A Story of Units
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Transcript of A Story of Units
© 2012 Common Core, Inc. All rights reserved. commoncore.org
NYS COMMON CORE MATHE MATICS CURRI CULUM A Story of Units
A Story of UnitsGrade 3 – Module 4
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Session Objective
Prepare to implement Module 4 by examining mathematical models and instructional strategies in the lessons.
© 2012 Common Core, Inc. All rights reserved. commoncore.org
N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Curriculum Overview of A Story of Units
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
• Read the descriptive narrative and underline key phrases.
• Summarize the major learnings of the modules in 1-2 sentences.
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Moving Towards the Area Model
Module Overview, Terminology: New or Recently Introduced Terms
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
End-of-Module Assessment
What concepts will students need to master by the end of the module?
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Topic A
Foundations for Understanding Area
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 2, Concept Development
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 2, Problem Set
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 2, Student Work
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 3, Concept Development
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 4 Fluency
Products in an Array
Lesson 4, Fluency
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 4, Fluency
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 4, Fluency
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 4, Fluency
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 4, Fluency
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 4, Fluency
How does this fluency connect to what we have seen in this topic so far?
How does this activity support the learning in Module 4?
Fluency Reflection
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 4, Concept Development
Rectangle 1 Rectangle 2
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 4
How did Topic A concretely introduce students to the concepts of area?
Lesson 4, Concept Development
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Concepts of Area Measurement
Topic B
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 5, Problem Set
Leon makes a rectangle with 32 square-centimeter tiles. There are 4 equal rows of tiles.
a. How many tiles are in each row? Use words, pictures, and numbers to support your answer.
b. Can Leon arrange all of his 32 square-centimeter tiles into 6 equal rows? Explain your answer.
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 5, Student Work
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 6, Concept Development
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 6, Concept Development
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 6, Concept Development
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 6, Concept Development
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 6, Concept Development
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 6, Problem Set
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 8, Concept Development
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 8, Concept Development
8 cm
6 cm
7 cm
Area = 21 sq cm? cmArea = ? sq cm
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Debrief
Why is there a connection between a rectangle’s side lengths and its area?
Lesson 8, Debrief
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 7
What new model do the students use in Lesson 7?
How does Lesson 7 bridge the concepts from Lesson 6 to Lesson 8?
Lesson 7, Concept Development
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Arithmetic Properties Using Area Models
Topic C
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 9, Concept Development
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 10, Student Work
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 10, Student Work
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 11
What arithmetic property from Module 3 do the students use in Lesson 11 to find all possible whole number side lengths of a rectangle with a given area?
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 11, Student Work
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Key Idea for Topic C
How is the work that students did in Module 3 reflected in this topic?
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Topic D
Applications of Area Using Side Lengths of Figures
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
The area of Theo’s banner is 32 square feet. If the length of his banner measures 4 feet, how wide is his banner?
Amir is getting carpet in his bedroom, which measures 7 feet by 15 feet. How many square feet of carpet will Amir need?
Lesson 12, Concept Development
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 12, Concept Development
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 13, Concept Development
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 13, Concept Development
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 13, Concept Development
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 13, Concept Development
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 14 Fluency
Find the Area
Lesson 14, Fluency
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 14, Fluency
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 14, Fluency
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 14, Fluency
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
a. Break apart the shaded figure into 2 rectangles. Then add to find the area of the shaded figure below.
b. Subtract the area of the unshaded rectangle from the area of the large rectangle to check your answer in Part (a).
Lesson 14, Application Problem
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lesson 14, Student Work
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Lessons 15 and 16
How do you see the concepts from Module 4 being utilized in this culminating project?
Lessons 15-16, Problem Set
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Review the End-Of-Module Assessment
How well do you feel the module prepares students for the End of Module Assessment?
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Reflection
Turn and Talk:• I’m more clear about…• I still need to process…• I’m looking forward to…
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N YS CO MM O N CO R E M AT H E MAT I C S C U R R I C ULU M A Story of Units
Review Session Objective
Prepare to implement Module 4 by examining mathematical models and instructional strategies in the lessons.