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Math: Unit 6
|UNIT TITLE: Understand Division |Grade: 3 |
|Domain: |Suggested Pacing |
|Operations and Algebraic Thinking (CC.3.OA) | |
| | 11 days |
| |12/22/14 – 01/16/14 |
|Stage 1 – Desired Result |
|Established Goals/Unit Outcome |
|Highest Level of Understanding: |
|Relate multiplication and division as inverse operations and write related multiplication and division facts. |
|Divide using the rules for 1 and 0. |
|Average Level of Understanding: |
|Model division using equal groups and bar models. |
|Use repeated subtraction and a number line to relate subtraction to division. |
|Most Essential Level of Understanding: |
|Solve division strategies using the strategy “Act it Out.” |
|Use models to explore the meaning of partitive (sharing) and quotative (measurement) division. |
|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.2: Represent and solve problems involving multiplication and division. |
|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. |
|CC.3.OA.6: Understand properties of multiplication and the relationship between multiplication and division. |
|Understand division as an unknown-factor problem. |
|CC.3.OA.7: Multiply and Divide within 100. |
|Fluently multiply and divide within 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.5: Understand properties of multiplication and the relationship between multiplication and division. |
|Apply properties of operations as strategies to multiply and divide. |
| |
|Mathematical Practices: |
|CC.K-12.MP.2: Reason abstractly and quantitatively. |
|CC.K-12.MP.7: Look for and make use of structure. |
|Essential Questions: |
|How can you use division to find how many in each group or how many equal groups? (OVERALL) |
|How can you use the strategy “Act it Out” to solve problems with equal groups? (Lesson 6.1; CC.3.OA.3) |
|How can you model a division problem to find how many in each group? (Lesson 6.2; CC.3.OA.2) |
|How can you model a division problem to find how many equal groups? (Lesson 6.3; CC.3.OA.2) |
|How can you use bar models to solve division problems? (Lesson 6.4; CC.3.OA.2) |
|How is division related to subtraction? (Lesson 6.5; CC.3.OA.3) |
|How can you use arrays to solve division problems? (Lesson 6.6; CC.3.OA.3) |
|How can you use multiplication to divide? (Lesson 6.7; CC.3.OA.6) |
|How can you write a set of related multiplication and division facts? (Lesson 6.8; CC.3.OA.7) |
|What are the rules for dividing with 1 and 0? (Lesson 6.9; CC.3.OA.5) |
|Content: |Skills: |
|Solve division problems |Use the “Act it Out” strategy to solve division problems. |
|Explore the meaning of partitive (sharing) division. |Use models to explore partitive (sharing) division. |
|Explore the meaning of quotative (measurement) division. |Use models to explore quotative (measurement) division. |
|Model division. |Use bar models to solve division problems. |
|Explore the relationship between division and subtraction. |Use repeated subtraction and a number line to relate subtraction to division. |
|Use multiplication to divide. |Use arrays to solve division problems. |
|Rules for division. |Use bar models and arrays to relate multiplication and division as inverse operations. |
| |Write a set of related multiplication and division facts. |
| |Divide using the rules for 1 and 0. |
|Terms/ Vocabulary: |
|Divide |
|Equal Groups |
|Dividend |
|Divisor |
|Quotient |
|Array (Lesson 6.6) |
|Inverse Operations (Lesson 6.7) |
|Related Facts |
|Factor |
|Product |
|Identity Property of Multiplication (Lesson 6.9) |
| Stage 2 – Assessment Evidence |
|Performance Task: |Other Evidence: |
| |Diagnostic: |
| |Show What You Know Pg. 207 |
| |Formative: |
| |Lesson Quick Check |
| |Mid-Chapter Checkpoint – Pg. 229-230 |
| |Summative: |
| |Chapter Review Test – Pg. 247-250 |
| |Chapter Test – Pg. 107-112 (A.G.) |
| Stage 3 – Learning Plan |
|Standard |
|Grab-and-Go Differentiated Center Kits |
|Literacy Connections: Readers |Games: |
|Corey’s Cookie Caper |All in the Family |
|The Garden Fence | |
|The Homework Table |Activities: |
|Sports Camp |Card #9 |
| |Comparing 2 and 5 |
| |Dividing Nickels |
| |Division MathO! |
| | |
| |Card #19 |
| |Missing Sides |
| |Division Dilemmas |
| | |
|Go Math Intervention Activities (ELLs, RTI, and SWDs): |
|ELLs |RTI |
|Strategy: |Lesson 6.1: |
|Rephrase (Lesson 6.1: pg. 209B; Lesson 6.9: pg. 243B) |Tier 1: Visual/Kinesthetic (Whole Class/Small Group) |
|Strategy: |Page 209B |
|Identify Relationships (Lesson 6.2: pg. 213B; Lesson 6.6: pg. 231B) |Tier 2: Kinesthetic/Visual (Small Group) |
|Strategy: |Page 209B |
|Creative Grouping (Lesson 6.3: pg. 217B) |Lesson 6.2: |
|Strategy: |Tier 1: Kinesthetic (Whole Class/Small Group) |
|Define (Lesson 6.4: pg. 221B) |Page 213B |
|Strategy: |Tier 2: Kinesthetic (Small Group) |
|Draw (Lesson 6.5: pg. 225B) |Page 213B |
|Strategy: |Lesson 6.3: |
|Describe (Lesson 6.7: pg. 235B) |Tier 1: Kinesthetic (Whole Class/Small Group) |
|Strategy: |Page 217B |
|Model Concepts (Lesson 6.8: pg. 239B) |Tier 2: Visual/Spatial (Small Group) |
| |Lesson 6.4: |
| |Tier 1: Kinesthetic (Whole Class/Small Group) |
| |Page 221B |
| |Tier 2: Kinesthetic (Small Group) |
| |Page 221B |
| |Lesson 6.5: |
| |Tier 1: Visual (Whole Class/Small Group) |
| |Page 225B |
| |Tier 2: Kinesthetic (Small Group) |
| |Page 225B |
| |Lesson 6.6: |
| |Tier 1: Visual/Spatial (Whole Class/Small Group) |
| |Page 231B |
| |Tier 2: Visual/Spatial (Small Group) |
| |Page 231B |
| |Lesson 6.7: |
| |Tier 1: Kinesthetic (Whole Class/Small Group) |
| |Page 235B |
| |Tier 2: Kinesthetic (Small Group) |
| |Page 235B |
| |Lesson 6.8: |
| |Tier 1: Kinesthetic (Whole Class/Small Group) |
| |Page 239B |
| |Tier 2: Kinesthetic/Visual |
| |Page 239B |
| |Lesson 6.9: |
| |Tier 1: Kinesthetic/Visual (Whole Class/Small Group) |
| |Page 243B |
| |Tier 2: Kinesthetic/Visual (Small Group) |
| |Page 243B |
|SWDs | |
|Additional Support Strategies: | |
| | |
|Division: | |
|Choose a peer to model how to solve division problems for the student. | |
|Develop a math facts reference sheet for division for student to use at his/her desk. | |
|Provide manipulatives to divide into groups. | |
|Provide flashcards to practice the division tables. | |
|Use of calculator for drill of basic division facts. | |
|Practice division facts on a computer software program. | |
| | |
|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 6.2
Materials:
• MathBoard
• Counting Tape
• Counters
• Square Tiles
Lesson 6.4
Lesson 6.8
Games/Activities Key:
Computation and Mental Math
Geometry and Measurement
Challenge
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