Next Generation Sunshine State Standards
- CCSS.Math.Content.3.OA.B.5 Apply properties of operations as strategies to multiply and divide.2Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
13) Evaluate, design and employ instructional methods and techniques appropriate to learners' socialization and communication needs, based on knowledge of language as a social phenomenon.
This strategy helps the student understand how to apply distributive, associative, and communicative properties of multiplication. The student will learn how to demonstrate and explain the relationship between multiplication, division, and addition.
Steps:
- Divide students into groups (no more than four)
- each group a piece of chart paper
- Hand an equation to each group (e.g 4 X 6= 48)
- Tell each group that they have five minutes to come up with ten different ways to get the answer using multiplication, division, and addition.
- Have each group record their equations on chart paper
- Once time is up, you can provide more time to those who are ESOL or ESE Students.
- If technology is available all them to use FastFig or Walfram Alpha Alpha to check their classmates work
- Give each group a feedback paper so that visiting groups can leave corrections there.
- Discuss the activity
This activity allows students to collaborate with each other to come up with the highest possible leveled questions.
This strategy was retrieved from: http://www.edutopia.org/blog/ccss-3rd-grade-math-strategies-mary-beth-hertz
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