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Sample Page Actual Pacing Guides Begins on Next PageUnderstanding the parts of this Curriculum

Week of Aug. 20th - Aug. 24th Calendar week Monday through FridayAug. 20th - Aug. 23rd Dates on which specified indicator(s) should be taught Indicator CCSS3-2.12: Analyze the magnitude of digits through 999,999 on the basis of their place value.

Identified indicator

3.OA.1 -2. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Common Core State Standard that aligns with the identified SC State Standard

Instructional Strategies 1. Warm up: review whole numbers and place value through hundreds. Make visual models to demonstrate place value. Quadrant B

2. Use models such as base ten blocks, Unifix® cubes (cubes that snap together in rows), or grid paper to show the relationship of ones to tens, tens to hundreds, etc. Have students build the numbers using these models from written numbers. Give students manipulative models; have them build the numbers, and then write their value. (Revisit Earth day Hooray). Quadrant C

3. Write a number (10,000-999,999) on the board and underline each digit at random. Have students orally give the place value of the digits. Quadrant A

4. Stress the meaning of a digit in a given place. Write a numeral, such as 333, on the board. Ask someone to circle the 3 in the tens place, put a check over the 3 in the hundreds place and so on. Discuss which 3 has the greatest value. Quadrant B

5. Play “GO! GO! GO!” with 2 teams of 8-10 players each. Each player gets a card with a digit. Use tape on the floor to make a place value chart for each team (Th, H, T, O). The teacher calls out a number (such as 300) and the players with that digit (3) rush to arrange themselves in the correct place (hundreds) on the floor chart. The first team to fill in all the places and express the value on their place value chart scores 1 point. Play until one team wins with 10 points. You can extend this activity to hundred thousands place. Quadrant C

Essential content-as identified by the SC Support Document-that students should be taught;Strategies and examples that can be used to teach the indicatorResourcesDaily Oral Math

Harcourt Math: Page 7

Web Sites: http://mathresources.anderson5.net , http://www.studyisland.com/ , http://vmathlive.com/ , www.math-aids.com , http://www.harcourtschool.com/activity/show_me/e304.htm , http://www.superkids.com/aweb/ S3Curriculum Link: http://scde.mrooms.org/file.php/1/S3/3rd_Grade_Math/3rd%20Grade%20-%201st%20Nine%20Weeks%207-1-10.pdf

Resources that can be used to teach the indicatorAssessment

Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st

Scheduled district and state assessment windows; Where blank, use to write in classroom assessments

http://scde.mrooms.org/file.php/1/S3/3rd_Grade_Math/3rd%20Grade%20-%201st%20Nine%20Weeks%207-1-10.pdf


http://www.superkids.com/aweb/

http://www.math-aids.com/


http://vmathlive.com/

http://www.studyisland.com/

http://www.mathresources.anderson5.net/

Week of Aug. 20th - Aug. 24thAug. 20th - Aug. 24th Indicator CCSSReview Weak Standards from 2011 - 2012 Review Weak Standards from 2011 - 2012Instructional Strategies

Resources

Assessment


Week of Aug. 27th - Aug. 31stAug. 27th - Aug. 31stIndicator CCSS3-2.12: Analyze the magnitude of digits through 999,999 on the basis of their place value.Instructional Strategies 1. Warm up: review whole numbers and place value through hundreds. Make visual models to demonstrate place value. Quadrant B

2. Use models such as base ten blocks, Unifix® cubes (cubes that snap together in rows), or grid paper to show the relationship of ones to tens, tens to hundreds, etc. Have students build the numbers using these models from written numbers. Give students manipulative models; have them build the numbers, and then write their value. (Revisit Earth day Hooray). Quadrant C

3. Write a number (10,000-999,999) on the board and underline each digit at random. Have students orally give the place value of the digits. Quadrant A

4. Stress the meaning of a digit in a given place. Write a numeral, such as 333, on the board. Ask someone to circle the 3 in the tens place, put a check over the 3 in the hundreds place and so on. Discuss which 3 has the greatest value. Quadrant B

5. Play “GO! GO! GO!” with 2 teams of 8-10 players each. Each player gets a card with a digit. Use tape on the floor to make a place value chart for each team (Th, H, T, O). The teacher calls out a number (such as 300) and the players with that digit (3) rush to arrange themselves in the correct place (hundreds) on the floor chart. The first team to fill in all the places and express the value on their place value chart scores 1 point. Play until one team wins with 10 points. You can extend this activity to hundred thousands place. Quadrant C

6. Make up riddle cards to give clues to a five or six digit number, such as 45,678. (On the riddle card you might put: The digit in the thousands place is between 12 – 7). Have the students draw five (or six) small lines on scratch paper to represent the place value of the number. (Ex.__ __ , __ __ __ ). The first student to guess the number wins. Quadrant C

7. Label and laminate index cards with place values up to the ten thousands place. Give the students erasable markers and tell them to write the numbers that you supply in the correct places. The students can hold these up for you to see. The students using small index cards cut in half can prepare most of these cards. Quadrant A

8. Use base-ten blocks to build numbers. (Example: Students choose 4 hundreds blocks, 3 tens blocks, and 5 ones blocks and write the number 435). Quadrant B

9. Use play money to demonstrate the value of digits in larger numbers. (Ex: 17 ten dollar bills give you 170 dollars). Students should compare this to 1 hundred and 7 tens.

10. Model expanded notation using numbers up to 999,999 with and without zeros (Ex: 234,696 200,000+30,000+4,000+600+90+6). Quadrant A (Ex: 30,609 30,000+600+9)

11. Allow students experiences transferring between standard notation and expanded notation. Zeros are not represented in expanded form. Quadrant B

12. Use Super Source Lesson “Base Ten Blocks Bingo”: Students will find the value of two and three digit numbers by playing Bingo with base ten blocks. (Search: Base Ten Blocks, K-2).

13. Use Super Source Lesson “Sum It Up”: Students will work in groups to model how to add up the value of numbers. (Search: Base Ten Blocks, K-2).ResourcesDaily Oral Math

Harcourt math: Page 7

Web Sites: http://mathresources.anderson5.net , http://www.studyisland.com/ , http://vmathlive.com/ , www.math-





aids.com , http://www.harcourtschool.com/activity/show_me/e304.htm , http://www.aaamath.com/B/nam14bx2.htm ,http://www.studyzone.org/testprep/math4/e/ordernumbers3l.cfm , http://www.superkids.com/aweb/ , http://www.free-training-tutorial.com/place-value/collecttheships.html , www.mathworksheets4kids.com , http://softschools.com/math/ , www.havefunteaching.com

S3Curriculum Link: http://scde.mrooms.org/file.php/1/S3/3rd_Grade_Math/3rd%20Grade%20-%201st%20Nine%20Weeks%207-1-10.pdfAssessment


Week of Sept. 3rd - Sept. 7th



http://www.havefunteaching.com/

http://softschools.com/math/

http://www.mathworksheets4kids.com/

http://www.free-training-tutorial.com/place-value/collecttheships.html

http://www.free-training-tutorial.com/place-value/collecttheships.html

http://www.superkids.com/aweb/

http://www.studyzone.org/testprep/math4/e/ordernumbers3l.cfm

http://www.aaamath.com/B/nam14bx2.htm


Sept. 3rd Indicator CCSS

Labor Day (Holiday) Labor Day (Holiday)Instructional Strategies

Labor Day (Holiday)Resources

Labor Day (Holiday)Assessment

Labor Day (Holiday)

Sept. 4th – 7thIndicator CCSS3-2.2: Represent in word form whole numbers through nine hundred ninety-nine thousand.Instructional Strategies 1. Warm up: review the proper use of hyphens in number words (Ex. forty-two), count by tens and hundreds, and stress importance of zero in the place value. Quadrant A

2. Make a list of 10 numbers and 10 number words (2,000 – 999,000) for students to match. Pass out equal amount of cards with numbers and number words to each student in your class. You (or an extra student) call a student’s name. That student comes to the front of the room and reads his/her number. The student with the matching number comes to the front. Continue until all the students have been to the front. Quadrant C

3. Read at random some numbers between 2,000 and 999,000 and have students write the number on a sheet of scratch paper. Then write the number on the board or overhead for immediate feedback. Extend this activity by having them write the number words as you call out different numbers. Quadrant A

4. Write five or six different numbers (10,000 to 999,000) in order on 10 cards (Ex. 55,999; 56,000; 56,001; 56,002; 56,003 would be on one card). Pair your students and pass the cards out to each pair of students and have them take turns reading the cards aloud. Quadrant A

5. Write six digits on the overhead, such as 7, 3, 4, 8, 0, and 1. Ask the students to open their math journals and write the least and greatest six-digit number that can be made using these digits in standard and word form. Quadrant C

6. Read and discuss Literature Link: Earth Day Hooray by Stuart J. Murphy. Quadrant B

7. Have students make a two section foldable book. Label one standard form and one word form. Then fill in each section using various numbers. Quadrant B

*Please ALWAYS refer to the support documents for essential contents and assessment guidelines.ResourcesDaily Oral Math

Web Sites: http://mathresources.anderson5.net , http://www.studyisland.com/ , http://vmathlive.com/ , http://www.studyzone.org/testprep/math4/e/wholenumbers3p.cfm ,

