Reflection: Unit Planning Patterns with 3, 6, or 9 (as factor, divisor, or quotient) - Section 3: Active Engagement


Students must leave 3rd grade with their basic multiplication and division facts memorized.  A lack of fluency with fundamental facts slows down students. We have all seen this.  Students who don't learn their basic facts "by heart" lag behind, counting on their fingers, while the rest of the class moves ahead with the higher-level thinking part of the given mathematical task.  It comes down to practice.  If they study at home for 5 minutes a night, they'll get it.  Some of them will never study at home.  That's why we also need to give them basic fact pages and occasional timed "quizzes" in class.  This doesn't need to take up more than 5 minutes but it's essential that it's built in because so many students will not do it at home.  Activities like this do not supplant the need to memorize basic facts.  Looking for and explaining patterns  provides students with a deeper understanding of the facts, and this facilitates and motivates the process of memorization leading to fluency.

  Rote Skills through Underlying Understanding
  Unit Planning: Rote Skills through Underlying Understanding
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Patterns with 3, 6, or 9 (as factor, divisor, or quotient)

Unit 13: Patterns in Math
Lesson 4 of 5

Objective: SWBAT to discover and describe addition patterns and choose/create a model to represent their understanding of a pattern's rate of change.

Big Idea: Looking for patterns with 3, 6, and 9 is an interesting and engaging way to build in more practice with and understanding of these essential facts!

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