VII. Mathematical Practices p. 26 VIII. Visual Vocabulary p. 27 - 32 IX. Potential Student Misconceptions p. 33 - 34 X. Multiple Representations p. 35 - 36 XI. Assessment Framework p. 37 XII. Authentic Assessments & Scoring Rubrics p. 38 - 49 XIII. Word Problem Bank p. 50 - 52 XIV. Additional Resources p. 53 - 81 Unit Overview Unit 2: Chapters 6 ,7.1, 8.1, and 19 In this Unit Students will Solve multiplication and division word problems within 100. Write an equation to represent a multiplication or division word problem with a symbol for the unknown. Draw a visual representation (array, drawing, area model, etc.) for a given multiplication or division word problem. Choose the appropriate operation based on context clues in text.
13 14 Pre-test Chapter 6 15 Review Activities / strategies prior to start of Chapter 6 16 17 18 19 20 21 22 23 12:30 Dismissal 24 No School 25 No School 26 27 28 29 Authentic Assessment #5 30 Start 6.1 December 1 2 3 4 5 6 7 8 9 Authentic Assessment #5 10
11 12 13 14 15 Chapter 6 Test 16 17 18 19 20 Authentic Assessment #6 21 Start 7.1 22 23 12:30 Dismissal 24 25 26 No School 27 No School 28 No School 29 No School 30 No School 31 January Sunday Monday Tuesday Wednesday Thursday Friday Saturday 1 2 No School 3 Start 8.1 4 5 Chapter 7.1/8.1 Test 6 Authentic Assessment # 7 7 8 9 Mini Assessment #3 10 Mini Assessment #4 11 Chapter 19 Pre-test 12 13 14
Transition Guide References: Chapter : 6 Multiplication Tables of 6, 7, 8 & 9 Transition Topic: Multiplication of Whole Numbers Chapter 6 Pre Test Items Objective Additional Reteach Support: Grade 2 Reteach Additional Extra Practice Support: Grade 2 Extra Practice Teacher Edition Support: Grade 2 Teacher Edition Chapter 6 1,2,4,5, Use equal groups and repeated addition to multiply. 2App. 101-106 Lesson 5.1 2A Chapter 5 Lesson 1 Chapter 6 3,13 Divide to share equally. 2App. 107-109 Lesson 5.2 2A Chapter 5 Lesson 2 Chapter 6 13 Solve division word problems. 2App. 110-112 Lesson 5.3 2A Chapter 5 Lesson 3 Chapter 6 4 Skip-count by 3s to multiply by 3. 2Bpp. 91-92 Lesson 15.1 2B Chapter 15 Lesson 1
using the: Properties of operations Relationship between and division Response includes an efficient and logical progression of steps. response based on explanations/ reasoning using the: Properties based on place value properties of operations between addition and subtraction Response includes a logical progression of steps. explanations/ reasoning using the: Properties of operations Relationship between and division Response includes a logical but incomplete progression of steps. Minor calculation errors. explanations/ reasoning using the: Properties of operations relationship between and division Response includes an incomplete or Illogical progression of steps. work or justification Performance Task #8 Micah and Nina’s Rectangle 3.MD.7– Task 2 Standard(s) Relate area to the operations of multiplication and addition. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems. Materials Micah and Nina’s Area Model handout (see attached), pencils, scissors (optional) Task Micah and Nina were trying to determine the area of this rectangle. Micah found the rectangle’s area by adding the products of the following equation: 8x5=aand 7x8=b. Nina found the area by adding the products of the following equations: 2x7=a
and6x7=b. For each student, calculate the total area. Is each correct? Explain why or why not. Write a sentence to explain what other strategy can be used to find the area of this rectangle. Performance Task Scoring Rubric #8: Level 5: Distinguished Command Level 4: Strong Command Level 3: Moderate Command Level 2: Partial Command Level 1: No Command Student gives all 5 correct answers. Clearly constructs and communicates a complete response based on explanations/reasoning using the: properties of operations relationship between addition and subtraction relationship Response includes an efficient and logical progression of steps. Student gives all 5 correct answers. Clearly constructs and communicates a complete response based on explanations/reasoning using the: properties of operations relationship between addition and subtraction relationship between multiplication and division Response includes a logical progression of steps Student gives all 4 correct answers. Constructs and communicates a complete response based on explanations/reasoning using the: properties of operations relationship between addition and subtraction relationship between multiplication and division Response includes a logical but incomplete progression of steps. Minor calculation errors. Student gives 3 correct answers. Constructs and communicates an incomplete response based on explanations/reasoning using the: properties of operations relationship between addition and subtraction relationship between multiplication and division Response includes an incomplete or illogical progression of steps. Student gives less than 3 correct answers. The student shows no work or justification.