1. Grade 3 Big Idea 1

2. Prepare to be amazed by the Magic Mathematician!!!

3. Pretest Read the following word problems and identify each as multiplicative comparison, repeated addition, array, or how many combinations. 1. Each of the 6 boys in the club has earned 6 badges. How many badges have been given out in all? 2. At the zoo a monkey is three feet tall. The giraffe is five times taller than the monkey. How tall is the giraffe? 3. Michelle has a case filled with dolls. If there are 4 rows with 5 dolls in each row, how many dolls does Michelle have? Read the following word problems and identify each as division measurement or division partitioning 4. Miriam is making party favors. If she has 45 pieces of candy is wants to put 5 pieces in a bag, how many bags does she need? 5. Miriam is making party favors. If she has 9 bags and 45 pieces of candy, how many pieces of candy will go in each bag?  6. Explain how you could solve 6 x 8 using the distributive property. 7. Why is it important for student to be able to represent numbers flexibly? 8. Why is teaching students how to use the distributive property important when introducing multiplication facts? 9. Draw three different quick picks representing the number 23. 10. What is the difference between a tally table and a frequency table?

4. Group Norms and Housekeeping Group Norms:  Participate  Ask questions  Work toward solutions  Limit side bars  Listen with an open mind Logistics:  Rest Rooms  Phone Calls  Breaks  Lunch  Punctuality  Sharing

5. K – W - L What do you KNOW about Big Idea 1? What do you WANT to KNOW about Big Idea 1? KWL

6. Third Grade Big Idea 1 Develop understandings of multiplication and division and strategies for basic multiplication facts and related division facts.

7. MA.3.A.1.1 Model multiplication and division including problems presented in context: repeated addition, multiplicative comparison, array, how many combinations, measurement, and partitioning.

8. Content Limits  Items may include whole-number multiplication facts from 0 x 0 through 9 x 9 and the related division facts  Items may include division problems with remainders expressed only as whole numbers. Items will not require interpretation of the remainder.

9. FCAT Sample Question

10. MA.3.A.1.2 Solve multiplication and division fact problems by using strategies that result from applying number properties.

11. Benchmark Clarification  Students will recognize equivalent representations of equations or expressions by using number properties, including the commutative, associative, distributive, and identity properties for multiplication and division and the zero property of multiplication.

12. Content Limits  Items will not include identifying the properties by name.  Items will not require the use of more than two properties to convert once expression or equation to its equivalent.  Items may include only factors or divisors of 0 through 9.

13. FCAT Sample Question

14. MA.3.A.1.3 Identify, describe, and apply division and multiplication as inverse operations.

15. Content Limits  Items may include whole-number multiplication facts from 0 x 0 through 9 x 9 and the related division facts.  Items will not include identifying the inverse property by name.

16. FCAT Sample Question

17. Big Idea 1 Video Podcast

18. What Supporting Ideas are found in this Big Idea?  MA.3.A.4.1 Create, analyze, and represent patterns and relationships using words, variables, tables and graphs (ADDRESSED IN BIG IDEA 3 TRAINING)  MA.3.A.6.1 Represent, compute, estimate and solve problems using numbers through hundred thousands.  MA.3.A.6.2 Solve non-routine problems by making a table, chart, or list and searching for patterns (ADDRESSED IN BIG IDEA 3 TRAINING)  MA.3.S.7.1 Construct and analyze frequency tables, bar graphs, pictographs, and line plots from data, including data collected through observations surveys, and experiments.

19. MA.3.A.6.1 Represent, compute, estimate and solve problems using numbers through hundred thousands.

20. Content Limits  Numbers may be represented flexibly; for example: 947 can be thought of as 9 hundreds, 4 tens, and 7 ones; 94 tens and 7 ones; or 8 hundreds, 14 tens, and 7 ones.  Items may include the inequality symbols (,=, ≠).  Students will not be expected to name the estimation strategies or be restricted to using a specific strategy.  Front-end estimation will not be an acceptable estimation strategy.  Decimals may be used in the context of money that estimate to a whole dollar.

