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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