3rd grade math module 2 curriculum guide 2014 …...property lesson 8 pgs.36of multiplication.) 3 x...

3rd

Grade Math Module 2 Curriculum Guide

2014-2015

Start: 9/29/2014 Teaching Days: 24 Test: 11/3/2014 Remediation Days: 4 End: 10/31/2014

Common Core Standards

Essential Vocabulary

Background Knowledge/Examples Resources /Sample Lessons/Assessments

CC.3.OA.1

Interpret products of whole

numbers, e.g., interpret 5 × 7

as the total number of objects

in 5 groups of 7 objects each.

For example, describe a

context in which a total

number of objects can be

expressed

as 5 x 7.

Vocabulary:

multiple, factor

product, array,

number sentence,

equations, partitioned equally

This standard interprets products of whole numbers. Students

recognize multiplication as a means to determine the total number

of objects when there are a specific number of groups with the

same number of objects in each group. Multiplication requires

students to think in terms of groups of things rather than individual

things.

Students learn that the multiplication symbol ‘x’ means “groups

of” and problems such as 5 x 7 refer to 5 groups of 7.

Example:

Jim purchased 5 packages of muffins. Each package contained 3

muffins. How many muffins did Jim purchase?

5 groups of 3, 5 x 3 = 15.

Describe another situation where there would be 5 groups of 3 or

5 x 3.

District

Textbook: 97A-97B, 97-100,101A-101B,

101-104

Bellringer: Problem of the Day, Go Math

(TE)

3.OA.1 Bell Ringers and Activities

Go Math AR Standards Practice

Lesson 3.1 pg.49

Lesson 3.2 pg.51

Hands on Standards Common Core Ed

Lesson 1pgs. 8-11

Learnzillion.com

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TF: NS031

https://www.dropbox.com/sh/3k4d3oarcm40c9o/JeeGyM03nK

http://learnzillion.com/student/lessons/3070




RL: Appropriate Renaissance Libraries

Grade 2 Objective 46,




Grade 3 Objective 33

School Level:

The Learning Institute Quiz Builder

Math Facts in a Flash

Assessment:

Getting Ready for PARCC, pp. 25-26

Performance Task

https://www.dropbox.com/sh/n5g1d3mhacj5atu/IqHoin53nV




CC.3.OA.2 Represent and solve problems

involving multiplication and

division. Interpret whole-

number quotients of whole

numbers, e.g., interpret 56 ÷ 8

as the number of objects in

each share when 56 objects

are partitioned equally into 8

shares, or as a number of

shares when 56 objects are

partitioned into equal shares

of 8 objects each. For

example, describe a context in

which a number of shares or a

number of groups can be

expressed as 56 ÷ 8.

Vocabulary: division,

division remainder,

groups partitioned

equally, equal groups,

equations, unknown

This standard focuses on two distinct models of division: partition

models and measurement (repeated subtraction) models.

Partition models focus on the question, “How many in each

group?” A context for partition models would be:

There are 12 cookies on the counter. If you are sharing the cookies

equally among three bags, how many cookies will go in each bag?

Measurement (repeated subtraction) models focus on the question,

“How many groups can you make?” A context for measurement

models would

be: There are 12 cookies on the counter. If you put 3 cookies in

each bag, how many bags will you fill?

District

Textbook: 97A-97B, 97-100,101A-101B,

101-104

Bellringer: Problem of the Day, Go Math (TE) 3.OA.2 Bell Ringer and Activities

*Hands on Standards Common Core Edition

Lesson 3 pgs. 16-19

Lesson 4 pgs. 20-23

Lesson 5 pgs. 24-27

TF: NS031







School Level:



Assessment:


Performance Task

0 0 0 0 0 0 0 0 0 0 0 0

0 0 0 0 0 0 0 0 0 0 0 0

https://www.dropbox.com/sh/5b6b3k1poolxug8/F11z0cstjP





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.

(A). "Equal Groups:

Unknown Product Discrete

Ex. There are 3 bags with 6

plums in each bag. How

many plums are there in all?

