Math- Unit



Math: Unit 7

|UNIT TITLE: Division Facts and Strategies |Grade: 3 |

|Domain: Operations and Algebraic Thinking (CC.3.OA) |Suggested Pacing |

| |10 days |

| |1/21/15 – 2/03/15 |

|Stage 1 – Desired Result |

|Established Goals/Unit Outcome |

|Highest Level of Understanding: |

|Perform operations in order when there are no parentheses |

|Average Level of Understanding: |

|Solve two step problems by using the strategy act it out |

|Most Essential Level of Understanding: |

|Use a variety of strategies to divide by 1, 2,3,4,5,6,7,8, 9, and 10. |

|Common Core Learning Standards: |

| |

|CC.3OA.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.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 8x5=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.4 Represent and solve problems involving multiplication and division. |

|Determine the unknown whole number in a multiplication or division equation relating three whole numbers. |

| |

|CC.3.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 |

|MP.3-Construct viable arguments and critique the reasoning of others. |

|MP.7-Look for and make use of structure. |

|Essential Questions: What strategies can you use to divide? |

|What does dividing by 2 mean? (Lesson 7.1; CC.3.OA.3) |

|What strategies can you use to divide by 10? (Lesson 7.2; CC.3.OA.7) |

|What does dividing by 5 mean? (Lesson 7.3; C.C.3.OA.3) |

|What strategies can you use to divide by 3? (Lesson 7.4; C.C.3.OA.7) |

|What strategies can you use to divide by 4? (Lesson 7.5; C.C.3.OA.7) |

|What strategies can you use to divide by 6? (Lesson 7.6; C.C.3.OA.7) |

|What strategies can you use to divide by 7? (Lesson 7.7; C.C.3.OA.7) |

|What strategies can you use to divide by 8? (Lesson 7.8; C.C.3.OA.4) |

|What strategies can you use to divide by 9? (Lesson 7.9; C.C.3.OA.7) |

|How can you use the strategy act it out to solve two-step problems? (Lesson 7.10; C.C.3.OA.8) |

|Why are there rules such as the order of operations? (Lesson 7.11; C.C.3.OA.8) |

|Content: |Skills: |

|Arrays and drawings |Find quotients to division problems like 24 ÷ 8 by using multiplication and arrays |

|Inverse operations |Solve division problems like 40÷5 by thinking of it as an “unknown factor” problem and using multiplication |

|Finding the unknown |facts |

|Equal groups |Find the unknown factor in multiplication sentences like |

|Skip count backward |X 3=18 |

|Repeated subtraction |Use equal groups to solve division problems like 15÷3 |

|Number lines |Solve division problems like 21 ÷ 3 by skip counting backward |

|Using properties |Solve division problems like 20÷4 by using subtraction |

|Model division |Find quotients to division problems like 42 ÷ 6 by using a number line |

|Expressions |Find quotients to division problems like 36 ÷ 9 by using known facts (commutative property) |

|Equations |Use models and arrays to solve multiplication and division problems using inverse operations |

| |Evaluate expression by knowing that a variable is a letter that stands for an unknown quantity in an |

| |expression or equation |

| |Write equations to represent sentences like |

| |14 songs plus three times n songs is 23 songs |

| |14 + 3 x n =23 |

| |Learn which words and phrases suggest which operations to use in an equation |

| |Perform operation from left to right, multiplying and dividing first when there are no parentheses |

|Terms / Vocabulary: |

|Dividend (Lesson 7.2) |

|Divisor (Lesson 7.2) |

|Factor (Lesson 7.2) |

|Product (Lesson 7.2.) |

|Array (Lesson 7.5) |

|Order of operations (Lesson 7.11) |

| Stage 2 – Assessment Evidence |

|Performance Task: |Other Evidence: |

| | |

| |Diagnostic: Show What You Know pg. 251 |

| | |

| |Formative: Mid-Chapter Checkpoint (Lessons 7.1 to 7.6) pg. 277-278 |

| | |

| |Summative: Chapter 7 Test (AG pgs. 121-126) |

| Stage 3 – Learning Plan |

|Standard |Go Math |Essential Questions |Vocabulary |Materials |Assessment |Differentiation |Supplemental/ |

| |Lesson Objective | | | | | |Substitute Lessons |

|CC.3.OA.7 |Lesson 7.2: Divide by 10 |What strategies can you use to |Dividend |Math Board |Quick Check |Reteach: Divide by 10 |My Math: Lesson 6.9 |

| | |divide by 10? |Divisor |Counting tape |3&7 |Enrich: Olympics Math | |

| | | |Factor | | | | |

| | | |product | | | | |

|CC.3.OA.3 |Lesson 7.3: |What does dividing by 5 mean? | |Math Board Counting |Quick Check |Reteach: Divide by 5 |My Math: Lesson 6.5 |

