TWS 2 Long Range Plans TWS Standard The teacher develops a Long Range Plan for 9-18 weeks

(depends on major see un vers t! superv sor" that ncludes learn ng o#ject ves$ %& %tate %tandards and'or &ommon &ore %tandards( Task &onstruct learn ng o#ject ves that follow a log cal se)uence w th a developmentall! appropr ate scope of content and a s mple pre-assessment measure or tool( Prompt L st the major LRP o#ject ves and how the o#ject ves are crafted so that students understand #oth the o#ject ve and ts relevance$ *+pla n the place of the un t w th n the larger scope of the semester-long curr culum( ,dent f! the %& %tate %tandards and &ommon &ore %tandards n the long-range un t plan( This may be the pacing guide utilized by the district in which you are completing your clinical practice e perience!

Resources -athemat cal Pract ce %tandards -ake sense of pro#lems and persevere n solv ng them( Reason a#stractl! and )uant tat vel!( &onstruct v a#le arguments and cr t )ue the reason ng of others( -odel w th mathemat cs( 0se appropr ate tools strateg call!( /ttend to prec s on( Look for and make use of structure( Look for and e+press regular t! n repeated reason ng( .oma n %tandard 1(2/(1 - ,nterpret products of whole num#ers( 1(2/(1 - 0se mult pl cat on and d v s on w th n 133 to solve word pro#lems n s tuat ons nvolv ng e)ual groups$ arra!s$ and measurement )uant t es( 1(2/(4 - /ppl! propert es of operat ons as strateg es to mult pl! and d v de( 1(2/(8 - %olve two-step word pro#lems us ng the four operat ons( 8 weeks T me ,nstruct onal %trateg es &hapter 9 - Lessons 1 - >oca#ular! cards$ lesson 9 : and 4 (&hapter 1"- m! fold;ands 2n - -odel a#le -ult pl cat on -ult pl cat on s Repeated /dd t on ;ands 2n - -ult pl! w th /rra!s /rra!s and -ult pl cat on Pro#lem %olv ng 0se -ult pl cat on to < nd &om# nat ons &hapter Rev ew &hapter Test &hapter Project - <ru t %tore (Teacher=s -anual - pg( 198/" >oca#ular! /rra! &om# nat on *)ual ?roups &ommutat ve Propert! of -ult pl cat on <actor Product -ult pl! -ult pl cat on *)ual ?roups -ult pl cat on @um#er %entence Tree . agram Repeated /dd t on Rows &olumns

/ssessment

-! -ath /ssessments - &hapter 9 /m , Read!7 . agnost c test Pretest &heck m! progress >oca#ular! test (wr tten or oral" &hapter Test %tandard Aed Test *+tended Response Test 2ral /ssessment

*ssent al 5uest on 6hat does mult pl cat on mean7

-athemat cal Pract ce %tandards

.oma n'%tandard

T me

,nstruct onal %trateg es Resources

/ssessments

3.OA,2 1( -ake sense of pro#lems Interpret whole-number quotients of and persevere n solv ng them( whole numbers. 2 8( Reason a#stractl! and )eeks )uant tat vel!( 3.OA.4 1( &onstruct v a#le arguments Determine the unknown whole number in and cr t )ue the reason ng of others( a multiplication or di ision equation 9( -odel w th mathemat cs( relatin! three whole numbers. 4( 0se appropr ate tools strateg call!( 3.OA." :( /ttend to prec s on( B( Look for and make use of #luentl$ multipl$ and di ide within %&&, structure usin! strate!ies such as the relationship 8( Look for and e+press between multiplication and di ision regular t! n repeated reason ng

'ssential (uestion )hat Does Di ision *ean+

,hapter - - .essons 2esources - 1tudent *$ *ath Assessments - ,hapter % )orkbook, 5ocabular$ -/ cards, m$ fold-able Am I 2ead$+ Dia!nostic test 0ands On *odel 3retest Di ision ,heck m$ pro!ress Di ision as 'qual 5ocabular$ test 7written or oral8 1harin! Oral Assessment '9tended 2elate Di ision and 2esponse 1tandardi:ed 4est 1ubtraction 5ocabular$ 4est ,hapter 4est ,heck *$ 3ro!ress 0ands On 2elate Di ision and *ultiplication In erse Operations 3roblem 1ol in! ,hapter 2e iew 2eflection ,hapter 4est 5ocabular$ Di ide Di ision Di idend Di ision 6umber 1ense Di isor #act #amil$ In erse Operations 3artition (uotient 2elated #acts 2epeated 1ubtraction

