this technique to solve real world problems. STANDARDS FOR MATHEMATICAL PRACTICE Students must make sense of Make sense of problems and persevere in solving them. the problem by identifying what information they need to solve it. Reason abstractly and quantitatively. Students are asked to make an estimate (high and low). Construct viable arguments and critique the reasoning of others. After writing down their own questions, students discuss their question with partners, creating the opportunity to construct the argument of why they chose their question, as well as critiquing the questions that others came up with. with mathematics. Once given the information, the students use that information to develop a mathematical model to solve their question. Use appropriate tools strategically. Students write their best estimate and two more estimates one that is too low and one that is too high to establish a range in which the – solution would occur. Attend to precision. Students use clear and precise language when discussing their strategies and sharing their own reasoning with others. 8. Look for and express regularity in repeated reasoning. Students should begin to notice that arrays and multiplication can be used to solve area problems. ESSENTIAL QUESTIONS In order to maintain a student-inquiry-based approach to this task, it may be beneficial to wait until Act 2 to share the EQ’s with your students. By doing this, students will be allowed the opportunity to be very creative with their thinking in Act 1. By sharing the EQ’s in Act 2, you will be able to narrow the focus of inquiry so that the outcome results in student learning directly related to the content standards aligned with this task. How can area be determined without counting each square? How does knowing the dimensions of a rectangle relate to area? What is the relationship between dimensions and factors? MATERIALS Act 1 video- Act 1 picture (attached)
this technique to solve real world problems. STANDARDS FOR MATHEMATICAL PRACTICE Make sense of problems and persevere in solving them. Students must make sense of the problem by identifying what information they need to solve it. Reason abstractly and quantitatively. Students are asked to make an estimate (high and low). Construct viable arguments and critique the reasoning of others. After writing down their own questions, students discuss their question with partners, creating the opportunity to construct the argument of why they chose their question, as well as critiquing the questions that others came up with. with mathematics. Once given the information, the students use that information to develop a mathematical model to solve their question. Use appropriate tools strategically. Students write their best estimate and two more estimates – one that is too low and one that is too high to establish a range in which the solution would occur. Attend to precision. Students use clear and precise language when discussing their strategies and sharing their own reasoning with others. 8. Look for and express regularity in repeated reasoning. Students should begin to notice that arrays and multiplication can be used to solve area problems. ESSENTIAL QUESTIONS In order to maintain a student-inquiry-based approach to this task, it may be beneficial to wait until Act 2 to share the EQ’s with your students. By doing this, students will be allowed the opportunity to be very creative with their thinking in Act 1. By sharing the EQ’s in Act 2, you will be able to narrow the focus of inquiry so that the outcome results in student learning directly related to the content standards aligned with this task. How can area be determined without counting each square? How does knowing the dimensions of a rectangle relate to area? What is the relationship between dimensions and factors? MATERIALS Act 1 video- Act 1 picture (attached)
CCGPS_Math_3_Unit3Framework.docx