21. FCAT Sample Question

22. MA.3.S.7.1 Construct and analyze frequency tables, bar graphs, pictographs, and line plots from data, including data collected through observations surveys, and experiments.

23. Content Limits  Items may require the student to choose the most appropriate data display given a set of data from observations, surveys, and/or experiments.  Items may assess identifying parts of a correct graph and recognizing the appropriate scale.  The increments used on the scale are limited to units of 1, 2, 5, 10, 20, 25, 50, or 100.  Pictographs can use keys containing a scale of 1, 2, 5, or 10.  The data presented in graphs should represent no more than five categories.  The total sample size for bar graphs should be no more than 1,000.  The total sample size should be no more than 200 for frequency tables, pictographs, and line plots.  Addition, subtraction, or multiplication of whole numbers may be used within the item.

24. FCAT Sample Question

25. MA.3.A.1.1 Model multiplication and division including problems presented in context: repeated addition, multiplicative comparison, array, how many combinations, measurement, and partitioning.

27. Ip, Ip Array!!!!

28. How do you compare? On your white board, write a multiplicative comparison word problem that would work for this picture.

29. MA.3.A.1.1 Model multiplication and division including problems presented in context: repeated addition, multiplicative comparison, array, how many combinations, measurement, and partitioning.

30. It’s a fact!

31. MA.3.A.1.1 Model multiplication and division including problems presented in context: repeated addition, multiplicative comparison, array, how many combinations, measurement, and partitioning.

32. On your sticky note, write a division problem for the following: 20 ÷ 5 =

33. MA.3.A.1.1 Model multiplication and division including problems presented in context: repeated addition, multiplicative comparison, array, how many combinations, measurement, and partitioning.

35. Two basic types of problems in division Measurement: You have a group of objects and you remove subgroups of a certain size repeatedly. The basic question is—how many subgroups can you remove? Example: You have 15 lightning bugs and you put three in each jar. How many jars will you need?

36. Two basic types of problems in division Partitive (Sharing): You have a group of objects and you share them equally. How many will each get? Example: You have 15 lightning bugs to share equally in three jars. How many will you put in each jar?

37. MA.3.A.1.2 Solve multiplication and division fact problems by using strategies that result from applying number properties.

38. Why teach the Distributive Property?

39. Why teach the Associative Property?

40. MA.3.A.1.3 Identify, describe, and apply division and multiplication as inverse operations.

41. Fact Families

42. MA.3.A.6.1 Represent, compute, estimate and solve problems using numbers through hundred thousands.

43. PLACE VALUE is a fundamental feature of our number system. A thorough understanding of place value developed early through concrete experiences, is necessary in order for students to achieve computational fluency.,

46. Grab and Go!!

47. MA.3.S.7.1 Construct and analyze frequency tables, bar graphs, pictographs, and line plots from data, including data collected through observations surveys, and experiments.

48. Teaching for depth

49. Line Plots Line plots may be confusing to some students. It is easy to mix up the numbers below the number line and the number of X’s above it. Students need to remember that the numbers below the number line are like the categories in a pictograph or a bar graph. In a line plot, these categories are numerical. The number of X’s above each number on the number line tells how many times this number or category occurs.

50. Grab and Go 2.9

51. Pictographs

52. Juan, Cindy, and Larry are each growing a tomato plant at school. The chart below shows how many tomatoes they have picked. How many tomatoes did they pick all together?

53. 53 Use the pictograph to give the correct answer Favorite Ride Tilt-a-Whirl Ferris Wheel Merry-Go-Round Roller Coaster Pony Ride Suppose each ticket represents 4 votes. How many children did not vote for the roller coaster as their favorite ride? A.20 people B.41 people C.21 people D.42 people 42

54. How will the information from this workshop be incorporated into your math program?

55. Complete the Course Appraisal CE#

56. Course Appraisals Must Be Completed Appraisals are a State Requirement The BRITE system requires that any participant who has not completed the online appraisal be removed from the class, leaving no documentation or record of attendance. Requirement for in-service points

62. HAVE A WONDERFUL SUMMER