3 x 6 = 18

(B). "Equal Groups: Group

Size Unknown Discrete

Ex. If 18 plums are shared

equally into 3 bags, then how

many plums will be in each

bag? 3 x ? = 18, 18 ÷ 3 = ?

(C). "Equal Groups: Number

of Groups Unknown Discrete

Ex. If 18 plums are to be

packed 6 to a bag, then how

many bags are needed?

? × 6 = 18, and 18 ÷ 6 = ?

This standard references various strategies that can be used to solve

word problems involving multiplication & division. Students

should apply their skills to solve word problems. Students should

use a variety of representations for creating and solving one-step

word problems, such as: If you divide 4 packs of 9 brownies

among 6 people, how many cookies does each person receive?

(4 x 9 = 36, 36 ÷ 6 = 6).

Problem solving should include finding the product, the group size,

or the number of groups. Students should be given ample

experiences to explore all of the different problem structures.

Examples of multiplication:

There are 24 desks in the classroom. If the teacher puts 6 desks in

each row, how many rows are there?

This task can be solved by drawing an array by putting 6 desks in

each row. This is an array model

○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○

○ ○ ○ ○ ○ ○

This task can also be solved by drawing pictures of equal groups.

4 groups of 6 equals 24 objects

District:

Textbook: 1015A-105B, 105-108, 115A-

115B, 115-118, 133A, 133B, 133-136,

137A-137B, 137-140, 141A-141B, 141-144,

209A-209B, 209-212, 225A-225B, 225-228,

231A-231B, 231-234, 253A-253B, 253-256,

261A-261B, 261-264


Hands on Standards Common Core Ed

Lesson 1 pp. 8-11, Lesson 2 pp. 12-15,

Lesson 3 pp. 16-19, Lesson 4 pp. 20-23,

Lesson 5 pp. 24-27, Lesson 6 pp. 28-31

Go Math AR Standard Practice,

Lesson 6.1 –Problem Solving

Lesson 5.3 – Problem Solving






Assessment:


Performance Task

https://www.dropbox.com/sh/k5fk0r2kqg8i3k1/ERsZBNzejy


(D). "Arrays/Area: Unknown

Product Array

Ex. There are 3 rows of

apples with 6 apples in each

row. How many apples are

there? 3 x 6 = ?

Area Ex. What is the area of a

3cm by 6 cm rectangle?

3 cm x 6 cm = ?"

(E) “ Arrays/Area: Group

Size Unknown

Array Ex. If 18 apples are

arranged in 3 equal rows, how

many apples will be in each

row? 3x?= 18, 18÷ 3 = ?

Area Ex. A rectangle has area

18 square centimeters. If one

side is 3 cm long, how long is

a side next to it?

3 cm x ? = 18 sq. cm, 18 sq.

cm ÷ 3 cm = ?”

(F). “Arrays/Area: Number of

Groups Unknown

Array Ex. If 18 apples are

arranged into equal rows of 6

apples, how many rows will

there be?

? x 6 = 18, 18 ÷ 6 = ?

Area Ex. A Rectangle has

area 18 square centimeters. If

one side is 6 cm long, how

long is a side next to it?

? x 6 cm = 18 sq. cm ÷ 6 cm

= ?”

A student could also reason through the problem mentally or

verbally, “I know 6 and 6 are 12. 12 and 12 are 24.

Therefore, there are 4 groups of 6 giving a total of 24 desks in the

classroom.”

A number line could also be used to show equal jumps.

Students in third grade should use a variety of pictures, such as

stars, boxes, flowers to represent unknown numbers variables).

Letters are also introduced to represent unknowns in third grade.

Examples of Division:

There are some students at recess. The teacher divides the class

into 4 lines with 6 students in each line. Write a division equation

for this story and determine how many students are in the class (�

÷ 4 = 6. There are 24 students in the class).

