Grade 3 Mathematics Blended CCSS FCAT 2.0

Prepare to be amazed by the Magic

Mathematician!!!

Pretest

Group Norms and Housekeeping

Group Norms:

Participate

Ask questions

Work toward solutions

Limit side bars

Listen with an open mind

Punctuality

Logistics:

Rest Rooms

Phone Calls

Breaks

Lunch

What do you know and want to know about

Big Idea One and CC3.OA.1,2,3,4

K W L

Third Grade Big Idea 1

Develop understandings of multiplication and division and

strategies for basic

multiplication facts and related

division facts.

3.OA.1 Represent and solve problems involving multiplication and division.

3.OA.2 Understand properties of multiplication and the relationship between multiplication and division.

3.OA.3 Multiply and divide within 100.

3.OA.4 Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Common Core State Standards

CCSSM stands for

Common Core State Standards for MathematicsStandards for

Mathematical Practice

Standards for Mathematical Content

NGSSS CCSS

Compare the Standards

Standards for Mathematical Practice1.Make sense of problems and persevere in solving them

2.Reason abstractly and quantitatively

3.Construct viable arguments and critique the understanding of others

4.Model with mathematics

5.Use appropriate tools strategically

6.Attend to precision

7.Look for and make use of structure

8.Look for and express regularity in repeated reasoning

How does the Mathematical Practice apply to this problem:

There are 42 chairs in the music room. If the teacher puts 7 chairs in each row, how many rows will be there be?

Broward’s Implementation Timeline

MA.3.A.1.1 Model multiplication and division including problems

presented in context: repeated addition, multiplicative

comparison, array, how many combinations, measurement, and

partitioning.

Content LimitsItems may include whole-number multiplication facts from 0 x 0 through 9 x 9 and the related division facts

Items may include division problems with remainders expressed only as whole numbers. Items will not require interpretation of the remainder.

MA.3.A.1.1 Model multiplication and division including

problems presented in context: repeated addition, multiplicative comparison, array, how many

combinations, measurement, and partitioning.

MA.3.A.1.1 Model multiplication and division including

problems presented in context: repeated addition, multiplicative comparison, array, how many

combinations, measurement, and partitioning.

Ip, Ip Array!!!!

MA.3.A.1.1 Model multiplication and division including

problems presented in context: repeated addition, multiplicative comparison, array, how many

combinations, measurement, and partitioning.

How do you compare?On your white board, write a multiplicative comparison word problem that would work for this picture.

It’s a fact!

MA.3.A.1.1 Model multiplication and division including

problems presented in context: repeated addition, multiplicative comparison, array, how many

combinations, measurement, and partitioning.

FCAT Sample Question

On your sticky note, write a division problem for the

following:

20 ÷ 5 =

MA.3.A.1.1 Model multiplication and division including

problems presented in context: repeated addition, multiplicative comparison, array, how many

combinations, measurement, and partitioning.

MA.3.A.1.1 Model multiplication and division including

problems presented in context: repeated addition, multiplicative comparison, array, how many

combinations, measurement, and partitioning.

Two basic types of problems in division

Measurement: You have a group of objects and you remove subgroups of a certain size repeatedly. The basic question is—how many subgroups can you remove?Example: You have 15 lightning bugs and you put three in each jar. How many jars will you need?

Two basic types of problems in division

Partitive (Sharing): You have a group of objects and you share them equally. How many will each get?

Example: You have 15 lightning bugs to share equally in three jars. How many will you put in each jar?

MA.3.A.1.2 Solve multiplication and division fact problems

by using strategies that result from applying number properties.

Benchmark Clarification

Students will recognize equivalent representations of equations or expressions by using number properties, including the commutative, associative, distributive, and identity properties for multiplication and division and the zero property of multiplication.

Content LimitsItems will not include identifying the properties by name.Items will not require the use of more than two properties to convert one expression or equation to its equivalent.

Items may include only factors or divisors of 0 through 9.

