Module B

Upcoming Events-
Oct. 10th-Book Orders Due
Oct. 14th & 15th- Parent/Teacher Conferences
Oct. 17th & 18th-No School
Oct. 24th- 6-8pm Family Dance Night

Bridges in Mathematics Grade 3 Unit 2
Introduction to Multiplication
In this unit your child will:

• ❚  Solve story problems involving multiplication
• ❚  Represent problems involving multiplication using skip counting, number lines,
  arrays, and ratio tables
• ❚  Develop efficient strategies for multiplication facts through 10 × 10
  Your child will learn and practice these skills by solving problems like those shown below. Use the free Math Vocabulary Cards app for additional support: mathlearningcenter.org/apps

PROBLEM
How many stamps are there?
What is the total cost of these stamps?
2¢ 2¢ 2¢ 2¢2¢ 2¢ 2¢ 2¢
“Two rows of 4 is 8 stamps in all.”
“If each stamp is 2¢, the 8 stamps together cost 16¢.”
“I counted by 2 to find the total cost: 2, 4, 6, 8, 10, 12, 14, 16 cents.”

COMMENTS
Students solve problems that invite them to use helpful models, like the array or the number line, for multiplication. For example, early in the unit, they solve problems about sheets of stamps. They calculate the total number of stamps in an arrangement of equal rows and columns that
is called an array. The array model invites students to skip-count and recognize equal groups.
A little later in the unit, students solve problems in which arrays of objects—like windowpanes or walls of mailboxes—are partially hidden. This encourages students to visualize how many are hidden and think in terms of multiples.
By making it impossible for students to count the objects one by one, such problems make it necessary for students to multiply.
Students spend time developing ways to multiply by each number from 1 to 10. For example, they can multiply any number by 6 by first multiplying that number by 5 and by 1 and then adding (as shown for 4 × 6 at left). They might also multiply the number by 3 and then double the result. Eventually, students will likely recall from memory that 4 × 6 = 24, but they can quickly calculate the product of 6 and any number using these strategies. The array model provides a visual justification for why such strategies work.

How many panes are in this window, including the ones hidden behind the tree?
4 × 6 = ___
4
6
© The Math Learning Center

4 × 6 = (4 × 5) + (4 × 1) = 20 + 4

1018

1 www.mathlearningcenter.orgParents and teachers may reproduce this document for classroom and home use.

= 24

Grade 3, Unit 2: Introduction to Multiplication

PROBLEM

COMMENTS

There are 6 dog treats in each bag. How many dog treats are in 7 bags? Bags Treats 16 2 12 3 18 4 24 5 30 6 36 7 42

Students also solve problems with a ratio table. In the problem at left, there is a constant ratio of 6 treats per 1 bag. The ratio table for this problem shows the number of treats for different numbers of bags. For example, to determine how many treats are in 7 bags, they can simply count by 6 seven times. To determine how many treats are in 14 bags, they might simply double 42: if you double the number of bags, you also double the number of treats. Students will continue to use ratio tables as they multiply larger numbers.

FREQUENTLY ASKED QUESTIONS ABOUT UNIT 2Q: Why does this unit emphasize the array model so much?
A: We do not expect students to use pictures of rectangles to calculate forever. However, the pictures illustrate relationships among numbers and show why certain properties
of operations make sense and why certain strategies work. The understandings these models help to develop are the foundations of students’ computational skills.
In the array model, the dimensions (length and width) of the rectangle represent the two numbers being multiplied. The total area of the rectangle represents the product of those two numbers. When multiplication problems are represented this way, it is easy for students to see the relationships among the numbers and to see why a variety of strategies for finding the total area (product) make sense.

The Array Model	One Way to Find the Product	Another Way to Find the Product
6 4 Here 4 and 6 are the dimensions (numbers being multiplied). Tthe area (product) is 24.                 24	6 4 This model shows 2 groups of 12 in the array. 4 × 6 = 2 ×6 +2 ×6 12 + 12 = 24           12            12	6 4 This model shows a group of 20 and 1 more group of 4. 4 ×6 = 4 ×5 +4 ×1 20 + 4 = 24                 20 4

Q: Why do students solve multiplication problems with different strategies instead of memorizing the facts?
A: Students are expected to recall basic multiplication facts from memory by the end of third grade. Strategies allow them to quickly compute the answers when needed. The strategies also build students’ understandings of the properties of multiplication and permit them to calculate mentally with larger numbers.

Module A

Hello Parents,
We are off to a great start! The third graders in our class are nothing short of amazing. I can't believe how responsible, respectful and safe they are. Keep up the great work! I just wanted to give a few reminders for this month. I will be updating the blog according to the modules we cover in class. It will usually be monthly depending on the module. I will make sure to let you know of any important events that come up. So far this is what we have coming up and new info will be added when I get it. Thanks!

