1 / 21

Multiplication and Division Strategies Analysis

In this lesson, students learn to share and analyze strategies for problem-solving with multiplication and division. They practice saying multiplication and division sentences and solve real-world problems involving area and length measurements. Students evaluate peer strategies to enhance their own understanding. Concepts of rope length and area are explored through practical problem-solving scenarios.

spillers
Download Presentation

Multiplication and Division Strategies Analysis

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. engageny 3rd Grade Math Module 7 Lesson 30

  2. Lesson 30 Learning Goal I can share my strategies andanalyze peer strategies for problem solving.

  3. Lesson 30 I can share my strategies and analyze peer strategies for problem solving. Say the multiplication sentence. 2 x 2 = 4 Multiply and Divide

  4. Lesson 30 I can share my strategies and analyze peer strategies for problem solving. Say the multiplication sentence. 3 x 3 = 9 Multiply and Divide

  5. Lesson 30 I can share my strategies and analyze peer strategies for problem solving. Say the multiplication sentence. 4 x 4 = 16 Multiply and Divide

  6. Lesson 30 I can share my strategies and analyze peer strategies for problem solving. Say the multiplication sentence. 5 x 5 = 25 Multiply and Divide

  7. Lesson 30 I can share my strategies and analyze peer strategies for problem solving. Say the multiplication sentence. 6 x 6 = 36 Multiply and Divide

  8. Lesson 30 I can share my strategies and analyze peer strategies for problem solving. Say the multiplication sentence. 3 x 2 = 6 Multiply and Divide

  9. Lesson 30 I can share my strategies and analyze peer strategies for problem solving. Say the multiplication sentence. 4 x 2 = 8 Multiply and Divide

  10. Lesson 30 I can share my strategies and analyze peer strategies for problem solving. Say the multiplication sentence. 5 x 3 = 15 Multiply and Divide

  11. Lesson 30 I can share my strategies and analyze peer strategies for problem solving. Say the multiplication sentence. 7 x 3 = 21 Multiply and Divide

  12. Lesson 30 I can share my strategies and analyze peer strategies for problem solving. Say the division sentence. 4 ÷ 2 = 2 Multiply and Divide

  13. Lesson 30 I can share my strategies and analyze peer strategies for problem solving. Say the division sentence. 15 ÷ 5 = 3 Multiply and Divide

  14. Lesson 30 I can share my strategies and analyze peer strategies for problem solving. Say the division sentence. 9 ÷ 3 = 3 Multiply and Divide

  15. Lesson 30 I can share my strategies and analyze peer strategies for problem solving. Say the division sentence. 24 ÷ 4 = 6 Multiply and Divide

  16. Lesson 30 I can share my strategies and analyze peer strategies for problem solving. Say the division sentence. 49 ÷ 7 = 7 Multiply and Divide

  17. Lesson 30 I can share my strategies and analyze peer strategies for problem solving. Read problem 3 from yesterday’s Problem Set: Jeremiah and Hayley use a piece of rope to mark a square space for their booth at the science fair. The area of their space is 49 square feet. What is the length of the rope that they use if they leave a 3-foot opening to get in and out? Concept Development

  18. Lesson 30 I can share my strategies and analyze peer strategies for problem solving. Jeremiah and Hayley use a piece of rope to mark a square space for their booth at the science fair. The area of their space is 49 square feet. What is the length of the rope that they use if they leave a 3-foot opening to get in and out? 28 ft Student A’s work: A = 49 sq. ft P = 7 + 7 + 7 + 7 P = 28 ft r 3 ft opening r = 28 - 3 r = 25 ft 7 ft The length of the rope is 25 ft. Concept Development

  19. Lesson 30 I can share my strategies and analyze peer strategies for problem solving. • Is the drawing helpful? What makes it helpful or not? • Did Student A represent all the important information in his drawing? Explain. • Was his drawing the most effective one to use? Why or why not? • What suggestion would you make to Student A to improve his work? 28 ft Student A’s work: A = 49 sq. ft P = 7 + 7 + 7 + 7 P = 28 ft r 3 ft opening r = 28 - 3 r = 25 ft 7 ft The length of the rope is 25 ft. Concept Development

  20. Lesson 30 I can share my strategies and analyze peer strategies for problem solving. • Is the drawing helpful? What makes it helpful or not? • Did Student A represent all the important information in his drawing? Explain. • Was his drawing the most effective one to use? Why or why not? • What suggestion would you make to Student A to improve his work? Student B’s work: 7 ft r = 7 + 7 + 7 + 4 r = 21 + 4 r = 25 ft A = 49 sq. ft _ x _ = 49 7 x 7 = 49 7 ft 7 ft 3 ft 4 ft 7 ft opening The length of the rope is 25 ft. Concept Development

  21. Lesson 30 I can share my strategies and analyze peer strategies for problem solving. Use the Problem Sets from Lessons 28 and 29 for Concept Development. Concept Development

More Related