G3+Math+Unit+5

** Investigations Math ** ** Grade 3 ** ** Unit 5: Equal Groups ** 1. Make sense of math problems and persevere in solving them. 2: Reason abstractly and answer quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4: Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7: Look for and make use of structure. 8: Look for and express regularity in repeated reasoning. 3.OA.1, 2, 3, 4 – Represent and solve problems involving multiplication and division. 3.OA.5, 6 – Understand properties of multiplication and the relationship between multiplication and division. 3.OA.7 – Multiply and divide within 100. 3.OA.8, 9 – Solve problems involving the four operations, and identify and explain patterns in arithmetic. 3.MD.1 - Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. 3.MD.7a-d – Geometric measurement: understand concepts of area and relate area to multiplication and to addition. 3.NBT.3 – Use place value understanding and properties of operations to perform multi-digit arithmetic. EfS: A - Cultural Preservation and Transformation, B- Responsible Local and Global Citizenship, C – The Dynamics of Systems and Change, D – Sustainable Economics, F – Natural Laws and Ecological Principles, H – Multiples Perspectives || Students make lists of things that come in groups. They illustrate multiplication situations and write equations to match. || ** Investigation 2: Skip Counting and Hundreds Charts ** Students highlight multiples on 100 charts and discuss patterns and relationships. They use known multiplication combinations to solve more difficult ones. || ** Investigation 3: Arrays ** Students are introduced to arrays to represent multiplication. They use arrays to learn multiplication combinations with products up to 50 and to find factors of numbers up to 50. || ** Investigation 4: Understanding Division ** Students examine the inverse relationship between multiplication and division. They write story problems for a class multiplication and division book. || multiplication equation product || 2.1-2.6 multiple || 3.1-3.6 dimension array square number prime number || 4.1-4.7 division || 2.5 - Assessment Activity – Counting Around the Class || 3.4 – Self assessment (combinations you know and those you don’t) || 4.2 – Story Problems, p. 42-43 4.7 - End of Unit Assessment ||
 * Alain L. Locke Magnet School for Environmental Stewardship **
 * CCLS Math Practice: **
 * Standards: **
 * ** Enduring Understanding ** |||||||| ** Using and understanding arrays to multiply can help you understand the relationship between multiplication and division in the natural world. **
 * ** Essential Question ** |||||||| ** How does understanding the relationship between multiplication and division help us in the natural world? ** ||
 * ** Learning Outcomes ** || ** Investigation 1: Things that Come in Groups **
 * ** Pre-Assessment ** || Equal groups, multiplication || Use of hundred chart, number patterns, number relationships (equal groups), repeated addition || Pictures representing multiplication || That there is a relationship between multiplication and division ||
 * ** Suggested Time Frame **
 * November 19- December 21, 2012 ** || 4 days || 6 days || 6 days || 7 days ||
 * ** Activities & Vocabulary ** || 1.1-1.4
 * ** Assessments ** || 1.4 - Assessment Activity – Solving Problems about our Pictures || 2.3 - Differentiated Portfolio Tasks (student activity p. 14-16)