S3Curriculum Link: http://scde.mrooms.org/file.php/1/S3/3rd_Grade_Math/3rd%20Grade%20-%201st%20Nine%20Weeks%207-1-10.pdf

Other Resources: Pass Coach: pp. 12 - 17, Think Central: Standards Practice , Study Island: Test bank itemsAssessment

Week of Sept. 10th - 14th



http://www.studyzone.org/testprep/math4/e/wholenumbers3p.cfm




Sept. 10th - Sept. 14th Indicator CCSS3-2.1: Compare whole-number quantities through 999,999 by using the terms is less than, is greater than, and is equal to and the symbols <, >, and =. Instructional Strategies 1. Warm up: review the meaning of symbols >, <, and =. Quadrant A

2. Make ten sets of digit cards for the numbers 0-9 and put them in ten bags (most of these cards can be prepared by the students using small index cards cut in half). Working in pairs, each student draws six cards and makes the greatest number possible. Cards are replaced and game continues. The first one to win ten times wins the game. Quadrant C

3. Make ten sets of digit cards for the numbers 0-9 and put them in ten bags. (Can use cards from activity 2). Working in pairs, each student draws six cards and makes the least number possible. The one with the least number earns a point. Both students write the inequality in their math journal. The first one to win ten times wins the game. Quadrant C

4. Show students a systematic approach for comparing two numbers. If the numbers have the same number of digits, compare the digits, one at a time, starting with the largest place 27,406 and 27,306. If the numbers are not the same place values, be sure to line up the numbers by the ones place to compare. Example 279,365 > 28,936. Have the students write the steps in a math journal. Quadrant A

5. Prepare 20 different cards with numbers expressed in ten thousands

(Ex. 65,890). Turn the cards over so the numbers can’t be read. Have two students stand up and draw a card. The student with the least number puts his/her card in a discard pile and sits down. The student with the greatest number continues to stand while another student tries to draw a larger card. Again, the one with the largest card stands. Continue until all the cards are used. Quadrant B

6. Divide the class into pairs and have them prepare two sets of ten cards with digits of five or more. Each pair turns the cards face down and plays a game of MATCH using the cards. If they draw the same number they must compare them using the words “equal to”. If they draw different cards the next player must compare the cards using the words “less than” or “greater than”. Quadrant C

7. Play “Higher/Lower” (Ex. A student guesses 60,000. Write the guess on the board. You say “No, it’s greater than 60,000.” Continue until the number has been guessed. Be sure to use the terminology: "greater than", "less than", or "equal to"). Quadrant CResourcesDaily Oral Math

Web Sites: http://www.studyzone.org/testprep/math4/e/ordernumbers3l.cfm (Introductory site) , www.math-aids.com , www.TheTeachersCorner.net , http://mathresources.anderson5.net , http://www.studyisland.com/ , http://vmathlive.com/


Other Resources: Pass Coach: pp. 18 - 23 , Study Island: Test bank items , Think Central: Standards PracticeAssessment

Week of Sept. 17th - Sept. 21st






http://www.TheTeachersCorner.net/


http://www.studyzone.org/testprep/math4/e/ordernumbers3l.cfm

Sept. 17th - Sept. 21st Indicator CCSS3-2.3: Apply an algorithm to add and subtract whole numbers fluently.

3.NBT.2. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Instructional Strategies 1. Warm up: review methods of addition and subtraction for numbers through 9,999. Quadrant A

2. Make situation cards that require addition or subtraction. Have the students decide whether they need to add or subtract. Then have the students apply the operation that they chose to the situation. Discuss ways that students thought of to solve the problems. (Ex: writing an equation, drawing a picture, grouping objects). Write them on the board. Have them tell you which one was the most efficient one for solving the given situation. Quadrant D

3. Prepare 20 number cards with numbers from 100 to 999 on them. Pick two cards. Tell students a real-world situation (use the numbers they picked in the situation) and have them either add or subtract the numbers to match the situation. Quadrant D

4. Use the same 20 number cards with numbers from 100 to 999 on them. Pick two cards. Call on volunteers to make up situations that use the numbers on the cards. Have the other students use laminated index cards and erasable markers to add or subtract the problem. They can hold these up for a quick check by you. Quadrant D

5. Have students use hand signals (one finger for a minus sign or two fingers crossed to make the plus sign) to indicate what operation they think should be used to solve a problem in a given situation. Quadrant C

6. Give half an index card to each student and have the student put a plus sign on one side and a minus sign on the other side. Call five students to the front of the room with their cards and give each of them a situation card. They take turns reading their card out to the others and holding up the side of the plus/minus card that indicates the sign they think to be the correct operation. The other (seated) students hold up the card for what they think is the correct operation. The teacher confirms the correct answer. The student continues to stand if he or she was correct. Another (seated) student takes his place if he was incorrect. Quadrant C

7. Read and discuss: 12 Ways to Get to 11 by Eve Merriam. Quadrant B

8. Use Super Source Lesson “Nimble Numbers”: Children take turns adding base ten blocks to a pile in an effort to be the first one who puts down the block that brings the value of the pile to 100. (Search: Base Ten Blocks, 3-4)

9. Use Super source Lesson “1,000 More of Less”: Children model a 3-digit starting number with base ten blocks. They roll number cubes to help then determine another 3 digit number that, when added to the starting number, will result in a sum close to 1,000. (Search: Base Ten Blocks, 3-4)ResourcesDaily Oral Math

Websites: http://mathresources.anderson5.net , http://www.studyisland.com/ , http://vmathlive.com/


Other Resources: Think Central: Math Practice , Think Central: Math Assessment , Pass Coach: pp. 24 - 35 , Study Island: Test bank items , Think Central: Standards PracticeAssessment

Week of Sept. 24th - Sept. 28th






Sept. 24th - Sept. 28thIndicator CCSS3-2.3: Apply an algorithm to add and subtract whole numbers fluently.

3.NBT.2. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Instructional Strategies 1. Read Shark Swimathon by Stuart J. Murphy. (Overview: The Ocean City Sharks have to swim 75 laps by the end of the week, and every day they figure out how many laps are left to go. Swimming and subtraction are all part of the fun!) During the reading, pause and instruct students to compute the math problems from the book on dry erase boards or paper. Another option is to have half of the students use calculators to compute the problems, if this is a skill that has been introduced previously, and compare answers at the end of the book. (This is a two-digit subtraction book that will review skills prior to the introduction of three-digit subtraction.)

2. Begin with Subtraction Across a Zero power point presentation (found at ethemes)

3. Give a number description orally and instruct students to write the three-digit number described on their dry erase boards or paper. Example: What number has 6 hundreds, no tens, and no ones? (600) Brainstorm other ways to depict the same number. Example: 5 hundreds, 10 tens and no ones OR 4 hundreds, 10 tens and 100 ones, etc.

4. Using base ten blocks (unifix cubes) made for overhead projectors, model the subtraction of 175 from 600. An alternative is to use the following link to an interactive site that uses base ten blocks to depict subtraction problems. Regardless of the method chosen, model regrouping across zeros. Complete several practice problems, then have students work in small groups with manipulatives to solve three-digit subtraction problems. Allow individual practice either at the overhead or on the website. (Virtual Manipulative: Base Block Subtraction) Click on "Create a Problem".

5. After adequate practice with the base ten blocks students will practice computing three-digit subtraction problems. Roll three dice to arrive at a three-digit number. Record the number. Roll the dice again to arrive at a second three-digit number. Students should determine which number is larger and create a subtraction problem using the two numbers. Students will compute the problem on dry erase boards and reveal their work to the teacher. A nod or thumbs up can be given to students with correct answers. Depending on time students can play the dice game in small groups. (Welcome to WebDice!) This site may be used it you are short on dice.

6. Instruct students to use classroom computers to access the following website, print the worksheet, and complete the math problems independently. (Three-Digit Subtraction with Regrouping)

7. As a cumulative project assign groups of students to work together to write a story similar to Shark Swimathon that involves three-digit math problems as part of the story. As an alternative write a story as a large group. Use desktop publishing/word processing software to create a finished product. Books can then become a part of the classroom math library. ResourcesDaily Oral Math

Websites: http://www.teachervision.fen.com/tv/printables/Math_3_PS_4-11.pdf , www.superkids.com , www.softschools.com , www.studyisland.com , http://math.about.com/library/sub3digitre.pdf , www.tlsbooks.com ,www.helpingwithmath.com , http://mste.illinois.edu/activity/webdice.html , www.mathdrills.com , www.education.com www.havefunteaching.com , www.subtractionworksheets.org , www.mathblaster.com , www.kidslearningstation.com (subtraction sheets)

Other Resources: Think Central: Math Practice , Think Central: Math Assessment , Study Island: Test bank items ,.Think Central: Standards PracticeAssessment

Week of Oct. 1st - 5th

http://www.kidslearningstation.com/

http://www.mathblaster.com/

http://www.subtractionworksheets.org/

http://www.havefunteaching.com/

http://www.education.com/

http://www.mathdrills.com/

http://mste.illinois.edu/activity/webdice.html

http://www.helpingwithmath.com/

http://www.tlsbooks.com/

http://math.about.com/library/sub3digitre.pdf


http://www.softschools.com/

http://www.superkids.com/

http://www.teachervision.fen.com/tv/printables/Math_3_PS_4-11.pdf

http://math.about.com/library/sub3digitre.pdf

http://www.mste.uiuc.edu/activity/webdice.html

http://matti.usu.edu/nlvm/nav/frames_asid_155_g_2_t_1.html

http://alex.state.al.us/lesson_view.php?id=9484

Oct. 1st - 5thIndicator CCSS3-2.4: Apply procedures to round any whole number to the nearest 10, 100, or 1,000.

