Wayne RESA

Unit PlannerEDM4 Math 3

Wayne Resa - Math / Grade 3 / Mathematics / EDM4 Math 3 / Week 21 - Week 24
5 Curriculum Developers
Unit Abstract

In this unit, children compare different approaches to solving the same problem and reflect on which strategies are more efficient and appropriate. They model multi-step number stories with one or more equations and represent the unknown quantities with letters. The following big ideas will be covered in this unit:

- The algorithm for addition and subtraction is an efficient strategy when computing larger numbers.

- Multiplication and division have an inverse relationship.

- Division names a missing factor in terms of the known factor and the product.

- Larger factors can be decomposed to generate two facts that are easier to solve. This can be shown by breaking apart an array.

- A variable can be used to represent an unknown amount.

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Expectations/Standards
MI: Mathematics
MI: Grade 3
Operations & Algebraic Thinking
3.OA.A. Represent and solve problems involving multiplication and division.
3.OA.B. Understand properties of multiplication and the relationship between multiplication and division.
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.
Number & Operations in Base Ten
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.
Practice Standards

 

Students will have opportunities to:

  • Make sense of their problem (MP. 1)
  • Reflect on their thinking while solving the problem (MP. 1)
  • Persevere when the problem is hard (MP. 1)
  • Check whether their answer makes sense (MP. 1)
  • Solve problems in more than one way (MP. 1)
  • Compare their strategies with other students (MP. 1)
  • Make mathematical conjectures and arguments (MP. 3)
  • Make sense of others’ mathematical thinking (MP. 3)
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Concepts from Previous Units

- Place value strategies that were used for 2 digit addition and subtraction problems can be applied to 3 digit addition and subtraction problems.

- 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.

- The properties of multiplication can be used to figure out new or unknown facts. Factors can be decomposed to generate two facts that are easier to solve. This can be shown by breaking apart an array.

Connections to Upcoming Units

- Place value understanding and the Associative Property can be used to multiply multiples of 10.

- Arrays can be used to find the factor pairs of given products.

- The area model can be used to partition larger factors in a multiplication problem.

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Key Terms / Vocabulary

appropriate, efficient, equation, parentheses, unknown, variable, near squares, decompose, partition, equal groups, array, trade, ones, tens, hundreds, expanded form

 

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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Lesson Plan Sequence

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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Language Support

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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