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Multiplication Part 2

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Multiplication Part 2 Common Core Leadership in Mathematics (CCLM) Monday July 9, 2012 * * skip counting, doubles, unitizing, repeated addition, relationship between ... – PowerPoint PPT presentation

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Title: Multiplication Part 2


1
MultiplicationPart 2
  • Common Core Leadership in Mathematics
    (CCLM)Monday July 9, 2012

2
Homework Debrief
  • Share with your shoulder partner a few ideas
    that strike you as critical to developing a sound
    understanding of multiplication and division.

Common Core Leadership in Mathematics
Project University of Wisconsin-Milwaukee, Summer
Institute 2012
3
Learning Intentions
  • We are learning to
  • Understand how the CCSSM views the development of
    multiplicative thinking.
  • Apply strategies that promoting fluency with
    single-digit multiplication.
  • We will be successful when we can
  • Help students apply properties of operations as
    strategies to multiply.

Common Core Leadership in Mathematics
Project University of Wisconsin-Milwaukee, Summer
Institute 2012
4
Dot Images
  • How many dots so you see?
  • How do you see It?
  • Draw what you see in your notebook.

Common Core Leadership in Mathematics
Project University of Wisconsin-Milwaukee, Summer
Institute 2012
5
Image 2
6
Grounding Thinking in CCSSM
  • 3.OA.5 Apply properties of operations as
    strategies to multiply and divide.
  • Commutative
  • Associative
  • Distributive

With your shoulder partner, use an example,
remind each other how these rules of numbers
work.
Common Core Leadership in Mathematics
Project University of Wisconsin-Milwaukee, Summer
Institute 2012
7
  • Reflect back on 3.OA.5.
  • Think about how the images were described.
  • Where do the properties show up in the
    reasoning?

Common Core Leadership in Mathematics
Project University of Wisconsin-Milwaukee, Summer
Institute 2012
8
  • As a group, pick one card
  • Individually
  • Quickly glance at the dot image and determine the
    number of dots.
  • On your white board, jot down how you saw the
    image using words.
  • Write an equation that matches your image and
    your description.
  • Identify the property or properties you used.
  • Turn and share.

Common Core Leadership in Mathematics
Project University of Wisconsin-Milwaukee, Summer
Institute 2012
9
Image 4
10
Image 5
11
Image 6
12
  • Revisit Standard 3.OA.5 and 3.OA.7
  • Take turns with a Shoulder Partner to summarize
  • Reflecting on our dot image work, what are the
    main messages of these standards?
  • How do dot images promote multiplicative thinking?

Common Core Leadership in Mathematics
Project University of Wisconsin-Milwaukee, Summer
Institute 2012
13
What facts do you struggle with?
  • List 3-4 multiplication facts that you have a
    hard time remembering.
  • Think about how you find your answer or how you
    remember it
  • Share

14
(No Transcript)
15
Finding Easier Facts Inside Hard Ones
  • What is your go-to strategy for helping students
    learn their multiplication facts?
  • What is your back-up strategy when the first one
    fails?
  • What is your back-up to the back-up?

16
What is a 3 by 4?
  • What is an Array?
  • An array is any arrangement of things in rows and
    columns, such as a rectangle of square tiles or
    blocks
  • Is there a difference?
  • Rows How many groups?
  • Columns How many per group?

17
3x4 and 4x3
  • Build a 3 x 4 array with your tiles.








18
Breaking Apart a 3x4 Array
  • What are the ways a 3 x 4 array can be broken
    apart?
  • Split rows or columns, not individual tiles
  • (3x3) (3x1)
  • (3x2) (3x2)
  • (2x4) (1x4)

19
RevisitingLearning Intentions Success Criteria
  • We are learning to
  • Understand how the CCSSM views the development of
    multiplicative thinking.
  • Apply strategies that promoting fluency with
    single-digit multiplication.
  • We will be successful when
  • We can help students apply properties of
    operations as strategies to multiply.

Common Core Leadership in Mathematics
Project University of Wisconsin-Milwaukee, Summer
Institute 2012
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