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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