Grade 3 Math-Module 3 Topic A

Grade 3 Math-Module 3 Topic A
Grade 3 Math-Module 3 Topic A
Grade 3 Math-Module 3 Topic A
Grade 3 Math-Module 3 Topic A
Grade 3 Math-Module 3 Topic A
Grade 3 Math-Module 3 Topic A
Grade 3 Math-Module 3 Topic A
Grade 3 Math-Module 3 Topic A
Grade Levels
Common Core Standards
Product Rating
4.0
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File Type

NOTEBOOK (SMARTboard) File

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315 KB|43 pages
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Product Description
This Smart Notebook slide has been created using the Common Core Math Module 3 Topic A. As listed from the module lesson overview:
Lesson 1 introduces students to multiplication starting with the concept of repeated addition, familiar from Grade 2. Students use repeated addition to find totals, for example from scattered stars grouped equally within larger circles. They learn to recognize each circled group of stars as a unit, and count units using the language of groups and unit form. “3 groups of 5 stars make 15 stars,” or “3 fives make 15.” By the end of Lesson 1 students use the multiplication symbol to represent these descriptions as more efficient multiplication facts.
In Lesson 2, students relate the equal groups of objects in scattered configurations from Lesson 1 to the array model, exploring the correspondence between 1 equal group and 1 row. They begin to distinguish between the number of groups and the size of groups as they count rows and how many in 1 row to write multiplication facts. Students recognize the efficiency of arrays as they skip-count to find totals. By the end of Lesson 2 students use the following vocabulary: row, array, number of groups, and size of groups.
Lesson 3 solidifies students’ ability to differentiate the meanings of factors. Students analyze equal groups given in scattered configurations and organized into arrays to determine whether factors represent the number of groups or the size of groups. They create pictures, number bonds, and multiplication sentences to model their understanding.
In this topic students use a variety of factors since these lessons emphasize understanding the concept of multiplying rather than finding totals. Later topics limit facts to those involving one or two specific factors, allowing students to build fluency with simpler facts before moving onto more difficult ones.
Total Pages
43 pages
Answer Key
N/A
Teaching Duration
3 days
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