3.NBT.1. Use place value understanding to round whole numbers to the nearest 10 or 100.

Instructional Strategies 1. Warm up: count by tens, hundreds, and thousands and demonstrate number lines of tens, hundreds, and thousands on the board. Quadrant A

2. Tell the students that the rule for rounding to the next greatest ten is to see if the ones place is a 5, 6, 7, 8, or 9. If the ones digit is 0, 1, 2, 3, or 4 the tens digit will not change. Have students make number lines with numbers 1–50. The teacher calls out a number and the students tell which tens the numbers rounds to. Quadrant A

3. Call out numbers between 60 and 80 and have the students tell you which ones round to 60, to 70, or to 80. Extend the activity to round to hundreds and thousands. Quadrant A

4. Have students use scratch paper and spinners and work in groups of four. One of the students spins the spinner twice to get a two-digit number. The other students write the number down and round it to the nearest ten. They take turns spinning the spinner. Extend the activity to round to hundreds and thousands. You may also use dice for this activity. Quadrant B

5. Prepare 20 number cards with numbers from 11 to 99 on them. Place them face down in a stack. Have students draw a card from the stack and round it to the nearest ten. Quadrant A

6. Prepare 20 number cards with numbers from 101 to 999 on them. Place them face down in a stack. Have students draw a card from the stack and round it to the nearest ten or hundred. Quadrant A

7. Give students objects, such as confetti or candy to group into tens. Have them round to get to the nearest ten. Quadrant C

8. Have each student write the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90, 100 on cards. Call on students to write a three-digit number on the board. The other students then hold up the card that represents the nearest tens place. Extend the activity to round to hundreds and thousands. Quadrant B

9. Use digit cards 0 to 9 and have students pick four cards and put them on a chart that has thousands, hundreds, tens, and ones. Then ask them to round the number to the nearest ten, hundred, or thousand. Quadrant B

10. Rounding Rap: Find the value and circle that digit. Move to the right and underline, get it? 0-4, circle stays the same. 5-9, add "1" is the game. Now flex your muscles like a hero, Digits to the right change to a "0". All the other digits remain the same. Yo! You're a winner in the rounding game

11. Use Super Source Lesson “What Amounts”: Children look for ways to use four base ten blocks to model different numbers and round to nearest 10, 100, and 1,000. (Search: Base Ten Blocks, 3-4).

12. Use Super Source Lesson “1,000 More or Less”: Children model a 3 digit number with base ten blocks. Roll number cubes to help determine another 3 digit number that when added to start number will result in sum close to 1,000. (Search: Base Ten Blocks, 3-4).ResourcesDaily Oral Math

Websites: http://mathresources.anderson5.net , http://www.studyisland.com/ , http://vmathlive.com/


Other Resources: Pass Coach: pp. 66 - 71 , Think Central: Practice , Study Island: Test bank items , Think






Central: Standards PracticeAssessment

Week of Oct. 8th - Oct. 12th

Oct. 8th - Oct. 12thIndicator CCSS3-2.4: Apply procedures to round any whole number to the nearest 10, 100, or 1,000.

3.NBT.1. Use place value understanding to round whole numbers to the nearest 10 or 100.

Instructional Strategies 1. Warm up: count by tens, hundreds, and thousands and demonstrate number lines of tens, hundreds, and thousands on the board. Quadrant A

2. Tell the students that the rule for rounding to the next greatest ten is to see if the ones place is a 5, 6, 7, 8, or 9. If the ones digit is 0, 1, 2, 3, or 4 the tens digit will not change. Have students make number lines with numbers 1–50. The teacher calls out a number and the students tell which tens the numbers rounds to. Quadrant A

3. Call out numbers between 60 and 80 and have the students tell you which ones round to 60, to 70, or to 80. Extend the activity to round to hundreds and thousands. Quadrant A

4. Have students use scratch paper and spinners and work in groups of four. One of the students spins the spinner twice to get a two-digit number. The other students write the number down and round it to the nearest ten. They take turns spinning the spinner. Extend the activity to round to hundreds and thousands. You may also use dice for this activity. Quadrant B

5. Prepare 20 number cards with numbers from 11 to 99 on them. Place them face down in a stack. Have students draw a card from the stack and round it to the nearest ten. Quadrant A

6. Prepare 20 number cards with numbers from 101 to 999 on them. Place them face down in a stack. Have students draw a card from the stack and round it to the nearest ten or hundred. Quadrant A

7. Give students objects, such as confetti or candy to group into tens. Have them round to get to the nearest ten. Quadrant C

8. Have each student write the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90, 100 on cards. Call on students to write a three- digit number on the board. The other students then hold up the card that represents the nearest tens place. Extend the activity to round to hundreds and thousands. Quadrant B

9. Use digit cards 0 to 9 and have students pick four cards and put them on a chart that has thousands, hundreds, tens, and ones. Then ask them to round the number to the nearest ten, hundred, or thousand. Quadrant B

10. Rounding Rap: Find the value and circle that digit. Move to the right and underline, get it? 0-4, circle stays the same. 5-9, add "1" is the game. Now flex your muscles like a hero, Digits to the right change to a "0". All the other digits remain the same. Yo! You're a winner in the rounding game

11. Use Super Source Lesson “What Amounts”: Children look for ways to use four base ten blocks to model different numbers and round to nearest 10, 100, and 1,000. (Search: Base Ten Blocks, 3-4).

12. Use Super Source Lesson “1,000 More or Less”: Children model a 3 digit number with base ten blocks. Roll number cubes to help determine another 3 digit number that when added to start number will result in sum close to 1,000. (Search: Base Ten Blocks, 3-4).ResourcesDaily Oral Math

Websites: http://mathresources.anderson5.net , http://www.studyisland.com/ , http://vmathlive.com/ , www.math-aids.com , http://www.mrnussbaum.com/rounding.htm#drills , http://www.aaamath.com/est.htm , www.education.com ,http://www.softschools.com/math/worksheets/rounding_numbers.jsp , www.mathworksheetwizard.com

S3Curriculum Link: http://scde.mrooms.org/file.php/1/S3/3rd_Grade_Math/3rd%20Grade%20-%201st%20Nine


http://www.mathworksheetwizard.com/

http://www.softschools.com/math/worksheets/rounding_numbers.jsp

http://www.education.com/

http://www.aaamath.com/est.htm

http://www.mrnussbaum.com/rounding.htm#drills






%20Weeks%207-1-10.pdf

Other Resources: Pass Coach: pp. 66 - 71 , Think Central: Practice , Study Island: Test bank items , Think Central: Standards PracticeAssessment

Week of Oct. 15th - Oct. 19th


Oct. 15th - 19th Indicator CCSS3-3.1: Create numeric patterns that involve whole-number operations

3-3.2: Apply procedures to find missing numbers in numeric patterns that involve whole-number operations.Instructional Strategies 3-3.1:

1. Begin by playing the patterns jingle on the link below. http://www.hbschool.com/jingles/jingles_all/35i_repeat.html

2. Elicit students’ prior knowledge of numerical patterns: skip counting

3. Have students skip count (on a sheet of paper) by 2s and 5s and discuss the patterns in the numbers.

4. Discuss how recognizing numerical patterns can help students to extend and create numerical patterns.

5. Give each child a hundreds board and counters. Students use counters to create simple patterns. For example, they may circle the numbers they need to count by 3s, beginning with the number 3 or put a triangle on the numbers they need to count by six, etc.

6. Discuss how a change in one number produces a change in a second number. Discuss how to analyze a numerical pattern to determine what comes next.

7. Have students continue the patterns on problems 1 through 4 on page 187 Math Expressions.

8. The interactive website below will be used for practice. http://www.aaastudy.com/pat_by4.htm

9. Review Monday’s lesson with skip counting and the hundreds chart.

10. Explain that one must either apply a rule, or develop a rule in order to create numerical patterns or determine missing numbers in a pattern.

11. Write the following numbers: 12, 15, 18, ___, ___, 27 on the board. Have students determine what rule u used to create the pattern (the rule is +3). Then have them apply the rule to find out the two missing numbers.

12. Use TE Math Expressions page 446 to further demonstrate this.

13. Explain that numerical patterns can either grow or shrink, and have them specify whether the rule will be plus or minus.

