0 Voti positivi0 Voti negativi

5 visualizzazioni55 pagineSep 20, 2011

© Attribution Non-Commercial (BY-NC)

DOCX, PDF, TXT o leggi online da Scribd

Attribution Non-Commercial (BY-NC)

5 visualizzazioni

Attribution Non-Commercial (BY-NC)

Sei sulla pagina 1di 55

Grade: 3rd

Standards Cluster: Use Place Value understanding and properties of operations to perform multi-digit arithmetic. Content Literacy EPAS Reading MA-6-NPO-S-NO2-Students will 3.NBT.1 Use place value Writing add, subtract, multiply, divide understanding to round whole Speaking/Listening and apply order of operations numbers to the nearest 10 or with whole numbers, fractions, Vocabulary: 100. and decimals to solve real world problems. Digit: The symbols 0,1,2,3,4,5,6,7,8,9 used to write any number in our number system. Place Value: A system for writing numbers in which the value of a digit depends on its place in the number. Ex. Curriculum Integration

2, 5 9 7 . 5 6

thousands hundreds tens ones and tenths hundredths

Round:

To adjust a number to make it easier to work with. Generally rounded to the nearest 10 or 100.

Ballpark A rough estimate to help you solve a problem or Estimate: check an answer. Estimate: An answer that should be close to an exact answer.

Essential Questions

Culminating Performance

Sources

Possible Activities:

Every Day Math Student Reference Book

Every Day Math Correlation Lessons: 1.11, 2.7, 2.8, 7.7 DAY ___ Flashback # Learning Target DAY ___ Flashback # Learning Target DAY ___ Flashback # Learning Target DAY ___ Flashback # Learning Target DAY ___ Flashback # Learning Target Round a whole number to the nearest 100

I can use my code vocabulary to help me understand my place value which means I will learn my vocabulary words so I can use place value.

I can find my place value Define round or such as 1s, 10s, 100s, rounding in relation to and 1000s which means place value I can find my place value. Which means explain how to round numbers thousands hundreds tens ones to the nearest 10 and 100. R

Round a whole number to the nearest 10 Which means to find the value of the digit in the 10s place and determine where it falls on the number line by following a given set of rules. K I can find the digit in the 10s place and figure out where it falls on the number line and change it to the value of the 10s place it is closest to. If it is exactly in the middle (on the 5s) I will go to the bigger digit.

2 , 5 9 7

Which means to find the value of the digit in the 100s place and determine where it falls on the number line to the nearest 100 by following a given set of rules. K I can find the digit in the 100s place and figure out where it falls on the number line and change it to the value of the

I can define rounding as adjusting a number to make it easier to work with. I may adjust it in the 10s place or the100s place. K

Ex. I can round the digit 57 to 60 because on a number line 57 falls between 50 and 60, but it is closest to 60.

50 51 52 53 54 55 56 57 58 59 60

100s place it is closest to. If it is exactly in the middle (on the 50) I will go to the bigger digit. Ex. I can round 834 to 800 because on a number line 834 falls between 800 and 900 but it is closer to 800.

800 820 840 860 880 900 834

GT Tier I

GT Tier I

Grade: 3rd

Standards Cluster: Use Place Value understanding and properties of operations to perform multi-digit arithmetic. Content Literacy EPAS Reading MA-6-NPO-S-NO2-Students will add, subtract, multiply, divide 3.NBT.2 Fluently add and Writing and apply order of operations subtract within 1000 using with whole numbers, fractions, strategies and algorithms Speaking/Listening and decimals to solve real world based on place value, problems. properties of operations, Vocabulary: and/or the relationship MA7-AT-S-EI3-Students will Add: To take two digits and combine them to find sum. between addition and model and solve real-world subtraction. problems with one-or two-step Sum: The answer to an addition problem. equations or inequalities (e.g., 2x+1=9, 3x +3<9). Subtract: To take two digits and take the largest away from the

smallest to find the difference. Difference: The answer to a subtraction problem. Technology/21st Century Learner Essential Questions Culminating Performance

Curriculum Integration

Sources

Possible Activities:

Every Day Math Student Reference Book

Every Day Math Correlation Lessons: 1.8, 1.9, 1.11, 2.1, 2.2, 2.3, 2.4, 2.7, 2.8, 2.9, 3.1, 3.2, 3.5, 4.1, 7.4 DAY ___ Flashback # Learning Target Know strategies and algorithms for adding and subtracting within 1,000. DAY ___ Flashback # Learning Target Know strategies and algorithms for adding and subtracting within 1,000. DAY ___ Flashback # Learning Target DAY ___ Flashback # Learning Target Explain the relationship between addition & subtraction. DAY ___ Flashback # Learning Target

Fluently add and subtract within 1000. Which means to apply methods to add & subtract within 1,000 quickly and without the aid of a calculator. K I can add and subtract problems within 1,000

Which means to know and use a variety of ways to add and subtract within 1,000. K I will use different ways to add within 1,000.

Which means to know and use a variety of ways to add and subtract within 1,000. K I will use different ways to subtract within 1,000.

Which means I will explain how addition and subtraction are related and use methods to check answers using this relationship. R I can explain how

1

can be solved:

can be solved:

fluently which means add and subtract problems quickly without using a calculator. K

addition and subtraction are related to each other by using problems, pictures or words. Ex.

239 + 456 with carrying 695 (regrouping) OR 200 30 9 +400 + 50 + 6 600 + 80 + 15 =695 K

4 16

178 can be 1,135 + 957 checked - 957 1,135 178 OR 573 can be 306 - 267 checked + 267 306 573

= 471

Reflections/Homework *Differentiation: Accommodations ELL GT Tier I Look for and make use of structure.

Grade: 3rd

Standards Cluster: Represent & Solve Problems involving multiplication & division Content Literacy 3.OA.1 Interpret products of ReadingTitle: One Hundred Hungry Ants Task Card: Download here whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. For

EPAS MA-6-NPO-S-NO2-Students will add, subtract, multiply, divide and apply order of operations with whole numbers, fractions, and decimals to solve real world problems.