1015A-105B, 105-108, 115A-115B, 115-

118, 133A-133B, 133-136, 137A-137B,

137-140, 141A-141B, 141-144, 209A-

209B,209-212, 225A-225B, 225-228, 231A-

231B, 231-234, 253A-253B, 253-256,

261A-261B, 261-264

1015A-105B, 105-108, 115A-115B, 115-

118, 133A-133B, 133-136, 137A-137B,

137-140, 141A-141B, 141-144, 209A-

209B,209-212, 225A-225B, 225-228, 231A-

231B,231-234, 253A-253B, 253-256, 261A-

261B, 261-264

Vocabulary:

Division ,partitive division

measurement, division

remainder, inverse operation

rate, product, factor

divisor, dividend, quotient

doubles, multiple




CC.3.OA.4 Represent and

solve problems involving

multiplication and division.

Determine the unknown

whole number in a

multiplication or division

equation relating three whole

numbers. For example,

determine the unknown

number that makes the

equation true in each of the

equations 8 × ? = 48,

5 = __÷ 3, and 6 × 6 =?.

Vocabulary:

multiple, factor

product, divide, quotient

There are equations for different types of multiplication and

division problem structures. The easiest problem structure includes

Unknown Product (3 x 6 = ? or 18 ÷ 3 = 6). The more difficult

problem structures include Group Size Unknown (3 x ? = 18 or 18

÷ 3 = 6) or Number of Groups Unknown (? x 6 = 18, 18 ÷ 6 = 3).

District:

Textbook:184A-185B, 185-188, 283A-

283B, 283-286, 145A-145B, 145-148,

149A-149B, 149-153


Go Math AR Standards Practice

Lesson 5,2 p. 93

Lesson 7.8 p. 141

Learnzillion.com

Learnzillion.com-Quickcode-LZ1474


School Level:



Assessment:


Performance Task

https://www.dropbox.com/sh/c5v6acglmyrr25j/GkRd-KqubQ



Common Core Standards Essential Vocabulary


CC.3.OA.5 Understand

properties of multiplication

and the relationship between

multiplication and division.

Apply properties of

operations as strategies to

multiply and divide.

Examples: If 6 x 4 = 24 is

known, then 4 x 6 = 24 is also

known. (Commutative

property of multiplication.)

3 x 5 x 2 can be found by

3 x 5 = 15 then 15 x 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.)

(Students need not use formal

terms for these properties.)

Vocabulary:

property, multiple, factor,

product, divide, quotient

This standard references properties (rules about whole numbers

work) of multiplication. While students DO NOT need to not use

the formal terms of these properties, student should understand that

properties are rules about how numbers work. They need to be

flexibly and fluently applying each of them. Students represent

expressions using various objects, pictures, words and symbols in

order to develop their understanding of properties. They multiply

by 1 and 0 and divide by 1. They change the order of numbers to

determine that the order of numbers does not make a difference in

multiplication (but does make a difference in division). Given three

factors, they investigate changing the order of how they multiply

the numbers to determine that changing the order does not change

the product. They also decompose numbers to build fluency with

multiplication. The associative property states that the sum or

product stays the same when the grouping of addends or factors is

changed. For example, when a student multiplies 7 x 5 x 2, a

student could rearrange the numbers to first multiply 5 x 2 = 10 and

then multiply 10 x 7 = 70.

District

Textbook: 119A-119B,119-122,123A-123B,

123-126,145A-145B, 145-148,1555A-!55B,

155-158,243A-243B,243-246

Bellringer: Problem of the Day, Go Math (TE) 3.OA.5 Bell Ringers and Activities

Hands on Standards Common Core Edition

Lesson 7 pgs 32-35

Lesson 8 pgs.36-39

Lesson 9 pgs 40-43

Learnzillion.com

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School Level:



Assessment:


Performance Task

https://www.dropbox.com/sh/ow7luxzjsvmv5ck/SR7PCQl1So








3.OA.6 Understand division as an

unknown-factor problem. For

example, find 32 ÷ 8 by

finding the number that

makes 32 when multiplied by

8.

