Unit of Instruction

Big Idea: Multiplying double-digit numbers and using this skill to calculate the area of
rectangles and triangles, using addition to calculate perimeter, and using simple division
skills to learn part to whole fractions.

Big Picture:
11/27/2017: Pre-assessment on multiplication, area, and fractions
11/29/2017: 1st lesson multiplying double-digit numbers using the area model
12/1/2017: 2nd lesson calculating area and perimeter of rectangles and triangles when
given base and height
12/4/2017: 3rd lesson reviewing area, perimeter of rectangles and triangles, and
identifying fractions by understanding parts of a whole
12/6/2017: Post-assessment on multiplication, area, perimeter, and fractions

What are you teaching?

 1st Lesson: Multiply double-digit numbers by using the area model method.
o Standard: CCSS: 3.NBT.A.3 Use place value understanding and
properties of operations to perform multi-digit arithmetic.
 2nd Lesson: Find area and perimeter of rectangles and triangles using bxh and
bxh/2 or ½ bxh.
o Standard: CCSS.MATH.CONTENT.3.MD.C.7 Relate area to the
operations of multiplication and addition.
 3rd Lesson: Identify and create fractions using manipulatives and understand
what a fraction is measuring.
o Standard: CCSS.MATH.CONTENT.3.NF.A.1
Understand a fraction 1/b as the quantity formed by 1 part when a whole is
partitioned into b equal parts; understand a fraction a/b as the quantity
formed by a parts of size 1/b.

Why are you teaching it?

The reason we are teaching them multiplication is because it is a useful skill they will
use often in their everyday lives. They also will be able to use this as the foundation for
their area and fraction knowledge. Fractions and area are used almost every single day
in life no matter your age or what you do. The students will need to have a knowledge of
all of these mathematical concepts in order to succeed in third grade math and every
math class they take in the future. During the pre-assessment, we noticed that most of
the students only knew how to multiply single digit numbers. They also had minimal to
no knowledge about area or fractions.
 Common Core Standards
Pre/Post-Assessment:
o CCSS.MATH.CONTENT.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 a
context in which a total number of objects can be expressed as 5 × 7.
o CCSS.MATH.CONTENT.3.OA.A.4 Determine the unknown whole number in a
multiplication or division equation relating three whole numbers. For example, determine
the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5
= _ ÷ 3, 6 × 6 = ?
o CCSS.MATH.CONTENT.3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1
part when a whole is partitioned into b equal parts; understand a fraction a/b as the
quantity formed by a parts of size 1/b.
o CCSS.MATH.CONTENT.3.MD.C.5 Recognize area as an attribute of plane figures and
understand concepts of area measurement.
o CCSS.MATH.CONTENT.3.MD.C.5.A A square with side length 1 unit, called "a unit
square," is said to have "one square unit" of area, and can be used to measure area.
o CCSS.MATH.CONTENT.3.MD.C.7 Relate area to the operations of multiplication and
addition.
o CCSS.MATH.CONTENT.3.MD.D.8 Solve real world and mathematical problems
involving perimeters of polygons, including finding the perimeter given the side lengths,
finding an unknown side length, and exhibiting rectangles with the same perimeter and
different areas or with the same area and different perimeters.
Lesson 1:
o CCSS: 3.NBT.A.3 Use place value understanding and properties of operations to perform
multi-digit arithmetic.
o CCSS.MATH.CONTENT.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 a
context in which a total number of objects can be expressed as 5 × 7.
o CCSS.MATH.CONTENT.3.OA.A.4 Determine the unknown whole number in a
multiplication or division equation relating three whole numbers. For example, determine
the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5
= _ ÷ 3, 6 × 6 = ?
Lesson 2:
o CCSS.MATH.CONTENT.3.MD.C.7 Relate area to the operations of multiplication and
addition.
o CCSS.MATH.CONTENT.3.MD.C.5 Recognize area as an attribute of plane figures and
understand concepts of area measurement.
o CCSS.MATH.CONTENT.3.MD.C.5.A A square with side length 1 unit, called "a unit
square," is said to have "one square unit" of area, and can be used to measure area.
o CCSS.MATH.CONTENT.3.MD.D.8 Solve real world and mathematical problems
involving perimeters of polygons, including finding the perimeter given the side lengths,
finding an unknown side length, and exhibiting rectangles with the same perimeter and
different areas or with the same area and different perimeters.
Lesson 3:
o CCSS.MATH.CONTENT.3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1
part when a whole is partitioned into b equal parts; understand a fraction a/b as the
quantity formed by a parts of size 1/b.
 Differentiation
On Lesson 1 day, Siaosi came to class for the first time. For this reason, we had
to pull him out right at the beginning and give him the pre-assessment so that we could
get to know him and see where he is at with all of the concepts. He then needed more
instruction when he joined the class again, so Kelsie sat by him during the lesson and
helped him catch up.
Brittney began the lesson by having large group instruction. She asked questions
about multiplying single digit numbers and two digit numbers to see what students did or
did not already know. She the demonstrated the area model and walked the whole
group through each step. The second time she had the students tell her the steps. After
they had gone through the process twice, we began to send students off in pairs to work
on their own if we thought they understood the process. The students who struggled
stayed with Brittney until the end of class to get further instruction. Kelsie and Daniel
monitored the students who were working in pairs and answered any questions they
had.