3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. BACKGROUND KNOWLEDGE Depending on the student’s reasoning and understanding of the problem, this could be solved using multiplication and division, but also acted out through manipulatives. Regardless of how the problem is solved, it is important that students use words, numbers, and pictures to communicate their reasoning. Common misconception Multiplication and division are usually taught separately. However, multiplication and division should be combined in order for students to see how they are related. with making “Experiences and counting groups, especially in contextual situations, are extremely useful. Products or quotients are not affected by the size of numbers as long as the numbers are within the grasp of the students” (Teaching Student-Centered Mathematics, 2006, John A. Van de Walle and LouAnn H. Lovin). This idea becomes evident in this task. essential questions How can multiplication and division be used to solve real world problems? How can we use patterns to solve problems? MATERIALS drawing paper, blocks, any other materials that will help students visualize the problem Day Blunder” student recording sheet GROUPING Partners NUMBER TALK By now number talks should be incorporated into the daily math routine. Continue utilizing the different strategies in number talks and revisiting them based on the needs of your students. In
3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. BACKGROUND KNOWLEDGE Depending on the student’s reasoning and understanding of the problem, this could be solved using multiplication and division, but also acted out through manipulatives. Regardless of how the problem is solved, it is important that students use words, numbers, and pictures to communicate their reasoning. Common misconception Multiplication and division are usually taught separately. However, multiplication and division should be combined in order for students to see how they are related. “Experiences with making and counting groups, especially in contextual situations, are extremely useful. Products or quotients are not affected by the size of numbers as long as the numbers are within the grasp of the students” (Teaching Student-Centered Mathematics, 2006, John A. Van de Walle and LouAnn H. Lovin). This idea becomes evident in this task. essential questions How can multiplication and division be used to solve real world problems? How can we use patterns to solve problems? MATERIALS drawing paper, blocks, any other materials that will help students visualize the problem Day Blunder” student recording sheet GROUPING Partners NUMBER TALK By now number talks should be incorporated into the daily math routine. Continue utilizing the different strategies in number talks and revisiting them based on the needs of your students. In
CCGPS_Math_3_Unit2Framework.docx