additional resources |multiplication and division are related. 3.OA.7 |
|such as the relationship between multiplication and | | |
|division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ | | |
|5 = 8) or properties of operations. | | |
|NOTE: Websites: |
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