SCUSD Common Core Mathematics Lesson Planning Guide

Unit Title: Unit 1: Represent & Approx. time: CCSS-M Standards: Understand Multiplication and Division -3.OA.1: Interpret products of whole numbers -3.OA.3: Use multiplication and division within 100 to solve Lesson: Outcome 3, enVision Math, 4-2 word problems in situations involving equal groups, arrays, Arrays and Multiplication and measurement quantities -3.OA.B.5: Apply properties of operations as strategies to multiply and divide A. Focus and Coherence B. Evidence of Math Practices Students will know… What will students produce when they are making sense, -An array involves joining equal groups and is one way to persevering, attending to precision and/or modeling, in think about multiplication relation to the focus of the lesson?

Students will be able to… -SMP1: Make sense of problems and persevere in solving -Write multiplication sentences for arrays to find products them -SMP2:Reason abstractly and quantitatively Student prior knowledge: -SMP3:Construct viable arguments and critique the -Arrays are a good way to illustrate multiplication. An reasoning of others array shows items arranged in equal rows. Each row in an -SMP4: Model with mathematics array has an equal number of items in it. The total number -SMP5: Use appropriate tools strategically of items can be found by multiplying the number of rows -SMP6: Attend to precision and the number of items in each row. For all arrays except those showing doubles such as 3x3=9, turning the array changes the number of rows and number of items in a row.

Which math concepts will this lesson lead to? -Commutative Property of Multiplication (3.OA.B.5) -Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, etc. (3.OA.A.3) -Apply the commutative property of multiplication to multiply and divide

Essential Question(s) -how can the same array model represent multiplication -how can you use the array model to explain multiplication -how does an array show equal groups

Formative Assessments -Quick Check Master 4-2

Anticipated Student Preconceptions/Misconceptions -students may not see that objects in rows and columns in array must be equal in order to multiply. The shape of the array should look like a rectangle or a square. This makes the fact that you can multiply easy to see. -in an array order matters that 3x2 is not the same as 2x3 (3 groups of two is not the same as 2 groups of 3, 3 rows of two isn’t 2 rows of 3)

Materials/Resources -enVision, quick check master, center activity Grade: 3rd Date: August 13, 2014 C. Rigor: Conceptual Understanding, Procedural Skills and Fluency, and Application What are the learning experiences that provide for rigor? What are the learning experiences that provide for evidence of the Math Practices? (Detailed Lesson Plan)

Warm Up –Daily Common Core Review 4-2: #2

Lesson – Set the Purpose/connect: You have already learned how to model equal groups with counters and multiply to find the product. Today, you will learn how to use a different model for multiplication. Point out that everyday items are often organized in equal rows. Pictures in a photo album are often arranged in rows. What are some other examples of equal rows found in everyday life? Allow students to suggest and discuss. (Sample responses: stamps on a sheet of paper, eggs in a carton, and people in a parade)

Prose the problem: Mark puts sports cards in an album. He puts 4 rows of cards on each page. He puts 3 cards in each row. How many cards are on each page? Have pairs of students work to solve the problem using any method they choose. Encourage them to use counters and ask them to record their work on paper. Discuss solution methods. (12 cards)

Model/Demonstrate: Once pairs of students have explored their own methods for solving the sports cards problem, work through the problem as a class. Use counters to model the crds from the problems in rows. How many rows did you make? (4 rows). How many counters are there in each row? (3 counters). What multiplication problem can you write to help you solve this problem? (4x3=12)

Extend: Use counters to show 4 rows of 5. Write a multiplication sentence to show the array. Repeat for 5 rows of 4. What do you notice about the products? (They are the same)

Visual learning: In this lesson, you will learn about the commutative property of multiplication and make and use arrays to help you multiply

Guided Practice: Remind students that an array shows equal groups. When objects are arranged in equal groups, what operation or operations can be used to find the total number of objects? (multiplication, repeated addition) Guide students through #3, 5, 6

Independent Practice/Problem Solving: Have students complete independent problems #7-22

Closure – In this lesson, you learned to make and use arrays to multiply, and you learned that you can multiply factors in any order and the product will be the same. Project Quick Check Master 4-2. Have students complete questions 1-3. Collect and score using the rubric in TE.

Suggested Homework/Independent Practice -Reteach and workbook pages 4-2

Grade: 3rd Date: August 13, 2014