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The lesson aligns to content standard 3.OA.3 involving multiplication and division within 100 for equal groups, arrays, and measurement quantities, using drawings and equations with a symbol for the 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There are a variety of mathematical models, methods and strategies that students can employ to respond to mathematical items. Many students employ a combination of strategies. During this lesson, students will share and employ strategies, and begin considering how they can most efficiently respond to assessment questions.  \n● Students need to explore using different strategies for each style of item they will encounter on the NJSLA. Students need to practice selected-response problems in which students are provided with a menu of items to select from to complete a response.  \nGoals  \n● To provide the opportunity to complete selected-response items with response menus. Students will identify which strategies are the most efficient.  \n● To complete a pencil/paper version of technology enhanced items.  \nContent Standard  \n● 3.OA.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. *  \n*Reference Table 2 in CCSS page 89.  \nObjectives  \n● Students will practice word problems, representing multiplication and division situations of“equal groups”* in equations, using the menu style selected-response assessment items.  \n● Students will be exposed to items that reflect the content of CCSS and the format of NJSLA.  \n● Students will reflect upon the approaches, items and strategies that are the most and least difficult for him or her personally.  \nLesson 9: Selected-Response—Menu Items Page 1  \n© 2023 Inspired Instruction, LLC. All Rights Reserved.  \nMaterials  \n● Drop Down Menu Style-Equal Groups Equation Board 1 and Board 2- (laminated or ina sheet protector/communicator)-one per student  \n● Menu List Style-Equal Groups Equation Board 1 and Board 2- (laminated or in a sheet protector/communicator)-one per student  \n● Corresponding Word Problem Cards 1 and 2 for each board (set of each for student pair)  \n● Dry Erase markers and erasers  \n● Scratch paper and pencil  \n● Check for Understanding-4 problems  \nProcedure  \n● Form student pairs or small groups.  \n● Distribute the Equal Groups Board 1 and corresponding word problem cards. Students work together on one word problem at a time.  \n● The students read the word problems, identifying the unknown. As a solution strategy, the students may use scratch paper to create the equal group models to match the problems.  \n● The students can format the equation on scratch paper. It is suggested that the students create the format, using the operation symbols and blank lines for the number parts of the equation. Example:   ×   =   or   ÷   =    \n● Once the students have developed the equation representing one of the word problems, they can use the dry erase marker to circle the numbers and unknown symbol in the drop down menus.  \n● After receiving feedback about the equation they created, the board can be erased and the next word problem can be represented.  \n● When Board 1 word problems have been completed, Board 2 can be distributed. The students follow the same process.  \nTeacher & Teachers’ Aide Observations During the Group Work  \nBe sure to circulate the classroom and monitor students while they are creating the equations that represent the word problems. Try to observe the following and note the information:  \n● Are students sharing their reasoning and strategies, working together?  \n● Are students using the scratch paper, creating mathematical models and formatting the equations, as solution strategies?  \n● Which equation was the most challenging? The least challenging?  \n● Are students using math vocabulary in their discussion?  \nLesson 9: Selected-Response—Menu Items Page 2  \n© 2023 Inspired Instruction, LLC. All Rights Reserved.  \nCheck for Understanding  \n● Have students reflect upon this experience ","cbCaibwgJyVH29Yl","https://ap.wps.com/l/cbCaibwgJyVH29Yl","pdf",355373,12,"English","# Lesson 9: Selected-Response Strategies\n## Rationale\n## Goals\n## Content Standard (3.OA.3)\n## Objectives\n## Materials\n## Procedure\n## Teacher & Teachers’ Aide Observations During Group Work\n## Check for Understanding\n## Follow Up\n## Technology Enhanced NJSLA Items","[{\"question\":\"What is the purpose of Lesson 9’s selected-response strategies menu items?\",\"answer\":\"The lesson gives students practice completing selected-response items using response menus, helping them identify which strategies are most efficient.\"},{\"question\":\"Which mathematics standard does the lesson align to?\",\"answer\":\"The lesson aligns to 3.OA.3, using multiplication and division within 100 to solve word problems involving equal groups, arrays, and measurement quantities.\"},{\"question\":\"How do students respond to technology-enhanced selected-response questions with drop-down menus?\",\"answer\":\"Students solve using scratch paper and tools, format the response with blanks for menu selections, and then use the computer drop-down menus to choose the correct items, ensuring symbols outside the menus are included.\"}]","NJSLA Grade 3 Mathematics - Lesson 9 - Selected-Response Strategies - Menu Style Items | PDF",1790805391]