Writing Speaking/Listening

Vocabulary:

Equation A math problem using one or more operations; 3+2=5 72=5 8 x 4 = 32 18 / 9 = 2 Curriculum Integration

Multiply: To take two digits and express them in multiplication form. Ex. 4 x 3 means 4 sets of 3 or 3 sets of 4

Ex.3, 6, 9, 12, 15 etcare all multiples of 3. (or) two numbers being multiplied together. Ex. in 5 x 7 =35; 5 and 7 are the multiples and 35 is the product.

Product:

( 6 x 7) = 42

multiples product

Array:

means 3 x 6 or 6 x 3 =18

Essential Questions

Culminating Performance

Sources

Possible Activities:

Every Day Math Student Reference Book

www.mathfactcafe.com www.superkids.com/aweb/tools/math/

Array Picture Cards

Every Day Math Correlation Lessons: 4.1, 4.2, 4.3, 4.8 , 9.2 DAY ___ Flashback #

Multiples: skip

counting a digit to find what it is multiplied by: Ex. 3, 6, 9, 12, 15 etcare all multiples of 3. (or) two numbers being multiplied together. Ex. in 5 x 7 =35; 5 and 7 are the multliples and 35 is the product.

a multiplication problem.

Array: A grouping of

objects used to solve multiplication problems. Ex. x x x x x x xxxxxx xxxxxx means 3 x 6 or 6 x 3 =18 K

This means that I will be able to find the answer of a multiplication problem by using pictures or objects. K This means I can find an answer to a multiplication problem like 3 x 4 = 12 by drawing a picture or using objects and counting the number of objects. Ex. X X X X XXXX X X X X or

Learning Target Interpret products of whole numbers as a total number of objects in a number of groups

This means I will be able to show 35 as 5 groups with 7 objects in each group or 7 groups with 5 objects in each group. R

Learning Target

Learning Target

I will use various methods for solving multiplication problems which means I can use pictures, arrays, multiple adding etc to show how to find the product of multiplication problems. Ex. when given the product 35 I can solve: XXXXXXX XXXX X XXXXXXX XXXX X X X X X X X X OR X X X X X XXXXXXX XXXX X

XXXXXXX X X

X OR

OR 7, 14, 21, 28, 35 Formative Assessment H.O.T.S. Activities: Formative Assessment H.O.T.S. Activities Give examples of multiplication problems and model different ways to show/solve them pictorially. Formative Assessment H.O.T.S. Activities(Include literacy and integration if applicable) Formative Assessment H.O.T.S. Activities(Include literacy and integration if applicable) Formative Assessment H.O.T.S. Activities(Include literacy and integration if applicable)

Reflections/Homework *Differentiation: Accommodations ELL GT Tier I Make sense of problems and persevere I solving them.

Grade: 3rd

Standards Cluster: Represent & Solve Problems involving Multiplication & Division Content Literacy 3.OA.2 Interpret wholeReadingTitle: Each Orange Had 8 Slices Task Card: Download here number quotients of whole numbers, e.g. interpret 56 8 as the number of objects in Writing each share when 56 objects are partitioned equally into 8 Speaking/Listening shares, or as a number of shares when 56 objects are Vocabulary: partitioned into equal shares of 8 objects each. For Equation A math problem using one or more operations; example, describe a context in 3+2=5 72=5 8 x 4 = 32 18 / 9 = 2 which a number of shares or a number of groups can be Division: Dividing items into equal sets. expressed as 56 8. Quotient: (the The result of dividing one umber by another number answer to a division problem. Dividend: Divisor: division. The number that is being divided in division. The number that divides another number in

EPAS MA-6-NPO-S-NO2-Students will add, subtract, multiply, divide and apply order of operations with whole numbers, fractions, and decimals to solve real world problems.

Curriculum Integration

28 / 6 = 4

Equal:

R. 4

Collections of things that can be shared so that each set (person) gets the same amount.

Essential Questions

Culminating Performance

Sources

Every Day Math Student Reference Book

www.mathfactcafe.com www.superkids.com/aweb/tools/math/ Every Day Math Correlation Lessons: 4.3, 4.4, 4.5, 4.6, 7.3, 9.6, 9.7, 9.8

Learning Target Explain what division means and how it relates to equal shares.

Learning Target Interpret quotients as the number of shares or the number of groups when a set of objects is divided equally.

Learning Target

Learning Target

take a number or objects and share them equally between a divisor or into equal groups. R

Division-dividing items

into equal sets (sharing) 12/3 =4 can be modeled:

I can explain that to divide means to take objects or numbers and share them equally to find out how many each person gets. Ex. 14 objects can be shared equally by two people when I give each person 7. R

This means I can explain how the answer to a division problem means an equal share of whatever is being divided. (ex. 10 candy bars shared with 2 children means 5 candy bars each.) R

I can take a quotient (answer to a division problem) and explain or show how it is a group of objects that must be shared equally. Ex. the quotient 8 can be shared in two ways:

Dividend-the number

that is being divided in division. Ex. in 35/5=7, the divisor is 5. OR

Divisor-The number

that divides another number in division. Ex. in 35/5=7, the divisor is 5.

Quotient-the answer to

a division problem Ex. In 35/5=7 the quotient is 7.

Remainder: The

amount left over after you divide objects equally. Ex. 10/3 = 3 Remainder 1.

