System Topic(s): Introducing concept of multiplication and dividing Subject/Grade/Level: Significance of Learning Goal(s): Students will gain an understanding of the circumstances in life Mathematics/Grade 3 when one must use multiplication or divisions. Students should understand that it is easier to multiply than to repeatedly add. of Content Specific Learning Instructional Tools / Materials / Standards / Objective(s) Days Technology / Resources / CPI / Suggested Activities Assessments and Assessment Essential Models Questions The Students Will Be Able To: Instruction Suggested CPI: Concept(s): Meets Standard: Multiplying means repeated Students read number stories involving equal 3.OA.1-4 addition of equal groups; stories and draw representation that 3.OA. 5-6 Division is dividing objects into demonstrate the model of multiplication; student equal groups; fill in labels on the multiplication diagrams EQ: Division is related to identifying groups and numbers in each group; What are the multiplication on account of it find the product of number stories. Math Journal Typical Assessment Question(s) or circumstances being an unknown factor 83-84, SRB 239, MM 41, 22, 248, Skill Link 32, Task(s): in which one problem Elements 35 must use Literature: Each Orange Had Eight SWBAT: multiplication Slices, Paul Ganti, Jr. and division Sea Squares, Joy Hume to solve a Understand that multiplication Exceeds Standard: How Many Legs?, Christine Laley problem? means repeated addition of Students will write their own number stories that equal groups; recognize involve equal groups (MJ 84) number stories that require Students will solve other number students’ multiplication; recognize that problems. multiplication is a shortcut to Students fill in blank multiplication tables (MM repeated addition 41)
System Subject/Grade/Level: Mathematics/Grade 3 Topic(s): Introducing concept of multiplication and dividing Significance of Learning Goal(s): Students will gain an understanding of the circumstances in life when one must use multiplication or divisions. Students should understand that it is easier to multiply than to repeatedly add. Suggested Days of Instruction Content Standards / CPI / Essential Questions Specific Learning Objective(s) The Students Will Be Able To: Suggested Activities Instructional Tools / Materials / Technology / Resources / Assessments and Assessment Models CPI: 3.OA.1-4 3.OA. 5-6 EQ: What are the circumstances in which one must use multiplication and division to solve a problem? Concept(s): Multiplying means repeated addition of equal groups; Division is dividing objects into equal groups; Division is related to multiplication on account of it being an unknown factor problem SWBAT: Understand that multiplication means repeated addition of equal groups; recognize number stories that require multiplication; recognize that multiplication is a shortcut to repeated addition Meets Standard: Students read number stories involving equal stories and draw representation that demonstrate the model of multiplication; student fill in labels on the multiplication diagrams identifying groups and numbers in each group; find the product of number stories. Math Journal 83-84, SRB 239, MM 41, 22, 248, Skill Link 32, Elements 35 Exceeds Standard: Students will write their own number stories that involve equal groups (MJ 84) Students will solve other students’ number problems. Students fill in blank multiplication tables (MM 41) Typical Assessment Question(s) or Task(s): Literature: Each Orange Had Eight Slices, Paul Ganti, Jr. Sea Squares, Joy Hume How Many Legs?, Christine Laley