14. For Assessment, have students complete problems 1 through 6 in the student book page 189 (Math Expressions).

15. Use this link for interactive practice. http://www.funbrain.com/cracker/index.html

16. Give each child a hundreds board and counters. Students use counters to create simple patterns. Ex. Cover 2, 4, 6, 8, 10 __, ____ Quadrant B

17. Give students a string, macaroni noodles, and fine-tipped permanent markers. Have them write numbers on “noodle” to make numerical patterns for the other students to explain. Quadrant B

18. Have students create a pattern, then they can exchange papers with the other students to continue the same pattern and explain it. Quadrant C

19. Use Navigating Through Algebra in Grades 3 through 5, “Hundred-Board Wonders.” Students use hundreds boards to find and describe patterns. Quadrant C

20. Review standard 1-3.3 – analyze odd and even.

21. Use Super Source Lesson “Squares in a Square”: Students use color tiles to create number patterns. (Search: Color Tiles, 3-4).

http://www.funbrain.com/cracker/index.html

http://www.aaastudy.com/pat_by4.htm

http://www.hbschool.com/jingles/jingles_all/35i_repeat.html

3-3.2:

1. Laminate blank input/output cards and pass them and erasable markers out to the students. Give the students a rule (like in the above example) to follow and the input of the table. Have them write the output. Quadrant B

2. Give students cards with a numeric pattern which contains five to ten numbers on each. Have students explain the pattern and supply the next three numbers in the sequence. You can play this in teams. Quadrant B

Ex. 34 , 94 , 64 , 124 , 94, 154 ____ ____ ____ (Plus 60, Minus 30)

3. Have students use V patterns to explain the pattern from one number to the next. Quadrant B Ex. 0 9 16 22 28 33 +9 +8 +7 +6 +5

4. Write numbers from a predetermined numeric pattern one at a time on the overhead. Make it a contest for the students to see who can come up with the rule of the pattern first. Quadrant B

5. Use Navigating Through Algebra in Grades 3 through 5, “Tiling a Patio.” Students will observe patterns and relationships, make conjectures about patterns, and test those conjectures, as well as discuss, verbalize, generalize, and represent patterns and relationships. Quadrant C

6. Give situation cards containing patterned data to each group of four or five students. Ex. Every four years a volcano causes damage to homes in Hawaii. Scientists have been collecting data for twenty-four years. They started in the year 1976. What will the data look like in the year 2000? The data for the year 2000 would be 20 volcanoes. Quadrant B

Year Volcanoes1976 2 1980 51984 81988 111992 14

7. Give the students situation data. Have them identify the patterns in data and use them to decide the missing data in situations. Ex. Students were learning their multiplication tables. Each day the teacher recorded how many students still needed work on them. She put it in the table below. What would be the most probable missing information? It would most likely be 15. Quadrant B

8. Create patterns on note cards. Place them throughout the room. Students rotate to find the rule and complete the patterns. Quadrant B

9. Use Super Source Lesson “Spiney and Other Creatures”: Using pattern blocks, students will build creatures and complete a function table to record its growth. (Search: Pattern Blocks, 3- 4). ResourcesDaily Oral Math

Web Sites: http://mathresources.anderson5.net , http://www.studyisland.com/ , http://vmathlive.com/



Week of Oct. 22nd - 26th





http://mathresources.anderson5.net/

Oct. 22nd - 25th Indicator CCSS3-2.7: Recall basic multiplication facts through 12 x 12 and the corresponding division facts.

3.OA.1. Interpret products of whole numbers e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5× 7.

3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8

3.OA .4. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = ? ÷ 3, 6 × 6 = ?

3.OA.7. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

3-2.8: Compare the inverse relationship between multiplication and division.

3.OA .4. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = ? ÷ 3, 6 × 6 = ?

3.OA.6. Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8

3.OA.7. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

Instructional Strategies 1. Read and discuss The Doorbell Rang by Pat Hutchins. Give each student a small bag of cutouts (12 in a bag). Also give each student 12 pieces of “Cookie Crisp” cereal (these may be pre-bagged or counted). Students can act out the story individually as you read. After reading, students recall the events of the story and the factors of each event. Students recall multiplication and division facts that related to each event. They can create the arrays for the multiplication facts with their cereal. Students write and illustrate their own cookie stories using multiplication and division. Model a story as a whole group. Then students can work individually or in pairs. Students can eat the cereal when you finish. Quadrant D

2. Use partial products to show the inverse relationships of division and multiplication. Quadrant B

3. Make fact families using multiplication and division. Quadrant B

4. Write a multiplication problem on the board. Have students use counters to demonstrate it. Then give them the inverse division problem to demonstrate. Have them explain the similarities and differences. Quadrant C

5. Draw a heart shape on the board. Put three related numbers in it. Have students show the multiplication and division families using the three numbers. Start with facts to 18; then expand to include larger numbers as in the following example: Quadrant A

3 x 9 = 27 27 ÷ 3 = 9 3 9 9 x 3 = 27 27 ÷ 9 = 3 27

6. Prepare 20 number cards with numbers from 1 to 12 on them. Pick two cards. Tell students to multiply the two numbers to find the product. Then they are to supply the inverse (division) problem using the numbers. Quadrant B

7. Call out a division sentence without the answer (Ex. 18 ÷ 9=?). Have the students tell you the missing part of the “fact family” (2). Then they can tell you the multiplication sentence from the same fact family to go with that division sentence. Quadrant A

8. Read and discuss Literature Links Too Many Kangaroo Things to Do by Stuart J. Murphy, Spaghetti and Meatballs for All by Marilyn Burns, and/or Breakfast at Danny’s Diner by Judith B. Stamper. Quadrant B

9. Show that multiplication and division are inverses by introducing fact families. Have the students model the multiplication fact 4 x 2 = 8. Then have the students do the inverse and model 8 ÷ 2 = 4. Have the students record these fact families in their math journal. Repeat this process using other facts. Quadrant A

10. Demonstrate the different ways of solving division problems by drawing pictures.

a. 35 ÷ 5 = 7 Draw 35 dots and divide them into five equal groups. b. 35 ÷ 5 = 7 Draw 5 circles. Place dots in each circle until 35 dots have been evenly distributed in the 5 circles ResourcesDaily Oral Math


S3Curriculum Link: http://scde.mrooms.org/file.php/1/S3/3rd_Grade_Math/3rd%20Grade%20-%202nd%20Nine%20Weeks%207-1-10.pdf


Week of Oct. 22nd - 26thOct. 26th Indicator CCSS

Professional Development/Workdays Professional Development/WorkdaysInstructional Strategies

Professional Development/WorkdaysResources

Professional Development/WorkdaysAssessment

Professional Development/Workdays

Week of Oct. 29th – Nov. 2nd

http://scde.mrooms.org/file.php/1/S3/3rd_Grade_Math/3rd%20Grade%20-%202nd%20Nine%20Weeks%207-1-10.pdf





Oct. 29th – Nov. 2ndIndicator CCSS3-2.9: Analyze the effect that adding, subtracting, or multiplying odd and/or even numbers has on the outcome.

3.OA.9. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. . For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

Instructional Strategies 1. Warm up: review how to count by ones (1,2,3,4…) and by twos (2,4,6,8….). Make visual models to demonstrate how to skip numbers when counting to determine odd and even numbers. Quadrant A

2. Give each group a set of tokens (at least 30). Have them count out a number of tokens, such as 17, and group the tokens into pairs to determine whether they represent odd or even numbers. Create an odd and even chart with all the numbers counted. Do this activity several days with various tokens such as, M&Ms®, Cheerios®, straws, etc. Continue to add to the chart. Quadrant A

3. Pass out pairs of cards with numbers 0-12 on a card. Have students call out their numbers and give the sum, differences and product. As students call out their numbers and answers the teacher places them on chart. (See example for generalization.) Teacher leads students in a discussion about the outcomes. Quadrant C

4. Demonstrate that any two like numbers when added have even sums. Have students put examples in their math journals (Ex. 11+11=22 or 34+34=68). Quadrant A

5. Students can use a variety of items to add, subtract, and multiply to determine outcomes. Example: Girls combine their library books to make a number and boys combine their books to make another number. Have students decide if the two numbers would have an even sum/difference/product or an odd sum/difference/product. Quadrant B

6. Provide calculators for students and have them work with a partner to test the effects of adding/subtracting/ multiplying odd/even numbers. Students create the rule based on the results given.ResourcesDaily Oral Math

Web Sites: http://mathresources.anderson5.net , http://www.studyisland.com/ , http://www.ixl.com/math/grade-3/even-and-odd-ii , http://vmathlive.com/ , www.mathworksheets4kids.com



Week of Nov. 5th - 9th



http://www.mathworksheets4kids.com/


http://www.ixl.com/math/grade-3/even-and-odd-ii

http://www.ixl.com/math/grade-3/even-and-odd-ii



20 x 7 = 140

Nov. 5th Indicator CCSS3-2.11: Use basic number combinations to compute related multiplication problems that involve multiples of 10.

3.NBT.3. Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

Instructional Strategies 1. Warm up: review basic multiplication facts to 12. Count by tens. Quadrant A

2. Use ones units and base ten blocks to help demonstrate the example: 2x7 and 20x7. Have the students try different problems to see if they recognize the relationship. Quadrant C

2x7=14

7x20=140 (seven sets of twenty) or 20x7=140 (twenty seven times)

3. Show the students multiplication (or division) flash cards and have them change the problem to compute related problems of multiplication (or division) (Ex: Shown the flash card 8x2, they would say 8x2=16 so 80x2=160). Quadrant C

4. Have students write examples of related number combinations on a T chart in their math journals. Quadrant A

Ask: What pattern do you notice with zeros in the factors and in the products?3 x 5 = 15 15 ones

30 x 5 = 150 15 tens 300 x 5 = 1500 15 hundreds 3000 x 5 = 15,000 15 thousand

5. Have students use base-ten blocks to model 2x1, 2x10, and 2x100. Discuss. Call out other numbers for the students to represent. Quadrant A

6. After students have an understanding of multiplying by tens, you can show them the following strategy to remember the pattern for multiplying by multiples of ten.

