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Scope of lesson plan:Lessons 1-5Teacher name:Grade:3Subject: mathPeriod(s) this lesson will be taught: MONDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 1: Understand equal groups of as multiplicationLong-term Targets:(Common Core standards addressed)3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Objective : Understand equal groups of as multiplication.Agenda(Activities / Tasks)1. OpeningA. Fluency Practice (10 minutes) 2. Work Time (40 minutes)A. Application Problem B. Concept Development C. Problems 1-3D. Problem Set3. Closing and Assessment (10 minutes)A. Student Debrief B. Exit ticketResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?) (S) 12 counters per student, personal white boards.WorksheetsExit ticket.Relevance/Rationale:(How do the strategies employed meet students’ needs?)Fluency 1: Group-counting lays a foundation for interpreting multiplication as repeated addition. When students count groups in this activity, they add and subtract groups of two when counting up and down. The more students participate in reasoning through problems with a systematic approach, the more they internalize those behaviors and thought processes.Application Problem: Students may choose to use a tape diagram or a number bond to model the problem. They are alsolikely to solve today’s application problem in less than 10 minutes. Ten minutes have been allotted in order for you to review the RDW (Read, Draw, Write) procedure for problem-solvingTUESDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 2: Relate multiplication to the array model.Long-term Targets:(Common Core standards addressed)Add and Subtract by 2 (3.OA.1) Group Counting (3.OA.1)Add Equal Groups (3.OA.1)Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Objective : Relate multiplication to the array modelAgenda(Activities / Tasks)1. OpeningA. Fluency Practice (15 minutes) 2. Work Time (35 minutes)A. Application Problem B. Concept Development C. Problems 1-2D. Problem Set3. Closing and Assessment (10 minutes)A. Student Debrief B. Exit ticketResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)(S) Add and Subtract by 2 Sprint(S) Personal white boards, Threes Array Template inside personal boards (pictured below), lemons image from application problem, 1 sheet of blank paper per student.WorksheetsExit ticket.Relevance/Rationale:(How do the strategies employed meet students’ needs?)Fluency 1: This sprint supports group counting skills that are foundational to interpreting multiplication as repeated addition. Fluency 2: Group-counting lays a foundation for interpreting multiplication as repeated addition. When students count groups in this activity, they add and subtract groups of three when counting up and down.Fluency 3: This activity reviews Lesson 1. Students directly relate repeated addition to multiplication. They interpret products as the number of equal groups times the number of objects in each group.Application Problem: This problem reviews equal groups multiplication from Lesson 1. It also leads into today’s concept development of relating multiplication to the array model.WEDNESDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 3: Interpret the meaning of factors—the size of the group or the number of groups.Long-term Targets:(Common Core standards addressed)Add Equal Groups (3.OA.1) Group Counting (3.OA.1) Add to Multiply (3.OA.1)Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Interpret the meaning of factors—the size of the group or the number of groups.Agenda(Activities / Tasks)1. OpeningA. Fluency Practice (15 minutes) 2. Work Time (35 minutes)A. Application Problem B. Concept Development C. Problems 1-2D. Problem Set3. Closing and Assessment (10 minutes)A. Student Debrief B. Exit ticketResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)(S) Add Equal Groups SprintPersonal white boardsWorksheetsExit ticketRelevance/Rationale:(How do the strategies employed meet students’ needs?)Fluency 1: This sprint reviews the Lesson 1 Objective Fluency 2: Group-counting reviews interpreting multiplication as repeated addition. Counting by twos and threes in this activity anticipates work with those factors in Topic B.Fluency 3: This activity reviews Lesson 2. Students directly relate repeated addition to multiplication. They interpret products using the array.Application Problem: This problem reviews writing multiplication sentences from arrays learned in Lesson 2. The egg carton provides a natural array for students to see 2 rows of 6.THURSDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 4: Understand the meaning of the unknown as the size of the group in division.Long-term Targets:(Common Core standards addressed)3.OA.2 Interpret whole-number 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 ÷ 8.3.OA.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Understand the meaning of the unknown as the size of the group in division.Agenda(Activities / Tasks)1. OpeningA. Fluency Practice (15 minutes) 2. Work Time (35 minutes)A. Application Problem B. Concept Development C. Problems 1-3D. Problem Set3. Closing and Assessment (10 minutes)A. Student Debrief B. Exit ticketResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)Repeated Addition as Multiplication SprintPersonal white boards.18 counters per studentRelevance/Rationale:(How do the strategies employed meet students’ needs?)Fluency 1: Students relate repeated addition to multiplication. This reviews Topic A’s objectives.Fluency 2: Group counting reviews interpreting multiplication as repeated addition. Counting by twos and threes in this activity anticipates work with those factors in this lesson.Fluency 3: This activity reviews Topic A’s objectives. Students directly relate repeated addition to multiplication. They interpret products using the array.Application Problems: This problem reviews relating multiplication to the array model from Lesson 2. Students may choose to solve by drawing an array (Lesson 2) or a number bond(Lesson 3) where each part represents the amount of chairs in each row.FRIDAYEngageNY module #/ lesson # / lesson titleModule 1 / Lesson 5: Understand the meaning of the unknown as the number of groups in division.Long-term Targets:(Common Core standards addressed)Group Counting (3.OA.1)Divide Equal Groups (3.OA.2)Supporting target(s)(These are daily targets. What will students know and be able to do as a result of this lesson?)Understand the meaning of the unknown as the number of groups in division.Agenda(Activities / Tasks)1. OpeningA. Fluency Practice (8 minutes) 2. Work Time (42 minutes)A. Application Problem B. Concept Development C. Problems 1-2D. Problem Set3. Closing and Assessment (10 minutes)A. Student Debrief B. Exit ticketResources/ Materials:(What texts, digital resources, & materials will be used in this lesson?)Personal white boards.18 counters for each student,student work from application problemworksheetsExit ticketRelevance/Rationale:(How do the strategies employed meet students’ needs?)Fluency 1: Group counting reviews interpreting multiplication as repeated addition. Counting by twos and threes in this activity supports work with those factors in Topic B.Fluency 2: Students directly relate repeated addition to division. They interpret the number of groups as the unknown in division. This activity anticipates the lesson objective.Application Problem: This problem reviews the meaning of the unknown as the size of the group in division from Lesson 4. It also provides a comparison to Cynthia’s party problem in Problem 1 of the concept development, where the unknown represents the number of groups in division. ................
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