A Story of Units

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NYS COMMON CORE MATHE MATICS CURRI CULUM A Story of Units

A Story of UnitsGrade 3 – Module 3


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 3 by examining mathematical models and instructional strategies in the lessons.



Curriculum Overview of A Story of Units



Module Overview• Read the descriptive narrative

and underline key phrases • Summarize the major learning

of the module in 1-2 sentences



End-of-Module Assessment

What concepts will students need to master by the end of the module?



Topic A

The Properties of Multiplication and Division



Lesson 1 Problem Set



Twenty-four people line up to use the canoes at the park. Three people are assigned to each canoe. How many canoes are used?

Lesson 3 Application Problem and Concept Development



Debrief

Why is using a letter to represent the unknown more helpful than using a question mark?

Lesson 3 Debrief



The fabric store sells 1 meter of cloth for $8. Maria buys some cloth that costs a total of $56. She then uses 3 meters to sew a dress. How many meters of cloth does she have left?

Lesson 11 Concept Development



Lesson 2

• What familiar model is used in Lesson 2 to build understanding from Lesson 1 ?

• How does Lesson 2 contribute to Topic A’s purpose to bridge Module 1 and Module 3 learning?




6 × 8 = ____



Topic B

Multiplication and Division Using Units of 6 and 7



Fluency

Make Ten Game (3 minutes)Materials: (S) Number cards (1─9)

Lesson 4 Fluency



Lesson 4 Fluency

+ = 10

8 + = 10

5 + = 10

2 + = 10

7 + = 10

1 + = 10

4 + = 10

3 + = 10

6 + = 10



Continue adding by sixes on your Problem Set.



How does skip-counting by sixes help you solve multiplication and division problems?



Number bonds with Units of 7

Lesson 5



Lesson 6

How does Topic B use the number bond to move the learning from simple to complex?




Topic C

Multiplication and Division Using Units up to 8



16 ×3 =




Lesson 10How does Topic C use the array model to move the learning forward?


5×8

1×8

6×8 = (5 + 1) × 8

6 ×5 6 ×3



Topic D

Multiplication and Division Using Units of 9



Take from the Ten

Lesson 12 Fluency



Lesson 12 Application Problem



Lesson 12 Problem Matt buys a pack of postage stamps. He counts 9

rows of 4 stamps. He thinks of 10 fours to find the total number of stamps. Show the strategy that Matt might have used to find the total number of stamps.




Lesson 13

• What new nines patterns did you learn?

• How did your own personal understanding of the nines change?



Lesson 14

Lesson 14 CD



Topic F

Multiplication of Single-Digit Factors and Multiples of 10



Lesson 19



Lesson 20

• How do the place value disks and chip model scaffold the abstract concept of the associative property?



End of Module Assessment

How do the models scaffold student learning into mastery?



Reflection

Turn and Talk:• I’m more clear about…• I still need to process…• I’m looking forward to…



Review Session Objective

Prepare to implement Module 3 by examining mathematical models and instructional strategies in the lessons.

A Story of Units

Documents

Transcript of A Story of Units