Grade 3 Mathematics Blended CCSS FCAT 2.0

1. Grade 3 Mathematics Blended CCSS FCAT 2.0

2. Prepare to be amazed by the Magic Mathematician!!!

3. Pretest

4. Group Norms and Housekeeping Group Norms: • Participate • Ask questions • Work toward solutions • Limit side bars • Listen with an open mind • Punctuality Logistics: • Rest Rooms • Phone Calls • Breaks • Lunch

5. What do you know and want to know aboutBig Idea One and CC3.OA.1,2,3,4

6. Third Grade Big Idea 1 Develop understandings of multiplication and division and strategies for basic multiplication facts and related division facts.

8. 3.OA.1 Represent and solve problems involving multiplication and division.3.OA.2 Understand properties of multiplication and the relationship between multiplication and division.3.OA.3 Multiply and divide within 100.3.OA.4 Solve problems involving the four operations, and identify and explain patterns in arithmetic. Common Core State Standards

9. How do we implement CCSSM? CCSSM stands for Common Core State Standards for Mathematics Standards for Mathematical Practice Standards for Mathematical Content

11. Compare the Standards NGSSS CCSS

12. Standards for Mathematical Practice Standards for Mathematical Content Define what students should understand and be able to do. Example: Fluently add and subtract within 5 • Describe varieties of expertise that educators should seek to develop in their students. Example: Construct viable arguments and critique the reasoning of others.

13. Standards for Mathematical Practice • Make sense of problems and persevere in solving them • Reason abstractly and quantitatively • Construct viable arguments and critique the understanding of others • Model with mathematics • Use appropriate tools strategically • Attend to precision • Look for and make use of structure • Look for and express regularity in repeated reasoning

14. How does the Mathematical Practice apply to this problem: There are 42 chairs in the music room. If the teacher puts 7 chairs in each row, how many rows will be there be?

15. Broward’s Implementation Timeline

16. MA.3.A.1.1 Model multiplication and division including problems presented in context: repeated addition, multiplicative comparison, array, how many combinations, measurement, and partitioning.

17. Content Limits • Items may include whole-number multiplication facts from 0 x 0 through 9 x 9 and the related division facts • Items may include division problems with remainders expressed only as whole numbers. Items will not require interpretation of the remainder.

18. MA.3.A.1.1 Model multiplication and division including problems presented in context: repeated addition, multiplicative comparison, array, how many combinations, measurement, and partitioning.

19. MA.3.A.1.1 Model multiplication and division including problems presented in context: repeated addition, multiplicative comparison, array, how many combinations, measurement, and partitioning.

20. Ip, Ip Array!!!!

21. MA.3.A.1.1 Model multiplication and division including problems presented in context: repeated addition, multiplicative comparison, array, how many combinations, measurement, and partitioning.

22. How do you compare? On your white board, write a multiplicative comparison word problem that would work for this picture.

23. It’s a fact!

24. MA.3.A.1.1 Model multiplication and division including problems presented in context: repeated addition, multiplicative comparison, array, how many combinations, measurement, and partitioning.

25. FCAT Sample Question

26. On your sticky note, write a division problem for the following: 20 ÷ 5 =

27. MA.3.A.1.1 Model multiplication and division including problems presented in context: repeated addition, multiplicative comparison, array, how many combinations, measurement, and partitioning.

28. MA.3.A.1.1 Model multiplication and division including problems presented in context: repeated addition, multiplicative comparison, array, how many combinations, measurement, and partitioning.

29. Two basic types of problems in division Measurement: You have a group of objects and you remove subgroups of a certain size repeatedly. The basic question is—how many subgroups can you remove? Example: You have 15 lightning bugs and you put three in each jar. How many jars will you need?

30. Two basic types of problems in division Partitive (Sharing): You have a group of objects and you share them equally. How many will each get? Example: You have 15 lightning bugs to share equally in three jars. How many will you put in each jar?

31. MA.3.A.1.2 Solve multiplication and division fact problems by using strategies that result from applying number properties.

32. Benchmark Clarification • Students will recognize equivalent representations of equations or expressions by using number properties, including the commutative, associative, distributive, and identity properties for multiplication and division and the zero property of multiplication.

33. Content Limits • Items will not include identifying the properties by name. • Items will not require the use of more than two properties to convert one expression or equation to its equivalent. • Items may include only factors or divisors of 0 through 9.

34. MA.3.A.1.2 Solve multiplication and division fact problems by using strategies that result from applying number properties.

35. Why teach the Distributive Property?

36. Why teach the Associative Property?

37. FCAT Sample Question

38. MA.3.A.1.3 Identify, describe, and apply division and multiplication as inverse operations.

39. Content Limits • Items may include whole-number multiplication facts from 0 x 0 through 9 x 9 and the related division facts. • Items will not include identifying the inverse property by name.

40. MA.3.A.1.3 Identify, describe, and apply division and multiplication as inverse operations.

41. Fact Families

42. FCAT Sample Question

43. Big Idea 1 Video Podcast

44. What Supporting Ideas are found in this Big Idea? • MA.3.A.6.1 Represent, compute, estimate and solve problems using numbers through hundred thousands. MA.3.A.4.1 Create, analyze, and represent patterns and relationships using words, variables, tables and graphs (ADDRESSED IN BIG IDEA 3 TRAINING) • MA.3.A.6.2 Solve non-routine problems by making a table, chart, or list and searching for patterns (ADDRESSED IN BIG IDEA 3 TRAINING) • MA.3.S.7.1 Construct and analyze frequency tables, bar graphs, pictographs, and line plots from data, including data collected through observations surveys, and experiments.

45. MA.3.A.6.1 Represent, compute, estimate and solve problems using numbers through hundred thousands.

46. Content Limits • Numbers may be represented flexibly; for example: 947 can be thought of as 9 hundreds, 4 tens, and 7 ones; 94 tens and 7 ones; or 8 hundreds, 14 tens, and 7 ones. • Items may include the inequality symbols (<, >,=, ≠). • Students will not be expected to name the estimation strategies or be restricted to using a specific strategy. • Front-end estimation will not be an acceptable estimation strategy. • Decimals may be used in the context of money that estimate to a whole dollar.

47. MA.3.A.6.1 Represent, compute, estimate and solve problems using numbers through hundred thousands.

49. PLACE VALUE is a fundamental feature of our number system. A thorough understanding of place value developed early through concrete experiences, is necessary in order for students to achieve computational fluency. ,

50. We’re on a roll with Place Value!