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3-N-2-1

Page history last edited by Tashe Harris 6 years, 2 months ago

3.N.2.1 Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting.

In a Nutshell

Students come to third grade with a strong knowledge of addition. They know how addition works, as well as their basic addition facts. This objective will take students from addition to multiplication. Beyond knowing the facts, the students will know how and when to use multiplication. They will also be able to solve or represent multiplication problems in a variety of ways.

Student Actions	Teacher Actions
Develop conceptual understanding by modeling multiplication facts up to 10 in a variety of ways, such as repeated addition, equal-sized groups, arrays, area models, number lines, and skip counting. Communicate mathematically as they compare and discuss strategies.and as they discuss which strategies are most effective. Apply their mathematical reasoning to determine when to use multiplication.	Support productive struggle as students model multiplication facts in a variety of ways and compare those models through productive discourse. Implement tasks that include real life problems that can be solved through multiplication. Pose purposeful questions to facilitate mathematical discourse. Questions may include: Why did you choose this strategy to solve the problem? How did this help you visualize the problem? What other strategies can we use to prove our answer is correct?
Key Understandings	Misconceptions
How multiplication and addition are related. When groups are equal they can be multiplied. There is more than one way to represent/solve multiplication problems.	Memorizing facts is the only way to learn multiplication. The commutative property cannot be used to simplify the work of multiplication. Ex 9 × 4 = 36, but struggles to find the product of 4 × 9. Multiplication is only used in a “fact test” type of format. Ex. Student completes multiplication facts assessments satisfactorily but does not apply the knowledge to other arithmetic and problem-solving situations.