3rd Grade Unit 4: Multiplication and Division



Grade 3

Unit 5

Multiplication and Division

Multiplication: Learn and apply multiplication facts through 12 by 12 using concrete models and objects. Solve and record multiplication problems (up to two digits times one digit). Identify patterns in multiplication facts.

Day 1: Investigations Unit 5, Session 1.1: Activities 1 (Naming Things that Come in Groups) and 2 (Asking Multiplication Questions), page 25. Read “What comes in 2’s, 3’s and 4’s?” by Suzanne Aker.

Day 2: Investigations Unit 5, Session 1.2: Activity 1 (Pictures of Things that Come in Groups), pg 29 (Be sure to read the Ongoing Assessment: Observing Students at Work and Differentiation: Supporting the Range of Learners on pg 30); Activity 2 (Discussion, Writing “Groups of” As Multiplication) – Please read “Math Notes” in the right hand column on pg 31.

Day 3: Investigations Unit 5, Session 1.3: Activity 2 (Introducing Picture Problems (you will need the Multiplication chart T60), and Activity 3 Solving Picture Problems: Student Activity Book, Unit 5, pages 4-6. (Be sure to read the Ongoing Assessment: Observing Students at Work, pg 37 and Differentiation: Supporting the Range of Learners, pg 38)

Day 4: Investigations Unit 5, Session 2.1 “Highlighting multiples on the 100 Chart,” Activity 1 Highlighting the Multiples of 2, pg 49; Activity 2 Multiples of 5 and 10, pg 51;

Day 5: Investigations Unit 5, Session 2.2 “More Multiples,” Activity 1 Relationships between the Multiples of 5 and 10, pg 54; Activity 2 Highlighting the Multiples of 3 and 6, pg 56

Day 6: Investigations Unit 5, Session 2.3, “Solving Related Story Problems” Activity 1 Introducing Related Problems, pg 60, Activity 2 Solving Related Problems pg 61

Day 7: Circles and Stars Activity

Day 8: Investigations Unit 5, Session 3.1, Activity 1, Introducing Arranging Chairs, pg. 83 and Activity 2, Arranging Chairs, pg 84-85 (Ongoing Assessment, pg 85). Resource Masters Unit 5, M14, M15, M16

Or

Amanda Bean’s Amazing Dream by Cindy Neaushwander.

Day 9: Investigations Unit 5, Session 3.2, Activity 1 Sharing Our Arrays. Unit 5, Session 3.3, Activity 1, Activity 2, Making Array Cards, pg 89. Students cut out and label 51 arrays representing multiplication combinations in the 2 to 12 tables with products up to 50. You need to decide if you have the time and paper to make 8 copies for each student..

Day 10: Investigations Unit 5, Session 3.4, Activity 1, Introducing Factor Pairs, pg 98

Or

Multiplication Tic Tac Toe

Division: Use models to solve division problems and use number sentences to record the solutions. Identify and describe patterns in a table of related number pairs based on a meaningful problem and extend the table.

Day 11: The Doorbell Rang Activity

Day 12: Equal Teams Activity

Day 13: Investigations Unit 5, Session 4.1, Activity 1, Solving Division Problems, pg 117 and Activity 2, Sharing Our Solutions, pg 119

Day 14: Investigations Unit 5, Session 4.2, Activity 1 Solving Story Problems and Activity 2, Multiply or Divide? Pg 122 – 124. Introduce “GET” (a method to tell when to multiply and when to divide).

Day 15: Investigations Unit 5, Session 4.3 “Writing Story Problems” Activity 1 Introducing the Class Multiplication/Division Book, pg 126, Activity 2 Writing Problems for the Class Book pg 126

Day16: Have students continue to write problems. Students switch and have students answer the questions utilizing the “GET” strategy.

Day 17: Bean 13 Activity

Day 18: Have students create a word problem, demonstrating the picture, skip counting and the pattern.

Students can either create a multiplication or division story.

|Word problem: |[pic] |

| | |

|There are 4 spiders. | |

|Each spider has 8 legs. | |

|How many legs on four spiders? | |

| |Table: |

| | |

|There are 32 legs in all. |Spiders |

|4 x 8 = 32 | |

| |legs |

|[pic][pic][pic][pic] | |

| |1 |

| |1 X 8 |

| |8 |

| | |

| |2 |

| |2 X 8 |

| |16 |

| | |

| |3 |

| |3 X 8 |

| |24 |

| | |

| |4 |

| |4 X 8 |

| |32 |

| | |

| |5 |

| |5 X 8 |

| |40 |

| | |

| | |

| |Teacher note: Have the students fill up the chart up to 12 then highlight |

| |their answer. |

| | |

Students can also create a horizontal table. Discuss with the students what is happening on the table and if they recognize any patterns.

For example:

|Spiders |1 |2 |3 |4 |

| |1 X 8 |2 X 8 |3 X 8 |4 X8 |

|Legs |8 |16 |24 |32 |

Day 19: Continue to work on their word problem chart.

Day 20: Multiplication/ Division Assessment

Grade 3

Unit 6

Patterns

Patterns: Identify and extend whole-number and geometric patterns to make predications and solve problems. Generate a table of paired numbers based on real-life situations such as insects and legs. Identify and describe patterns in a table of related number pairs based on a meaningful problem and extend the table.

Day 1: Investigations Unit 2, Activity Introducing Guess My Rule, pg 41

Day 2: Investigations Unit 6, Session 2.1, “Cube Patterns: Red, Blue, Green” Activity 1 Numbering Repeating Patterns pg 57, Activity 2 Cube Patterns pg 58, Activity 3 The 25th Cube pg 60

Day 3: Investigations Unit 6, Session 2.2 “Where Are the Greens?” Activity 1 Examining the Green Cubes pg 63, Activity 2 Where Are the Greens? Pg 64, Activity 3 Examining the Red and Blue Cubes pg 65

Day 4: Investigations Unit 6, Session 2.3 “What Color Is It?” Activity 1 Examining the Red and Blue Cubes pg 68, Activity 2 What Color Is It? Pg 68, Activity 3 Three Apart Sequences pg 70

Day 5: Read “Pattern Fish” by Trudy Harris. Engage and Explore of the 5E model on Elearn.

Day 6: Continue to work on their pattern.

Day 7: Investigations Unit 6, Session 3.1 “The Marbles of Rhomaar” Activity 1 The Magic Marbles of Rhomaar pg 78, Activity 2 Representing Marble Stories pg 81, Activity 3 Comparing Representations pg 83

Day 8: Investigations Unit 6, Session 3.2 “Working With Tables” Activity 1 Introducing Tables: Comparing Franick and Bolar pg 86, Activity 2 Tables That Go by 5s pg 88, Activity 3 What’s the Rule for Tovar? Pg 89

Day 9: Squares from Squares activity

Day 10: Investigations Unit 6, Session 3.3 “Describing a Rule” Activity 1 Using a Table to Compare pg 93, Activity 2 Finding Rules for Any Day pg 94

Day 11: Read “Diary of a Worm” by Doreen Cronin. Explain of the 5E model on Elearn.

Day 12: Continue “Diary of a Worm”

Day 13: Pattern Assessment

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Note to teacher: The students will color the number they are skip counting by in the hundreds chart

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