Example: 10 x 4 = 401. Multiply 1 x 4 = 4 (this is the related fact).

7. To multiply 10 x 4 count the zeros in the multiple of ten. That should be the number of zeros in the product. Extend to 100 x 4 = 400 and 1000 x 4 = 4000ResourcesDaily Oral Math


S3Curriculum Link: http://scde.mrooms.org/file.php/1/S3/3rd_Grade_Math/3rd%20Grade%20-%204th%20Nine%20Weeks%207-1-10.pdf


Week of Nov. 5th - 9th

http://scde.mrooms.org/file.php/1/S3/3rd_Grade_Math/3rd%20Grade%20-%204th%20Nine%20Weeks%207-1-10.pdf





20 x 7 = 140

Nov. 6th Indicator CCSS

Election Day (Holiday) Election Day (Holiday)Instructional Strategies

Election Day (Holiday)Resources

Election Day (Holiday)Assessment

Election Day (Holiday)

Nov. 7th - 9thIndicator CCSS3-2.11: Use basic number combinations to compute related multiplication problems that involve multiples of 10.

3.NBT.3. Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

Instructional Strategies 1. Warm up: review basic multiplication facts to 12. Count by tens. Quadrant A

2. Use ones units and base ten blocks to help demonstrate the example: 2x7 and 20x7. Have the students try different problems to see if they recognize the relationship. Quadrant C

2x7=14

7x20=140 (seven sets of twenty) or 20x7=140 (twenty seven times)

3. Show the students multiplication (or division) flash cards and have them change the problem to compute related problems of multiplication (or division) (Ex: Shown the flash card 8x2, they would say 8x2=16 so 80x2=160). Quadrant C

4. Have students write examples of related number combinations on a T chart in their math journals. Quadrant A

Ask: What pattern do you notice with zeros in the factors and in the products?3 x 5 = 15 15 ones

30 x 5 = 150 15 tens 300 x 5 = 1500 15 hundreds 3000 x 5 = 15,000 15 thousand

5. Have students use base-ten blocks to model 2x1, 2x10, and 2x100. Discuss. Call out other numbers for the students to represent. Quadrant A

6. After students have an understanding of multiplying by tens, you can show them the following strategy to remember the pattern for multiplying by multiples of ten.

Example: 10 x 4 = 401. Multiply 1 x 4 = 4 (this is the related fact).

7. To multiply 10 x 4 count the zeros in the multiple of ten. That should be the number of zeros in the product. Extend to 100 x 4 = 400 and 1000 x 4 = 4000ResourcesDaily Oral Math









Week of Nov. 12th - 16th Nov. 12th - 16th

Indicator CCSS3-2.10: Generate strategies to multiply whole numbers by using one single-digit factor and one multi-digit factor.Instructional Strategies Day 1:

1. Warm Up: review multiplication facts. Quadrant A

2. Use base ten block to demonstrate a strategy for solving 46 X 4. Now give students base ten blocks and have them solve several 2-digit by 1-digit multiplication problems.

3. Discuss other strategies that students could use to solve such problems, including repeated addition, and model drawing. Demonstrate using repeated addition and model drawing to solve 2 by 1-digit multiplication.

4. Now give students 2 problems. Have them use repeated addition to solve one, and model drawing to solve the other.

5. Have a class discussion about which strategy students prefer and why.

6. Students will then use the website below to practice 2-digit multiplication with base ten blocks. Base 10 Blocks Online http://nlvm.usu.edu/en/nav/frames_asid_152_g_2_t_1.html?from=category_g_2_t_1.html

7. Tell this story to the class. Mrs. Brown hired 4 people to clear out all of the weeds in her yard. She agreed to pay them each $15. How much did she pay to have the weeds cleared out of her yard?

8. Ask the students to talk with a partner about how they would solve this problem. Then ask them to solve the problem and represent how they solved the problem either with manipulatives or with a picture.

9. Have the students do a gallery walk to see how everyone else solved the problem. When they finish the gallery walk, ask: Is there any problem that you would like further explanation as to how they solved it? Encourage them to share their ideas and question their classmates when they don’t understand.

10. Repeat this process with other similar word problems. Day 2:

1. Review using repeated addition and model drawing to solve 2 by 1-digit multiplication.

2. Supply grid paper to each student. Have students color the squares of the grid paper to represent various multiplication facts.

3. Write 36 X 3 on the board and demonstrate how to solve it, beginning with 3 X 6 = 18. Show students that just as in addition, you will write 8 ones under the ones column and carry 1 ten to the top of the tens columns. The teacher will then multiply 3 by 3 tens to get 9 tens, then add the 1 ten carried over from the ones place to make 10 tens. The answer is 10 tens and 8 ones, which is 108.

4. Demonstrate solving another problem where regrouping is not needed, such as 43 X 2.

5. Now have students solve several 2-digit multiplication problems with and without regrouping. Day 3:

1. Relate multiplication to addition. Use train boxcars to demonstrate multiplication number sentences. Call on students to make a drawing (hearts) on each boxcar to depict a number sentence that you supply, such as 7x4 (seven groups of four) or 4x7 (four seven times). They can also put only the numeral four on each of seven boxcars. Continue with 2 digit numbers.

2. Use V patterns (by putting a v between two adjacent numbers in a pattern) to show that you add a number again and again in order to multiply. Give students various multiples to demonstrate this type of patterning. 4 8 12 16 +4 +4 +4 3. Provide base ten blocks to students and have students demonstrate putting multi digit numbers in expanded form.

http://nlvm.usu.edu/en/nav/frames_asid_152_g_2_t_1.html?from=category_g_2_t_1.html

Ex: decompose 27 to 20 + 7.

4. Teachers will use place value to help students find products of one by two-digit numbers: For example: 13 X 4 = [10 + 3] X 4

10X4 = 40 3X4 = 12 13X4 = 52

Day 4:

1. Review 2-digit by 1-digit multiplication with/without regrouping.

2. Introduce 3-digit by 1-digit multiplication, explaining to students that it follows the same process as 2-digit.

3. Model with some examples and have students do some guided practice.

4. Assign students who are having problems peer helpers while you work with students who are still struggling with 2-digit by 1-digit multiplication.

5. After about 15 minutes of breakout session, bring the entire class together and their impressions of two and three digit by 1 digit multiplication.

6. Discuss why repeated addition is not a good strategy for solving problems as 36 X 9. This would be too many rows of numbers to add, which leaves much room for calculation errors.ResourcesDaily Oral Math

Web Sites: http://mathresources.anderson5.net , http://www.studyisland.com/ , http://vmathlive.com/ , www.mathdrills.com , www.softschools.com , www.studyisland.com , www.dadsworksheets.com , http://nlvm.usu.edu/en/nav/frames_asid_152_g_2_t_1.html?from=category_g_2_t_1.html



Benchmark #2 Testing Window: Nov. 5th - Nov. 16th

Week of Nov. 19th - 23rd Nov. 19th – 20th



http://nlvm.usu.edu/en/nav/frames_asid_152_g_2_t_1.html?from=category_g_2_t_1.html

http://www.dadsworksheets.com/


http://www.softschools.com/

http://www.mathdrills.com/




Indicator CCSS3-3.3: Use symbols to represent an unknown quantity in a simple addition, subtraction, or multiplication equation.

3.OA.3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

3.OA.8. Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Instructional Strategies 1. Play “Find the Missing Addend.” Put a number of objects on the overhead but cover part of them. Tell the students how many you have in all. They tell you how many are hidden. (Ex. They see twenty and you tell them that there were fifty in all. They should be able to tell you that thirty are hidden. They need to write the number sentence: 20 + n = 50) before solving. Quadrant B

2. Play “Find the Missing Factor”. Put a number of circles on the overhead. Tell the students how many you have in all. They tell you how many should be in each circle. (Ex. They see six circles and you tell them that there were sixty in all. They should be able to tell you that ten would be in each circle. They need to write the number sentence: 6 x n = 60) before solving. Quadrant B

3. Write a different missing addend sentence or missing factor sentence on several index cards. Put them in a paper lunch bag. Have the students take turns picking two of the cards, supplying the missing factors or addends. Quadrant B

4. Write numbers, placeholders, and operation signs on note cards. Create number sentences on the board with the cards. Students manipulate the cards to solve the equation. (Ex. 70 + X = 90) Quadrant B

5. Draw ten sections on 10 circles 3’’ or 4’’ in diameter. Laminate them and brad a ‘spinner’ on each. Give each pair of students an erasable marker and instruct them to write the multiples of one set of multiplication facts on each section. (Example: Have each pair of students take turns spinning the spinner and telling what it landed on (56). Write the number sentence replacing the missing addend or factor with a symbol. Have them supply the missing factor. 7 x = 56 (Answer: 8). Pair the students and have one of the partners say an addition or multiplication sentence while leaving out an addend or factor (e.g., 32 + = 76). Have the other student supply the missing addend (44). Have them record the results in their math journals. Quadrant C

