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A Story of Units. Grade 3 – Module 3. 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

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A story of units

A Story of Units

Grade 3 – Module 3


Session objective
Session Objective

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


Curriculum overview of a story of units
Curriculum Overview of A Story of Units


Module overview
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
End-of-Module Assessment

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


Topic a
Topic A

The Properties of Multiplication and Division



Lesson 3 Application Problem and Concept Development

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



Debrief
Debrief

Lesson 3 Debrief

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


Lesson 11 Concept Development

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 2
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 = ____

Lesson 2 Problem Set


Topic b
Topic B

Multiplication and Division Using Units of 6 and 7


Fluency
Fluency

Lesson 4 Fluency

Make Ten Game (3 minutes)

Materials: (S) Number cards (1─9)


  • + = 10

  • 8 + = 10

  • 5 + = 10

  • 2 + = 10

  • 7 + = 10

  • 1 + = 10

  • 4 + = 10

  • 3 + = 10

  • 6 + = 10

Lesson 4 Fluency




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


Number bonds with units of 7
Number bonds with Units of 7 multiplication and division problems?

Lesson 5


Lesson 6
Lesson 6 multiplication and division problems?

Lesson 6 Concept Development

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


Lesson 6 Problem Set multiplication and division problems?


Topic c
Topic C multiplication and division problems?

Multiplication and Division Using Units up to 8


Lesson 8 Concept Development multiplication and division problems?


Lesson 9 Concept Development multiplication and division problems?

16 ×3 =


Lesson 9 Concept Development multiplication and division problems?


Lesson 10
Lesson 10 multiplication and division problems?

6×5

6×3

5×8

1×8

6×8 = (5 + 1) × 8

Lesson 10 Concept Development

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


Topic d
Topic D multiplication and division problems?

Multiplication and Division Using Units of 9


Lesson 12 Fluency multiplication and division problems?

Take from the Ten


Lesson 12 Application Problem multiplication and division problems?


Lesson 12 Concept Development multiplication and division problems?


Lesson 12 problem
Lesson 12 Problem multiplication and division problems?

Lesson 12 Problem Set

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
Lesson 13 multiplication and division problems?

  • What new nines patterns did you learn?

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


Lesson 14
Lesson 14 multiplication and division problems?

Lesson 14 CD


Topic f
Topic F multiplication and division problems?

Multiplication of Single-Digit Factors and Multiples of 10


Lesson 19 multiplication and division problems?


Lesson 19 multiplication and division problems?


Lesson 20
Lesson 20 multiplication and division problems?

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


Lesson 20 Concept Development multiplication and division problems?


End of module assessment1
End of Module Assessment multiplication and division problems?

How do the models scaffold student learning into mastery?


Reflection
Reflection multiplication and division problems?

  • Turn and Talk:

  • I’m more clear about…

  • I still need to process…

  • I’m looking forward to…


Review session objective
Review Session Objective multiplication and division problems?

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


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