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3rd Grade Math Module 7 Lesson 30
engageny 3rd Grade Math Module 7 Lesson 30
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Lesson 30 Learning Goal I can share my strategies and analyze peer strategies for problem solving.
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2 x 2 = 4 Lesson 30 Say the multiplication sentence.
I can share my strategies and analyze peer strategies for problem solving. Say the multiplication sentence. 2 x 2 = 4 Multiply and Divide
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3 x 3 = 9 Lesson 30 Say the multiplication sentence.
I can share my strategies and analyze peer strategies for problem solving. Say the multiplication sentence. 3 x 3 = 9 Multiply and Divide
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4 x 4 = 16 Lesson 30 Say the multiplication sentence.
I can share my strategies and analyze peer strategies for problem solving. Say the multiplication sentence. 4 x 4 = 16 Multiply and Divide
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5 x 5 = 25 Lesson 30 Say the multiplication sentence.
I can share my strategies and analyze peer strategies for problem solving. Say the multiplication sentence. 5 x 5 = 25 Multiply and Divide
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6 x 6 = 36 Lesson 30 Say the multiplication sentence.
I can share my strategies and analyze peer strategies for problem solving. Say the multiplication sentence. 6 x 6 = 36 Multiply and Divide
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3 x 2 = 6 Lesson 30 Say the multiplication sentence.
I can share my strategies and analyze peer strategies for problem solving. Say the multiplication sentence. 3 x 2 = 6 Multiply and Divide
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4 x 2 = 8 Lesson 30 Say the multiplication sentence.
I can share my strategies and analyze peer strategies for problem solving. Say the multiplication sentence. 4 x 2 = 8 Multiply and Divide
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5 x 3 = 15 Lesson 30 Say the multiplication sentence.
I can share my strategies and analyze peer strategies for problem solving. Say the multiplication sentence. 5 x 3 = 15 Multiply and Divide
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7 x 3 = 21 Lesson 30 Say the multiplication sentence.
I can share my strategies and analyze peer strategies for problem solving. Say the multiplication sentence. 7 x 3 = 21 Multiply and Divide
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4 ÷ 2 = 2 Lesson 30 Say the division sentence. Multiply and Divide
I can share my strategies and analyze peer strategies for problem solving. Say the division sentence. 4 ÷ 2 = 2 Multiply and Divide
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15 ÷ 5 = 3 Lesson 30 Say the division sentence. Multiply and Divide
I can share my strategies and analyze peer strategies for problem solving. Say the division sentence. 15 ÷ 5 = 3 Multiply and Divide
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9 ÷ 3 = 3 Lesson 30 Say the division sentence. Multiply and Divide
I can share my strategies and analyze peer strategies for problem solving. Say the division sentence. 9 ÷ 3 = 3 Multiply and Divide
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24 ÷ 4 = 6 Lesson 30 Say the division sentence. Multiply and Divide
I can share my strategies and analyze peer strategies for problem solving. Say the division sentence. 24 ÷ 4 = 6 Multiply and Divide
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49 ÷ 7 = 7 Lesson 30 Say the division sentence. Multiply and Divide
I can share my strategies and analyze peer strategies for problem solving. Say the division sentence. 49 ÷ 7 = 7 Multiply and Divide
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Lesson 30 I can share my strategies and analyze peer strategies for problem solving. Read problem 3 from yesterday’s Problem Set: Jeremiah and Hayley use a piece of rope to mark a square space for their booth at the science fair. The area of their space is 49 square feet. What is the length of the rope that they use if they leave a 3-foot opening to get in and out? Concept Development
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Lesson 30 The length of the rope is 25 ft.
I can share my strategies and analyze peer strategies for problem solving. Jeremiah and Hayley use a piece of rope to mark a square space for their booth at the science fair. The area of their space is 49 square feet. What is the length of the rope that they use if they leave a 3-foot opening to get in and out? 28 ft Student A’s work: A = 49 sq. ft P = P = 28 ft r 3 ft opening r = r = 25 ft 7 ft The length of the rope is 25 ft. Concept Development
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Lesson 30 The length of the rope is 25 ft.
I can share my strategies and analyze peer strategies for problem solving. Is the drawing helpful? What makes it helpful or not? Did Student A represent all the important information in his drawing? Explain. Was his drawing the most effective one to use? Why or why not? What suggestion would you make to Student A to improve his work? 28 ft Student A’s work: A = 49 sq. ft P = P = 28 ft r 3 ft opening r = r = 25 ft 7 ft The length of the rope is 25 ft. Concept Development
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Lesson 30 The length of the rope is 25 ft.
I can share my strategies and analyze peer strategies for problem solving. Is the drawing helpful? What makes it helpful or not? Did Student A represent all the important information in his drawing? Explain. Was his drawing the most effective one to use? Why or why not? What suggestion would you make to Student A to improve his work? Student B’s work: 7 ft r = r = r = 25 ft A = 49 sq. ft _ x _ = 49 7 x 7 = 49 7 ft 7 ft 3 ft 4 ft 7 ft opening The length of the rope is 25 ft. Concept Development
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Lesson 30 Use the Problem Sets from Lessons 28 and 29
I can share my strategies and analyze peer strategies for problem solving. Use the Problem Sets from Lessons 28 and 29 for Concept Development. Concept Development
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