Multiplication And Division Essay

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Students will solve real world problems involving multiplication and division.

NEBRASKA MATH STANDARDS ADDRESSED

MA 3.1.2.c Use drawings, words, arrays, symbols, repeated addition, equal groups, and number lines to explain the meaning of multiplication.
MA 3.1.2.f Use objects, drawings, arrays, words and symbols to explain the relationship between multiplication and division.
MA 3.2.1.a Identify arithmetic patterns using properties of operations.
MA 3.2.1b Interpret a multiplication equation as equal groups. Represent verbal statements of equal groups as multiplication equations.
MA 3.2.2.a Apply the commutative, associative, and distributive properties as strategies to multiply and divide.

ASSESSMENT [5E EVALUATE]: How will …show more content…

May also include key questions to ask during instruction.

I will be checking for students’ understanding when I am walking around the room while students work with partners. I will be looking for strategies that work and that I can share on the board. I will also use homework 2-15 after students turn it in, to determine if students understand. Then the students also have a Quick Quiz and Fluency Check for lessons 9-15. This will give me the best look at students’ work.

Materials

Materials: What will you and student need?

- Dashes
- Student Activity Book
- iPad
- Elmo
- Dry-erase marker for white-board
- Class set of homework 2-15
- Class set of Quick Quiz …show more content…

Then I should be hearing the students say the multiplication tables with the CEO. I will also be making sure students are actively listening and engaged when I go over the expectations and objective.

EXPLORE: Provide students with a common experience where they actively explore
EVALUATE: How will you know what students know and can do in the portion? What will you look/listen for?

Timing

Student Actions/Thinking

Teacher Actions/Thinking

10 min.

Students will be raising their hand, and wanting to participate. They will also be actively figuring out #1 with me.

I will ask the students to turn to p. 171 in their Student Activity Book. Next, I will have a volunteer read the first paragraph. Then I will ask another volunteer to read the recipe card. Lastly, we will work on #1 together.

At the end of #1, I will ask students to give me a thumbs up/thumbs down if they understand. If a student doesn’t understand I will work with them during partner talk.

EXPLAIN: Students explain the concepts they have been exploring
EVALUATE: How will you know what students know and can do in the portion? What will you look/listen

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