ALEX Classroom Resource

  

Film Shoot: Day 4

  Classroom Resource Information  

Title:

Film Shoot: Day 4

URL:

https://aptv.pbslearningmedia.org/resource/vtl07.math.number.ope.filmshoot4/film-shoot-day-4/

Content Source:

PBS
Type: Audio/Video

Overview:

In this video segment from Cyberchase, the CyberSquad is shooting a film. On their fourth day of filming, they hope to shoot an extra scene, which means their film supply costs will go up. They look at their budget and find that if they lower their crew costs, they can film the extra scene without going over their budget for the day. The crew uses their multiplication and division skills to budget the extra scene.

Content Standard(s):
Mathematics
MA2019 (2019)
Grade: 3
5. Develop and apply properties of operations as strategies to multiply and divide.
(Students need not use formal terms for the properties)

Unpacked Content
Evidence Of Student Attainment:
Students:
  • Use their understanding of multiplication and division to develop and apply a variety of properties to various situations.

  • Examples: given 4 x 9 = 36 is known, then 9 x 4 = 36 is also known. (commutative property). If 3 x 5 x 2 can be found by 3 x 5 =15, then 15 x 2 = 30 or 5 x 2 = 10, then 3 x 10 = 30. (associative property). If 8 x 5 = 40 and 8 x 2 = 16 are known, then 8 x 7 can be found by 8 x (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56. (distributive property.)
  • Identify an equivalent expression where the properties of operations has been applied.
  • Describe the properties of multiplication related to visual models.
  • Write multiplication equations to represent visual models.
  • Apply properties of operations as strategies to multiply and divide.
Note: Students need not use formal terms for the properties of operations.
Teacher Vocabulary:
  • Product
  • Sum
  • Property of operations
  • Multiplication expression
  • Decompose
  • Array
  • Area model
Knowledge:
Students know:
  • When any factor, x, is multiplied by a factor of 1, the product is the value of x.
  • If one factor is zero, then there are zero groups or zero items in a group and the product is zero.
  • The commutative property of multiplication shows a x b = c and b x a = c.
  • The associative property of multiplication shows that when multiplying three or more numbers, the product is always the same regardless of the grouping.
  • The distributive property will help in finding products of more difficult multiplication facts.
Skills:
Students are able to:
  • Develop properties as strategies for multiplication and division.
  • Apply properties of operations as strategies to multiply and divide.
Understanding:
Students understand that:
  • applying properties of operations can help develop strategies to find solutions to multiplication and division problems.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.3.5.1: Define properties of operations.
M.3.5.2: Apply basic multiplication facts.
M.3.5.3: Apply properties of operations as strategies to add and subtract.
M.3.5.4: Count to answer "how many?" questions about as many as 30 things arranged in a rectangular array.

Prior Knowledge Skills:
  • Match the numeral in the ones and tens position to a pictorial representation or manipulative of the value.
  • Count forward in multiples from a given number.
  • Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations.
  • Represent numbers with objects or drawings.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.3.3 Use strategies (arrays, equal groups, manipulatives, etc.) to model multiplication and division equations to find an unknown number.


Mathematics
MA2019 (2019)
Grade: 3
7. Use strategies based on properties and patterns of multiplication to demonstrate fluency with multiplication and division within 100.

a. Fluently determine all products obtained by multiplying two one-digit numbers.

b. State automatically all products of two one-digit numbers by the end of third grade

Unpacked Content
Evidence Of Student Attainment:
Students:
  • When given any single digit multiplication problem, use an efficient strategy (recall, inverse operations, arrays, derived facts, properties of operations, doubling, skip counting, square numbers) to name the product.
  • When given a division problem with a single digit divisor and an unknown single digit quotient, use an efficient strategy (recall, inverse operations, arrays, derived facts, properties of operations, doubling, skip counting, square numbers) to name the quotient.
Teacher Vocabulary:
  • Fluently
  • Properties of operations
  • Product
  • Digit
  • Divisor
  • Dividend
  • Inverse operation
  • Derived fact
Knowledge:
Students know:
  • Strategies for finding products and quotients.
  • How to use multiplication facts in terms of a missing factor to learn division facts.
Skills:
Students are able to:
  • Use strategies based on properties of operations and patterns of multiplication to find products and quotients.
  • Use efficient multiplication and division strategies based on the numbers in the problems. -Use multiplication facts in terms of a missing factor to learn division facts.
Understanding:
Students understand that:
  • they can use the meaning of the numbers in multiplication and division situations to determine strategies to become fluent with multiplication and division facts.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.3.7.1: Name the first 10 multiples of each one-digit natural number.
M.3.7.2: Recognize multiplication as repeated addition, and division as repeated subtraction.
M.3.7.3: Apply properties of operations as strategies to add and subtract.
M.3.7.4: Recall basic addition and subtraction facts.

Prior Knowledge Skills:
  • Recall single-digit subtraction facts.
  • Recall single-digit addition facts.
  • Add and subtract two two-digit numbers with and without regrouping.
  • Determine the value of the number in the ones, tens, hundreds and thousands place using concrete models or drawings and strategies based on place value.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.3.7 Demonstrate fluency of multiplication using skip counting, multiples of numbers, number charts, arrays, etc.


Tags: division, multiplication
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Comments

This video is accompanied by teaching tips.

2019 ALCOS Correlation:

3.5.) Develop and apply properties of operations as strategies to multiply and divide.
(Students need not use formal terms for the properties)

3.7.) Use strategies based on properties and patterns of multiplication to demonstrate fluency with multiplication and division within 100.
a. Fluently determine all products obtained by multiplying two one-digit numbers.
b. State automatically all products of two one-digit numbers by the end of third grade

  This resource provided by:  
Author: Michelle Frye