Wed. Unit 1 Lesson 3 Set up classroom routines for using the signature Use the Signature and Study sheets with a 9/9/15 Multiplication partner sheet to be sure students get additional practice and Arrays with facts. Write multiplication equations for arrays MX pp. 19-32 Apply the Commutative Property as a TE p. 24 This example of Less than/Greater than strategy to multiply could be a small chart hung where all can see. Instead of the alligator, teach children that when Formative Assessment reading the sign, they say “is less than” if the small p. 30 Check for Understanding. Explain why end of the symbol comes first and they say “is switching the order of the factors does not greater than” when the larger end of the symbol change the product. Use arrays to explain your comes first. The alligator story only helps students answer. when they can see which is more or less right away. If the problem makes that difficult, they struggle to read the symbol properly. Thu. Unit 1 Lesson 4 TE p. 34 Activity 2 Model with Mathematics. Put Solve division word problems where the 9/10/15 The Meaning of this representation of an equation with associated number of groups is unknown Division explanations on a chart or poster for student Solve division word problems where the MX pp. 33-44 reference. TE p. 37 Differentiated Instruction note group size is unknown is another gem for a chart or poster. Formative Assessment Choose a few of the word problems for students to p. 42 Check for Understanding. What complete. They do not need to finish them all. multiplication with an unknown can you write to find the answer to 20 ÷ 5? TE p. 44 would look great hanging on the wall. Ready-made hand cutouts could be used.
Wed. 9/9/15 Unit 1 Lesson 3 Multiplication and Arrays MX pp. 19-32 Use the Signature and Study sheets with a partner Write multiplication equations for arrays Apply the Commutative Property as a strategy to multiply Formative Assessment p. 30 Check for Understanding. Explain why switching the order of the factors does not change the product. Use arrays to explain your answer. Set up classroom routines for using the signature sheet to be sure students get additional practice with facts. TE p. 24 This example of Less than/Greater than could be a small chart hung where all can see. Instead of the alligator, teach children that when reading the sign, they say “is less than” if the small end of the symbol comes first and they say “is greater than” when the larger end of the symbol comes first. The alligator story only helps students when they can see which is more or less right away. If the problem makes that difficult, they struggle to read the symbol properly. Thu. 9/10/15 Unit 1 Lesson 4 The Meaning of Division MX pp. 33-44 Solve division word problems where the number of groups is unknown Solve division word problems where the group size is unknown Formative Assessment p. 42 Check for Understanding. What multiplication with an unknown can you write to find the answer to 20 ÷ 5? TE p. 34 Activity 2 Model with Mathematics. Put this representation of an equation with associated explanations on a chart or poster for student reference. TE p. 37 Differentiated Instruction note is another gem for a chart or poster. Choose a few of the word problems for students to complete. They do not need to finish them all. TE p. 44 would look great hanging on the wall. Ready-made hand cutouts could be used.
Grade%203%20Unit%201%20Plan%20MX.docx