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| In this unit, children deepen and apply their understanding of multiplication, division and measurement.The following big ideas will be covered in this unit: - A ruler is a measurement tool that can be partitioned into fractional parts for precise measurements. (fourth of an inch) - 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. |
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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.B. Understand properties of multiplication and the relationship between multiplication and division. Students need not use formal terms for these properties.
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.) 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. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. Number & Operations in Base Ten A range of algorithms may be used. 3.NBT.A.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. 3.MD.B. Represent and interpret data. 3.MD.B.4. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters. © 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 mathematical conjectures and arguments. (MP.3)
- Make sense of other’s mathematical thinking. (MP.3)
- Create and justify rules, shortcuts and generalizations. (MP.8)
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| - A ruler is a measurement tool that can be partitioned into fractional parts for precise measurements. - 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. | - The area model can be used to partition larger factors in a multiplication problem. Fourth Grade: - Prime numbers have only a factor of 1 and itself. - Composite numbers have more than two factors. -Fact extensions can be used to compute mental math strategies for all operations involving larger numbers. -Flexible methods of computation for multiplication involve taking apart and combining numbers in a variety of ways, which require deep understanding of the operations and the properties of the operations. - Data can be measured and represented on line plots in units of whole numbers or fractions. (halves, fourths, eighths) |
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| argument, conjecture, factor pair, factors, multiple of 10, multiples, products, pattern, even numbers, odd numbers, unknown, place value, tens, ones, equal rows, array, multiply, divide, share
Bold Font: 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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