6. Distribute spinners with numbers from 0-9 on them to pairs of students and have one of the partners spin the spinner twice to make a two-digit number, such as 50. Have them spin it again to make another two-digit number, such as 42. Then use the numbers to make a missing addend number sentence (Ex. 42 + = 50). Have the other student supply the missing addend (8). Have them record the results in their math journals. Quadrant B

7. Use Navigating Through Algebra in Grades 3 through 5, “The Variable Machine.” This activity can be used as an introduction to variables. Students explore the idea of variable as a symbol that can stand for any member of a set of numbers. Also, students substitute numbers for variables to discover unknown values. Quadrant C

8. Use Navigating Through Algebra in Grades 3 through 5, “Catch of the Day!” In this activity, students work with variables as they determine the number of each kind of fish caught. They record, in algebraic statements, the results of their “catch.” Quadrant BResourcesDaily Oral Math

Web Sites: http://mathresources.anderson5.net , http://www.studyisland.com/ , http://www.ixl.com/math/practice/grade-

http://www.ixl.com/math/practice/grade-3-missing-factors-facts-to-12



3-missing-factors-facts-to-12 , http://vmathlive.com/ , http://www.primaryresources.co.uk/online/missing.swf




Week of Nov. 19th - 23rdNov. 21st - Nov. 23rd Indicator CCSS

Thanksgiving (Holiday) Thanksgiving (Holiday)Instructional Strategies

Thanksgiving (Holiday)Resources

Thanksgiving (Holiday)Assessment

Thanksgiving (Holiday)

Week of Nov. 26th - Nov. 30thNov. 26th - Nov. 30thIndicator CCSS



http://www.primaryresources.co.uk/online/missing.swf



3-4.6: Exemplify points, lines, line segments, rays, and angles.

3-4.3: Classify lines and line segments as parallel, perpendicular, or intersecting.Instructional Resources3-4.6

1. Students create examples of lines, line segments, rays, and angles using white boards and dry erase markers. Quadrant B

2. Students use coffee stirrers and smiley stickers to illustrate line segments, lines, rays, and points. Quadrant A

3. Students represent parallel, intersecting, and perpendicular lines using arm motions. Example: students stick arms out straight ahead to show parallel lines. Quadrant C

4. Students create a SMART board/power point presentation using digital pictures taken around the school that illustrate angles, points, lines, line segments, and angles. Quadrant D

5. Use Dinah Zike’s Teaching Mathematics with Foldables pp.57 - 58 to create examples illustrating points, lines, line segments, rays, and angles. Quadrant D

6. To introduce the types of angles, show the “Angles” power point on the link below. http://www.freeclubweb.com/powerpoints/math/angles.html 3-4.3:

1. Review types of lines and angles in the examples and have students draw them in their math journals and have students write a definition. Quadrant A

2. Use pipe cleaners to illustrate line segments. Refer to line segments as parallel, perpendicular, and intersecting lines. Have them glue these on a chart and label them. Quadrant A

3. Display several polygons and have the students tell you how many line segments are in each. Identify parallel and perpendicular lines. Quadrant B

4. Have students use sticky notes to label examples of lines in the classroom. Quadrant B

5. Use maps of roads and have students find examples of intersecting and parallel streets and roads. Quadrant B

6. Students manipulate their bodies to demonstrate types of lines, parallel, perpendicular or intersecting. Quadrant B

7. Have each student cut a picture from a magazine. The student can then use felt pens and straight edges to trace over parts of the pictures that are models of parallel lines, perpendicular lines, or lines that intersect but are not perpendicular. Have the students arrange the drawings on a bulletin board under the 3 headings: Parallel Lines, Intersecting Lines, and Perpendicular Lines.

8. Tour the school building and identify examples of parallel, perpendicular lines, intersecting lines.

9. Use the following sites for practice: http://www.wartgames.com/themes/math/angles.html: Angles , http://www.toonuniversity.com/6m_angle_d.html: AnglesResources3-4.6:

Daily Oral Math

Web Sites: http://www.freeclubweb.com/powerpoints/math/angles.html , http://mathresources.anderson5.net , http://www.studyisland.com/ , http://vmathlive.com/

S3Curriculum Link: http://scde.mrooms.org/file.php/1/S3/3rd_Grade_Math/3rd%20Grade%20-%203rd%20Nine%20Weeks%207-1-10.pdf

http://scde.mrooms.org/file.php/1/S3/3rd_Grade_Math/3rd%20Grade%20-%203rd%20Nine%20Weeks%207-1-10.pdf





http://www.freeclubweb.com/powerpoints/math/angles.html

http://www.toonuniversity.com/6m_angle_d.html

http://www.wartgames.com/themes/math/angles.html

http://www.freeclubweb.com/powerpoints/math/angles.html

Other Resources: Pass Coach: pp 100 – 111 , Think Central: Practice , Study Island: Test bank items , Think Central: Standards Practice3-4.3:

Daily Oral Math

Web Sites: http://mathresources.anderson5.net , http://www.studyisland.com/ , http://vmathlive.com/ , www.dadsworksheets.com , www.ezschool.com


Other Resources: Pass Coach: pp 112 - 116 , Think Central: Practice , Study Island: Test bank items , Think Central: Standards PracticeAssessment


Week of Dec. 3rd - 7th Dec. 3rd - 7thIndicator CCSS



http://www.ezschool.com/

http://www.dadsworksheets.com/




3-3.3: Use symbols to represent an unknown quantity in a simple addition, subtraction, or multiplication equation.

3.OA.3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

3.OA.8. Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Instructional Strategies Vocabulary: equation, unknown quantities, balance, operation

1. Write the following on the board x 3 = 6

3 + = 5 7 – 2 = 2. Have student determine what numbers the symbols represent. Explain that the symbol is a placeholder for an unknown Quantity. Make sure students understand that the symbol represents a different number in each equation or problem Situation. The students should understand that the equation sign represents balance between the two sides of the Equation.

3. Review the previous Monday lesson with basic operations using addition/subtraction with symbols. For example, 33- N=24 and N+17=30.

4. Write numbers, placeholders, and operation signs on note cards. Create number sentences on the board with the cards. Have students manipulate the cards to solve the equation. (Ex. 70 + S = 90)

5. Distribute spinners with numbers 0-9 on them to pairs of students (Spinners should be laminated and written on with washable markers). Have one of the partners spin the spinner twice to make a two-digit number such as 48. Have them spin again to make another two-digit number such as 63. The partner will then use the number to make a missing addend number sentence while the other partner supplies the missing addend: 48 + N= 63 They will then rotate so that each partner has a chance to spin and supply the unknown quantity. This should be recorded in the students’ math journals.

6. Write numbers, placeholders, and operation signs on note cards. Create number sentences on the board with the cards. Have students manipulate the cards to solve the equation. (Ex. 70 + X = 90)

7. Distribute spinners with numbers 0-9 on them to pairs of students (Spinners should be laminated and written on with washable markers). Have one of the partners spin the spinner twice to make a two-digit number such as 48. Have them spin again to make another two-digit number such as 63. The partner will then use the number to make a missing addend number sentence while the other partner supplies the missing addend: 48 + __= 63 They will then rotate so that each partner has a chance to spin and supply the unknown quantity. This should be recorded in the students’ math journals. ResourcesDaily Oral Math

Web Sites: http://mathresources.anderson5.net , http://www.studyisland.com/ , http://www.ixl.com/math/practice/grade-3-missing-factors-facts-to-12 , http://vmathlive.com/ , http://www.primaryresources.co.uk/online/missing.swf





http://www.primaryresources.co.uk/online/missing.swf






Week of Dec. 10th - 14thDec. 10th - 14thIndicator CCSS3-4.2: Classify polygons as either triangles, quadrilaterals, pentagons, hexagons, or octagons according to the number of their sides.3-4.7: Analyze the results of combining and subdividing circles, triangles, quadrilaterals, pentagons, hexagons, and octagons.

3.G.2. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

Instructional Strategies3-4.2:

1. Use Power Polygons® or precut shapes to have the students sort and classify shapes based on attributes. Ask questions such as: Quadrant C

Why did you choose to group that way? What do the shapes in this group have in common? What makes the groups different?

2. Warm up: review basic shapes: circle, square, triangle, and rectangle and describe the attributes of the basic shapes. Quadrant A

3. Define polygons as shapes with three or more sides. Have students create some polygons using toothpicks or strings. Quadrant A

4. Supply the attributes that classify the shapes. Have the students display them under the correct classification. Quadrant A

Triangles Quadrilaterals Pentagons Hexagons Octagons

5. Give each student a sticky note. Have the students use the sticky notes to find and label polygons around the room with up to eight sides. Quadrant B

6. Read and discuss Literature Link: Greedy Triangle by Marilyn Burns. Quadrant B

7. Read descriptions of polygons aloud. Have the students draw and label the shape in their journals. Then make statements and answer questions such as those in the following: Quadrant B

The shape has four-corners. Is the shape a square? No, all the sides are note the same length. Is the shape a rectangle?

Yes, it is.

