Related to standard AR.Math.Content.3.MD.C.7., this is a multisection lesson for the 3rd grade unit of study on area in relation to multiplication, complete with teacher notes.This lesson is designed to be taught with an 'I Do, We Do, You Do' format. Starting with an introduction slideshow, students will connect multiplication with previous concepts and skills such as repeated addition, skip counting, and equal groups. Then they will see a video and example problems which can be completed together as a class. Allow time for students to read and complete some of these example problems with a partner which will give time for questioning, addressing misunderstandings, and informal interventions. End the lesson with a preview of the next day's independent activity and an exit ticket using a quick image. 

This is a short lesson plan for discussing/reviewing order of operations with technology integration. 

Objectives:I expect the students to be able to illustrate and demonstrate 8/10 of the criteriaThey will draw their self portrait and demonstrate, Proportion, Symmetry, Realism, Texture, Balance, Value, Space, Emphasis, Effort, and Craftsmanship.Student will illustrate 8/10 properlyIntroduction:1: Motivational Device- Real world application…examples of artists who have done their own portraits.2: Connection To Prior Learning- Previous drawings with reflection and using a mirror.Vocabulary-Artist Statement, Shading, Reflection, Balance, Texture, Racial IdentityDate: 1/22/18 Grade Level: 3rd Grade ArtConcept: Self Portrait and Artist Reflection

An interactive applet and associated web page that demonstrate the properties of a 45-45-90 isosceles right triangle. The applet shows a right triangle that can be resized by dragging any vertex. As it is dragged, the remaining vertices change so that the triangle's angles remain 45 degrees, 45 degrees and 90 degrees The text on the page points out that the sides of a 45-45-90 triangle are always in the ratio of 1 : 2 : root 2 Applet can be enlarged to full screen size for use with a classroom projector. This resource is a component of the Math Open Reference Interactive Geometry textbook project at http://www.mathopenref.com.

Now it's time for a really meaty problem! How can we count the number of possible casts when given a large set of robots to choose from?

Tree diagrams allow us to visualize these counting problems using any number of parts.

This resource will enable students to determine flawed reasoning when generating equivalent fractions using multiplication.

This resource will enable students to determine flawed reasoning in a fraction comparison with unlike numerators and denominators.

Revolutionary history recipe word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem.

This resource provides students with the opportunity to base arithmetic explanations/reasoning on concrete referents such as diagrams, connecting diagrams to a written method. Students will express a fraction with a denominator 10 as an equivalent fraction with a denominator of 100 and use that information to solve a problem.

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: How does the value of a fraction change if you double its numerator? Explain your answer. How does the value of a fraction change if you double its den...

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 aspects of the task and its potential use.

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: What fraction of the rectangle below is shaded? Laura says that $\frac14$ of the rectangle is shaded. Do you think she is correct? Explain why or why n...

4.OA.1. Interpret a multiplication equation as a comparison and represent verbal statements of multiplicative comparisons as multiplication equations.

Solve multi step multiplication word problem using one digit by 3 digit problems and using minutes to hours to solve

This resource provides students with the opportunity to solve a multi-step contextual word problem with a degree of difficulty appropriate to Grade 4, requiring application of knowledge and skills.

This resource will enable students to determine flawed reasoning in a division word problem that involves interpreting remainders.