In this video from PBSLearningMedia, Blossom, and Snappy start a band named The Rulers and want to play at Robbie's school party. In order to find out how being in a band works, they visit a performance site to find out about rental fees, a promoter's office, and Ticketmaster.

Content Standard(s):

Social Studies SS2010 (2010) Grade: 2 Living and Working Together in State and Nation

7 ) Explain production and distribution processes.

Example: tracing milk supply from dairy to consumer

• Identifying examples of imported and exported goods

• Describing the impact of consumer choices and decisions on supply and demand

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Strand: Economics

Course Title: Living and Working Together in State and Nation

Evidence Of Student Attainment:

Students:

Explain the production and distribution cycle and relate these to consumer choices and decisions.

Diagram the production and distribution cycle for a variety of goods.

Identify examples of imported and exported goods.

Teacher Vocabulary:

production

distribution

import

export

consumer choices

impact

supply

demand

Knowledge:

Students know:

The production and distribution cycle.

The difference between imported and exported goods
consumer choices and decisions.

AAS Standard: SS.AAS.3.5- Define and give examples of trade; differentiate between imports and exports; distinguish between goods and services.

Mathematics MA2019 (2019) Grade: 3

1. Illustrate the product of two whole numbers as equal groups by identifying the number of groups and the number in each group and represent as a written expression.

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Evidence Of Student Attainment:

Students: Given any multiplication problem in the form a x b = c,

Interpret the equation as a groups of b objects equals the product c, the total number of items.

Example: Given 5 x 7 = 35, students explain that 35 represents the total, 5 is the number of groups and 7 is the number in each group.

Use concrete materials/pictorial representations to model multiplication situations.

Write expressions and equations illustrated by models and drawings.

Write word problems to represent a multiplication situation.

Teacher Vocabulary:

Equal groups

Equation

Expression

Factor

Product

Array

Row

Column

Skip count

Knowledge:

Students know:

that in multiplication, one factor represents the number of groups and the other factor represents the number of items in each group, and the product represents the total number of items in all of the groups.

Skills:

Students are able to:

Use a model or drawing to illustrate the product of two whole numbers.

Write an expression or equation to represent the product of two whole numbers identifying the number of equal groups and the group size.

Understanding:

Students understand that:

a multiplication problem can be interpreted as x groups of y objects.

Diverse Learning Needs:

Essential Skills:

Learning Objectives: M.3.1.1: Identify and define the parts of a multiplication problem including factors, multiplier, multiplicand and product.
M.3.1.2: Use multiplication to find the total number of objects arranged in rectangular arrays based on columns and rows.
M.3.1.3: Write an equation to express the product of the multipliers (factors).
M.3.1.4: Relate multiplication to repeated addition and skip counting.
M.3.1.5: Apply concepts of multiplication through the use of manipulatives, number stories, skip counting arrays, area of a rectangle, or repeated addition.
M.3.1.6: Apply basic multiplication facts through 9 x 9 using manipulatives, solving problems, and writing number stories.
M.3.1.7: Solve addition problems with multiple addends.
M.3.1.8: Represent addition using manipulatives.

Prior Knowledge Skills:

Recall doubles addition facts.

Use repeated addition to solve problems with multiple addends.

Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Understand key words in addition and subtraction word problems. Examples: sum, difference, all together, how many more, how many are left, in all.

Define subtraction as separating groups of objects, taking from, or taking apart.

Define addition as combining groups of objects, adding to, or putting together.

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.

Use objects to combine and separate groups.

Alabama Alternate Achievement Standards

AAS Standard: M.AAS.3.1 Using vocalization, sign language, augmentative communication, or assistive technology, model finding the sum of equal groups using repeated addition (sums within 30).

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

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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.