With 1 left over K Formative Assessment H.O.T.S. Activities (Include literacy and integration if applicable)

Reflections/Homework *Differentiation:

Reflections/Homework *Differentiation:

Reflections/Homework *Differentiation :

Reflections/Homework *Differentiation:

Reflections/Homework *Differentiation:

Grade: 3rd

Standards Cluster: Represent & Solve Problems involving Multiplication & Division Content Literacy ReadingTitle:Six-Dinner Sid 3.0A.3 Use multiplication and Task Card: Download here division within 100 to solve word problems in situations Writing involving equal groups, arrays, and measurement Speaking/Listening quantities, e.g., by using drawings and equations with a symbol for the unknown Vocabulary: number to represent the Multiply: To take two digits and express them in multiplication problem.1 form. Ex. 4 x 3 means 4 sets of 3 or 3 sets of 4

1See Common Core State Standards, Glossary, Table 2

EPAS MA-6-NPO-S-NO2-Students will add, subtract, multiply, divide and apply order of operations with whole numbers, fractions, and decimals to solve real world problems. Curriculum Integration

Ex.3, 6, 9, 12, 15 etcare all multiples of 3. (or) two numbers being multiplied together. Ex. in 5 x 7 =35; 5 and 7 are the multiples and 35 is

the product.

Product:

( 6 x 7) = 42

multiples product

Array:

means 3 x 6 or 6 x 3 =18

Equation

A math problem using one or more operations; 3+2=5 72=5 8 x 4 = 32 18 / 9 = 2 Dividing items into equal sets. The result of dividing one umber by another number answer to a division problem.

The number that is being divided in division. The number that divides another number in

28 / 6 = 4

Equal:

R. 4

Collections of things that can be shared so that each set (person) gets the same amount. A missing digit in a math equation. It is usually represented by a letter (a) or question mark (?).

Unknown:

Essential Questions

Culminating Performance

Sources

Possible Activities:

Every Day Math Student Reference Book

www.mathfactcafe.com www.superkids.com/aweb/tools/math/

Equal Rows in a Marching Band Sharing Marbles Equally

Every Day Math Correlation Lessons: 2.4, 2.5, 2.6, 2.9, 3.8, 4.1, 4.2, 4.3, 4.4, 6.8, 7.3, 7.4, 7.7, 7.8, 8.2, 8.5, 9.1, 9.2, 9.3, 9.6, 9.7, 9.8 DAY ___ Flashback # DAY ___ Flashback # DAY ___ Flashback # DAY ___ Flashback # DAY ___ Flashback #

Learning Target Multiply and divide within 100. Which means I will know my multiplication facts up to my 10s and be able to solve them in a variety of ways. K *This skill will be ongoing through automaticity.

Learning Target Solve word problems in situations involving equal groups, arrays, and measurement quantities. Which means I can use drawings and equations with a symbol for the unknown to represent a story problem. 24/A=6 or 24/4=A or A/4=6.

Learning Target Solve word problems in situations involving equal groups, arrays, and measurement quantities. Which means I can use drawings and equations with a symbol for the unknown to represent a story problem. 24/A=6 or 24/4=A or A/4=6.

Learning Target Represent a word problem using a picture, an equation with a symbol for the unknown number, or in other ways. (multiplication)

Learning Target Represent a word problem using a picture, an equation with a symbol for the unknown number, or in other ways. (division) Which means I can use drawings and equations with a symbol for the unknown to represent the problem . 24/A=6 or 24/4=A or A/4=6. R I can draw pictures or write an equation for a division number storys by using what I know about key words and what I know about how to solve division equations using pictures. Ex. Jackie has 12 gumballs She shares them equally with 3 friends. How many gumballs will each friend get? 12 / 3 = A GUMBALLS

I can memorize my multiplication facts up to 10 which means I can tell you that 3x5=15 from my memory and not by solving them using pictures or addition problems. K

Which means I can use drawings and equations with a symbol for the unknown to represent the problem . 24/A=6 or R R 24/4=A or A/4=6. R I can draw pictures or I can recognize key I can recognize key write an equation for a words, phrases or, make words, phrases, or make multiplication number a mind movie to figure a mind movie to figure story by using what I out what it takes to out what it takes to know about key words solve multiplication solve division story and what I know about story problems. problems. how to solve Ex. Ex. multiplication equations *how much in all? *share using pictures. *total *equal *all together *divide Ex. There are 5 R *share equally rectangles *divide among Each rectangle has R stars in it. How many stars in all? 5 x 4 =A

PERSON 1

PERSON 2

Reflections/Homework

Reflections/Homework

Reflections/Homework

Reflections/Homework

Reflections/Homework

*Differentiation: Accommodations ELL GT Tier I Make sense of problems and persevere in solving them.

Grade: 3rd

Standards Cluster: Represent & Solve Problems involving Multiplication & Division Content Literacy ReadingTitle: Amanda Bean's Amazing Dream 3.0A.3 Use multiplication and Task Card: Download here division within 100 to solve word problems in situations involving equal groups, Writing arrays, and measurement quantities, e.g., by using Speaking/Listening drawings and equations with

EPAS MA-6-NPO-S-NO2-Students will add, subtract, multiply, divide and apply order of operations with whole numbers, fractions, and decimals to solve real world problems. MA7-AT-S-EI3-Students will model and solve real-world problems with one-or

1See Common Core State Standards, Glossary, Table 2

Vocabulary:

Multiply: To take two digits and express them in multiplication form. Ex. 4 x 3 means 4 sets of 3 or 3 sets of 4

Curriculum Integration

Ex.3, 6, 9, 12, 15 etcare all multiples of 3. (or) two numbers being multiplied together. Ex. in 5 x 7 =35; 5 and 7 are the multiples and 35 is the product.

Product:

( 6 x 7) = 42

multiples product

Array:

means 3 x 6 or 6 x 3 =18

Equation

A math problem using one or more operations; 3+2=5 72=5 8 x 4 = 32 18 / 9 = 2 Dividing items into equal sets.

Division:

Quotient: (the

The result of dividing one umber by another number answer to a division problem.

The number that is being divided in division. The number that divides another number in

28 / 6 = 4

Equal:

R. 4

Collections of things that can be shared so that each set (person) gets the same amount. A missing digit in a math equation. It is usually represented by a letter (a) or question mark (?).

