# data[].attributes.body
3.OA.A.1

3.OA.A.2

3.OA.B.6

# data[].attributes.attachment_link.description
Mathematics > Grade 3 > Operations and Algebraic Thinking

# data[].attributes.headline
Lesson 1 (4 days) Understand the meaning of multiplication

# data[].attributes.subject
Lesson 1 (4 days) Understand the meaning of multiplication

# data[].attributes.body
Students will be able to interpret multiplication as repeated addition and understand the relationship between factors and their product.

# data[].attributes.headline
Lesson 4 (4 days) Understand the Meaning of Division

# data[].attributes.subject
Lesson 4 (4 days) Understand the Meaning of Division

# data[].attributes.body
Students will be able to interpret division as sharing and grouping situations.

# data[].attributes.headline
Lesson 5 (4 days) Understand how Multiplication and Division are Connected

# data[].attributes.subject
Lesson 5 (4 days) Understand how Multiplication and Division are Connected

# data[].attributes.body
Students will understand that division can be solved by thinking about the missing factor in a multiplication problem.

# data[].attributes.body
Throughout the lesson students demonstrate their understanding by using thumbs up/down, asking questions, and repeating back steps completed to solve a problem.

# data[].attributes.body
Upon completion of independent work, the sheet is collected as a data tool. I can see where students made errors, got teacher help, and address these misconceptions in future lessons.

# data[].attributes.body
Students will complete a bare number problem as an exit ticket daily to practice fact fluency in multiplication or division.

# data[].attributes.body
Students are assigned seats based on need for proximity with a teacher and strategic partnering for games and partner activities embedded in lessons.

One student is always seated to my left (right in image) and his chair has a kick band around it to help him relieve his wiggles while staying focused.

# data[].attributes.body
Answer the question: What is going on when you multiply numbers?

Discuss equal and unequal groupings (referring back to our previous lesson on even and odd)

Review vocabulary: multiplication, factor, product, array

Have students think-pair-share to create group definitions

# data[].attributes.body
Solve to answer "how many"

Model the fish tank problem, stopping to show my thinking, referring back to the image of the fish tanks.

Ask "How can the picture of the fish tanks help me understand the problem?"

Think-pair-share

Students complete the apple problem in partners. We come together as a group to discuss, showcasing student work.

Students complete "Try it another Way" in their partners. We come together to discuss the factor 3 in both problems. Students are expected to understand the difference between 3 groups of 7 (3 rows) and 5 groups of 3 (columns.)

# data[].attributes.body
Read Travis's cherry problem and examine the model.

Class discussion time with individual think time between each follow-up question.

Was Travis correct in his thinking?

What was Travis thinking?

Draw, write, model, and/or explain thinking on individual papers following discussion.

Give time for online learning on the i-Ready platform. Circulate and call over individual students to reteach skills and go over misconceptions observed.

# data[].attributes.body
Independently or with a partner students will create a word problem/number story for the equation 9x4

Students can choose to use manipulatives, models, words, and drawings to create their problem.

Each individual or small group will have a chance to showcase their work.

# data[].attributes.body
Utilize practice problems packet as necessary to continue to work on skills.

# data[].attributes.body
Each lesson has extension, enrichment, and "below level" games that can be leveraged for additional practice.

# data[].attributes.body
____ groups of ____

The product of ____x___ is _____

My partner and I think ____________

# data[].attributes.body
(previously created as a group)

# data[].attributes.body
Think through the question: What is going on when we divide?

Hands-on activity: Put out 12 counters and write the equation 12/2 and ask 2 students to take turns grabbing a tile. Discuss what happened? What is the 12 representative of (total, dividend)? the 2 (groups, divisor)? What would the quotient be (6, how many in each group)? After discussing, create a poster of this information to live on our board.

Have students draw a picture of 15 balloons. Write the equation 15/3 on the board. "How can our drawing of 15 balloons help us find the quotient?" (hopeful response is we can circle 3 groups or circle groups of 3)

Students should write a 1-2 sentence reflection on what we discuss.

