~ Gateway Regional School District~ Unit Plan


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1 ~ Gateway Regional School District~ Unit Plan (revised 2/15/13) Content Area: Go Math! Unit: Multiplication Facts and Strategies Grade(s): 3 Time Line: 13 days Date: December Domain/Content Standard(s): Operations and Algebraic Thinking Stage 1: Desired Results Established Goals: Operations and Algebraic Thinking CC.3.OA Represent and solve problems involving multiplication and division CC.3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g. by using drawings and equations with a symbol for the unknown number to represent the problem. Understand properties of multiplication and the relationship between multiplication and division CC.3.OA.5 Apply properties of operations as strategies to multiply and divide. Examples: If 6 4 = 24 is known, then 4 6 = 24 is also known. (Commutative property of multiplication.) can be found by 3 5 = 15, then 15 2 = 30, or by 5 2 = 10, then 3 10 = 30. (Associative property of multiplication.) Knowing that 8 5 = 40 and 8 2 = 16, one can find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = = 56. (Distributive property.) Multiply and Divide within 100 CC.3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two onedigit numbers. Solve problems involving the four operations, and identify and explain patterns in arithmetic. CC.3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. Solve problems involving the four operations, and identify and explain patterns in arithmetic. CC.3.OA.8 Solve twostep word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Transfer: Students will be able to independently use their learning to Draw a picture, count by 2s, or use doubles to multiply with the factors 2 and 4. Multiply with 2 and 4 COMMON CORE CC.3.OA.3 Also CC.3.OA.1, CC.3.OA.7 Use skip counting, a number line, or a bar model to multiply with the factors 5 and 10. Multiply with 5 and 10 COMMON CORE CC.3.OA.3
2 Draw a picture, use 5s facts and addition, doubles, or a multiplication table to multiply with the factors 3 and 6. Multiply with 3 and 6 COMMON CORE CC.3.OA.3 Use the Distributive Property to find products. Algebra  Distributive Property COMMON CORE CC.3.OA.5 Use the Commutative Property or Distributive Property or known facts to multiply with the factor 7. Multiply with 7 COMMON CORE CC.3.OA.7 Use the Associative Property of Multiplication to find products. Algebra  Associative Property of Multiplication COMMON CORE CC.3.OA.5 Identify and explain patterns on the multiplication table. Algebra  Patterns on the Multiplication Table COMMON CORE CC.3.OA.9 Use doubles, a number line, or the Associative Property of Multiplication to multiply with the factor 8. Multiply with 8 COMMON CORE CC.3.OA.7 Use the distributive Property with addition or subtraction or patterns to multiply with the factor 9. Multiply with 9 COMMON CORE CC.3.OA.7 Solve multiplication problems by using the strategy make a table. Problem Solving  Multiplication COMMON CORE CC.3.OA.8 Meaning: Understandings: Students will understand that there are varied strategies for determining products for multiplication facts. Students will develop strategies for multiplying onedigit factors when they explore ways to derive unknown facts from known facts. These strategies assist in the process of memorizing facts. Students will understand that the Associative and Distributive Properties help them build fluency with multiplication by using facts they know to find unknown products. Essential Questions: What strategies can you use to multiply? Acquisition: Students will know When given a number of equal groups and the number of objects in each group, they may multiply or use repeated addition to find the total number of objects in all the groups. Arrays are similar to equal groups. Students determine the total number of objects given the number of rows and
3 the number of objects in each row. The Associative Property allows them to change the grouping of factors presented. The Distributive Property allows them to break apart facts they don t know into known facts. Students will be skilled at Using different strategies to multiply. Using vocabulary terms including, but not limited to: multiple, Distributive Property, Associative Property of Multiplication Vocabulary/factual knowledge Students will learn the vocabulary multiple, Distributive Property, and Associative Property of Multiplication. Students will review the terms factor, product, addend, sum, Commutative Property of Addition, even, odd, and subtraction. Stage 2: Evidence Assessment/Evidence of Learning: levels (Curriculum embedded performance assessment) Show What You Know, MidChapter Checkpoint, Chapter 4 Test examples/blooms Performance tasks Embedded Differentiated Performance Activities included in curriculum Chapter Review/Test questions 31 A & B Critical Area Project: Inventing Toys Students will understand multiplication and division and strategies for multiplication and division within 100. Students will determine how many cartons of dolls will fill two shelves using the specifications given. Other evidence: Teacher observations Stage 3: Learning Plan
4 Summary of: Learning activities, strategies for instruction (include remediation and enrichment opportunities/differentiated instruction) 4.1 Students draw a picture, count by 2s, or use doubles to multiply with the factors 2 and Students will use skip counting, a number line, or a bar model to multiply with the factors 5 and Students will draw a picture, use 5s facts and addition, doubles, or a multiplication table to multiply with the factors 3 and Students will use the Distributive Property to find products by breaking apart arrays. 4.5 Students will use the Commutative or Distributive Property or known facts to multiply with the factor Students will use the Associative Property of Multiplication to multiply with three factors. 4.7 Students will identify and explain patterns on the multiplication table. 4.8 Students will use doubles, a number line, or the Associative Property of Multiplication to multiply with the factor Students will use the Distributive Property with addition or subtraction or patterns to multiply with the factor Students will solve multiplication problems by using the strategy make a table. Problem Based Learning Activity: Blooms Level Critical Area Project  Inventing Toys Students will understand multiplication and division and strategies for multiplication and division within 100. Students will determine how many cartons of dolls will fill two shelves using the specifications given. Instructional Tools, Resources, 21st Century Skill(s) Component ITools, whiteboards, Mega Math, Destination Math, Animated Math Tools, Manipulatives, Math Boards, Grab and Go Centers Kit, Go Math Student Edition Workbook Unit Outcome: Stage 4: Reflection
5 Notes for changes:
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