Unknown:

Essential Questions

Culminating Performance

Sources

Every Day Math Student Reference Book

www.mathfactcafe.com www.superkids.com/aweb/tools/math/ Every Day Math Correlation Lessons: 2.4, 2.5, 2.6, 2.9, 3.8, 4.1 , 4.2, 4.3, 4.4, 6.8, 7.3, 7.4, 7.7, 7.8, 8.2, 8.5, 9.1, 9.2, 9.3, 9.6, 9.7, 9.8 DAY ___ Flashback # DAY ___ Flashback # DAY ___ Flashback # DAY ___ Flashback # DAY ___ Flashback #

Learning Target Solve word problems in situations involving equal groups, arrays, and measurement quantities. Which means I can use drawings and equations with a symbol for the unknown to represent a story problem. 24/A=6 or 24/4=A or A/4=6. R

Learning Target

Learning Target

Learning Target

Learning Target

I can solve multiplication and division number stories by drawing pictures or using equations. This means I will take all I know about key words, phrases, making a mind movie or making an equation and find the product or quotient to a story problem. R

Mathematical Practices

Grade: 3rd

Standards Cluster: Represent & Solve Problems involving Multiplication & Division Content Literacy 3.OA.4 Determine the ReadingTitle: The Doorbell Rang Big Book Task Card: Download here unknown whole number in a multiplication or division equation relating three whole numbers. For Writing example, determine the unknown number that Speaking/Listening makes the equation true in each of the equations 8 X ? = 48, Vocabulary: 5 = 3, 6 X 6 = ?. Multiply: To take two digits and express them in multiplication

EPAS MA-6-NPO-S-NO2-Students will add, subtract, multiply, divide and apply order of operations with whole numbers, fractions, and decimals to solve real world problems. MA7-AT-S-EI3-Students will model and solve real-world problems with one-or two-step equations or inequalities (e.g., 2x+1=9, 3x +3<9). MA-6-AT-S-VEO1-Students will explore

the use of variables in expressions and equations. MA-6-AT-S-EI3-Students will model and solve real-world problems with one variable equations and inequalities (e.g., 8x=4, x +2>5)

Ex.3, 6, 9, 12, 15 etcare all multiples of 3. (or) two numbers being multiplied together. Ex. in 5 x 7 =35; 5 and 7 are the multiples and 35 is the product.

Product:

Curriculum Integration

( 6 x 7) = 42

multiples product

Array:

means 3 x 6 or 6 x 3 =18

Equation

A math problem using one or more operations; 3+2=5 72=5 8 x 4 = 32 18 / 9 = 2 Dividing items into equal sets. The result of dividing one umber by another number answer to a division problem.

The number that is being divided in division. The number that divides another number in

28 / 6 = 4

Equal:

R. 4

Collections of things that can be shared so that each set (person) gets the same amount. A missing digit in a math equation. It is usually represented by a letter (a) or question mark (?).

Unknown:

Essential Questions

Culminating Performance

Sources

Every Day Math Student Reference Book

www.mathfactcafe.com www.superkids.com/aweb/tools/math/ Every Day Math Correlation Lessons: 4.1 , 4.2, 4.3, 4.4 , 4.6, 7.2, 7.3

DAY ___ Flashback # Learning Target Determine which operation (multiplication or division) is needed to

DAY ___ Flashback # Learning Target Determine which operation (multiplication or division) is needed to

DAY ___ Flashback # Learning Target Solve to find the unknown whole number in a multiplication or

DAY ___ Flashback # Learning Target Solve to find the unknown whole number in a multiplication or division equation.

Which means I will know my multiplication facts up to my 10s by memory and be able to solve a variety of multiplication & division problems using them. K (on-going through automaticity) I can memorize my multiplication facts up to 10 which means I can tell you that 7 x 5 = 35 from my memory and not by solving them using pictures or addition problems. K

determine the unknown whole number. Which means I can figure out what operation I need to make my equation (number sentence) true. R I can figure out whether I should x to solve an unknown whole number using pictures, number sentences or memory. Ex.

determine the unknown whole number. Which means I can figure out what operation I need to make my equation (number sentence) true. R I can figure out whether I should / to solve an unknown whole number using pictures, number sentences or memory. Ex.

division equation. Which means I can figure out what number I need to use to make an equation (number sentence) true. R I can find an unknown number in a multiplication equation which means I can solve a multiplication problem that has a missing multiple or product by using pictures, number sentences or memory.

Which means I can figure out what number I need to use to make an equation (number sentence) true. R I can find an unknown number in a division equation which means I can solve a division problem that has a missing multiple or product by using pictures, number sentences or memory.

Ex:

4 7

R

7 = 28 4 = 28

24 24

R

6=4 4=6

Ex:

Reflections/Homework *Differentiation: Accommodations ELL GT Tier I Make sense of problems and persevere in solving them.

Grade: 3rd

Standards Cluster: Solve problems involving the four operations, and identify and explain patterns in arithmetic Content Literacy Reading 3.OA.9 Identify arithmetic patterns (including patterns in the Writing addition table or multiplication table), and explain them using Speaking/Listening properties of operations. For example, observe that 4 times a Vocabulary: number is always even, and Add: To take two digits and combine them to find sum. explain why 4 times a number can be decomposed into two equal Sum: The answer to an addition problem. addends. Subtract: To take two digits and take the largest away from the smallest to find the difference.

EPAS MA-6-NPO-S-NO2-Students will add, subtract, multiply, divide and apply order of operations with whole numbers, fractions, and decimals to solve real world problems. MA7-AT-S-EI3-Students will model and solve real-world problems with one-or two-step equations or inequalities (e.g., 2x+1=9, 3x +3<9). Curriculum Integration

Multiply:

To take two digits and express them in multiplication Form. Ex. 4 x 3 means 4 sets of 3 or 3 sets of 4

Multiples: Skip counting a digit to find what it is multiplied by: Ex.3, 6, 9, 12, 15 etcare all multiples of 3. (or) two numbers being multiplied together. Ex. in 5 x 7 =35; 5 and 7 are the multiples and 35 is the product. Product: The answer to a multiplication problem. ( 6 x 7) = 42 multiples product

Array:

means 3 x 6 or 6 x 3 =18

Equation

A math problem using one or more operations; 3+2=5 72=5 8 x 4 = 32 18 / 9 = 2 Dividing items into equal sets. The result of dividing one umber by another number (the answer to a division problem. The number that is being divided in division. The number that divides another number in division.

