Some images taken from EngageNY, 2013 Common Core Inc., Creative Commons License

Slide 1

3rd Module 3 Major ConceptsSome images taken from EngageNY, 2013 Common Core Inc., Creative Commons LicenseThanks for watching! Overview of major concepts in Module 3Have your manual out to pause and practice In order to hear the audio, you must have this in Presentation Mode Click on the audio buttons to listen for quick tips or explanations of certain lessons and concepts Anytime you see this icon , you can click on the link/s to see a video model! You will be directed to vimeo.

Some images taken from EngageNY, 2013 Common Core Inc., Creative Commons License

Some images taken from EngageNY, 2013 Common Core Inc., Creative Commons LicenseVideo 3

Some images taken from EngageNY, 2013 Common Core Inc., Creative Commons LicenseStudents left with this group of facts that they would not know through commutativity. 4Lesson 3: Using a Variable to Represent the Unknown

Where students have been

9 + ? = 12 29 - = 13 + 2

Where this lesson takes them

9 x r = 36 21 3 = b


Part 1Part 2Some images taken from EngageNY, 2013 Common Core Inc., Creative Commons License6Lessons 4-5Some images taken from EngageNY, 2013 Common Core Inc., Creative Commons LicenseMultiples of 6 and 7

Modeled Method

Make Ten prepares for skip counting strategiesSkip Counting Work! Practicing the Newly-Learned MultiplicationSome images taken from EngageNY, 2013 Common Core Inc., Creative Commons LicenseMake Ten also allows students to work on decomposing the ten going back to 1st grade, but also allowing them to understand how to reach the next ten 8Topic C: Units of 8 and Associative PropertyTopic D: Units of 9 and patterns of Multiplication

Application Problem Lesson 9: Pose the Problem to the Class

Ask students what they notice.

Why did some answers stay the same? Why did some not?

Does the order matter? What operations were used?

15 minutes long

Some images taken from EngageNY, 2013 Common Core Inc., Creative Commons License9Lesson 9: Associative Property

16 x 3 = nName the factors that have a product of 16.8 x 24 x 4We will rewrite 16 by 8 x 2 16 x 3 = 8 x 2 x 3

Some images taken from EngageNY, 2013 Common Core Inc., Creative Commons License10Lesson 10: Distributive Property


Modeled MethodUses both multiplication and division image for this. Size of the groups vs. group size asking them to partition the columns instead of the rows. 11Lesson 12: 9 x n = 10 x n (1 x n)

10 1010109-1-1-1-14 x 10 = 40

4 x 9 = 36

(40 4) = 36

Some images taken from EngageNY, 2013 Common Core Inc., Creative Commons License12Lessons 13-14: Patterns to Multiply,Patterns of 9 No longer tricks, they are tools to multiplyPattern 1) Multiples of 9- Lesson 13 concept development

Some images taken from EngageNY, 2013 Common Core Inc., Creative Commons LicensePattern 1- to add 9, we can just add ten and take away 1 Direct tie to 10 = 9 + 1 Emphasizes that the digits must add up to 9

13Explaining the Stations for Lessons 13-14Some images taken from EngageNY, 2013 Common Core Inc., Creative Commons LicenseLesson 13, Strategy 1, Station 1

Lesson 13, Strategy 2, Station 4



Station 5

Click on each to see video examples! Lesson 13Pattern 2) The tens digit is one less than the multiplier

The ones digit is 10 multiplier

3 x 9 = 2 7

10 3 = 7 Some images taken from EngageNY, 2013 Common Core Inc., Creative Commons License15Lesson 14Pattern 3) Arrays with 10s, how do we know to cross out 3 ones?

Some images taken from EngageNY, 2013 Common Core Inc., Creative Commons License16Lesson 14Culminating Pattern: Finger StrategyWhy does this work?

Some images taken from EngageNY, 2013 Common Core Inc., Creative Commons LicenseStations- ask students- is there a strategy that is easiest for you? What makes it easier than others? Which strategies would help with nines facts higher than 10? Ex. 9 x 12 Split Paper- go over the different strategies. Which strategies could help solve a division fact? Lessons 11 and 15- multiplication word problems- Carousel model- working in groups to solve problems 17Lesson 17: Patterns in the Hundreds Chart

Even x Even = Even

Even x Odd = Even

Odd x Odd = Odd

Some images taken from EngageNY, 2013 Common Core Inc., Creative Commons License18Lesson 19: Multiply by Multiples of Ten

Draw Hundreds Chart- Use to Show 2 x 3 ones: 2 rows of 3 ones use unit form language for this.


Modeled MethodVIDEO MODELBoth representations could be confusing- but its your choice to leave ones on or take them off- after tens, write the ones in standard form begin to see the pattern emerge-> several examples- look at the pattern and say- OH! When we change the unit to a ten, one of my factors becomes a multiple of ten and the answer- with zeroes. If students are ready- we continue this to do it pictorially- IF NOT READY- keep in concrete land. The next examples involve regrouping- Ex . Draw a 3 x 6 array in the ones. 19Lesson 20: Model the associative property for multiplication with multiples of 10

Some images taken from EngageNY, 2013 Common Core Inc., Creative Commons LicenseUses associative property as a strategy to multiply by 10s only if this is relevant to your kids- if 40 x 2 is easy- let them just solve as is other examples in this lesson as a good way to use the associative property- This is the first example as SIMPLE problems to re-acquaint them to the associative property. TWO ESSENTIAL LEARNINGS OF THIS LESSON: Moving into the lesson 2 ways to multiply with multiples of ten and use the associative property 20If you liked this, we will continue making them! E-mail if you want more.

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E-mail Annie Mosich @ [email protected]


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Some images taken from EngageNY, 2013 Common Core Inc., Creative Commons License