| |Divide by 5 | | |tape |3&6 |Enrich: Divide by 5 to Guess | |

| | | | | | |my Number | |

|Differentiated Instruction |

|Grab-and-Go Differentiated Center Kits |

|Literacy Connections: Readers |Games: |

|Corey’s Cookie Caper |Division Cover Up |

|The Garden Fence |Activities: |

|On the Menu: Bamboo, Figs and Other Tasty Treats |Card #9 |

| |Comparing 2 and 5 |

| |Dividing Nickels |

| |Division MathO! |

| |Card 19 |

| |Dvision Mystery |

| |Missing Sides |

| |Division Dilemmas |

|Go Math Intervention Activities (ELLs, RTI, and SWDs): |

|ELLs |RTI |

|Lesson 7.1 |Lesson 7.1 |

|Strategy: Model Concepts; Kinesthetic (Small Group) page 253B |Tier 1: Kinesthetic (Whole Class/Small Group) page 253B |

|Lesson 7.2 |Tier 2: Kinesthetic (Small Group) page 253B |

|Strategy: Model Language; Verbal/Linguistic (Small Group) page 257B |Lesson 7.2 |

|Lesson 7.3 |Tier 1: Visual/Kinesthetic (Whole Class/Small |

|Strategy: Define; Verbal Linguistic (Small Group) page 261B |Group) page 257B |

|Lesson 7.4 |Tier 2: Visual/Kinesthetic (Small Group) page 257B |

|Strategy: Model Language; Visual (Small Group) page 265 B |Lesson 7.3 |

|Lesson 7.5 |Tier 1: Kinesthetic (Whole Class/Small Group) page 261B |

|Strategy: Creative Grouping; Interpersonal/Social (Small Group) page 269B |Tier 2: Kinesthetic (Small Group) page 261B |

|Lesson 7.6 |Lesson 7.4 |

|Strategy: Draw; Visual/Verbal (Small Group) page 273B |Tier 1:Kinesthetic (Whole Class/ Small Group) page 265B |

|Lesson 7.7 |Tier 2: Kinesthetic/Visual (Small Group) page 265B |

|Strategy: Model Concepts; Kinesthetic (Small Group) page 279B |Lesson 7.5 |

|Lesson 7.8 |Tier 1: Kinesthetic (Whole Class/Small Group) page 269B |

|Strategy: Model Language; Verbal/Linguistic (Small Group) page 283B |Tier 2: Kinesthetic/Visual (Small Group) page 269B |

|Lesson 7.9 |Lesson 7.6 |

|Strategy: Rephrase; Auditory/Verbal (Small Group) page 287B |Tier 1: Visual (Whole Class/Small Group) page 273B |

| |Tier 2: Kinesthetic/Visual (Small Group) page 273B |

|Lesson 7.10 |Lesson 7.7 |

|Strategy: Model Concepts; Kinesthetic (Small Group) page 291B |Tier 1: Visual/Auditory (Whole Class/Small Group) page 279B |

| |Tier 2: Visual/Kinesthetic (Small Group) page 279B |

|Lesson 7.11 |Lesson 7.8 |

|Strategy: Define; Verbal/Linguistic (Small Group) page 295B |Tier 1: Kinesthetic (Whole Class/Small Group) page 283B |

| |Tier 2: Kinesthetic/Visual (Small Group) page 283B |

| |Lesson 7.9 |

| |Tier 1:Visual (Whole Class/Small Group) page 287B |

| |Tier 2: Kinesthetic/Visual (Small Group) page 287B |

| |Lesson 7.10 |

| |Tier 1: Kinesthetic/Visual (Whole Class/Small Group) page 291B |

| |Tier 2: Visual/Kinesthetic (Small Group) page 291B |

| |Lesson 7.11 |

| |Tier 1:Interpersonal/Social (Whole Class/Small Group) page 295B |

| |Tier 2: Verbal/Linguistic (Small Group) page 295B |

|SWDs | |

|Additional Support Strategies: | |

| | |

|Fractions: | |

|Choose a peer to work with the student on problems involving fractions. | |

|Develop a reference sheet for fractions for student to use at his/her desk. | |

|Have the student practice solving problems involving fractions using computer software. | |

|Provide the student with manipulatives which represent the fractions involved in solving a problem. | |

|Provide the student with many concrete experiences to help him/her learn to use fractions. (Cutting pie | |

|shaped pieces.) | |

| | |

|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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Games/Activities Key:

Computation and Mental Math

Geometry and Measurement

Challenge

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