Represent proportional relationships in mathematical and real-world situations, using graphs, diagrams, tables, symbols and verbal descriptions, in various cultures, especially in historical and contemporary Dakota and Anishinaabe communities.
Anchor Standard 3 emphasizes relationships between numbers.
Students will compare numbers using language like double, twice, times two, etc. They will also compare and contrast pattern rules. They will use symbols like >, =, and < to compare whole numbers and to compare fractions.
Students will find factor pairs to 100 and understand the relationship between factors and multiples. They will use this understanding to estimate products and quotients.
Describe and demonstrate an understanding of simple multiplicative relationships by using comparative words like double, twice, two times, triple, three times and etc.
Determine all factor pairs for a whole number for products 1 to 100.
Recognize that a whole number is a multiple of each of its factors.
Estimate products and quotients of multi-digit whole numbers by using simple multiplicative relationships, approximation and place values to assess the reasonableness of results.
Compare and contrast pattern rules that are additive and multiplicative.
Use equivalent fractions models, such as partitioning or on a number line, to compare and order fractions, using >, = or <.
Go on a scavenger hunt to find arrays outdoors! Your students will find a number of arrays in nature and in built outdoor elements: trees along a roadway, bricks on the outside of your school building, sidewalk segments, stoplights, windows, cars in a parking lot, and more! Remember that arrays with just one row or column are still arrays- one row of 5 trees = 1x5.
Instruct students to sketch the arrays that they find, write multiplication and/or division expressions to represent their arrays, and solve.
Possible Extension: Students can create their own arrays using natural objects, too! See "Nature Arrays" under Anchor Standard 1.
Create hopscotch outlines on the sidewalk or in the parking lot, or instruct each student /team to make their own!
Students will write multiplication expressions in each square: 2x3, 5x12, 1x7, etc. Then, they get to play! When one jumps on a square, they must say the product. 3x4 is… 12! Students might play their own hopscotch game or take turns playing each of the games created by their class!
Make this activity easier by assigning each student a specific set of facts: one child might write 3x1, 3x2, 3x3, 3x4..., another might write 10x1, 10x2, 10x3, etc.
Make it more challenging by writing division expressions instead, or mixing division and multiplication expressions.
How many leaves are in your outdoor space? Start by finding the number of leaves in a single square foot! Mark multiple plots measuring one square foot with chalk, rope, or rulers in your outdoor space. Assign individuals or teams to each plot and instruct students to record the number of leaves in their plot.
You will need to know the area of your outdoor space in square feet. Students can help with this step (practicing their area calculations!), or you may prefer to measure ahead of time.
Next, use estimation and multiplication to answer the big question. Given the number of leaves in one square foot, and the total number of square feet in your outdoor space, approximately how many leaves are there?