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Students extend Grade 2 array and repeated-addition work to equal groups and larger arrays, developing reasoning about the relationship between multiplication and division. 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Students also explore division as an unknown-factor problem and solve single-digit number problems using developing strategies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do students demonstrate understanding of multiplication and division?",{"text":117,"@type":113},"They use drawings and equations with a symbol for the unknown to represent simple two-step word problems. 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We promote a supportive learning environment where every student is challenged, inspired, empowered, and respected as diverse learners. Through cultivation of students' intellectual curiosity, skills and knowledge, our students can achieve academically and socially, and contribute as responsible and productive citizens of our global community.  \nPhilosophy Statement  \nThe Township of Union Public School District, as a societal agency, reflects democratic ideals and concepts through its educational practices. It is the belief of the Board of Education that a primary function of the Township of Union Public School System is to formulate a learning climate conducive to the needs of all students in general, providing therein for individual differences. The school operates as a partner with the home and community.  \nUnit 1-3rd Grade  \n\n| Unit Title: Mathematics – Introductory Multiplication and Division Concepts – Unit 1 – Module A |\n| --- |\n| Grade level: Grade 3\u003Cbr>Timeframe: 1st marking period; 25 instructional days, 6 assessment days |\n\nRationale  \nGrade 3 – Introductory Multiplication and Division Concepts – Unit 1  \nUnit 1 focuses on an introduction to multiplication and division concepts. Learners build upon their Grade 2 with work with arrays and repeated addition to work with equal groups and larger arrays. They explore this concept of multiplication together with the concept of division. By exploring the concepts together, learners learn to reason about the relationship between the two operations and come to understand division as an unknown-factor problem. Learners use increasingly sophisticated strategies to solve multiplication and division problems involving single digit numbers. As learners apply strategies to solve these problems, they begin working towards accuracy and efficiency (fluency) with these operations. By the end of the unit, learners use drawings and equations with a symbol for the unknown to represent simple two-step word problems using the four operations.  \nNote: Double asterisks (**) indicate that the example(s) included within the New Jersey Student Learning Standard may be especially informative when considering the Student Learning Objective.  \nGuiding Questions  \n● How can you use multiplication to find how many in all?  \n● What strategies can you use to multiply?  \n● How can you use division to find how many in each group or how many equal groups?  \n● What strategies can you use to divide?  \nStandards  \nStandards (Taught and Assessed):  \n 3.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 and/or represent a context in which a total number of objects can be expressed as 5 × 7.  \n 3.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 and/or represent a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.  \n 3.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. Climate Change Example: Students may solve multiplication and division word problems involving measurement quantities related to glacier retreat.  \nKey:  Major Cluster  Supporting Cluster Additional Cluster  \nHighlighted Career Ready Practices and 21st Century Themes/Skills  \n● 9.1.4.A.2 Evaluate available resources that c","cbCaiijnymkoDfuG","https://ap.wps.com/l/cbCaiijnymkoDfuG","pdf",777058,95,"English","# Mission Statement\n# Philosophy Statement\n# Unit Overview\n## Rationale\n## Guiding Questions\n# Standards\n## 3.OA.A.1\n## 3.OA.A.2\n## 3.OA.A.3\n# Instructional Plan\n## Pre-Assessment and Reflection","[{\"question\":\"What topics does Grade 3 Unit 1 - Module A cover?\",\"answer\":\"It introduces multiplication and division using arrays, repeated addition, equal groups, and larger arrays. Students also explore division as an unknown-factor problem and solve single-digit number problems using developing strategies.\"},{\"question\":\"How do students demonstrate understanding of multiplication and division?\",\"answer\":\"They use drawings and equations with a symbol for the unknown to represent simple two-step word problems. Students also apply increasingly sophisticated strategies to improve accuracy and efficiency.\"},{\"question\":\"What formative and pre-assessment resources are listed?\",\"answer\":\"The plan includes iReady pre-assessments such as Benchmark Assessment-Paper, Standards Mastery Assessments Form A, and Comprehension Checks Form A/iReady Diagnostic, along with modification and reflection supports for different learner needs.\"}]","Grade 3 Mathematics - Unit 1 - Module A - Introductory Multiplication and Division Concepts | PDF",1791067270,239]