# data[].attributes.body
Misconception: It is expected students will confuse "groups" when a word other than groups is used, so quickly discuss our GxE=T poster of all the different "groups" we know (packages, boxes, bundles, shelves, rows, buckets)

What do you notice about the picture? What do you wonder? (there are 4 pails. are they empty? there are 12 shells? who are she shells for? will we put them in pails? how many will fit?)

Solve the pail problem step by step together.

Solve the oranges problem in partners.

How was the orange problem the same/ different than the pail problem?

Independently complete "try it another way" problems 11 and 12 as a way of connecting prior skills (making arrays) and current information (division.)

# data[].attributes.body
Look at previously corrected independent problems 11 and 12 for misconceptions and misunderstandings to review as a group.

Compare how David and Mitch divide the pears they bought differently. Create a Venn Diagram in groups of 2-3 to share out. Use a variety of models, pictures, numbers, words, equations, materials. Each group will share and the other group can ask clarifying questions.

# data[].attributes.body
Students complete the above activity independently.

Before completing, come up with a point scoring system by asking the students what they think needs to be evident to show mastery and understanding.

# data[].attributes.body
___ is the total.

I have ___groups of ___ in each.

The quotient of ____/_____ is _____

My group/partner and I think _______

I notice ____. I wonder _____?

# data[].attributes.body
Assess students prior knowledge of content vocabulary, strategies and skills by asking probing questions.

# data[].attributes.body
Ask students what they are wondering or want to know about the standards, vocabulary and topic.

# data[].attributes.body
Revisit prerequisites to see if there is any information we still haven't covered that students are still wondering about.

# data[].attributes.body
Before beginning any topic, I review students data according to their in class assessments, benchmarks and i-Ready diagnostic screening.

# data[].attributes.body
Students are in the 4th grade, but are re-learning standards based on 3rd grade curriculum. Students are in the MTSS/RTI process and this series of lessons is part of their intervention. Students are seen 4 days a week for 30 minutes each day. The group is of 5 students. Three are male and two are female. They are from 2 out of the 4 homerooms in our 4th grade. One student has goals for behavior in addition to his academics including checking in with a familiar administrator about his progress academically and behaviorally in our group. Three of the students are identified as ELL, although all five benefit from explicit instruction of academic and social vocabulary. Students are in an intervention group for a 6-8 week cycle. This work will make up about half of our cycle.

# data[].attributes.body
These lessons were chose in this progression based on student's i-Ready scores. This particular group of learners requires additional time on the topics of multiplication and division. Understanding their connection will help as they move on in the fourth grade studying multistep word problems and multidigit multiplication and division.

# data[].attributes.body
For the introduction of this lesson we will incorporate technology by completing the interactive tutorial on i-Ready.

This will engage students and bring together their knowledge from the past two lessons.

# data[].attributes.attachment_link.description
Log in to i-Ready®, online assessment and instruction that helps teachers provide all students a path to proficiency and growth in reading and mathematics.

# data[].attributes.body
We will work through problems on pages 41 and 42 of their workbooks.

We will focus in on the question "How do multiplication and division use equal groups?"

Each problem will explore an image/array/story problem that students may typically associate with multiplication, but will have a missing "group" or "each" which will in turn make students use division. Some problems will do just the opposite.

By the end of this lesson students should be flexibly using multiplication and division.

# data[].attributes.body
Independently, after a short review of vocabulary, students will work through independent practice problems. They will be asked to use either multiplication or division to solve.

I will circulate and ask probing questions such as "Why did you chose to divide?" "What made you decide to multiply?" "How did this array, urge you to solve the story problem?"etc

Chose 2-3 problems where students got to the answer in different ways. Discuss how each way found the correct answer. Was one more efficient or could either work?

# data[].attributes.body
Students will in partners create a story problem using the total of 15 and a factor of 5. Partnerships will decide if the 5 represents groups or each. They will write the story problem and create an answer key to various solutions (at least 3.)

Possible solutions being multiplication, division, arrays, skip counting, drawing a picture, number line hopping, etc.

Upon completion, students will present their work and field 2 questions from their classmates.

# data[].attributes.body
Students will utilize the silent teachers from lessons 1 and 4 as this is a combination