Longview ISD 3rd Grade Math Unit 6

3rd Grade TEKS with Specificities
3.4 Number, operation, and quantitative reasoning. The student recognizes and solves problems in multiplication and division situations. The student is expected to:
3.4A learn and apply multiplication facts through 12 x 12 using concrete models and objects
Include:
·  Area arrays with linear dimensions
·  Pictorial models
Vocabulary:
·  factor, product, divisor, dividend, and quotient
Helpful manipulatives:
·  Tiles, base 10 pieces, grid paper, linear pieces
3.4B solve and record multiplication problems (up to 2 digits by 1 digit)
Include:
·  Multiplication/division concepts
·  Concrete objects to model, bridge to the abstract (number) by drawing pictorial representations
Helpful manipulatives:
·  Tiles, base 10 pieces, linear pieces
3.4C use models to solve division problems and use number sentences to record the solutions
Include:
·  Apply multiplication/division concepts with the concrete models and pictorial drawings
·  Students create number sentences/express the answers to their concrete models
Helpful manipulatives:
·  Color tiles, base 10 pieces, linear pieces
3.6 Patterns, relationships, and algebraic thinking. The student uses patterns to solve problems. The student is expected to:
3.6A identify and extend whole-number and geometric patterns to make predictions and solve problems
Include:
· Journal writing must be used to explain the process, thinking, and prediction of students
· Use pictorial drawings
· Use real-life application
· Use problem situations/word problems
· Use growing patterns such as:
Ø  Continuing patterns- adding 1, adding 2, adding 3 etc; doubling
Ø  Repeating patterns such as adding 2 each time
Ø  Doubling patterns
Helpful manipulatives:
· Tiles, pattern blocks, geometric shapes
3.6B identify patterns in multiplication using concrete objects, pictorial models, or technology
Include:
· Multiplication patterns presented or recorded in tables
· Identify relationship between paired numbers
· Use bar graphs
· Use concrete models and bridge to the abstract (number) through pictorial representations
· Use real-life applications
· Use problem situations/word problems
Helpful manipulatives
· arrays, tiles, base ten pieces, linear pieces / 3.6C identify patterns in related multiplication and division sentences (fact families) such as 2x3=6, 3x2=6, 6÷2=3, 6÷3=2
Include:
· Equations
· Real-life application
· Journal/ include explanations of relationships in fact families
Helpful manipulatives:
· Snap cubes, tiles, base ten pieces
3.7 Patterns, relationships, and algebraic thinking. The student uses lists, tables, and charts to express patterns and relationships. The student is expected to:
3.7A generate a table of paired numbers based on a real-life situation such as insects and legs
Include:
· Pictorial models
· Tables, lists, and charts
· Real-life application
Helpful manipulatives:
Pattern blocks, tiles, base ten pieces
3.7B identify and describe patterns in a table of related number pairs based on a meaningful problem and extend the table
Include:
· Journal writing describing patterns
· Predictions by extending tables
· Describe the process of solving the pattern
· Analyze the table ("What's the rule?")
· Real-life application
Unit 6 Multiplication and Division
Vocabulary Adventure
· Product p. 35
· Factor p. 37
· Array p. 39
· Quotient p. 41
· Divisor p. 43
· Dividend p. 45
· Remainder p. 47
· Fact family p. 53
· Inverse operations p. 55
· Equation p. 63

Investigations

Landmarks in the Hundreds
Investigation 1
·  Session 1 Skip Counting with Cubes
·  Session 2 -3 Factors of 24, 36, and 48
·  Sessions 4-5 Factors of 100
·  Sessions 6-7 Dividing a Dollar
Investigation 2
·  Session 4 Solving Problems with Money
·  Sessions 5-6 Real-World Multiplying and Dividing
Practice
·  Money problems p. 85-86
·  Division problems p. 87 / Things That Come in Groups
Investigation 1
· Session 1 Many Things Come in Groups
· Session 2 How Many in Several Groups?
· Session 3 Writing and Solving Riddles
· Session 4 Each Orange Had 8 Slices
Investigation 2
· Session 1 Highlighting 2’s and 3’s
· Session 2 Skip Counting 4’s
· Session 3-4 Choice Time
· Sessions 5-6 Number patterns
Investigation 3
· Sessions 1-2 Arranging Chairs
· Sessions 3-4 Array Games
· Session 5 The Shape of Arrays
Investigation 4
· Session 1-2 Multiply or Divide?
· Session 3-4 Writing and Solving Story Problems
Investigation 5
· Session 1 Calculating Savings
· Session 2 Many, Many Legs
· Session 3 Data Tables and Line Plots
Math Learning Center
These lessons teach the same concepts as Investigations; teacher preference to format will decide which to use.
Teacher Reference Manual Chapter 6
“Numeration: Multiplication and Division pp. 47-61
Volume 1—Contact Lessons 5-9 pp. 6-15
Volume 2—Insight Lessons 76, 78-86, and 92-100 pp. 102-153
Measuring Up
Chapter 5 Multiplication
Chapter 6 Division
Math Essentials
Multiplication pp. 33-36
Division pp. 37-40
Problem Solving
Count On It
· Pp. 14-15
· Pp. 62-63
· Pp. 70-71
· Pp. 78-79
Problem Solver II
· #3 pp. 6-7
· #7 pp. 14-15
· #8 pp. 16-17
· #13 pp. 26-27
· #41 p. 80
· #42 p. 81
· #48 p. 87
· #49 p. 88
· #50 p, 89
Measuring Up
Lesson 34
Turtle Paths
Practice problems pp. 165-172
Up and Down the Number Line
Practice problems pp. 92-98

Enrichment Centers

Notes

8/27/2007 DRAFT 3