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Go Math! RTI: 5.2- Algebra- Find Unknown Factors
Objective: Today I will use a model so that I can find an unknown number. I’ll know
I’ve got it when I can find other unknown numbers.
CCLS: CC.3.OA.4; CC.3.OA.1; CC.3.OA.3; CC.3.OA.7
Vocabulary: equation
Materials: connecting cubes, notebooks, reteach worksheets, workbooks
Engage/Prior Knowledge:
Look at a multiplication table.
How could you use this model to find the product of 7x8?
How could you use this table to find what number multiplied by 3 equals 24?
Learning Plan:
Display  x3=6.
The box is for the unknown number.
I can use a model to help me find the unknown number.
Model making trains of 3 cubes until I have 6 cubes in all. (2 trains of 3)
I have 2 groups of 3 so the unknown number is 2.
Write 2x3=6.
Higher Order Thinking Question(s):
Display x4=12.
How could you determine the unknown number?
Activity/Practice:
Students will complete Reteach page 5.2 and then proceed through the correlating
workbook pages.
Assessment:
Students are assessed through the Quick Check problems on the workbook pages,
their responses to the higher Order Thinking Questions, and the end of the unit test.
In addition, students will be self-monitoring to make sure they stay on task with
meeting the goal of the lesson. Information from all assessments is used to create
groups for both today and future lessons.
Differentiation:
Below Level Activity:
On Level Activity:
Above Level Activity:
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The above learning plan is the
main differentiation for the
correlating whole-class activity.
Data from class assessments
and prior lessons determine the
specific students participating in
the above plan, prior to
participating in the on level
activity.
Students that demonstrate
knowledge throughout the
whole-class activity and/or have
progressed through the below
level activity will continue
completing the selected pages
in their practice books. Students
may choose to complete the
assigned pages with a partner.
Students will complete the Math
Journal response, the selected
Enrich Book page, and may
choose a Grab and Go activity.
Students may also be buddied
up with another student to
“coach” them.
- Some students may choose to work with manipulatives. Students can express which math
manipulatives best serve their needs for a given lesson.
- Information is presented to accommodate different learning modalities (including but not
limited to: visual, auditory, tactile, etc.).
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Go Math! RTI: 5.3- Problem Solving- Use the Distributive Property
Objective: Today I will use the Distributive Property to multiply numbers. I’ll know that
I’ve got it when I can solve other multiplication problems.
CCLS: CC.3.NBT.3; CC.3.OA.3; CC.3.OA.5; CC.3.OA.7
Vocabulary: none
Materials: grid paper, notebooks, reteach worksheets, workbooks
Engage/Prior Knowledge:
The Distributive Property states that multiplying a sum by a number is the same as
multiplying each addend by the number and then adding the products.
Display 6x7=___.
How would you break apart one of these factors into addends?(break the 7 into 5+2?)
How would you multiply each addend by the number? (6x5=30 6x2=12)
How do you continue to find the product? (30+12=42)
Learning Plan:
Present students with grid paper that is shaded as below:
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The equation shown by the orange section is 4x10=40.
The equation shown by the green section is 4x10=40.
Higher Order Thinking Question(s):
How could you determine the total number of orange and green squares using
addition and these multiplication sentences? (4x10)+(4x10)=80 or 4x(10x10)=80
Activity/Practice: Students will complete Reteach page 5.3 and then proceed
through the correlating workbook pages.
Assessment:
Students are assessed through the Quick Check problems on the workbook pages,
their responses to the higher Order Thinking Questions, and the end of the unit test.
In addition, students will be self-monitoring to make sure they stay on task with
meeting the goal of the lesson. Information from all assessments is used to create
groups for both today and future lessons.
Differentiation:
Below Level Activity:
On Level Activity:
Above Level Activity:
The above learning plan is the
main differentiation for the
correlating whole-class activity.
Data from class assessments
and prior lessons determine the
specific students participating in
the above plan, prior to
participating in the on level
activity.
Students that demonstrate
knowledge throughout the
whole-class activity and/or have
progressed through the below
level activity will continue
completing the selected pages
in their practice books. Students
may choose to complete the
assigned pages with a partner.
Students will complete the Math
Journal response, the selected
Enrich Book page, and may
choose a Grab and Go activity.
Students may also be buddied
up with another student to
“coach” them.
- Some students may choose to work with manipulatives. Students can express which math
manipulatives best serve their needs for a given lesson.
- Information is presented to accommodate different learning modalities (including but not
limited to: visual, auditory, tactile, etc.).