MA.3.A.1.2 Solve multiplication and division fact

problems by using strategies that result from applying number properties.

Why teach the Distributive Property?

Why teach the Associative Property?

FCAT Sample Question

MA.3.A.1.3 Identify, describe, and

apply division and multiplication as inverse

operations.

Content LimitsItems may include whole-number multiplication facts from 0 x 0 through 9 x 9 and the related division facts.

Items will not include identifying the inverse property by name.

MA.3.A.1.3 Identify, describe, and apply division and

multiplication as inverse operations.

Fact Families

FCAT Sample Question

Big Idea 1 Video Podcast

What Supporting Ideas are found in this Big Idea?

MA.3.A.4.1 Create, analyze, and represent patterns and relationships using words, variables, tables and graphs (ADDRESSED IN BIG IDEA 3 TRAINING)MA.3.A.6.1 Represent, compute, estimate and solve problems using numbers through hundred thousands.

MA.3.A.6.2 Solve non-routine problems by making a table, chart, or list and searching for patterns (ADDRESSED IN BIG IDEA 3 TRAINING)MA.3.S.7.1 Construct and analyze frequency tables, bar graphs, pictographs, and line plots from data, including data collected through observations surveys, and experiments.

MA.3.A.6.1 Represent, compute, estimate and solve problems using

numbers through hundred thousands.

Content LimitsNumbers may be represented flexibly; for example: 947 can be thought of as 9 hundreds, 4 tens, and 7 ones; 94 tens and 7 ones; or 8 hundreds, 14 tens, and 7 ones.

Items may include the inequality symbols (<, >,=, ≠). Students will not be expected to name the estimation strategies or be restricted to using a specific strategy.

Front-end estimation will not be an acceptable estimation strategy.

Decimals may be used in the context of money that estimate to a whole dollar.

MA.3.A.6.1 Represent, compute, estimate and solve problems using numbers through

hundred thousands.

PLACE VALUE is a fundamental feature of our number system. A thorough understanding of place value developed early through concrete experiences, is necessary in order for students to achieve computational fluency.

,

Grab and Go!!

FCAT Sample Question

MA.3.S.7.1 Construct and analyze frequency

tables, bar graphs, pictographs, and line

plots from data, including data collected through observations

surveys, and experiments.

Content LimitsItems may require the student to choose the most appropriate data display given a set of data from observations, surveys, and/or experiments. Items may assess identifying parts of a correct graph and recognizing the appropriate scale. The increments used on the scale are limited to units of 1, 2, 5, 10, 20, 25, 50, or 100. Pictographs can use keys containing a scale of 1, 2, 5, or 10. The data presented in graphs should represent no more than five categories. The total sample size for bar graphs should be no more than 1,000. The total sample size should be no more than 200 for frequency tables, pictographs, and line plots. Addition, subtraction, or multiplication of whole numbers may be used within the item.

MA.3.S.7.1 Construct and analyze frequency tables, bar graphs, pictographs,

and line plots from data, including data collected through observations surveys,

and experiments.

Teaching for depth

Line Plots

Line plots may be confusing to some students. It is easy to mix up the numbers below the number line and the number of X’s above it. Students need to remember that the numbers below the number line are like the categories in a pictograph or a bar graph. In a line plot, these categories are numerical. The number of X’s above each number on the number line tells how many times this number or category occurs.

Grab and Go 2.9

Pictographs

Juan, Cindy, and Larry are each growing a tomato plant at school. The chart below shows how many tomatoes they have

picked.

How many tomatoes did they pick all together?

62

Use the pictograph to give the correct answer

Favorite Ride

Tilt-a-Whirl

Ferris Wheel

Merry-Go-Round

Roller Coaster

Pony Ride

Suppose each ticket represents 4 votes. How many children did not vote for the roller coaster as their favorite ride?

A. 20 people

B. 41 people

C.21 people

D.42 people42

FCAT Sample Question

What have you learned in this workshop about NGSSS and CCSS?