# Gr. 3 Unit: Represent & Solve Problems Involving Multiplication and Division

**LESSON UNIT**

**LESSON PLANS**

- USE MULTIPLICATION AND DIVISION WITH 1000 TO SOLVE WORD PROBLEMS AND TO DETERMINE THE UNKNOWN (Docx)

**LESSON SEEDS**

- WORD PROBLEM AND BINGO (Docx)
- FLUENCY THROUGH SALUTE GAME (Docx)
- FLUENCY THROUGH I HAVE, WHO HAS (Docx)

### UNIT OVERVIEW

In this unit, students move from solving problems about single objects to solving problems involving groups of objects. In these problems there are a specific number of groups with the same number of objects in each group. Students use groupable manipulatives, pictures, words, numbers, and equations to represent their thinking and solutions. Students develop their understanding of the meanings of multiplication and division through activities and problems involving equal-sized groups, arrays, and area models. Students will determine the unknown in each multiplication or division situation. The unknown can be located in any of the three positions in an equation in either a multiplication or division problem that represents the situation. Students use the relationship between multiplication and division to employ efficient strategies for solving problems.

**Essential Questions:**

- How is thinking algebraically different from thinking arithmetically?
- How do the properties contribute to algebraic understanding?
- What is meant by equality?
- What do I know from the information shared in the problem? What do I need to find?
- How do I know which computational method (mental math, estimation, paper and pencil, and calculator) to use?
- How do you solve problems using multiplication or division in real world situations?
- What are some strategies for solving to find the unknowns in equations?
- How do you estimate answers using rounding to the greatest place?
- How can you decide that your calculation is reasonable?
- What are different models of and models for multiplication and division?
- What questions can be answered using multiplication and division?
- What are efficient methods for finding products and quotients?
- How do multiplication and division relate to each other?
- How are parentheses used in numeric expressions?
- What computation tools are best suited to which circumstances?
- How do I record a solution to a multiplication or division problem in an equation?

A question is essential when it stimulates multi-layered inquiry, provokes deep thought and lively discussion, requires students to consider alternatives and justify their reasoning, encourges re-thinking of big ideas, makes meaningful connections with prior learning, and provides students with opportunities to apply problem-solving skills to authentic situations.

##### Unit Lesson

Additional information such as Teachers Notes, Enduring Understandings,Content Emphasis by Cluster, Focus Standards, Possible Student Outcomes, Essential Skills and Knowledge Statements and Clarifications, and Interdisciplinary Connections can be found in this Lesson Unit.

##### Available Model Lesson Plans

The lesson plan(s) have been written with specific standards in mind. Each model lesson plan is only a MODEL - one way the lesson could be developed. We have NOT included any references to the timing associated with delivering this model. Each teacher will need to make decisions related ot the timing of the lesson plan based on the learning needs of students in the class. The model lesson plans are designed to generate evidence of student understanding.

This chart indicates one or more lesson plans which have been developed for this unit. Lesson plans are being written and posted on the Curriculum Management System as they are completed. Please check back periodically for additional postings.

CCSC Alignment: 3.OA.A.3-4

The three activities in this lesson can be introduced as introductory experiences for solving for the unknown in an equation.

##### Available Model Lesson Seeds

The lesson seed(s) have been written with specific standards in mind. These suggested activity/activities are not intended to be prescriptive, exhaustive, or sequential; they simply demonstrate how specific content can be used to help students learn the skills described in the standards. Seeds are designed to give teachers ideas for developing their own activities in order to generate evidence of student understanding.

This chart indicates one or more lesson seeds which have been developed for this unit. Lesson seeds are being written and posted on the Curriculum Management System as they are completed. Please check back periodically for additional postings.

CCSC Alignnment: 3.OA.A.3 and 3.OA.A.4

Students solve a real life problem involving multiplication or division and then play a Bingo Game to continue solving word problems.

CCSC Alignnment: 3.OA.A.4

Students will be able to identify an unknown factor in a multiplication/division situation.

CCSC Alignnment: 3.OA.A.4

Students will develop and promote multiplication and division fact family understanding and fluency.