# 3rd: Operations Algebraic Thinking

### Math just for YOU!

## Common Core Mathematics Standard

**MCC3.OA.3**

Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

**What do the need to know?**

- Division problems can be solved using repeated subtraction and other strategies
- Multiplication can be solved by using arrays
- Drawings and equations with a symbol for an unknown number can be used to represent the problem.

**What do the need to do?**

- There are different strategies to solve word problems in situations involving equal groups, arrays and measurement quantities

**What do the need to understand?**

- Discuss the steps used to solve the problem
- Write mathematical expressions for problems
- Solve word problems involving multiplication and division within 100
- Apply skills to solve word problems
- Use a variety of representations for creating and solving one-step word problems
- Reason through word problems mentally or verbally
- Determine when division is needed to solve a given problem
- Identify information needed to solve a given problem.
- Solve word problems in situation involving equal groups, arrays, and measurement quantities
- Represent a word problem using a picture, an equation with a symbol for the unknown number, or in other ways
- Be able to read, interpret, solve, and compose simple word problems dealing with multiplication and division

## Assignment: Read Math Progression pgs 22-24

**Kindergarten, Counting and Cardinality; K-5, Operations and Algebraic Thinking**– This progression deals with early counting and how “much is in a group (cardinality).” The progression illustrates the basic operations including the kinds of quantitative relationships they model, and the type of problems that can be solved.

## TOOLS FOR PLAN OF ACTION

## Vocabulary

## Math Words We Should Know

**Word problems may be represent in multiple ways:**

Repeated Addition: 4 + 4 + 4 = or repeated subtraction

**Equations**: **(click on word for example and definition) **

3 x 4 =?, 4 x 3 =?, 12 ÷ 4 =?, and 12 ÷ 3 =?

**Arrays: (click on word for example and definition)**

** **

**Equal Groups: (click on word for example and definition)**

**Number Line**: **(click on word for example and definition)** Three equal jumps forward from 0 on the number line to 12 or three equal jumps backwards from 12 to 0

## Vocabulary Activity: Which Word Doesn't Fit?

As students learn words, place them on the board to encourage students to use them. Take an index card and record four words on it. The kids will need to figure out which word doesn't belong and tell us why. Great part is there can be more than one answer. Most of the cards are created with a specific answer in mind, but any answer works as long as the kids give a logical reason.

## TASKS FOR MCC3.OA3

## Illustrative Mathematics

Two Interpretations of Division

## Assessment Resources

The basic assessment questions used to monitor student growth will show the degree to which improved learning has been achieved as a result of the implementation of plan of action. Therefore for purposes of monitoring this standard we will use the same questions for the pre and post.

Culminating Task - Skittles Cupcakes Combo

## Differentiation for Instruction

## How can we ensure all students are successful?

In addition to using a problem-based approach, there are specific things you can do to help attend to the diversity of learners in your classroom such as: on-going assessment, tiered lessons, flexible groups, learning centers, compacting, plan differentiated tasks, be sure problems have multiple entry points, make accommodations and modifications for ELL. Below are just a few suggestions to address this common core standard.

**Activate Student Thinking:**In the song "Hooray Arrays," Mr. Almeida explains how the mathematical model of an array is helpful when you multiply and divide. This song illustrates Common Core math standard 3.OA.3.

**Flexible Groups**

**Support Level**

- Solving Problems Involving Equal Groups
- Solving Problems Involving Partitioning and Equal Groups
- Multiplication Concepts and Sentences

**Above Level**

## Resources for Student Digital Learning

**Learnzillion**

For each lesson title, go to www.learnzillion.com, enter the code below in any search field, and allow students to learn independently, or with guided practice.

- Solve word problems using the idea for equal groups - enter code LZ299
- Solve word problems about equal groups by drawing a model -enter code LZ3001
- Solve measurement problems by drawing a model - enter code LZ3055
- Solve equal groups problems using arrays - enter code LZ3051
- Solve comparison problems using bar models - enter code LZ3116

Make sure to scroll down each LearnZillion page to also access the accompanying **flip chart, coach's commentary, lesson script, guided practice, lesson slides, parent letter, discussion protocol,** and/or **notes template**.