Upcoming Events
Thursday, Sept. 12- Book Orders Due
Friday, Oct. 11-Picture Retakes
Monday, Oct. 28- Fundraiser Raffle Money Due

This Module launches the tools and habits of mind important in a 21st century English language arts classroom, with an emphasis on routines and procedures that will be used throughout the year to study reading, writing, language, and reading foundational skills. In this Habits and Routines module, student’s co-construct anchor charts to describe the behaviors and expectations related to important habits and routines based off of district MTSS-B / CHAMPS guidelines. Structures, routines, attitudes and habits will continue to be introduced throughout. Students will use the foundational strategy of VISUALIZATION to promote other comprehension strategies, moving into QUESTIONING. This strategy focuses on using all of the five senses to help comprehend a text. Students learn to select “good fit books”, demonstrate reading preferences, and use a reading log to monitor reading stamina. Students demonstrate understanding of texts read by asking and answering questions during collaborative discussions. Students engage in these processes with the goal of deepening understanding of text and of themselves. Students will be introduced to narrative writing in Writer’s Workshop; focusing on the process of generating ideas, storyboarding, and drafting.

I CAN STATEMENTS

• I can demonstrate expected classroom behaviors. (Refer to CHAMPS anchor charts) 
• I can demonstrate expected school life skills. (Refer to life skill posters)

READING

• I can use my readers’ notebook to track my thinking and collaborate with others. (RL.3.10, SL.3.1)
• I can identify character’s traits by a character’s actions, dialogue and feelings. (RL.3.3)
• I can pick a “good fit” text to build my stamina and set goals. (RL.3.10, RI.3.10)
• I can ask and answer questions while reading to check for understanding. (RL.3.1, RI.3.1)
• I can explain how illustrations add to the story elements. (RL.3.7)
• I can turn and talk with any peer. (SL.3.1)
• I can speak in complete sentences to give details and check for understanding while in conversation. (SL.3.6)

WORD STUDY

• I can use my word study journal to become a better speller. (RF.3.3) (Units 1-3) 
• I can spell compound words correctly. (L.3.6)
• I can add the –ing suffix to base words correctly. (L.3.6)

MATH

Number and Operations in Base 10

• Use efficient math strategies to build fluency with basic addition and subtraction facts (3.NBT.2)
• Use strategies based on place value, properties of operations, or the relationship between addition and subtraction to fluently add and subtract within 100 (3.NBT .2)
  Operations and Algebraic Thinking

• Write equations to represent one-step story problems (3.OA.8)
• Determine whether two expressions are equal (3.OA.1)
• Use efficient math strategies to build fluency with basic addition and subtraction facts (3.OA.8)
• Identifies patterns among basic addition and subtraction facts - found in Unit 1 Module 1 session 4 &5 and Unit 1 Module 2 Session 1 & 2 (3.OA.9)
  Measurement and Data

• Constructs and reads scaled picture graphs and bar graphs, and solves problems using the information in a graph – found in Unit 1 Module 1 Session 1 & 2 (3.MD.3)

Trimester 1 Proficiency Scale (3-Meeting Expectations)
3.OA.1	Understands what it means to multiply; writes story problems or describe situations to match multiplication equations
3.OA.3	Solves multiplication story problems within 100
3.OA.4	Solves for the unknown in a multiplication equation
3.OA.7	Uses strategies to solve multiplication facts
3.OA.8	Uses addition, subtraction, and multiplication to solve story problems that require more than one step
3.OA.9	Identifies patterns among basic addition and subtraction facts
3.NBT.2	Adds and subtracts 2-digit numbers
3.MD.3	Constructs and reads scaled picture graphs and bar graphs, and solves problems using the information in a graph

WRITING AND GRAMMAR

• I can write personal narratives to entertain my audience. (W.3.3)
• I can storyboard, draft and edit my personal narratives. (W.3.5)
• I can use technology to publish my personal narratives and blog with classmates. (SL.3.4) 
• I can identify nouns, pronouns, verbs, and their function. (L.3.1) 

Module I

Upcoming Events
May 9th- Color Run
May 22nd - TNT Field Trip (bus will leave around 12:20)
May 28th- Field Day (just for kids...they will be going during their specials)
May 30th- Last Day of School (Inflatables during specials)





In math, we are wrapping up our unit on geometry. Our last unit is on multiplication, division, fractions and solving two-step story problems.  We will be discussing the commutative, associative and distributive properties as well. In science, we will be starting a unit on life cycles and will have crayfish in the classroom.