Ps159.weebly.com



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 |

| | |

| |Cary #15 |

| |Tic-Tac-Toe Times 6 |

| |Hurray for Arrays! |

| |Diamond Derby |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

|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. | |

| | |

-----------------------

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

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download