Division: Quotient:

Dividend: Divisor:

Remainder: The amount left over after you divide equally. Equal: Collections of things that can be shared so that each set (person) gets the same amount. A missing digit in a math equation. It is usually represented by a letter (a) or question mark (?).

Unknown:

28 / 6 = 4

Odd:

R. 4

dividend divisor quotient remainder A counting number that cannot be divided by 2. The odd numbers are 1,3,5,7,9.

Even:

A counting number that can be divided by 2 with no remainder. The even numbers are 0,2,4,6,8.

Essential Questions

Culminatin g Performan ce

Sources

Possible Activities:

Every Day Math Student Reference Book

Using Number Patterns to Describe Multiples Increasing and Decreasing Number Patterns Two Step Number Patterns Patterns in the Addition Table Patterns in the Multiplication

Every Day Math Correlation Lessons: 1.4, 1.9, 2.1, 2.2, 4.5 , 4.6, 7.1, 7.2 DAY ___ Flashback # Learning Target Identify arithmetic patterns (such as even and odd numbers, patterns in an addition table, patterns in a multiplication table, patterns regarding multiples and sums) DAY ___ Flashback # Learning Target Identify arithmetic patterns (such as even and odd numbers, patterns in an addition table, patterns in a multiplication table, patterns regarding multiples and sums) DAY ___ Flashback # Learning Target Identify arithmetic patterns (such as even and odd numbers, patterns in an addition table, patterns in a multiplication table, patterns regarding multiples and sums) DAY ___ Flashback # Learning Target Identify arithmetic patterns (such as even and odd numbers, patterns in an addition table, patterns in a multiplication table, patterns regarding multiples and sums) DAY ___ Flashback #

Learning Target Identify arithmetic patterns (such as even and odd numbers, patterns in an addition table, patterns in a multiplication table, patterns regarding multiples and sums)

Which means I can find patterns in numbers using various operations and apply them to various problems. K

Which means I can find patterns in numbers using various operations and apply them to various problems. K I can look at an addition table and find patterns counting forward and backward by 1s and 10s.

I can look at an addition table and identify patterns involving odd and even. This means I can find odd numbers which means any number whose digit in the

Which means I can find patterns in numbers using various operations and apply them to various problems. K I can look at an addition table and find patterns of skip counting which means I will be able to use my table to skip

Which means I can find patterns in numbers using various operations and apply them to various problems. K I can look at a multiplication table and find patterns between addition skip counting and how it relates to multiplying.

Which means I can find patterns in numbers using various operations and apply them to various problems. K I can look at a multiplication table and find patterns. For example, I will see that

ones place is a 1,3,5,7, or 9. I can also find even numbers which means any digit in the ones place that is a 0,2,4,6,or 8. K

This means that I can find a pattern such as moving one place to the right on an addition table means getting bigger by 1, moving left means getting smaller by 1, moving down means getting bigger by 10, and moving up means getting smaller by 10.

count by: 2s 3s 4s 5s 6s 7s 8s 9s K 0,2,4,6,8,10,12,14,16 3,6,9,12,15,18,21,24 4,8,12,16,20,24,28,32 5,10,15,20,25,30,35 6,12,18,24,30,36,42 7,14,21,28,35,42,49 8,16,24,32,40,48,56 9,18,27,36,45,54,63 Ex. 0 1 2 3 4 5 6 7 __________________ 0, 7,14,21,28,35,42,49 I can find that 3 x 7 = 21 by following a skip counting pattern. K

any number that is multiplied by an even number gives me an answer that is even. Also, any answer that is even can be broken down into two equal addends. Ex. 4 x 6 = 24 and 24 can be broken down (decomposed) into 12 + 12. K Formative Assessment

H.O.T.S. Activities (Include literacy and integration if applicable) Reflections/Homework

K

Formative Assessment H.O.T.S. Activities (Include literacy and integration if applicable) Formative Assessment H.O.T.S. Activities (Include literacy and integration if applicable) Reflections/Homework

Formative Assessment H.O.T.S. Activities (Include literacy and integration if applicable) Reflections/Homework *Differentiation : Accommodations ELL GT Tier I Look for and make use of structure. Grade: 3rd

Reflections/Homework

*Differentiation: Accommodations ELL GT Tier I Construct viable arguments and critique the reasoning of others. Knox County Public Schools Content/Course: Math

*Differentiation: *Differentiation: Accommodations Accommodations ELL ELL GT GT Tier I Tier I Look for and express regularity in repeated reasoning. Unit #: Operations & Algebraic Thinking

Standards Cluster: Solve problems involving the four operations, and identify and explain patterns in arithmetic Content Literacy EPAS Reading MA-6-NPO-S-NO2-Students will 3.OA.9 Identify arithmetic add, subtract, multiply, divide patterns (including patterns in Writing and apply order of operations the addition table or with whole numbers, fractions, multiplication table), and explain Speaking/Listening and decimals to solve real world them using properties of problems. operations. For example, observe Vocabulary: that 4 times a number is always MA7-AT-S-EI3-Students will Add: To take two digits and combine them to find sum. even, and explain why 4 times a model and solve real-world number can be decomposed into Sum: problems with one-or two-step The answer to an addition problem. two equal addends. equations or inequalities (e.g., 2x+1=9, 3x +3<9). Subtract: To take two digits and take the largest away from the smallest to find the difference. Difference: The answer to a subtraction problem. Multiply: To take two digits and express them in multiplication Form. Ex. 4 x 3 means 4 sets of 3 or 3 sets of 4 MA-6-AT-S-VEO1-Students will explore the use of variables in expressions and equations. MA-6-AT-S-EI3-Students will model and solve real-world problems with one variable equations and inequalities (e.g., 8x=4, x +2>5) Curriculum Integration

Multiples: Skip counting a digit to find what it is multiplied by: Ex.3, 6, 9, 12, 15 etcare all multiples of 3. (or) two numbers being multiplied together. Ex. in 5 x 7 =35; 5 and 7 are the multiples and 35 is the product. Product: The answer to a multiplication problem. ( 6 x 7) = 42 multiples product

Array:

means 3 x 6 or 6 x 3 =18

Equation

A math problem using one or more operations; 3+2=5 72=5 8 x 4 = 32 18 / 9 = 2 Dividing items into equal sets. The result of dividing one umber by another number (the answer to a division problem. The number that is being divided in division. The number that divides another number in division.

