Welcome- Meet and Greet Howard County Created a wonderful Resource for this Book!!! Fluently x/÷ facts (3.OA.7)3.OA.7

Welcome-

Meet and Greet

Howard County Created a wonderful Resource for this Book!!!Fluently x/÷ facts (3.OA.7)https://grade3commoncoremath.wikispaces.hcpss.org/3.OA.7

Fluency Expectations

Goal: We are going to explore

numerous strategies and activities that support all students in understanding basic multiplication

and division math facts and committing those facts to memory

Mastering Basic Multiplication & Division

Facts

What are basic facts?

What constitutes mastery?

Why do we need to KNOW basic facts?

Why is it important to UNDERSTAND basic facts?

sat chair red girl a in little the

How can we help our students master basic facts?


Facts

Mastering Basic Multiplication & Division Facts

Helpful Resources for Teacher Learning

Pages xiii - xiv Forward – This provides a great justification for why this book is helpful in teaching the basic

facts.

Pages 1 - 12 Introduction – This introduction is VERY helpful in explaining how the Common Core expects

students to learn these facts and how the book is sequenced to meet those needs. It is imperative to read this section to prepare for teaching Unit 2.

Pages 13-26 Chapter 1 – Understanding Multiplication and Division Many of the Common Core Standards are addressed in this chapter which help us understand

the BIG difference between how we learned the basic facts (“drill & kill”) to how we are expected to teach them (building on understanding of operations, properties, patterns, and number concepts).

It is imperative to read this section to prepare for teaching Unit 2.

Pages 161 – 162 Conclusion – This provides a very nice overview/summary (depending on when you read it) of

the principles necessary for teaching the basic facts. Reading the conclusion before beginning the unit will be helpful.

BIG idea: connects the new fact set to

previous experiences and forms the foundation for development of math fact strategies

Developing Understanding: develops conceptual understanding. Linked to literature.

Building Automaticity: GAMES! Targeted practice!

Connecting to division: quickest way to solve division is with a related multiplication fact

How the Lessons are Organized


Facts

Foundation Facts

X 2 X 10 X 5 X 1 X 0

Building on the Foundation

X 3 X 4 X 6 X 9 X 8 X 7

Mastering Basic Multiplication & Division FactsSequence for Teaching Literature Connections

Multiplying by…

Chapter Page Numbers Literature Standards Addressed

2 Two 27 – 41 Two of Everything

3.OA.13.OA.23.OA.33.OA.43.OA.53.OA.6 3.0A.73.OA.9

10 Three 43 – 53 The Grouchy Lady Bug

5 Four 55 – 67 Count on Pablo

1 Five 69 – 78 One Tiny Turtle

0 Six 79 – 89 Where the Wild Things Are

3 Seven 91 – 101 A Three Hat Day

4 Eight 103 – 113 If You Hopped Like a Frog

6 Nine 115-127 Snowflake Bentley

9 Ten 129-140 Cloudy with a Chance of Meatballs

8 Eleven 141-149 Snowmen at Night

7 Twelve 151-158 Thunder Cake

Multiplying by 2Students have extensive experience skip-counting by twos and

grouping in twos (pairs) and have developed an understanding of doubling. This set of facts is a natural place to begin exploring

multiplication facts.

BIG IDEAS:Multiplication by 2 is the same as doublingNumbers stand for a variety of things. Operation symbols help us determine what the numbers represent Our number system is a system of patterns.The order of the factors does not change the product (the commutative property).

Literature Link:

Two of Everythinghttp://www.youtube.com/watch?v=TY_NP528ph4

Two of Everything p.31

Name:Gold Coin Doubles Choose a coin bag and write the letter to show which bag you chose. Count the coins in the bag. How many would you have if you doubled the coins?Write an addition equation to show how many coins you would have.Write a multiplication equation to show how many coins you would have.There are _____ coins in bag _________. There are _____ coins in bag _________. There are _____ coins in bag _________. There are _____ coins in bag _________. There are _____ coins in bag _________.

Multiply by 2 Two of Everything

Multiply by 2 - lessons with literature link. P.27-37 Pushing big ideas during the lesson

Multiply by 2 - building automaticity p.38-41 Connect to Division p.41 Monitoring Progress with fluency checks

fluency checks located on the C.D.

Multiplying by 10 p.43

the understanding of 10 is foundational in our number system. Students have experience skip-counting by 10, grouping in tens, and working with

models of 10, such as ten frames and base-ten blocks..

BIG IDEAS:Multiplication by 10 is like skip-counting by 10.

Our number system is a system of patterns.

The order of factors does not change the product (the commutative property).

Subtraction is a separate or compare process.

http://www.youtube.com/watch?v=rNmfO4h-yhQ

Multiply by 10 - lessons with literature link.

