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Math: Unit 4
|UNIT TITLE: Multiplication Facts and Strategies |Grade: 3 |
|Domain: |Suggested Pacing |
|Operations and Algebraic Thinking (CC.3.OA) | |
| | 13 days |
| |11/19/14 – 12/09/14 |
|Stage 1 – Desired Result |
|Established Goals/Unit Outcome |
|Highest Level of Understanding: |
|Solve multiplication problems using the strategy “Make a Table.” |
|Average Level of Understanding: |
|Use the Distributive Property to find products by breaking apart arrays. |
|Use the Associative Property of Multiplication to multiply with three factors. |
|Identify and explain patterns on the multiplication table. |
|Use the Distributive Property to find products. |
|Most Essential Level of Understanding: |
|Use a variety of strategies to multiply with the factors 2, 3, 4, 5, 6, 7, 8, 9, and 10. |
|Common Core Learning Standards: |
|CC.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. |
|CC.3.OA.5: Understand properties of multiplication and the relationship between multiplication and division. |
|Apply properties of operations as strategies to multiply and divide. (Commutative Property, Associative Property & Distributive Property) |
|CC.3.OA.7: Multiply and Divide within 100. |
|Fluently multiply and divide with 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 X 5 = 40, one knows 40 / 5 = 8) or properties of operations. By the end of |
|Grade 3, know from memory all products of two one-digit numbers. |
|CC.3.OA.9: Solve problems involving the four operations, and identify and explain patterns in arithmetic. |
|Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. |
|CC3.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. |
| |
|Mathematical Practices: |
|CC.K-12.MP.3: Construct viable arguments and critique the reasoning of others. |
|CC.K-12.MP.7: Look for and make use of structure. |
|Essential Questions: |
|What strategies can you use to multiply? (OVERALL) |
|How can you multiply with 2 and 4? (Lesson 4.1; CC.3.OA.3) |
|How can you multiply with 5 and 10? (Lesson 4.2; CC.OA.3) |
|What are some ways to multiply with 3 and 6? (Lesson 4.3; CC.OA.3) |
|How can use the Distributive Property to find Products? (Lesson 4.4; CC.OA.5) |
|What strategies can you use to multiply with 7? (Lesson 4.5; CC.OA.7) |
|How can you use the Associative Property of Multiplication to find products? (Lesson 4.6; CC.OA.5) |
|How can you use properties to explain patterns on the multiplication table? (Lesson 4.7; CC.3.OA.9) |
|What strategies can you use to multiply with 8? (Lesson 4.8; CC.3.OA.7) |
|What strategies can you use to multiply with 9? (Lesson 4.9; CC.3.OA.7) |
|How can you use the strategy “Make a Table” to solve multiplication problems? (Lesson 4.10; CC.3.OA.8) |
|Content: |Skills: |
|Multiply with 2, 4, 5, 10, 3, 6, 7, 8, & 9. |Multiply with the factors 2, 4, 5, 10, 3, 6, 7, 8 & 9. |
|Use arrays to represent multiplication. |Write an addition sentence and multiplication sentence to represent a problem. |
|Use the Commutative Property of Multiplication to solve problems. |Draw arrays to solve multiplication problems. |
|Use the Distributive Property. |Use the Commutative Property of Multiplication to write two multiplication sentences for the same produce. |
|Use the Associative Property of Multiplication. |Use the Associative Property of Multiplication to multiply with three factors. |
|Use a variety of strategies to multiply. |Use drawing, arrays skip counting, doubles, a multiplication table, or repeated addition to multiply. |
|Use drawing, arrays skip counting, doubles, a multiplication table, or repeated addition to multiply. |Identify and explain patterns on the multiplication table. |
|Use a multiplication table. |Solve problems involving multiplication using the strategy “Make a Table.” |
|Solve problems using the strategy “Make a Table.” | |
| | |
| | |
| | |
|Terms / Vocabulary: |
|Factor |
|Product |
|Multiple (Lesson 4.2) |
|Distributive Property |
|Addend |
|Sum |