Division: Quotient:

Dividend: Divisor:

Remainder: The amount left over after you divide equally. Equal: Collections of things that can be shared so that each set (person) gets the same amount. A missing digit in a math equation. It is usually represented by a letter (a) or question mark (?).

Unknown:

28 / 6 = 4

Odd:

R. 4

dividend divisor quotient remainder A counting number that cannot be divided by 2. The odd numbers are 1,3,5,7,9.

Even:

A counting number that can be divided by 2 with no remainder. The even numbers are 0,2,4,6,8.

Essential Questions

Culminating Performance

Sources

Every Day Math Student Reference Book

Every Day Math Correlation Lessons: 1.4, 1.9, 2.1, 2.2, 4.5, 4.6, 7.1, 7.2 DAY ___ Flashback # Learning Target Explain rules for a pattern using properties of operations. (Properties of operations, glossary page 90 Common Core State Standards) DAY ___ Flashback # Learning Target DAY ___ Flashback # Learning Target DAY ___ Flashback # Learning Target DAY ___ Flashback # Learning Target

Explain relationships between the numbers in a pattern. Which means I can use pictures or words to describe what pattern(s) were used and how they are related to each other. R I can use pictures or words to describe what

Which means I can explain how I solved various math problems by using what I know about mathematical patterns.

R I can use what I have learned about patterns in math to explain how I solved different math problems. R

Formative Assessment H.O.T.S. Activities (Include literacy and integration if applicable)

pattern(s) I see on math tables or in solving math problems and I can explain how they are related to each other. R

Reflections/Homework *Differentiation: Accommodations ELL GT Tier I Construct viable arguments and critique the reasoning of others.

Reflections/Homework *Differentiation : Accommodations ELL GT Tier I Look for and make use of structure.

Reflections/Homework *Differentiation: Accommodations ELL GT Tier I Look for and express regularity in repeated reasoning.

Standards Cluster: Multiply and Divide Within 100

Grade: 3rd

Content 3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

EPAS MA-6-NPO-S-NO2-Students will add, subtract, multiply, divide and apply order of operations with whole numbers, fractions, and decimals to solve real world problems. MA7-AT-S-EI3-Students will model and solve real-world problems with one-or two-step equations or inequalities (e.g., 2x+1=9, 3x +3<9). Curriculum Integration

Vocabulary:

Multiply: To take two digits and express them in multiplication form. Ex. 4 x 3 means 4 sets of 3 or 3 sets of 4

Ex.3, 6, 9, 12, 15 etcare all multiples of 3. (or) two numbers being multiplied together. Ex. in 5 x 7 =35; 5 and 7 are the multiples and 35 is the product.

( 6 x 7) = 42

multiples product

Product: Array:

The answer to a multiplication problem. A grouping of objects used to solve multiplication problems. Ex. x x x x x x xxxxxx xxxxxx

means 3 x 6 or 6 x 3 =18

Equation

Dividing items into equal sets. The result of dividing one umber by another number answer to a division problem.

The number that is being divided in division. The number that divides another number in

28 / 6 = 4

Equal:

R. 4

Unknown:

Commutative Property of Operations: which means if I know that 7 x 6 = 42 then 6 x 7 also =42.

Associative Property of Operations: which means that 3 x 4 x 2 can be solved by 3 x 4 =12 then 12 x 2= 24 Distributive Property of Operations:

which means that knowing 8x5=40 and 8x2=16 one can find 8x7 as 8x(5+2)=(8x5)+(8x2)=40+16=56

Essential Questions

Culminating Performance

Sources

Possible Activities:

Every Day Math Student Reference Book

www.mathfactcafe.com www.superkids.com/aweb/tools/math/

Division Squares Division Spin (divide by 2) Division Spin (divide by 10) I Have ... Who Has? I Have ... Who Has? (x2 and x10) I Have ... Who Has? (x2 and x5) I Have ... Who Has? (x3 and x5) Multiples Game Multiplication Four in a Row (3,4,5,6) Multiplication Number Wheel Multiplication Bump (x2) Multiplication Bump (x10) Multiplication Bump (x100) Multiplication Challenge The Product is ... The Answer is ...

Every Day Math Correlation Lessons: 2.1, 4.5, 4.6, 7.2, 7.3 DAY ___ Flashback # DAY ___ Flashback # DAY ___ Flashback # DAY ___ Flashback # DAY ___ Flashback #

Learning Target Know from memory all products of two onedigit numbers Which means I will memorize my multiplication & division facts through the 10s. (on-going through automaticity) K I will know from memory all products of two one-digit numbers which means I will memorize my multiplication & division facts through the 10s. K

Learning Target Analyze a multiplication or division problem in order to choose an appropriate strategy to fluently multiply or divide within 100 Which means I am able to choose an appropriate strategy to solve multiplication and division equations within 100. May include: arrays, pictures, counters, in/out boxes, skip counting, multiples, unknown numbers, factor trees etc.) R I can use a variety of ways (pictures, arrays, memory) to solve multiplication and division problems for my facts through the 10s. R Formative Assessment

Learning Target

Learning Target

Learning Target

Formative Assessment

Formative Assessment

Formative Assessment

Formative Assessment

Reflections/Homework *Differentiation: Accommodations ELL GT Tier I Make sense of problems and persevere in solving them.

