PS 309 Grade 3 Chapter 6 Curriculum Map

PS 309 Grade 3 Chapter 6 Curriculum Map

Unit Title: Understanding Division
Time Frame: 20 Days
Grade Level and Subject: Three; Mathematics
Big Ideas/ Enduring Understandings:
How can you use division to find how many in each group or how many equal groups?
Common Core Standards
3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned in to equal shares of 8 objects each. Froe example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
3.OA.5 Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
3.OA.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. Multiply and divide within 100.5
3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
Grow Supports
For 3.OA.3
-Use multiplication and division Exemplars tasks to develop problem solving skills
-Multiplication & Division Fluency practice using Multiplication.com
-Mathleticscourse- (remediation)
-OA. Operations and Algebraic Thinking- “Problems Multiply and Divide”
-Getting Ready for PARCC (SE)
-Standard Practice for 3.OA.3
Essential Questions:
How can you use the strategy act it out to solve problems with equal groups?
How can you model a division problem to find how many in each group?
How can you model a division problem to find how many equal groups?
How can you use bar models to solve division problems?
How is division related to subtraction?
How can you use arrays to solve division problems?
How can you use multiplication to divide?
How can you write a set of related multiplication and division facts?
What are the rules for dividing with 1 and 0?
Sequence of Lessons and or Tasks
Go Math!:
6.1 Problem Solving-Model Division
6.2 Size of Equal Groups
6.3 Number of Equal Groups
6.4 Model with Bar Models
6.5 Algebra- Relate Subtraction and Division
Mid-Chapter Checkpoint
6.6Investigate- Models and Arrays
6.7 Algebra- Relate Multiplication and Division
6.8 Algebra- Write Related Facts
6.9Algebra-Division Rules for 0 and 1
Chapter 6 Review and Test
Exemplars Task:
Chapter 6 Performance Tasks-
NY Math Test Ready:
Assessment(s),Diagnostic, Formative, Summative and Performance based:
Quick check
Pre-Test
Post-Test
Problem of the day
Materials and resources:
Counting Tape
Math Board
Counters
Square Tiles / Vocabulary
Divide
Dividend
Divisor
Inverse Operation
Quotient
Related Facts
Content Area Connections
Science
Social Studies
Literacy