## Ms. Brianne

### Target 1​

###### Lesson Type:

Continuation

Number Operation

:

Computation

Multiply within 100.

###### 1:

Understand that the same process is utilized to multiply 3 or more whole numbers that is used to multiply only two numbers (i.e., 2x3x4 = 2 groups of 3 in 6, and 4 groups of 6 is 24).

3rd

###### Vocabulary:

Product, Commutative Property, Array, Repeated Addition

Activities:

• Students wrote the multi-step multiplication equation to match the problem shown in arrays.
• Students practiced solving multiplication equations with three or more numbers.    ### Home Exploration

###### Guiding Questions: ## Absent Students:

### Target 2

:

###### 1:

Define perimeter.

###### 2:

Understand that perimeter is the distance around a figure.

###### 3:

Understand that perimeter can be found by adding the lengths of the sides of a figure.

###### 4:

See a link between finding the perimeter of rectangles and multiplication.

###### 5:

Understand that figures with the same perimeter can look different.

3rd

###### Vocabulary:

Perimeter, Length, Width

Activities:

• Students created their own shape using 5 pentominoes. Then they found the perimeter of their shape.
• Students determined the perimeter of different rectangle arrays.
• Students used centimeter cubes to measure the length and width of given rectangles. Then they used those measurements to figure out the rectangle's perimeter. Students learned they could add and multiply the length and width to find the perimeter. They noticed that some rectangles had the same perimeter even though they looked different.
• Students played a perimeter game with a partner. Each student spun twice to generate the length and width for a rectangle that they drew on the grid. Then they compared the perimeters of their rectangles, and the one with the greater perimeter got to color in their rectangle.    ### Home Exploration

###### Guiding Questions: ### Target 3

:

###### Vocabulary:

Activities:    ### Home Exploration 