CONTENT STANDARDS MGSE3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. STANDARDS OF MATHEMATICAL PRACTICE (SMP) 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Background Knowledge This task is designed to develop the concept of what happens to a number when multiplied by a multiple of ten. To help build context, the teacher may read by J. Pinzces. 100 Hungry Ants Students need to know that 10 tens make 100 and 10 hundreds make one thousand. COMMON MISCONCEPTION It is important to address any misconceptions that students may have with adding “just zeros”. Students need to be able to think in terms of ___ groups of ____ tens. Additionally, student misconceptions with this task may be with their understanding of place value. When working with longs, students may see the group as a group of 1 instead of a group of 10. For example, when counting 5 longs the student may count them as 2, 3, 4, with a “1, 5” total of 5 objects instead of counting them as 20, 30, 40, or groups of with a total “10, 50” “5 10” of 50. It is important for students to have this understanding of the long consisting of 10 units. Essential Questions How can I model multiplication by ten? How is multiplying by ten related to place value? Materials Money Manipulatives many recording sheet “How 10s”
CONTENT STANDARDS MGSE3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. STANDARDS OF MATHEMATICAL PRACTICE (SMP) 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Background Knowledge This task is designed to develop the concept of what happens to a number when multiplied by a multiple of ten. To help build context, the teacher may read 100 Hungry Ants by J. Pinzces. Students need to know that 10 tens make 100 and 10 hundreds make one thousand. COMMON MISCONCEPTION It is important to address any misconceptions that students may have with “just adding zeros”. Students need to be able to think in terms of ___ groups of ____ tens. Additionally, student misconceptions with this task may be with their understanding of place value. When working with longs, students may see the group as a group of 1 instead of a group of 10. For example, when counting 5 longs the student may count them as “1, 2, 3, 4, 5” with a total of 5 objects instead of counting them as “10, 20, 30, 40, 50” or “5 groups of 10” with a total of 50. It is important for students to have this understanding of the long consisting of 10 units. Essential Questions How can I model multiplication by ten? How is multiplying by ten related to place value? Materials Money Manipulatives “How many 10s” recording sheet
3rd-Math-Unit-2.docx