This is a task from the Illustrative Mathematics website that is one …

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Tehya and Kenneth are trying to figure out which number could be placed in the box to make this equation true. Tehya insists that 12 is the only number...

This resource accompanies our Rethink 3rd Grade Math Course. It includes ideas …

This resource accompanies our Rethink 3rd Grade Math Course. It includes ideas for use, ways to support exceptional children, ways to extend learning, digital resources and tools, tips for supporting English Language Learners and students with visual and hearing impairments. There are also ideas for offline learning.

In this task, the students are not asked to find an answer, …

In this task, the students are not asked to find an answer, but are asked to analyze word problems and explain their thinking. In the process, they are faced with varying ways of thinking about multiplication.

Recognize that area represents the product of two numbers. Develop and justify …

Recognize that area represents the product of two numbers. Develop and justify a strategy that uses the area model to simplify a multiplication problem. Represent a multiplication problem as the proportional area of a rectangle. Looks for patterns in the total area calculation.

In this interactive demonstration, students select one of 6 array displays to …

In this interactive demonstration, students select one of 6 array displays to illustrate 12 buttons. This virtual manipulative can help students to illustrate, represent, and explain multiplication and division problems.

This interactive virtual manipulative allows students to practice illustrating, representing, and explaining …

This interactive virtual manipulative allows students to practice illustrating, representing, and explaining multiplication and division problems, as well as finding the area of a rectangle but moving rows and columns to visualize arrays.

This lesson focuses on real world examples of rectangular arrays as well …

This lesson focuses on real world examples of rectangular arrays as well as a real world problem. The students creatively search for various examples of real world examples of rectangular arrays and then present their findings to the class using a technology tool. The students are then posed with a real world task of determining the best arrangement of movie theater seats given the total seats of 50, 100, and 200, respectively. This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.

This lesson is for Grade 3 on math. At Home Learning Lessons are …

This lesson is for Grade 3 on math. At Home Learning Lessons are a partnership between the North Carolina Department of Public Instruction, PBS North Carolina, and the William and Ida Friday Institute for Educational Innovation. Each lesson contains a video instructional lesson, a PDF lesson plan with a transcript, and a PDF file of extension activities.

Students bury various pieces of trash in a plotted area of land …

Students bury various pieces of trash in a plotted area of land outside. After two to three months, they uncover the trash to investigate what types of materials biodegrade in soil.

By the time students reach this lesson, they should already have plenty …

By the time students reach this lesson, they should already have plenty of practice using `repeat` loops, so now it's time to mix things up.

_While loops_ are loops that continue to repeat commands while a condition is met. `While` loops are used when the programmer doesn't know the exact number of times commands need to be repeated, but does know what condition needs to be true in order for the loop to continue repeating. For example, students will be working to fill holes and dig dirt in Farmer. They will not know the size of the holes or the height of the mountains of dirt, but the students will know they need to keep filling the holes and digging the dirt as long as the ground is not flat.

In this lesson, students will learn about `until` loops. Students will build …

In this lesson, students will learn about `until` loops. Students will build programs that have the main character repeat actions `until` they reach their desired stopping point.

In this lesson, students will illustrate multiplication problems using Unifix cubes and …

In this lesson, students will illustrate multiplication problems using Unifix cubes and use properties of multiplication as it relates to division to solve the equations.

Students who work on this task will benefit in seeing that given …

Students who work on this task will benefit in seeing that given a quantity, there is often more than one way to represent it, which is a precursor to understanding the concept of equivalent expressions.

In this lesson, students use items which come in sets to look …

In this lesson, students use items which come in sets to look for real-life multiples and write multiplication problems. For example: a box of 24 crayons has 3 rows of 8 crayons, so the problem written would be 3 x 8 = 24. A candy bar: 2 rows of 4 segments (2 x 4 =8).

Students will build on their understanding of the four operations (multiplication, division, …

Students will build on their understanding of the four operations (multiplication, division, addition, and subtraction) and apply their understanding to a real world problem (field trip). After a brief discussion of how field trips are planned, students are given the task of developing a plan for an overnight field trip to Washington DC by determining the total cost per student. This activity is designed to challenge students who demonstrate mastery of multiplication and division within 100. This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.

The first of these word problems is a multiplication problem involving equal-sized …

The first of these word problems is a multiplication problem involving equal-sized groups. The next two reflect the two related division problems, namely, "How many groups?" and "How many in each group?"

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