Mathematical Practice Standard

Domain Standard

Time

Instructional Strategies

Resources

Assessment

1. Make sense of 3.OA.% Interpret products of whole problems and numbers persevere in solving them. 3OA.2 Interpret whole-number 2. Reason abstractly and 3 quotients of whole numbers quantitatively. week 3. Construct viable 3.OA.3 ;se multiplication and di ision s argument sand critique to sol e word problems in situations the reasoning of others. in ol in! equal !roups, arra$s, and 4. Model ith measurement quantities. mathematics. !. "se appropriate tools 3.OA.4 - Determine the unknown number in strategically. a multiplication or di ision equation relatin! #. $ttend to precision. three whole numbers. %. &ook for and make use 3.OA.- -Appl$ properties of operations as of structure '. &ook for and e(press strate!ies to multipl$ and di ide. regularity in repeated 3.OA./ - ;nderstand di ision as reasoning unknown-factor problem. 3.OA." - #luentl$ multipl$ and di ide within %&&, usin! strate!ies such as the relationship between multiplication and di ision or properties or operations. 3.OA.< - Identif$ arithmetic patterns and e9plain those usin! properties of operations. Essential Question )hat is the importance of patterns and learnin! multiplication and di ision+

Chapter 6 Lessons 1 - 9 3atterns and the multiplication table *ultipl$ b$ 2 Di ide b$ 2 *ultipl$ b$ Di ide b$ 3roblem 1ol in! *ultipl$ b$ %& *ultiples of %& Di ide b$ %& Vocabulary *ultiple =ar Dia!ram 3artition #actor 3roduct

My Math Assessments Resources - 1tudent )orkbook, 5ocabular$ Chapter 6 Am I read$+ cards, m$ fold-able Dia!nostic 4est 3retest ,heck m$ pro!ress 5ocabular$ 4est ,hapter 4est 1tandardi:ed 4est '9tended 2esponse Oral Assessment .

Mathematical Practice Standards

1.

Domain/Standard

Time Instructional Strategies

2.weeks Chapter # Lessons 1-$ *ultipl$ b$ 3 Di ide b$ 3 0ands On Double ;nknown #act *ultipl$ b$ 4 Di ide b$ 4 3roblem 1ol in! *ultipl$ b$ % and & Di ide b$ % and & Vocabular y Decompose >nown #act Identit$ 3ropert$ of *ultiplication ?ero 3ropert$ of *ultiplication Arra$ Di isor Di ide *ultiplication 4able 3roduct Double 3attern ;nknow n

Resources
Resources - 1tudent )orkbook, 5ocabular$ cards, m$ fold-able

Assessments
My Math Assessments - Chapter # Dia!nostic 4est 3retest ,heck *$ 4est 5ocabular$ ,hapter 4est 1tandardi:ed test '9tended 2esponse Oral Assessment

2. .

!. ". 6. #. $.

3.OA.% - Interpret products of whole numbers. *ake sense of problems 3.OA.2 - Interpret whole-number quotients of and perse ere in sol in! whole numbers. them. 3.OA.3 - ;se multiplication and di ision within %&& to 2eason abstractl$ and sol e word problems in situations in ol in! equal quantitati el$. ,onstruct iable ar!uments!roups, arra$s, and measurement quantities. and critique the reasonin! 3.OA.4 - Determine the unknown number in a multiplication or di ision equation relatin! three of others. *odel with mathematics. whole numbers. 3.OA.- -Appl$ properties of operations as strate!ies ;se appropriate tools to multipl$ and di ide. strate!icall$. 3.OA./ - ;nderstand di ision as unknownAttend to precision. .ook for and make use of factor problem. structure. 3.OA." - #luentl$ multipl$ and di ide within %&&, usin! strate!ies such as the relationship between .ook for and e9press multiplication and di ision or properties or re!ularit$ in repeated operations. reasonin! 3.OA.< - Identif$ arithmetic patterns and e9plain those usin! properties of operations. Essential Question )hat strate!ies can be used to learn multiplication and di ision facts+

