1. Multiplication/Division Strategies Unit of Study 12: Critical FCAT Review Areas Global Concept Guide: 2 of 3

2. Content Development  When creating the Critical FCAT Review, we identified the areas third grade students have previously struggled. Utilize current formal (Form 2 and Mock FCAT) and informal data when making instructional decisions. You may see other areas to address or choose to place higher emphasis on other topics based on your students’ data.  Please note the reporting categories and the weight each category holds on the FCAT. Numbers: Operations, Problems, and Statistics50% Geometry and Measurement30% Fractions20%

3. Content Development  Make sure all problems are introduced in a real world context as this will be the format used on FCAT.  Make sure to continue to teach multiplication and division together showing they are inverse operations, not teaching each in isolation.  Students may still need to continue using direct modeling of multiplication and division. Allow them to create these models as needed, but gradually move them towards pictorial representations and finally into number sentences and equations.

4. Content Development  Make sure to incorporate a variety of problem structures. (Table 2 below comes from the Common Core State Standards of Mathematics) Table 2. Common multiplication and division situations

5. Content Development  Students need to be able to generate multiplication and division equations and apply them to arrays, equal groups, linear models, and story problems. Example:  Students should be able to apply strategies for solving multiplication combination problems. If they are still struggling, they can draw models.

6. Content Development  Students need to understand and utilize the Associative and Distributive Properties. However they do not need to identify them by name. Sample problem: Raymond has 5 pictures of each of 3 types of ocean dolphins. He also has 4 pictures of river dolphins. The expression below represents the total number of dolphin pictures Raymond has. (3 x 5) + 4 Which expression below also represents the total number of dolphin pictures Raymond has? A. 4 + (5 x 3) B. 3 x (5 x 4) C. (3 + 4) x (5 + 4) D. (3 x 5) + (3 x 4)

7. Differentiation Reteach Group Several Lesson Ideas are provided within this GCG. Suggestions are made below on how each can be used within the classroom. Review each activity and choose the one that fits best with your students. The below lessons are suggested for the Reteach group.  It’s in the Bag (Reteach and Core) It’s in the Bag  One Hundred Hungry Ants! (Reteach and Core) One Hundred Hungry Ants!  Arrays on a Farm (Reteach and Core) Arrays on a Farm  Family Reunion (Reteach, Core, and Enrich) Family Reunion  The Doorbell Rang (Reteach) The Doorbell Rang  Seating Arrangements (Reteach) Seating Arrangements  Stuck on Division (Reteach) Stuck on Division  Sharing Pumpkin Seeds (Reteach and Core) Sharing Pumpkin Seeds

8. Differentiation Core Group Several Lesson Ideas are provided within this GCG. Suggestions are made below on how each can be used within the classroom. Review each activity and choose the one that fits best with your students. The below lessons are suggested for the Core group.  Go Math! Big Idea Project 1: Horses and the Movies – Florida Benchmark Practice Book TE p. 156-157, SE p. 315-318Horses and the Movies (Core and Enrich)  It’s in the Bag (Reteach and Core) It’s in the Bag  One Hundred Hungry Ants! (Reteach and Core) One Hundred Hungry Ants!  Arrays on a Farm (Reteach and Core) Arrays on a Farm  Family Reunion (Reteach, Core, and Enrich) Family Reunion  Sharing Pumpkin Seeds (Reteach and Core) Sharing Pumpkin Seeds  Field Day Blunder (Core and Enrich) Field Day Blunder

9. Differentiation Enrich Group Several Lesson Ideas are provided within this GCG. Suggestions are made below on how each can be used within the classroom. Review each activity and choose the one that fits best with your students. The below lessons are suggested for the Enrich group.  Go Math! Big Idea Project 1: Horses and the Movies – Florida Benchmark Practice Book TE p. 156-157, SE p. 315-318Horses and the Movies (Core and Enrich)  Family Reunion (Reteach, Core, and Enrich) Family Reunion  Field Day Blunder (Core and Enrich) Field Day Blunder