3-Act Task Whole Group Area Dimensions MCC.3.MD.5 MCC.3.MD.6 MCC.3.MD.7 Formative Assessment Lesson Individual/Small Group Interpret various multiplication strategies MCC.3.OA.1 MCC.3.OA.8 MCC.3.OA.9 Constructing Task Group Task Distributive Property of Multiplication MCC.3.MD.7 Practice Task Individual/Partner Task One-digit by 2-digit multiplication MCC.3.MD.7 3-Act Task Whole Group Distributive Property of Multiplication MCC.3.MD.7c Practice Task Partner/Small Group Task Practicing Multiplication Facts Using Area Models MCC.3.MD.6 MCC.3.MD.7 Constructing Task Partner/Small Group Analyze patterns formed when skip-counting on the 1-100 chart MCC.3.OA.9 Practice Task Partner/Small Group Discovering patterns using a multiplication chart MCC.3.OA.9 Constructing Task Small group/Partner Applying area and problem solving MCC.3.OA.8 Constructing Task Individual/Partner Write Multiplication Story Problems MCC3.OA.8 Constructing Task Partner/Small Group Creating and Interpreting Pictographs and Bar Graphs MCC.3.MD.3 Constructing Task Individual Task Creating a line plot MCC.3.MD.4 Constructing Task Individual Task Writing Two-Step Word Problems MCC3.OA.8
this technique to solve real world problems. STANDARDS FOR MATHEMATICAL PRACTICE Make sense of problems and persevere in solving them. Students must make sense of the problem by identifying what information they need to solve it. Reason abstractly and quantitatively. Students are asked to make an estimate (high and low). Construct viable arguments and critique the reasoning of others. After writing down their own questions, students discuss their question with partners, creating the opportunity to construct the argument of why they chose their question, as well as critiquing the questions that others came up with. with mathematics. Once given the information, the students use that information to develop a mathematical model to solve their question. Use appropriate tools strategically. Students write their best estimate and two more estimates – one that is too low and one that is too high to establish a range in which the solution would occur. Attend to precision. Students use clear and precise language when discussing their strategies and sharing their own reasoning with others. 8. Look for and express regularity in repeated reasoning. Students should begin to notice that arrays and multiplication can be used to solve area problems. ESSENTIAL QUESTIONS In order to maintain a student-inquiry-based approach to this task, it may be beneficial to wait until Act 2 to share the EQ’s with your students. By doing this, students will be allowed the opportunity to be very creative with their thinking in Act 1. By sharing the EQ’s in Act 2, you will be able to narrow the focus of inquiry so that the outcome results in student learning directly related to the content standards aligned with this task. How can area be determined without counting each square? How does knowing the dimensions of a rectangle relate to area? What is the relationship between dimensions and factors? MATERIALS Act 1 video- Act 1 picture (attached)
Create a rectangle with the area of 16 square units. What is a multiplication sentence that could describe your rectangle? Find a different way to show an area of 16 square units. Create a rectangle with the area of 30 square units. What is a multiplication sentence that could describe your rectangle? Find a different way to show an area of 30 square units. Draw a rectangle with the area of 36 square units. What is a multiplication sentence that could describe your rectangle? Find a different way to show an area of 36 square units. Draw a rectangle with the area of 48 square units. What is a multiplication sentence that could describe your rectangle? Find a different way to show an area of 48 square units. *3 ACT TASK: Paper Cut Task Adapted From APPROXIMATE TIME: 1 class period STANDARDS FOR MATHEMATICAL CONTENT
4 x 14 12 • 7 5(15) (13)(6) *3 ACT TASK: Olympic Cola Display Task adapted from: APPROXIMATE TIME: 1 class period In this task, students will use their understanding of area models to represent the distributive property to solve problems associated with an Olympic cola display.
Use grid paper and allow students to place the base-ten blocks onto the grid paper first and then to count the grid squares as part of their calculations. If necessary, allow students to use a times table chart or other cueing device if full mastery of the basic multiplication facts has not yet been attained. Act 1 Picture: Pictorial Representation of the Display:
Name _______________________________ Date______________________ Skip-Counting Patterns 1 – 100 Charts