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| In this unit, children make sense of one- and two-step number stories involving all four arithmetic operations. They represent situations with diagrams, arrays, pictures, words and equations. Through creating, sharing, comparing, and interpreting representations, children improve their problem solving strategies and further their understanding that problems can be solved in more than one way. The following big ideas will be covered in this unit: - Some problem solving situations require more than one operation to solve and find the solution. - Multiplication and division can be used to solve word problems involving situations involving equal groups and arrays. - Division can be interpreted as finding the number of equal groups or the size of each group. - Depending on the context, remainders can be interpreted as “leftovers”. - The duration of an event is called elapsed time and it can be measured. |
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| Operations & Algebraic Thinking 3.OA.A. Represent and solve problems involving multiplication and division. For example, describe a context in which a total number of objects can be expressed as 5 × 7. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 3.OA.C. Multiply and divide within 100. 3.OA.C.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 one-digit numbers. 3.OA.D. Solve problems involving the four operations, and identify and explain patterns in arithmetic. This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order. Number & Operations in Base Ten A range of algorithms may be used. 3.NBT.A.2. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | Students will have opportunities to: - Make sense of their problems (MP.1)
- Reflect on their thinking as they solve on the problem (MP.1)
- Check whether their answer makes sense (MP.1)
- Compare their strategies with other students (MP.1)
- Create mathematical representations using numbers, words, pictures, symbols, gestures, tables, graphs and concrete objects (MP.2)
- Make sense of the representations they used (MP.2)
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| - Estimation helps to see whether or not our answers are reasonable. - Rounded numbers are approximate and not exact. - Multi-digit numbers can be built up or taken apart in a variety of ways. These parts can be used to create estimates in calculations rather than using the exact numbers involved. - Addition can be used to solve word problems involving situations such as “adding to”, “putting together” and “comparison”. - Multiplication is related to addition and involves counting groups of like size and determining how many there are in all. - Division can be interpreted as fair sharing - An analog clock can be used to tell time to the nearest minute. | - Multiplication and division have an inverse relationship. - Division names a missing factor in terms of the known factor and the product. - When you multiply two numbers in any order, you will get the same answer. - Place value strategies that were used for 2 digit addition and subtraction problems can be applied to 3 digit addition and subtraction problems. |
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| Area, array, associative property, combinations of ten, commutative property, distributive property, dividend, division, divisor, efficient, elapsed time, equal groups, equation, estimate, factors, fraction, liter, multiples, number model, number sentence, open number line, product, quotient, remainder, representation, round, unknown, rows, columns, repeated addition, count by, reasonable, partition Bold: Listed in teacher's EDM4 edition Normal Font: not listed in teacher’s edition as a vocabulary word but will be helpful for students in explanations |
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| The following lesson plan sequence is obtained from Everyday Mathematics 4. Each lesson is aligned with a learning objective to inform the teachers on what students should be able to at the end of the lesson. The student objective informs the students of their learning goals for the day and it should be reviewed before, during and at the end of the lesson. Each lesson includes a mathematics task that should be implemented to meet the learning objectives. Teachers can select from the practice opportunities to reinforce the learning goals of the day. |
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| The following language supports are for English Language Learners but could also be used to support any struggling learner in mathematics. The strategies are obtained from the SIOP model. The language objectives will support students' academic language development. The sentence stems and starters provides the support many students need to be able to participate in discussions and writing about mathematics. |
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