"athematics # 2nd $ weeks% Objectives: %tudents w ll #e a#le to nterpret products of whole num#ers( &'!()!*+ %tudents w ll #e a#le to use mult pl cat on w th n 133 to solve word pro#lems nvolv ng e)ual groups$ arra!s$ and measurement )uant t es( &'!()!'+ %tudents w ll #e a#le to appl! propert es of operat ons to mult pl!( &'!()!,+ %tudents w ll #e a#le to fluentl! mult pl! w th n 133( &'!()!-+ %tudents w ll #e a#le to nterpret whole-num#er )uot ents of whole num#ers( &'!()!2+ %tudents w ll #e a#le to determ ne the unknown whole num#er n a mult pl cat on or d v s on e)uat on relat ng three whole num#ers( &'!()!.+ %tudents w ll #e a#le to appl! propert es of operat ons to d v de( &'!()!,+ %tudents w ll #e a#le to understand d v s on as unknown-factor pro#lem( &'!()!/+ %tudents w ll #e a#le to fluentl! d v de w th n 133$ us ng strateg es such as the relat onsh p #etween mult pl cat on and d v s on &'!()!-+ %tudents w ll #e a#le to solve two-step word pro#lems us ng the four operat ons (add t on$ su#tract on$ mult pl cat on$ and d v s on" &'!()!0+ Th s un t focuses on the f rst two (8" o#ject ves for the second n ne weeks( %tudents w ll develop an a# l t! to nterpret products of whole num#ers through strateg es nclud ng shar ng'part t on ng$ arra!s$ repeated su#tract on$ and use of a num#er l ne( *ach strateg! w ll #e presented separatel! and taught n depth( The strateg es w ll then #e connected to show students that each strateg! s correct and can arr ve at the same answer( Th s also allows students to ga n a deeper understand ng of the content( The word pro#lems that students learn to solve w ll come from the te+t#ook$ standard Aed test pract ce$ and teacher-generated stor es( The latter of the three w ll #e most effect ve when show ng students the relevance of the un t( Teacher-generated stor es w ll nclude stor es a#out the teacher and stor es a#out the students and classroom( Th s allows students to appl! the r learn ng n a new s tuat on$ wh ch strengthens the understand ng of the o#ject ve and the content( ,t also allows students to see how mult pl cat on can actuall! #e used n real l fe s tuat ons( %peak ng and l sten ng sk lls are constantl! ncorporated n the lessons n the un t( 6hole group and small group d scuss ons are pervas ve throughout the un t( Coth d scuss on t!pes w ll somet mes #e teacher-led wh le other t mes w ll #e student-led( ,nstruct onal strateg es such as these address the 1L) 22SS '!SL!*% 1ngage e33ecti4ely in a range o3 collaborati4e discussions &one5on5one6 in group6 and teacher5led+ with di4erse partners on grade ' topics and te ts6 building on other7s ideas and e pressing their own clearly! The latter part of th s standard s also ncorporated w th n the un t when students D#ecome the teacher= #! e+pla n ng a pro#lem and e+pla n ng the r th nk ng (metacogn t on"( Read alouds are also used n the un t to prov de e+amples of word pro#lems to solve( %tudents must read carefull! and f gure out the mean ng of the pro#lem( Th s addresses 1L) 22SS '!R8!.% 9etermine the meaning o3 general academic and domain5speci3ic words and phrases in a te t rele4ant to a grade ' topic or sub:ect area! The EEDA Performance Standard 6: Cooperative Learning was addressed w th n the un t as well( %tudents were often place n small group s tuat ons n wh ch the! had to work cooperat vel! w th the r

peers( ?roups have #een set up for some t mes$ so students know e+pectat ons for cooperat ve group work( The! know what t s supposed to look l ke and what the r respect ve jo#s are w th n the groups( 2verall$ the un t prov des for a deeper understand ng of Long Range 2#ject ves as well as mak ng the content relevant to student l ves( <urthermore$ essent al cross-curr cular sk lls are ncorporated nclud ng cooperat ve learn ng and the a# l t! to part c pate effect vel! n d scuss ons( /lso$ the a# l t! to e+press one=s th nk ng s used and stressed throughout the un t( ;nit within Scope o3 2urriculum% Th s un t on mult pl cat on follows un ts nvolv ng place value$ add t on$ and su#tract on( -ult pl cat on s the log cal ne+t step w th n the curr culum( 0nderstand ng mult pl cat on s #ased n an understand ng of add t on( /dd t on and su#tract on cannot #e mastered unt l an understand ng of place value s ga ned( C! ntroduc ng mult pl cat on now$ students w ll have a chance to learn d v s on n the near future #ecause the! are nverse operat ons( %tandards n th rd grade call for students to use the four major operat ons to solve word pro#lems( Th s un t s a stepp ng-stone on the wa! to understand ng each of the four operat ons( %oon students w ll understand all of the operat ons and how to use them( <urthermore$ students w ll #e re)u red to have knowledge of mult pl cat on n su#se)uent un ts nvolv ng #oth fract ons and geometr c shapes( -ult pl cat on can #e used to help llustrate how to ensure fract ons are e)u valent and how to form e)u valent fract ons( ,n geometr!$ students w ll need to #e a#le to use mult pl cat on to f nd the area of g ven geometr c shape d mens ons( -ult pl cat on n tself s a foundat onal sk ll that s the #as s for much of mathemat cs mov ng forward for these students( / strong understand ng of mult pl cat on at th s po nt n the curr culum w ll make the rest of the curr culum eas er as well as su#se)uent grades for students(