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Description

Overview:
This lesson is from Tools 4 NC Teachers. It was written with the intent that it would taught on Day 8 of Cluster 1. This is lesson focuses on repeated addition and a conceptual understanding of multiplication. As students act out and draw representations to solve math problems, the idea that mathematicians draw pictures and use tools such as number lines to help them solve problems is reinforced.
Subject:
Mathematics
Level:
Upper Primary
Grades:
Grade 3
Material Type:
Activity/Lab
Author:
Date Added:
07/05/2019
License:
Creative Commons Attribution Non-Commercial Share Alike Creative Commons Attribution Non-Commercial Share Alike
Language:
English
Media Format:
Text/HTML

Comments

KATELIN MILLER on Nov 20, 02:09pm

* I am in my sixth year of teaching and this is my third year teaching third grade. I have experience teaching second grade and I have seen the gaps between these two grade levels. I know this is a review from second grade to be able to skip count. Now we are applying it on a number line which challenges students to visualize the patterns.
*This lesson provides a real world application of skip counting and multiplication. Students could act this out too and physically make the jumps (wider or shorter) based on the number we were skip counting by.
*The number line provides an explicit visual for struggling students. Students can count the hops made (number of groups) while circling the numbers they land on each time on the number line. This lesson was used in my classroom.
*The learning targets are clear: I can make connections between repeated addition and multiplication. I can collaborate with my classmates to explore a mathematical task. Students are able to label their work (each skip count) above the hop to clearly see the pattern.
*This activity has a full alignment to depth and breadth of standard NC3.OA.1. The task provides and encourages students to use repeated addition which is a way to represent and interpret multiplication.
*I would challenge students to think and write about their work by giving students a prompt such as; How does the number line help me to develop and analyze patterns? I think an extension activity that provides rigor will help students accomplish the next task in this cluster.

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