8. Use Q-tips® and glue them to a piece of construction paper to represent squares, hexagons, octagons, etc. Use pipe cleaners to represent circles. Label and display the shapes in the room. Quadrant A

9. Trace and label representations of two-dimensional shapes. Use sides of books, tissue boxes, and lids of milk jugs, etc. Quadrant A

10. Make “match” cards using the example. Pair the students with a set of five attribute cards and five polygons drawn. Students place the cards face down. Students turn the cards over two at a time to see if they match. If the cards match, students keep them and try again. If the cards don’t match, it is the next person’s turn. Quadrant A

11. Read attribute cards aloud and have the students see if they can tell which shape you are describing. Quadrant A

12. Use geoboards (nails or pegs spaced evenly in rows on boards) and have the students make the shape you indicate in varying sizes. Quadrant A

13. Have students make a ‘Poster Collage’ of shapes cut out of magazines. Quadrant B

14. Use a Venn diagram and attribute blocks to classify shapes. Quadrant C

15. Pass out shapes to the students. Students find another student with a similar shape. They explain how their shapes are alike and different. Quadrant B3-4.7:

1. Give each student a 3-inch square of paper. Show students how to fold and then cut the square into two pieces (Fold the square in half on the diagonal, open it and cut along the diagonal into two triangles.) Students place their triangles back together to make a square. Then they put triangles together to make a different shape. One rule must be followed: triangles must be placed so that two sides are touching, and those two sides have to be the same length. Demonstrate for students. Check students’ shapes. Students paste new shape on newsprint paper. Quadrant B

2. Students work with a partner. One will have a green square; the other a purple square. Cut the square on the diagonal (as explained above) to make two new pieces. Partners put all four pieces together to make a new shape – following the same rule as before - the sides have to be even and they have to touch. Post on board to create a graph. Quadrant C

3. Use Geoboards to make various polygons then give the students extra rubber bands to subdivide the polygons and identify the shapes that are formed. To extend the activity, specify the number of smaller shapes the students need to form.

Ex:

3 triangles all same 4 triangles

4. Use Navigating Through Problem Solving and Reasoning in Grades 3, “Cut It Apart, Put It Together.” Students develop understanding and skill in decomposing polygonal regions and recomposing their parts to make other polygonal regions. Quadrant B

5. Use Navigating Through Geometry in Grades 3 through 5, “Build What I’ve Created.” Students construct a geometric design from oral directions and use precise geometric vocabulary to give directions. Students recognize geometric shapes and patterns in quilt designs. Quadrant B

6. Read Grandfather Tang’s Story, by Ann Tompert. After reading, use tangram pieces to analyze the results of combining and subdividing polygons.Resources3-4.2:

Daily Oral Math



Other Resources: Pass Coach: pp 117 - 124 , Think Central: Practice , Study Island: Test bank items , Think Central: Standards Practice

Extensions: Have students create “creatures” using different kinds of polygons. Students should write about their creature and describe the polygons they used.3-4.7:

Daily Oral Math








http://scde.mrooms.org/file.php/1/S3/3rd_Grade_Math/3rd%20Grade%20-%203rd%20Nine%20Weeks%207-1-10.pdf%20

http://scde.mrooms.org/file.php/1/S3/3rd_Grade_Math/3rd%20Grade%20-%203rd%20Nine%20Weeks%207-1-10.pdf%20




Other Resources: Pass Coach: pp 131 - 137 , Think Central: Practice , Study Island: Test bank items , Think Central: Standards Practice Assessment

Week of Dec. 17th - Jan. 4thDec. 17th - Jan. 2nd Indicator CCSS

Winter Break Winter BreakInstructional Strategies

Winter BreakResources

Winter BreakAssessment

Winter Break

Week of Jan. 3rd - Jan. 4thJan. 3rd - Jan. 4th Indicator CCSS3-4.5: Classify triangles by the length of their sides as scalene, isosceles, or equilateral and by the size of their angles as acute, obtuse, or right.3-5.5: Generate strategies to determine perimeters of polygons.

3.MD.8. Solve real-world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different parameters.

Instructional Strategies 3-4.5:

1. Use precut triangles to have students sort and classify triangles by length of sides (scalene, isosceles, equilateral) and by size of angles (acute, obtuse, right.) Quadrant A

2. Use geoboards to display scalene, isosceles, and equilateral triangles, Students also use the geoboards to create acute, obtuse, and right triangles. Quadrant B

3. Use Angles®, pipe cleaners, straws, or Q-tips® to create visual representations of triangles. Quadrant B

4. Create pictures of triangles and their names on separate cards. Students play a “concentration” style matching game. Quadrant A

5. Use dry erase markers and white boards to create the types of triangles as the teacher calls them out. Quadrant A

6. Students use isometric dot paper to draw and label scalene, isosceles, and equilateral triangles. Students should count units to assure that the side lengths are appropriate for each classification. Quadrant A

7. Have precut triangles in a bag/box. Students draw a triangle from the bag and classify it by placing it in a group: acute, obtuse, or right. Quadrant A

8. Use Navigating Through Geometry in Grades 3 through 5, “Thinking About Triangles.” Students use geoboards to investigate properties of triangles. Students transcribe geoboard designs onto geodot paper. Students make and test conjectures about the properties of triangles and draw conclusions based on their experimentation. Quadrant C

9. Students play “Triangle War.” Give each student a stack of cards that include equilateral, isosceles, and scalene triangles. Students pair up to play “Triangle War” where an equilateral triangle beats an isosceles triangle and an isosceles triangle beats a scalene triangle. Quadrant A

10. Refer back to 3-4.2 for “Guess the Rule” game rules.3-5.5:

1. Introduce the concept of perimeter. Give this example: I want to keep my dog in my yard. I need to build a fence to keep him in the yard. (Draw a square for the yard.) Where would I put the fence? Where would I measure to find out how much fence I need? Explain to students by measuring each side of the yard I am finding the perimeter of the yard. Quadrant B

2. Have the students use Unifix cubes to determine the perimeter of their math books, board erasers, and various sized objects. Quadrant B

3. Use Geoboards to demonstrate and determine various perimeters. For example, have the students create a small square with a large square around it. Find the perimeter of each square and discuss the relationship between them. Quadrant B

4. The teacher will create various straight edged polygons on centimeter graph paper. The students will find the perimeters using various strategies (count side squares, rulers, etc). Quadrant B

5. Pose question: How could you use a ruler to help find the perimeter? Give students a worksheet with various polygons and allow them to use rulers to find perimeters. Quadrant B

6. Demonstrate real life examples of finding perimeter, using trundle wheel to measure the perimeter of rugs, playgrounds, etc. Discuss how you would estimate the cost of a fence around the playground. Quadrant AResources3-4.5:

Daily Oral Math



Other Resources: Pass Coach: pp 104 – 111 , Think Central: Practice , Study Island: Test bank items , Think Central: Standards Practice Resources for 3-5.5:

Daily Oral Math



Other Resources: Pass Coach: pp. 180 - 183 , Think Central: Practice , Study Island: Test bank items , Think Central: Standards Practice Assessment

Week of Jan. 7th - Jan. 11thJan. 7th - Jan. 9th Indicator CCSS3-4.5: Classify triangles by the length of their sides as scalene, isosceles, or equilateral and by the size of their











angles as acute, obtuse, or right.3-5.5: Generate strategies to determine perimeters of polygons.

3.MD.8. Solve real-world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different parameters.


1. Use precut triangles to have students sort and classify triangles by length of sides (scalene, isosceles, equilateral) and by size of angles (acute, obtuse, right.) Quadrant A

2. Use geoboards to display scalene, isosceles, and equilateral triangles, Students also use the geoboards to create acute, obtuse, and right triangles. Quadrant B

3. Use Angles®, pipe cleaners, straws, or Q-tips® to create visual representations of triangles. Quadrant B

4. Create pictures of triangles and their names on separate cards. Students play a “concentration” style matching game. Quadrant A

5. Use dry erase markers and white boards to create the types of triangles as the teacher calls them out. Quadrant A

6. Students use isometric dot paper to draw and label scalene, isosceles, and equilateral triangles. Students should count units to assure that the side lengths are appropriate for each classification. Quadrant A

7. Have precut triangles in a bag/box. Students draw a triangle from the bag and classify it by placing it in a group: acute, obtuse, or right. Quadrant A

8. Use Navigating Through Geometry in Grades 3 through 5, “Thinking About Triangles.” Students use geoboards to investigate properties of triangles. Students transcribe geoboard designs onto geodot paper. Students make and test conjectures about the properties of triangles and draw conclusions based on their experimentation. Quadrant C

9. Students play “Triangle War.” Give each student a stack of cards that include equilateral, isosceles, and scalene triangles. Students pair up to play “Triangle War” where an equilateral triangle beats an isosceles triangle and an isosceles triangle beats a scalene triangle. Quadrant A

10. Refer back to 3-4.2 for “Guess the Rule” game rules.3-5.5:

1. Introduce the concept of perimeter. Give this example: I want to keep my dog in my yard. I need to build a fence to keep him in the yard. (Draw a square for the yard.) Where would I put the fence? Where would I measure to find out how much fence I need? Explain to students by measuring each side of the yard I am finding the perimeter of the yard. Quadrant B

2. Have the students use Unifix cubes to determine the perimeter of their math books, board erasers, and various sized objects. Quadrant B

3. Use Geoboards to demonstrate and determine various perimeters. For example, have the students create a small square with a large square around it. Find the perimeter of each square and discuss the relationship between them. Quadrant B

4. The teacher will create various straight edged polygons on centimeter graph paper. The students will find the perimeters using various strategies (count side squares, rulers, etc). Quadrant B