Grade: 3rd

Standards Cluster: Understand Properties of Multiplication & the relationship between multiplication & division Content Literacy EPAS 3.OA.6 Understand division as Reading MA-6-NPO-S-NO2-Students will add, an unknown-factor problem. subtract, multiply, divide and apply For example, find 32 8 by Writing order of operations with whole finding the number that numbers, fractions, and decimals to makes 32 when multiplied by Speaking/Listening solve real world problems. 8. MA7-AT-S-EI3-Students will model and Vocabulary: solve real-world problems with one-or Multiply: To take two digits and express them in multiplication two-step equations or inequalities (e.g., form. Ex. 4 x 3 means 4 sets of 3 or 3 sets of 4 2x+1=9, 3x +3<9).

Ex.3, 6, 9, 12, 15 etcare all multiples of 3. (or) two numbers being multiplied together. Ex. in 5 x 7 =35; 5 and 7 are the multiples and 35 is the product.

MA-6-AT-S-VEO1-Students will explore the use of variables in expressions and equations. MA-6-AT-S-EI3-Students will model and solve real-world problems with one variable equations and inequalities (e.g., 8x=4, x +2>5)

Product:

( 6 x 7) = 42

multiples product

Curriculum Integration

Array:

means 3 x 6 or 6 x 3 =18

Equation

A math problem using one or more operations; 3+2=5 72=5 8 x 4 = 32 18 / 9 = 2 Dividing items into equal sets. The result of dividing one umber by another number answer to a division problem.

Dividend:

Divisor: division.

28 / 6 = 4

Equal:

R. 4

Unknown:

Commutative Property of Operations: which means if I know that 7 x 6 = 42 then 6 x 7 also =42.

Associative Property of Operations: which means that 3 x 4 x 2 can be solved by 3 x 4 =12 then 12 x 2= 24 Distributive Property of Operations: which means that knowing 8x5=40 and 8x2=16 one can find 8x7 as 8x(5+2)=(8x5)+(8x2)=40+16=56

Essential Questions

Culminating Performance

Sources

Every Day Math Student Reference Book

www.mathfactcafe.com

www.superkids.com/aweb/tools/math/

Multiplication/Division Number Stories

Every Day Math Correlation Lessons: 4.3, 4.4 , 4.6, 7.3, 7.6, 9.8 DAY ___ Flashback # Learning Target Identify the multiplication problem related to the division problem. DAY ___ Flashback # Learning Target Identify the unknown factor in the related multiplication problem. DAY ___ Flashback # Learning Target Use multiplication to solve division problems. DAY ___ Flashback # Learning Target Recognize multiplication and division as related operations and explain how they are related. DAY ___ Flashback # Learning Target

Which means if I have 5 x 3=15 I know that it is related to the division problem 15 / 3 =5 K I can find the multiplication problem(s) that is related to its similar division problem. Ex. 6 x 3 = 18 3 x 6 = 18 18 / 3 = 6 18 / 6 = 3

Which means if I have 15/3=a I understand that it means the same as a x 3=15. K I can find an unknown factor by using what I know about how multiplication & division problems are related. Ex. 12 /a = 4 since I know that in a x 4 =12 3 is the missing

Which means I can use 6x4=24 to figure out what 24/?=6. R I can use what I know about multiplication to solve division problems which means I can solve 20 / 5 = 4 because I know that 5 x 4 = 20. R

Which means that I can tell or show how I can use multiplication to solve division and division to solve multiplication. R I know and can explain how multiplication and division are related to each other which means that I can tell or show how I can use multiplication to solve division and division to

Reflections/Homework

Reflections/Homework

Reflections/Homework *Differentiation: Accommodations ELL GT Tier I Look for and make use of structure.

*Differentiation: *Differentiation : Accommodations Accommodations ELL ELL GT GT Tier I Tier I Make sense of problems Reason abstractly and and persevere in solving quantitatively. them. Knox County Public Schools Content/Course: Math Grade: 3rd

Standards Cluster: Represent & Solve Problems involving Multiplication & Division

Content 3.OA.5 Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 4 = 24 is known, then 4 6 = 24 is also known. (Commutative property of multiplication.) 3 5 2 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) = 40 + 16 = 56. (Distributive property.) 2 Students need not use formal terms for these properties.

EPA MA-6-NPO-S-NO2-Students will add, subtract, multiply, divide and apply order of operations with whole numbers, fractions, and decimals to solve real world problems. MA7-AT-S-EI3-Students will model and solve real-world problems with one-or two-step equations or inequalities (e.g., 2x+1=9, 3x +3<9). MA-6-AT-S-VEO1-Students will explore the use of variables in expressions and equations. MA-6-AT-S-EI3-Students will model and solve real-world problems with one variable equations and inequalities (e.g., 8x=4, x +2>5)

Vocabulary

Commutative Property of Operations: which means if I know that 7 x 6 = 42 then 6 x 7 also =42.

Associative Property of Operations: which means that 3 x 4 x 2 can be solved by 3 x 4 =12 then 12 x 2= 24 Distributive Property of Operations: which means that knowing 8x5=40 and 8x2=16 one can find 8x7 as 8x(5+2)=(8x5)+(8x2)=40+16=56

Essential Questions

Culminating Performance

Sources

Every Day Math Student Reference Book

www.mathfactcafe.com www.superkids.com/aweb/tools/math/ Every Day Math Correlation Lessons: 2.1, 2.10, 2.11, 2.13, 3.6, 3.10, 3.12, 6.9, 8.5

DAY ___ Flashback # Learning Target Multiply and divide within 100. Which means I will know my multiplication facts up to my 10s by memory and be able to solve a variety of multiplication & division problems using them. K I can memorize my multiplication facts up to 10 which means I can tell you that 8 x 5 =40 from my memory and not by solving them using pictures or addition problems. K

DAY ___ Flashback # Learning Target Explain how the properties of operations work. Which means know the difference between commutative, associative, and distributive properties. R I can explain the Commutative Property of operations which means I know that if If 7 x 6 = 42 then 6 x 7 also =42. OR If 12 / 3 = 4 Then 12 / 3 also = 4 R

