Angela May

Holland Central School

Vocab

MATH-O (see sample below)

Vocab

Using Padlet:

Vocab: Charades: App

Grade & Module #

Foundation Skills Resources/Type

Grade 3 Module 3:

of Single-Digit Factors and Multiples of 10

Multiplication and Division with Units of 0, 1, 6–9, and Multiples of 10

Topic A: The Properties of Multiplication and Division Topic B: Multiplication and Division Using Units of 6 and 7 Topic C: Multiplication and Division Using Units up to 8 Topic D: Multiplication and Division Topic E: Analysis of Patterns and Problem Solving Topic F: Multiplication

Amanda Bean’s Amazing Dream Book Array Picture Cards: http://www.k-5mathteachingresources.com/3rd-grade-number-activities.html Clip Art Word Problems for Small Group Instruction

(see example) Signal Math Game “2

nd Edition Grade 3 Nimble with Numbers” pgs.124 and 125

Facts Find Independent Activity “2

nd Edition Grade 3 Nimble with Numbers” pgs.120-122

Division Billionaire Game

http://www.math4childrenplus.com/division-billionaire-game-2/ Multiplication Squares Board Game

https://cdn.shopify.com/s/files/1/0955/2452/files/Multiplication_Squares_Game_R.pdf?10539773981560425735 Tic Tac Toe Game (See example)

Bump Game:

https://cdn.shopify.com/s/files/1/0955/2452/files/Multiplication_Facts_Egg_Carton_Bump.pdf?16020081170312970664 Multiplication Capture Game: Pull cards and write equations, player with greater product “captures” cards

Use regular multiplication cards or set from “Do the Math”

Grade 3 Module 4: Multiplication and Area

Topic A: Foundations for Understanding Area Topic B: Concepts of Area Measurement Mid-Module Assessment and Rubric Topic C: Arithmetic Properties Using Area Models Topic D: Applications of Area Using Side Lengths of Figures

BINGO Board for Small Group Instruction Fits Cheeze Its (see example)

Squares on a Geoboard for Small Group Instruction Use rubber bands and geoboards (see example)

Grade 4 Module 3:

Multi-Digit Multiplication and Division

Topic A: Multiplicative Comparison Word Topic B: Multiplication by 10, 100, and 1,000 Topic C: Multiplication of up to Four Digits by Single-Digit Numbers. Topic D: Multiplication Word Problems Topic E: Division of Tens and Ones with Successive Remainders Topic F: Reasoning with Divisibility Topic G: Division of Thousands, Hundreds, Tens, and Ones Topic H: Multiplication of Two-Digit by Two-Digit Numbers

Using Equipment ACTIVITY (see example)

Product Game

http://illuminations.nctm.org/Default.aspx To begin the game, Player 1 moves a marker to a number in the factor list of numbers 1-9 along the bottom of the game screen. Player 2 then moves the other marker to any number in the factor list (including the number marked by Player 1). The product of the two marked numbers is determined, and that product is colored red for Player 2. Player 1 moves either marker to another number, and the new product is colored blue for Player 1. Players take turns moving a marker, and each product is marked red or blue, depending on which player made the product. However, if a product is already colored, the player does not get a square for that turn.

Remainders Race Game “Nimble with Numbers” p.110-111

Divisibility Game

http://ahuynhdscke.weebly.com/uploads/8/7/7/6/87768172/divisibility_game.pdf

Grade 4 Module 4:

Angle Measure and Plane Figures

Topic A: Lines and Angles Topic B: Angle Measurement Topic C: Problem Solving with the Addition of Angle Measures Topic D: Two-Dimensional Figures and Symmetry

Georgia Standards of Excellence Curriculum Frameworks:

https://www.georgiastandards.org/Georgia-Standards/Frameworks/4th-Math-Unit-6.pdf

M A T H O

3,6,9,12…

array

2x4=4x2

The product of

any number and

1 is that

number:

ex) 7x1=7

1x7=7

Calling Cards:

column

rows

multiples

factors

items arranged

in rows and

columns

4 equal

groups of

3

product

5 groups of 4

commutative

property

identity property

of multiplication

M A T H 0

T E A C H increase algorithm decrease factors product

numerator inverse quotient difference addends

sum mixed number whole number Improper fraction multiples

Using Equipment:

Specific Learning Outcomes:

Multiply by 10s, 100s, 1000s, and other multiples of 10.

Required Resource Materials:

Place value equipment. E.g. money, bundles, BeanZ, Ice cream containers Calculators Activity:

Using Equipment

Set up 4 x 20 as a model using the place value equipment you have

chosen:

Ask the students to work out the total number in the collection. Discuss their strategies with a view to connecting 4 × 2 = 8 to 4 x 20 - 80.

Pose other similar problems modelling them each time with place value materials. Examples could be:

3 x 30 = 3 × 3 = 9 2 × 40 = 80 from 2 × 4 = 8 6 × 50 = 300 from 6 × 5 = 30

5 × 30 = 150 from 5 × 3 = 15 Extend the problems to involve hundreds. Pose the problem 3 × 300.

Link the problem to 3 × 3 = 9.

Pose similar problems, such as: 4 × 200 = 800 from 4 × 2 = 8 2 × 300 = 600 from 2 × 3 = 6 Ask students to explain the pattern they use to solve these types of problems.

Using Imaging

Shielding: Require the students to image the problems by masking the canisters or stacks with icecream containers. Label each container with the number involved using post-its. Ask them to detail the structure of the numbers. For example, “Forty is four tens.”

What is 6 × 40?

Good examples to use are:

7 × 20, 8 × 50, 4 × 30, 7 × 500, 5 × 400, 6 × 500

Using Number Properties

Use calculators to explore more complex examples so that students can observe patterns in the answers. Connected examples might be:

7 × 50, 70 × 5, 500 × 7, 70 × 50, 500 × 70, 700 × 500

60 × 2 , 20 × 60, 200 × 6, 60 × 200, 600 × 200, 2000 × 60

Look for students to generalize the number patterns. Some will focus on the role of zero in describing how many digits the number will have. Develop estimation ideas through questions like, I have a two digit number multiplied by a three digit number. How many digits might the answer have? (four or five)

Clip Art WP

Name_________________________

______________________________

_____ Clipart WP Review

Word Problem:

________________________________________

________________________________________

Glue Picture Here: Factors:

Fact Family:

_____ x _____ = ______

_____ x _____ = ______

_____ ÷ _____ = ______

_____ ÷ _____ = ______

________________________________________

________________________________________

Name______________________

Squares on a Geoboard

Side length 1 2 3 4 5 6 7 8

Area

What patterns do you notice?

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_________________________________________________________________

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