|Commutative Property of Multiplication (Lesson 4.5) |
|Associative Property of Multiplication (Lesson 4.6) |
|Even |
|Odd |
|Subtraction (Lesson 4.9) |
| Stage 2 – Assessment Evidence |
|Performance Task: |Other Evidence: |
| |Diagnostic: |
| |Show What You Know pg. 131 |
| | |
| |Formative: |
| |Quick Lesson Check |
| |Mid-Chapter Checkpoint – Pg. 153-154 |
| | |
| |Summative: |
| |Chapter Review Test – Pg. 175-178 |
| |Chapter Test – Pg. 79-84 (A.G.) |
| Stage 3 – Learning Plan |
|Standard |
|Grab-and-Go Differentiated Center Kits |
|Literacy Connections: Readers |Games: |
|Collections Times Four |Guess My Numbers |
|Here’s What I Do |Multiplication Bingo |
|Party Plans by Numbers! | |
|The Workshop |Activities: |
| |Card #7 |
| |Story Time |
| |Line ‘Em Up |
| |Factor Spin |
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| |Cary #15 |
| |Tic-Tac-Toe Times 6 |
| |Hurray for Arrays! |
| |Diamond Derby |
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|Go Math Intervention Activities (ELLs, RTI, and SWDs): |
|ELLs |RTI |
|Strategy: |Lesson 4.1: |
|Draw (Lesson 4.1: pg. 133B) |Tier 1: Auditory/Kinesthetic (Whole Class/Small Group) |
|Strategy: |Page 133B |
|Explore Context (Lesson 4.2: pg. 137B) |Tier 2: Kinesthetic/Visual (Small Group) |
|Strategy: |Page 133B |
|Restate (Lesson 4.3: pg. 141B; Lesson 4.5: pg. 149B) |Lesson 4.2 |
|Strategy: |Tier 1: Visual/Kinesthetic (Whole Class/Small Group) |
|Identify Relationships (Lesson 4.4: pg. 145B) |Page 137B |
|Strategy: |Tier 2: Visual |
|Creative Grouping (Lesson 4.6: pg. 155B) |Page 137 B |
|Strategy: |Lesson 4.3 |
|Define (Lesson 4.7: pg. 159B) |Tier 1: Kinesthetic/Visual (Whole Class/Small Group) |
|Strategy: |Page 141B |
|Model Language (Lesson 4.8: pg. 163B) |Tier 2: Kinesthetic/Visual (Small Group) |
|Strategy: |Page 141B |
|Rephrase (Lesson 4.9: pg. 167B) |Lesson 4.4 |
|Strategy: |Tier 1: Kinesthetic/Visual (Whole Class/Small Group) |
|Model Concepts (Lesson 4.10: pg. 171B) |Page 145B |
| |Tier 2: Kinesthetic/Visual (Small Group) |
| |Page 145B |
| |Lesson 4.5 |
| |Tier 1: Kinesthetic/Visual (Whole Class/Small Group) |
| |Page 149B |
| |Tier 2: Kinesthetic/Visual (Small Group) |
| |Page 149B |
| |Lesson 4.6 |
| |Tier 1: Kinesthetic (Whole Class/Small Group) |
| |Page 155B |
| |Tier 2: Kinesthetic/Visual (Small Group) |
| |Page 155B |
| |Lesson 4.7 |
| |Tier 1: Visual/Linguistic (Partners) |
| |Page 159B |
| |Tier 2: Visual/Linguistic (Small Group) |
| |Page 159B |
| |Lesson 4.8 |
| |Tier 1: Kinesthetic/Visual (Whole Class/Small Group) |
| |Page 163B |
| |Tier 2: Kinesthetic/Visual (Small Group) |
| |Page 163B |
| |Lesson 4.9 |
| |Tier 1: Kinesthetic/Visual (Whole Class/Small Group) |
| |Page 167B |
| |Tier 2: Kinesthetic/Visual (Small Group) |
| |Page 167B |
| |Lesson 4.10 |
| |Tier 1: Logical/Mathematical (Whole Class/Small Group) |
| |Page 171B |
| |Tier 2: Visual/Kinesthetic (Small Group) |
| |Page 171B |
|SWDs | |
|Additional Support Strategies: | |
| | |
|Multiplication: | |
|Provide practice of multiplication facts using a computer software program that gives immediate feedback to | |
|the student. (XtraMath) | |
|Have the student practice the multiplication facts with a peer using flashcards. | |
|Use daily drill activities to help the student memorize multiplication facts. | |
|Have the student independently solve half of his/her multiplication problems each day. Allow him/her to use| |
|a calculator to solve the other half of the assignment. | |
| | |
|Problem-Solving: | |
|Provide short and concise one-step word problems. | |
|Students simulate situations that relate to word problems. | |
|Students create word problems for number sentences. | |
| | |
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Lesson 4.1
Materials:
• MathBoard
• Counting Tape
• Square Tiles
• Yellow & Blue Crayons
Lesson 4.4
Lesson 4.7
Games/Activities Key:
Computation and Mental Math
Geometry and Measurement
Challenge
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