DAY ___ Flashback # Learning Target Explain how the properties of operations work. Which means know the difference between commutative, associative, and distributive properties. R I can explain the Associative Property of operations which means that 3 x 4 x 2 can be solved by 3 x 4 =12 then 12 x 2= 24 R

DAY ___ Flashback # Learning Target Explain how the properties of operations work. Which means know the difference between commutative, associative, and distributive properties. R

DAY ___ Flashback # Learning Target Apply properties of operations as strategies to multiply and divide. Which means use the Properties of Operations as strategies to solve multiplication & division problems. Commutative: 6x4=24; 4x6=24 Associative: 3x5x2 can be solved by 3x5=15 then 15x2=30 or 5x2=10 then 10x3=30 Distributive: knowing 8x5=40 and 8x2=16 one can find 8x7 as 8x(5+2)=(8x5)+(8x2)=40+16=56 R I will use what I have learned about the Properties of Operations to solve division and multiplication problems. R

I can explain the Distributive Property of operations which means that Knowing 8x5=40 and 8x2=16 one can find 8x7 as 8x(5+2)=(8x5)+(8x2)=40+16=5 6 R

Reflections/Homewor k *Differentiation: Accommodations ELL GT Tier I Makes sense of problems and persevere in solving them.

Reflections/Homework

Reflections/Homework

*Differentiation: Accommodations ELL GT Tier I Look for and make use of structure.

*Differentiation: Accommodations ELL GT Tier I Look for and express regularity in repeated reasoning.

Grade: 3rd

Standards Cluster: Solve problems involving the four operations, and identify and explain patterns in arithmetic Content 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for Literacy Reading Writing Speaking/Listening EPAS MA-6-NPO-S-NO2-Students will add, subtract, multiply, divide and apply order of operations with whole numbers, fractions, and decimals to solve real world problems.

the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 3 3 This standard is limited to problems posed with whole numbers and having wholenumber answers; student should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).

Vocabulary:

Add: Sum: Subtract:

the smallest to find the difference. To take two digits and combine them to find sum. The answer to an addition problem. To take two digits and take the largest away from

MA7-AT-S-EI3-Students will model and solve real-world problems with one-or two-step equations or inequalities (e.g., 2x+1=9, 3x +3<9). MA-6-AT-S-VEO1-Students will explore the use of variables in expressions and equations. MA-6-AT-S-EI3-Students will model and solve real-world problems with one variable equations and inequalities (e.g., 8x=4, x +2>5)

Difference: The answer to a subtraction problem. Multiply: To take two digits and express them in multiplication

form. Ex. 4 x 3 means 4 sets of 3 or 3 sets of 4

Ex.3, 6, 9, 12, 15 etcare all multiples of 3. (or) two numbers being multiplied together. Ex. in 5 x 7 =35; 5 and 7 are the multiples and 35 is the product.

Curriculum Integration

Product:

( 6 x 7) = 42

multiples product

Array:

xxxxxx xxxxxx

means 3 x 6 or 6 x 3 =18

Equation

The number that is being divided in division. The number that divides another number in

Remainder: The amount left over after you divide equally. Equal: Collections of things that can be shared so that each set (person) gets the same amount. A missing digit in a math equation. It is usually represented by a letter (a) or question mark (?).

Unknown:

28 / 6 = 4

Technology/21st Century Learner Essential Questions

R. 4

Sources

Possible Activities:

Every Day Math Student Reference Book

www.mathfactcafe.com

www.superkids.com/aweb/tools/math/

Two-Step Word Problems Set 1 Two-Step Word Problems Set 2

Every Day Math Correlation Lessons: 2.7, 2.8, 2.9, 4.1, 7.4, 7.5, 7.7, 9.1, 9.2, 9.5, 9.8, 10.7, 10.9 Length of day project, Projects 6 & 7, Algorithm Projects 1 and 2 DAY ___ Flashback # Learning Target Know the order of operations (without parentheses). DAY ___ Flashback # Learning Target DAY ___ Flashback # Learning Target Construct an equation with a letter standing for the unknown quantity. DAY ___ Flashback # Learning Target Solve two-step word problems using the four operations. DAY ___ Flashback # Learning Target Justify your answer using various estimation strategies.

Know strategies for estimating. Which means I will use what I know about estimation to find reasonable answers. K

I will know and use various strategies for estimating to help me decide if an answer makes sense. Ex. 10s 100s _____________________ 234 230 200

Which means know that you add and subtract first from left to right and then you multiply and divide left to right. K I know the order operations so that I can solve equations with more than one step which means I know to start by adding and subtracting from left

Which means make math problems with missing numbers. Ex. 15 + a = 21 or 32 - n =22 or 8 x c = 40 or 63 /m =9 R I can make math problems that have missing numbers. Ex. 15 + a = 21 or

Which means I can decide which mathematical operation to use (+, -, x, or /) to solve twostep problems. R I can solve two-step word problems using addition, subtraction, multiplication, and division which means I can decide which mathematical operations to use (+, -,

Which means students can prove whether or not their answer is correct by using various estimation strategies. R I can prove that my answers to math problems are right by using what I know about estimation to solve them and then decide whether or not my answer makes sense.

R

to right first and then I will multiply and divide left to right. K

Formative Assessment H.O.T.S. Activities (Include literacy and integration if applicable)

32 - n =22 or 8 x c = 40 or 63 /m =9 R

Formative Assessment Formative Assessment H.O.T.S. Activities (Include literacy and integration if applicable)

Formative Assessment H.O.T.S. Activities (Include literacy and integration if applicable) Formative Assessment H.O.T.S. Activities (Include literacy and integration if applicable)

Reflections/Homework *Differentiation : Accommodations ELL GT Tier I Construct viable and arguments and critique the reasoning of others.

Reflections/Homework *Differentiation: Accommodations ELL GT Tier I Look for and make use of structures.

## Molto più che documenti.

Scopri tutto ciò che Scribd ha da offrire, inclusi libri e audiolibri dei maggiori editori.

Annulla in qualsiasi momento.