Vocabulary:

operation, multiply, divide,

factor, product, quotient,

inverse, strategies,

(properties)-rules about how

numbers work

This standard refers to the various problem structures. Since

multiplication and division are inverse operations, students are

expected to solve problems and explain their processes of

solving division problems that can also be represented as

unknown factor multiplication problems.

Example: A student knows that 2 x 9 = 18. How can they use

that fact to determine the answer to the following question: 18

people are divided into pairs in P.E. class? How many pairs are

there? Write a division equation and explain your reasoning.

Multiplication and division are inverse operations and that

understanding can be used to find the unknown. Fact family

triangles demonstrate the inverse operations of multiplication

and division by showing the two factors and how those factors

relate to the product and/or quotient.

Examples: • 3 x 5 = 15 5 x 3 = 15 • 15 ÷ 3 = 5 15 ÷ 5 = 3

Example: Sarah did not know the answer to 63 divided by 7.

Are each of the following was an appropriate way for Sarah to

think about the problem? Explain why or why not with a

picture or words for each one. • “I know that 7 x 9 = 63, so 63

divided by 7 must be 9.” • “I know that 7x10 = 70. If I take

away a group of 7, that means that I have 7x9 = 63. So 63

divided by 7 is 9.” • “I know that 7x5 is 35. 63 minus 35 is 28. I

know that 7x4 = 28. So if I add 7x5 and 7x4 I get 63. That

means that 7x9 is 63, or 63 divided by 7 is 9.”

District:

Textbook: 235A-235B, 235-238

Bellringer: Problem of the Day, Go Math (TE) 3.OA.6 Bell Ringers and Activities

Learnzillion.com-Quick code LZ1742




AR Standards Practice Bk.- Lesson 6.7

p.117

thinkcentral.com. Podcast video,

Multiplication and Division: Strategies and

Facts Segment 2/ Models and Visions for

Division

Engage NY Lessons:

https://www.dropbox.com/s/vajc3a897zc0ez

a/3.OA.6%20opening%20lesson.docx

https://www.dropbox.com/s/yu2hpzmo0ossa

7y/3.OA.6%20Lesson%203%20Engage%20

NY.docx

https://www.dropbox.com/s/4yt2y1ce1mzy3

is/3.OA.6%20Lesson%202%20Engage%20

NY.docx

https://www.dropbox.com/s/hdwo7adk84he

oep/3.OA.6%20Lesson%201%20Engage%2

0NY.docx

https://www.dropbox.com/sh/kz3nmc9h965l1zf/inE9GcbYDp

https://www.dropbox.com/s/vajc3a897zc0eza/3.OA.6%20opening%20lesson.docx

https://www.dropbox.com/s/vajc3a897zc0eza/3.OA.6%20opening%20lesson.docx

https://www.dropbox.com/s/yu2hpzmo0ossa7y/3.OA.6%20Lesson%203%20Engage%20NY.docx



https://www.dropbox.com/s/4yt2y1ce1mzy3is/3.OA.6%20Lesson%202%20Engage%20NY.docx



https://www.dropbox.com/s/hdwo7adk84heoep/3.OA.6%20Lesson%201%20Engage%20NY.docx



Renaissance Learning: Appropriate

Renaissance Libraries





School Level: The Learning Institute Quiz

Builder


Assessments:

Getting Ready for PARCC Grade 3, Teacher

Edition, Houghton Mifflin Harcourt, pp.35-

36.




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, students

should know from memory

all products of two one-digit

numbers.

A. Multiply

B. Divide

Vocabulary:

relationship, digit, operation,

multiply, divide, factor,

product, quotient, unknown,

strategies, reasonableness,

mental computation, property

This standard uses the word fluently, which means accuracy,

efficiency (using a reasonable amount of steps and time), and

flexibility (using strategies such as the distributive property).

“Know from memory” should not focus only on timed tests and

repetitive practice, but ample experiences working with

manipulatives, pictures, arrays, word problems, and numbers to

internalize the basic facts (up to 9 x 9).

