Multiplication BUNDLE: Multiplicative Thinking Lessons-Conceptual Understanding

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4.9 (15 ratings)

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Aubree Teaches

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Grade Levels

2nd - 3rd, Homeschool

Subjects

Math, Basic Operations, Word Problems

Resource Type

Activities, Printables, Centers

Standards

CCSS3.OA.A.1

CCSS3.OA.A.2

CCSS3.OA.A.3

CCSS3.OA.A.4

CCSS3.OA.B.5

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What educators are saying

I can't say enough good things about the resource. The warm-ups are probably my favorite, but I've found everything included here to be easy to use, well thought out, and engaging for students.

— Mary Z.

Rated 5 out of 5

What a great resource! This provided additional support as my students work from the concrete step to representational step in their learning process, while supporting their number sense development.

— Lori-Ann W.

Rated 5 out of 5

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Description

This is the COMPLETE bundle for a multiplicative thinking unit with conceptual understanding and cognitively guided instruction.

This bundle includes all 18 lessons with review pages, problem solving slides, number sense warm-up, and content slides.

The bundle also includes the multiplication focus wall, COMPLETE 3rd grade word wall, COMPLETE number sense activity resource, multiplication fact practice printables, and a small group station activity (grouping problems vs. additive problems sort)

EVERYTHING you need to dive deeply into multiplication and reasoning with a 3rd grade math classroom.

Natural Math is --> lessons that rely upon students' natural curiosity, intuition, and ability to solve. The teacher can help students turn that natural thinking into mathematical content.

Every lesson has 4 KEY COMPONENTS:

1. Review Pages: Once students have obtained a concept, retrieval practice is vital to insure that they are continually accessing that neural pathway. Every lesson has a spiral review "quiz".

2. Number Sense Warm-up: Every math lesson should have an overall number sense component, helping students build their intrinsic number line and think flexibly with numbers. ALL 13 of my math warm-ups are in the multiplicative reasoning unit (and can be bought separately here)

3. High-Cogntive Demand Problem Solving Task: This is one problem that is high-demand and open with multiple entry and exit points. Students will be working with a lot of math content as well as using mathematical practices. Solving these problems is a great way to introduce content, discuss it, and learn it deeply.

4. Content Slides: These are slides that include vocabulary, discussion, problem practice, graphic organizers, and more. Each lesson covers a different skill and is made for the teacher to use openly to meet the needs of their students.

Please email aubreeteaches@gmail.com with any questions or comments.

Visit the blog for MORE information on cognitively-guided math or problem solving!

Happy Teaching!

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Standards

to see state-specific standards (only available in the US).

CCSS3.OA.A.1

Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

CCSS3.OA.A.2

Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

CCSS3.OA.A.3

Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

CCSS3.OA.A.4

Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = __ ÷ 3, 6 × 6 = ?.

CCSS3.OA.B.5

Apply properties of operations as strategies to multiply and divide. Examples: 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.)

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