P.45-49 Pushing big ideas during the lesson Multiply by 10 - building automaticity p50-51 Connect to Division p.52 Monitoring Progress with fluency checks


The Grouchy Ladybug

Multiply by 5Students have extensive experience skip-counting by 5. They recognize connections

with money concepts (nickels). Previous exploariotn with x 10 facts leads to the insight that multiplying by 5 can be thought of as half of multiplying by 10

BIG IDEAS:Multiplication by 5 is like skip-counting by 5Our number system is a system of patterns.5 is half of 10. Multiplying a number by 5 will result in a product that is half of the product that results when the same number is multiplied by 10The order of factors does not change the product (the commutative property)

Multiply by 5Count on Pablo

Multiply by 5- lessons with literature link. p.57-63 Pushing big ideas during the lesson

Multiply by 5- building automaticity p64-65 Connect to Division p.66 Monitoring Progress with fluency checks


Multiply by 1Although x 1 facts are simple to memorize, we do not begin with x 1 facts because

of the confusion with th egrouping aspect of multiplication ( groups of 1?). Providing students with opportunities to explore groups of 2,5, and 10 provides a

stronger foundation for understanding multiplication facts

BIG IDEAS:When multiplying by 1, the product is the same as the other factor.The order of the factors does not change the product (the commutative property)

http://www.youtube.com/watch?v=4RY-nfWFKAg

Multiply by 1One Tiny Turtle




Multiply by 0x 0 facts are easy for students to commit to memory because the product is always

0, but this set of facts can be challenging for concrete thinkers. It is difficult to conceptualize a group of nothing. Once students have explored multiplication with

2,10, 5, and 1, this set of facts becomes easier to understand

BIG IDEAS:If either factor is 0, the product will be 0The order of the factors does not change the product (the commutative property)

http://www.youtube.com/watch?v=2bptuYPvfgk

Multiply by 0Where the Wild Things

Are Multiply by 0- lessons with literature link.

p.79-85 Pushing big ideas during the lesson Multiply by 0- building automaticity p86-87 Connect to Division p.88 Monitoring Progress with fluency checks


Multiply by 3

Multiplying by 3 can be thought of a multiplying by 2 and then adding 1 more group, or as tripling a number

BIG IDEAS:Multiply8ing by 3 is tripling a numberOur number system is a system of patternsThe order of the factors does not change the product (the commutative property)

http://www.youtube.com/watch?v=kthr9NiuUt0

Multiply by 3 A Three Hat Day




Multiply by 4

Multiplying by 4 can be thought of as doubling a double. The previous mastery of x 2 facts allows students to double x2 products to find the x 4 products

BIG IDEAS:Multiplication by 4 is doubling a doubleOur number system is a system of patternsThe order of the factors does not change the product (the commutative property)

http://www.youtube.com/watch?v=Wlb7pvh3MII

Multiply by 4If You Hopped Like a

Frog Multiply by 4- lessons with literature link.

p.103-109Pushing big ideas during the lesson Multiply by 4- building automaticity p110-112 Connect to Division p.113 Monitoring Progress with fluency checks


Multiply by 6Multiplying by 6 can be thought of as doubling a multiple of 3. Previous mastery of x3 facts allows students to see that 4 x 6 can be thought of as double 4 x 3, or (4 x 3) = (4 x 3). Previous mastery of x 5 facts also supports students with x 6 facts, knowing that the product of a x6 fact is simply 1 set more than the product of the

related x5 fact (e.g., the product of 6 x 8 is 8 more than the product of 5 x 8)

BIG IDEAS:In Multiplication , if we double the number of sets or double the size of each set, the product will double.The distributive property shows us that numbers can be broken apart in varied ways (e.g., a(b+c) = (a x b) + (a x c)The order of the factors does not change the product (the commutative property)

http://www.youtube.com/watch?v=8TcGcOc_udU

Multiply by 6Snowflake Bentley


Multiply by 6- building automaticity p124-126 Connect to Division p.127 Monitoring Progress with fluency checks fluency

checks located on the C.D.

Multiply by 9Building on knowledge of x 10 facts, the product of a x – fact is 1 group less than

the product of the same x 10 fact (e.g., 10 x 5 =50, so 9x5 = 45, which is 5 less, or 10 x 7 =70 and 9 x 7 = 63, which is 7 less)

BIG IDEAS:Our number system is a system of patternsMultiplication facts are connected. Knowing one set of facts can help us understand a related set of facts.The order of the factors does not affect the product.

http://www.youtube.com/watch?v=hUp5R_D6Ir8

Multiply by 9Cloudy With a Chance of Meatballs




Multiply by 8Multiplying by 8 results in a product that is double that of multiplying by 4. With the

teaching sequence suggested in this book, only two of these facts have not been explored through a different strategy (7 x 8 and 8 x 8).

BIG IDEAS:Multiplication by 8 is double multiplication by 4Our number system is a system of patternsThe order of the factors does not affect the product (the commutative property).

http://www.youtube.com/watch?v=IJKLFKIVU4A

Multiply by 8Snowmen at Night




Multiply by 7Mulitiplying by 7 may be the most difficult for students. Students can break apart the 7

(distributive property) to find that it is the sum of 5 times the factor and 2 times the factor (e.g., 7 x 4 is (5 x4) + (2 x 4). Although this works, it is more efficient to simply think commutative

property and reverse the order of the factors. By doing this, students realize that they already know all the x7 facts except 7 x 7

BIG IDEAS:The distributive property shows us that numbers can be broken apart in varied ways (e.g., a( b+c) =(a x b) + (a x c). Multiplying a factor by itself results in a square number

http://www.youtube.com/watch?v=o7NGZVs-MFY

Multiply by 7Thunder Cake




Documents

Welcome- Meet and Greet Howard County Created a wonderful Resource for this Book!!! Fluently x/÷ facts (3.OA.7)3.OA.7