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| In this unit, children further develop their understanding of multiplication and division as they apply basic fact knowledge to mentally solve number stories and multiply larger factors. The following big ideas will be covered in this unit: -Develop a deeper understanding of multiplication and division as they apply basic facts to solve number stories and multiply larger factors -Calculate elapsed time more efficiently
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| Operations & Algebraic Thinking 3.OA.A. Represent and solve problems involving multiplication and division. e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = ÷ 3, 6 × 6 = ?. 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. 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.A. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. 3.MD.A.1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. © 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 problems and persevere in solving them (SMP1)
- Model real world situations using graphs, drawing, tables symbols, numbers, diagrams and other representations (SMP4)
- Use mathematical models to solve problems and answer questions (SMP4)
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| -Tell and write time to the nearest minute and measure time intervals in minutes -Basic multiplication and division fact knowledge is applied to solve problems involving larger factors
| Fourth Grade: -Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. -Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. -Use the four operations to solve word problems involving intervals of time
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| Basic fact, break-apart strategy, decompose, doubling, efficient, elapsed time, extended fact, extended fact multiplication, multiplication diagram, division diagram, partition
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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