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A Story of Units

A Story of Units. Grade 3 – Module 3. Session Objective. Prepare to implement Module 3 by examining mathematical models and instructional strategies in the lessons. Curriculum Overview of A Story of Units. Module Overview. Read the descriptive narrative and underline key phrases

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A Story of Units

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  1. A Story of Units Grade 3 – Module 3

  2. Session Objective Prepare to implement Module 3 by examining mathematical models and instructional strategies in the lessons.

  3. Curriculum Overview of A Story of Units

  4. Module Overview • Read the descriptive narrative and underline key phrases • Summarize the major learning of the module in 1-2 sentences

  5. End-of-Module Assessment What concepts will students need to master by the end of the module?

  6. Topic A The Properties of Multiplication and Division

  7. Lesson 1 Problem Set

  8. Lesson 3 Application Problem and Concept Development Twenty-four people line up to use the canoes at the park. Three people are assigned to each canoe. How many canoes are used?

  9. Lesson 3 Problem Set

  10. Debrief Lesson 3 Debrief • Why is using a letter to represent the unknown more helpful than using a question mark?

  11. Lesson 11 Concept Development The fabric store sells 1 meter of cloth for $8. Maria buys some cloth that costs a total of $56. She then uses 3 meters to sew a dress. How many meters of cloth does she have left?

  12. Lesson 2 • What familiar model is used in Lesson 2 to build understanding from Lesson 1 ? • How does Lesson 2 contribute to Topic A’s purpose to bridge Module 1 and Module 3 learning?

  13. 6 × 8 = ____ Lesson 2 Problem Set

  14. Topic B Multiplication and Division Using Units of 6 and 7

  15. Fluency Lesson 4 Fluency Make Ten Game (3 minutes) Materials: (S) Number cards (1─9)

  16. + = 10 • 8 + = 10 • 5 + = 10 • 2 + = 10 • 7 + = 10 • 1 + = 10 • 4 + = 10 • 3 + = 10 • 6 + = 10 Lesson 4 Fluency

  17. Lesson 4 Concept Development

  18. Continue adding by sixes on your Problem Set.

  19. How does skip-counting by sixes help you solve multiplication and division problems?

  20. Number bonds with Units of 7 Lesson 5

  21. Lesson 6 Lesson 6 Concept Development • How does Topic B use the number bond to move the learning from simple to complex?

  22. Lesson 6 Problem Set

  23. Topic C Multiplication and Division Using Units up to 8

  24. Lesson 8 Concept Development

  25. Lesson 9 Concept Development 16 ×3 =

  26. Lesson 9 Concept Development

  27. Lesson 10 6×5 6×3 5×8 1×8 6×8 = (5 + 1) × 8 Lesson 10 Concept Development How does Topic C use the array model to move the learning forward?

  28. Topic D Multiplication and Division Using Units of 9

  29. Lesson 12 Fluency Take from the Ten

  30. Lesson 12 Application Problem

  31. Lesson 12 Concept Development

  32. Lesson 12 Problem Lesson 12 Problem Set Matt buys a pack of postage stamps. He counts 9 rows of 4 stamps. He thinks of 10 fours to find the total number of stamps. Show the strategy that Matt might have used to find the total number of stamps.

  33. Lesson 13 • What new nines patterns did you learn? • How did your own personal understanding of the nines change?

  34. Lesson 14 Lesson 14 CD

  35. Topic F Multiplication of Single-Digit Factors and Multiples of 10

  36. Lesson 19

  37. Lesson 19

  38. Lesson 20 • How do the place value disks and chip model scaffold the abstract concept of the associative property?

  39. Lesson 20 Concept Development

  40. End of Module Assessment How do the models scaffold student learning into mastery?

  41. Reflection • Turn and Talk: • I’m more clear about… • I still need to process… • I’m looking forward to…

  42. Review Session Objective Prepare to implement Module 3 by examining mathematical models and instructional strategies in the lessons.

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