By studying patterns and relationships in multiplication facts and

relating multiplication and division, students build a foundation for

fluency with multiplication and division facts. Students

demonstrate fluency with multiplication facts through 10 and the

related division facts. Multiplying and dividing fluently refers to

knowledge of procedures, knowledge of when and how to use them

appropriately, and skill in performing them flexibly, accurately,

and efficiently.

Strategies students may use to attain fluency include:

•Multiplication by zeros and ones • Doubles (2s facts), Doubling

twice (4s), Doubling three times (8s) • Tens facts (relating to place

value, 5 x 10 is 5 tens or 50) • Five facts (half of tens) • Skip

counting (counting groups of __ and knowing how many groups

have been counted) • Square numbers (ex: 3 x 3) • Nines (10

groups less one group, e.g., 9 x 3 is 10 groups of 3 minus one

group of 3) • Decomposing into known facts (6 x 7 is 6 x 6 plus

one more group of 6) • Turn-around facts (Commutative Property)

• Fact families (Ex: 6 x 4 = 24; 24 ÷ 6 = 4; 24 ÷ 4 = 6; 4 x 6 = 24) •

Missing factors

District:

Textbook:

Teacher Edition, Chapter 4: Multiplication

Facts and Strategies, Fluency Builder, pp.

137A, 159A, 3.NF.1

Teacher Edition, Chapter 5: Using

Multiplication Facts, Fluency Builder, p.

181A

Teacher Edition, Chapter 7: Division Facts

and Strategies, Fluency Builder, pp. 265A,

283A

Teacher Edition, Chapter 8: Understanding

Fractions, Fluency Builder, p. 323A

Teacher Edition, Chapter 9: Compare

Fraction, Fluency Builder, p. 377A

Teacher Edition, Chapter 11: Perimeter and

Area, Fluency Builder, p. 471A

Teacher Edition, Chapter 12: Two

Dimensional Shapes, Fluency Builder, p.

505A

Bellringer: Problem of the Day, Go Math (TE)

Hands on Standards Common Core

Lesson 6 pp. 28-31

thinkcentral.com/Animated Math: Skills 11,

13-16, and 18

Podcast Video-Multiplication & Division:

Strategies & Facts Segment 3-The

Distributive Property

Renaissance Learning: Appropriate

Renaissance Libraries







School Level: The Learning Institute Quiz Builder


Assessments:

Check all the equations that are true.

□ 8 x 9 = 81

□ 54÷ 9 = 24 ÷ 6

□ 7 x 5 = 25

□ 8 x 3 = 4 x 6

□ 49 ÷ 7 = 56 ÷ 8

(Source parcconline)

Getting Ready for PARCC Grade 3, Teacher

Edition, Houghton Mifflin Harcourt, pp. 37-

38.

Performance Task





CC.3.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. (A range of

algorithms may be used.)

Vocabulary:

product, factor, quotient,

doubles, multiple,

multiplication

This standard extends students’ work in multiplication by having

them apply their understanding of place value.

This standard expects that students go beyond tricks that hinder

understanding such as “just adding zeros” and explain and reason

about their products.

For example, for the problem 50 x 4, students should think of this

as 4 groups of 5 tens or 20 tens. Twenty tens equal 200.

District:

Textbook: 191A-191B, 191-194, 195A-

195B, 195-198,199A-199B,199-202

Bellringer: Problem of the Day, Go Math

(TE)

3.NBT.3 Bell Ringers And Activities

Hands on Standards Common Core Ed.

Lesson 3 pp. 54-57

Lesson 4 pp. 58-61

Go Math AR Standards Practice Book,

Lesson 5.5 p. 99

Animated Math Skill 21- Multiply by Tens

Mega Math/The Number Games/Up, Up, &

Array/I. Multiply Multiples of 10



https://www.dropbox.com/sh/7woiju45fzz5wbc/4Qafjm_TSM

3rd grade math module 2 curriculum guide 2014 …...property lesson 8 pgs.36of multiplication.) 3 x...

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