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Just In Time Math Grade 3

Just In Time Math Grade 3. Second Quarter Mathematical Thinking. Flow of Thinking (Number of days is only approximate—use your discretion for what your class needs.) . Establishing Meaning. Multiplication Things That Come In Groups. Things That Come in Groups.

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Just In Time Math Grade 3

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  1. Just In Time MathGrade 3 Second Quarter Mathematical Thinking

  2. Flow of Thinking(Number of days is only approximate—use your discretion for what your class needs.)

  3. Establishing Meaning

  4. Multiplication Things That Come In Groups

  5. Things That Come in Groups Things that come in PairsSalt and PepperPeanut butter and JellyPopcorn and MoviesPictures and SoundMusic and LyricsBooks and HeroesKnights and SwordsWounds and PainSickness and CuresChocolate and HeartacheYou and HerMe and Myself • Poem about Pairs Link

  6. Amanda Bean’s Amazing Dream(See Navigation Lesson) • Link to ARRC Lesson • Which has more wheels—5 tricycles or 7 bicycles? • Which has more cookies—3 rows with 8 cookies in each row or 4 rows with 6 cookies in each row? • Which has more panes—a window with 5 rows and 4 panes in each row or a window with 3 rows and 6 panes in each row?

  7. Two Types of Multiplication Problems with Amanda BeanNavigating Through Number and Operations NCTM Grades 3-5

  8. Two Types of Multiplication Problems with Amanda Bean Navigating Through Number and Operations NCTM Grades 3-5

  9. Continued Problem Solving With Multiplication • On a ppt entitled “Equal Groups Problem Solving Representations”, there are some problems that could be used to conceptually build the idea of representations for multiplication. You could continue to build on this concept during the fluency part of this timeline. The problems range from acting out the problems with real objects to making decisions on what manipulatives or pictorial representations to use to represent the problems.

  10. Prerequisites to Multiplication Thinking Strategy of Use Ten

  11. Thinking Strategy: Use Tens“Since 5 is half of 10, the product of a 5s fact will be half of the product of a related 10s fact.

  12. Introduce Use Tens Thinking Strategy for Fives Facts p. 9 (Your choice)

  13. Reinforce Use Tens Strategy p. 10 # 2, 3, 4

  14. Reinforce Use Tens Strategy p. 10 #5 • There are bags of 5 apples for sale. If you buy 3 bags, how many apples will you have? • It takes 5 minutes to fill a wheelbarrow with soil. How long will it take to fill 6 wheelbarrows? • There are 5 rows of 8 chairs. How many people can be seated? • Nine cats each had 5 kittens. How many kittens are there in total? • When Ben places 4 shoes from heel to toe in a line, They measure 1 meter. How many of these shoes will measure 5 meters? • Jacob has to sow 7 rows of 5 seeds. How many seeds will he need? • students lines up in 2 rows of 9. How many studentthere in total?

  15. Practice Use Tens Strategy p. 11-12 • Game #2 p. 11. You need spinners BLM 7 numbered 1-9. • Note: Using a blank transparent spinner over the copy of the spinner works very well. You can find them at Lakeshore but also online at http://www.educatorsoutlet.com/index.php?main_page=product_info&cPath=39_112&products_id=450

  16. Extend Use Tens Strategy p. 12 #2

  17. Extend Use Tens p. 13 #3

  18. Prerequisites to Multiplication Thinking Strategy of Doubling (2s and 4s)

  19. Thinking Strategy: Doubling • See the other PowerPoint I am sending to you. • This 9 weeks covers multiplying by two and four. • Next 9 weeks has multiplying by eight.

  20. If You Didn’t Know—Using known facts to figure out other facts Lesson from Teaching Student Centered Mathematics John Van de Walle • Building up or building down

  21. Patterns and Algebraic Thinking Lesson 5: What Comes Nex_? 2 days Name- Silent Teach Animal Parade Corrals

  22. Lesson 2 Coins in Your Pocket

  23. Lesson 2: Coins in Your Pocket Assessment Should Jesse Guess? Seth has 21 cents in his pocket. Seth told Jesse that he would give Jesse the 21 cents if he could correctly guess what coins they were. He would give Jesse 3 guesses. If Jesse did not guess correctly, Jesse would have to give Seth 21 cents. Should Jesse guess? Explain your math thinking.

  24. Lesson 5 What Comes Nex_?

  25. Lesson 6 Building Patterns

  26. Engagement: Lesson 2 Building Patterns • What happens between the second and third triangle? • What patterns do you notice in the triangles? • How many counters would it take to make the sixth triangle? How do you know? • How can you record your information to find patterns or make predictions about how many counters it takes to make bigger triangles?

  27. Exploration: Lesson 2 Building Patterns

  28. Lesson 7 Animal Legs

  29. Lesson 8 Building Tables

  30. Lesson 8 Building Tables Engage Can you make a table that will help figure out how many eggs you need? • Grandma’s Cookies 3 eggs 1 tsp vanilla 3 c flour 2 c sugar ½ c butter ½ bag chocolate chips How many eggs would you need for 0, 1, 2, and 3 batches of cookies?

  31. Lesson 8: Building Tables Explore • Imagine building a bicycle. How many tires do you need for 1 bike? • How many tires for 2 bikes? • Write the number of bikes in a row: 1, 2, 3, 4, 5… • Write the number of tires in a row: 2, 4, 6, 8, 10… • We can organize our list in a table to show the related pairs of numbers. • If you wanted to build 6 bikes, how can we use the table to figure out how many tires we need to buy? • Can we use the table to find out how many tires for 20 bikes? • Can we find out without filling the table up to 20? • How can we write a description for finding the number of tires for any size bike?

  32. Lesson 9 New Zoo Sticker Book

  33. Lesson 9: Zoo Stickers Engage • If we put stickers like these on 2 more pages, what is the total number of stickers for all 3 pages? Is there another way to find the total? • How many giraffe stickers would there be on all 3 pages? Explain.

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