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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.

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

slide9
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?
slide12
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?
slide14

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)

slide17

+ = 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?
lesson 6
Lesson 6

Lesson 6 Concept Development

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

Multiplication and Division Using Units up to 8

lesson 10
Lesson 10

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 Using Units of 9

slide31
Lesson 12 Fluency

Take from the Ten

lesson 12 problem
Lesson 12 Problem

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
  • What new nines patterns did you learn?
  • How did your own personal understanding of the nines change?
lesson 14
Lesson 14

Lesson 14 CD

topic f
Topic F

Multiplication of Single-Digit Factors and Multiples of 10

lesson 20
Lesson 20
  • How do the place value disks and chip model scaffold the abstract concept of the associative property?
end of module assessment1
End of Module Assessment

How do the models scaffold student learning into mastery?

reflection
Reflection
  • Turn and Talk:
  • I’m more clear about…
  • I still need to process…
  • I’m looking forward to…
review session objective
Review Session Objective

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

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