5. Pose question: How could you use a ruler to help find the perimeter? Give students a worksheet with various polygons and allow them to use rulers to find perimeters. Quadrant B

6. Demonstrate real life examples of finding perimeter, using trundle wheel to measure the perimeter of rugs, playgrounds, etc. Discuss how you would estimate the cost of a fence around the playground. Quadrant AResources3-4.5:

Daily Oral Math



Other Resources: Pass Coach: pp 104 – 111 , Think Central: Practice , Study Island: Test bank items , Think Central: Standards Practice Resources for 3-5.5:

Daily Oral Math



Other Resources: Pass Coach: pp. 180 - 183 , Think Central: Practice , Study Island: Test bank items , Think Central: Standards Practice Assessment

Week of Jan. 7th - Jan. 11thJan. 10th - Jan. 11th Indicator CCSS3-4.8: Predict the results of one transformation – slide, flip, or turn – of a geometric shape.Instructional Strategies 1. Give student grid paper with 4 quadrants. Give each student a pattern block. Students trace and color the pattern block in one quadrant. Ask students to show, by tracing, a slide, a flip, or a turn for that pattern block. Quadrant A

2. Give each student a sheet of paper, a shape, and a brad fastener. Fasten the shape to the piece of paper. This represents a turn. Quadrant A

3. Make sure that the students realize that shape does not change during a slide, flip, or turn. Use capital letters cut from a die cut machine to demonstrate slides, flips, and turns. They can trace them in their original position and then again after the letter has completed a slide, flip, or turn. Quadrant B

4. Give students polygons and have them draw or trace the slide, flip, or turn. Quadrant A

5. Use Navigating Through Geometry in Grades 3 through 5, “ Tetrominoes Cover-up.” Students make and verify all possible arrangements of four squares, called tetrominoes. Students use slides, flips, and turns to completely cover a 10 x 12 grid with a variety of tetrominoes. Quadrant C

6. Use Navigating Through Geometry in Grades 3 through 5, “Motion Commotion.” Students manipulate a figure using slides, flips, and turns. Students predict the new orientation of a figure after a specific transformation is made. Quadrant C

7. Students move an object along a surface. Students should notice that change only occurred in placement of the object.











Quadrant B

8. Students investigate situations where something moves around a fixed point (clock). Quadrant B

9. Use mirrors to show how an object looks when it is flipped. Quadrant B

10. Using graph paper, show students how to illustrate slides, flips, and turns. Use Mathematics Assessment Sampler (Pre K-2) pp. 112-115 as a guide. Quadrant C

11. Give the students two pairs of shapes to use to demonstrate flips, turns and slides. Quadrant B

12. Use Super Source Lesson “Flip – Flop Around”: The students will use Tangrams to play a game with flips, sides, and turns. (Search: Tangrams, 3-4).ResourcesDaily Oral Math



Other Resources: Pass Coach: pp. 125 - 130 , Think Central: Practice , Study Island: Test bank items , Think Central: Standards Practice , Navigating Through Geometry: Patchwork Symmetry , Tetrominoes Cover-Up , Motion CommotionAssessment

Week of Jan. 14th - Jan. 18thJan. 14th - Jan. 16th Indicator CCSS3-4.8: Predict the results of one transformation – slide, flip, or turn – of a geometric shape.Instructional Strategies






1. Give student grid paper with 4 quadrants. Give each student a pattern block. Students trace and color the pattern block in one quadrant. Ask students to show, by tracing, a slide, a flip, or a turn for that pattern block. Quadrant A

2. Give each student a sheet of paper, a shape, and a brad fastener. Fasten the shape to the piece of paper. This represents a turn. Quadrant A

3. Make sure that the students realize that shape does not change during a slide, flip, or turn. Use capital letters cut from a die cut machine to demonstrate slides, flips, and turns. They can trace them in their original position and then again after the letter has completed a slide, flip, or turn. Quadrant B

4. Give students polygons and have them draw or trace the slide, flip, or turn. Quadrant A

5. Use Navigating Through Geometry in Grades 3 through 5, “ Tetrominoes Cover-up.” Students make and verify all possible arrangements of four squares, called tetrominoes. Students use slides, flips, and turns to completely cover a 10 x 12 grid with a variety of tetrominoes. Quadrant C

6. Use Navigating Through Geometry in Grades 3 through 5, “Motion Commotion.” Students manipulate a figure using slides, flips, and turns. Students predict the new orientation of a figure after a specific transformation is made. Quadrant C

7. Students move an object along a surface. Students should notice that change only occurred in placement of the object. Quadrant B

8. Students investigate situations where something moves around a fixed point (clock). Quadrant B

9. Use mirrors to show how an object looks when it is flipped. Quadrant B

10. Using graph paper, show students how to illustrate slides, flips, and turns. Use Mathematics Assessment Sampler (Pre K-2) pp. 112-115 as a guide. Quadrant C

11. Give the students two pairs of shapes to use to demonstrate flips, turns and slides. Quadrant B

12. Use Super Source Lesson “Flip – Flop Around”: The students will use Tangrams to play a game with flips, sides, and turns. (Search: Tangrams, 3-4).ResourcesDaily Oral Math



Other Resources: Pass Coach: pp. 125 - 130 , Think Central: Practice , Study Island: Test bank items , Think Central: Standards Practice , Navigating Through Geometry: Patchwork Symmetry , Tetrominoes Cover-Up , Motion CommotionAssessment

Week of Jan. 14th - Jan. 18thJan. 17th Indicator CCSS3-4.1: Identify the specific attributes of circles: center, radius, circumference, and diameter. Winter BreakInstructional Strategies 1. Warm up: review circles by identifying them around the room. Quadrant A






2. Constructing Circles: Discuss the terms circle, radius, diameter, and center. Point out that the diameter is twice as long as the radius. Radius and diameter are defined as line segments. Quadrant A

3. Give students circles and have students fold them to demonstrate the diameter, circumference, and radius. Quadrant A

4. Give each student a bagel. Have them use plastic knives to cut bagels to demonstrate the radius and diameter. Quadrant B

5. Draw a giant circle on the floor and line students up inside the circle to demonstrate the diameter and radius. Quadrant B

6. Give each pair of students Ritz crackers and squeeze cheese. Have the students put a bit of cheese in the center, a line from the center to the edge for the radius, and a line all the way across for the diameter. Quadrant B

7. Use Dinah Zike’s Teaching Mathematics with Foldables, p. 68. Students create a graphic organizer illustrating the characteristics of a circle. Quadrant D

8. Use EveryDay Counts Calendar Math to address this standard throughout the year. Quadrant AWinter BreakResourcesDaily Oral Math



Other Resources: Pass Coach: pp. 117 - 124 , Think Central: Practice , Study Island: Test bank items , Think Central: Standards Practice r BreakAssessment

Winter Break

Week of Jan. 14th - Jan. 18thJan. 18th Third Nine WeeksIndicator CCSS

Professional Development/Workday Professional Development/WorkdayInstructional Strategies

Professional Development/WorkdayResources

Professional Development/WorkdayAssessment

Professional Development/Workday

Week of Jan. 21st - Jan. 25thJan. 21st - Jan. 22ndIndicator CCSS

Martin Luther King Jr. Day (Holiday)Professional Development/Workday


Instructional Strategies

Martin Luther King Jr. Day (Holiday)








AssessmentMartin Luther King Jr. Day (Holiday)Professional Development/Workday

Jan. 23rd Indicator CCSS3-4.1: Identify the specific attributes of circles: center, radius, circumference, and diameter. Winter BreakInstructional Strategies 1. Warm up: review circles by identifying them around the room. Quadrant A

2. Constructing Circles: Discuss the terms circle, radius, diameter, and center. Point out that the diameter is twice as long as the radius. Radius and diameter are defined as line segments. Quadrant A

3. Give students circles and have students fold them to demonstrate the diameter, circumference, and radius. Quadrant A

4. Give each student a bagel. Have them use plastic knives to cut bagels to demonstrate the radius and diameter. Quadrant B

5. Draw a giant circle on the floor and line students up inside the circle to demonstrate the diameter and radius. Quadrant B

6. Give each pair of students Ritz crackers and squeeze cheese. Have the students put a bit of cheese in the center, a line from the center to the edge for the radius, and a line all the way across for the diameter. Quadrant B

7. Use Dinah Zike’s Teaching Mathematics with Foldables, p. 68. Students create a graphic organizer illustrating the characteristics of a circle. Quadrant D

8. Use EveryDay Counts Calendar Math to address this standard throughout the year. Quadrant AWinter BreakResourcesDaily Oral Math




Winter Break

Week of Jan. 21st - Jan. 25thJan. 24th - Jan. 25thIndicator CCSS3-5.6: Use analog and digital clocks to tell time to the nearest minute.

3.MD.1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes e.g., by representing the problem on a number line diagram.







1. Discuss clocks and parts; hour hand, minute hand, counting minutes on the clock.

2. Show students a time using a large Judy Clock®. Students write the corresponding digital time on white boards. This activity can also be reversed to writing a digital time on a white board and students use small Judy Clocks® to show corresponding analog time. Quadrant B

3. Students (or pairs of students) make an analog clock out of paper plates, paper arrows, and brads, showing each minute. Give them specific times (or have their partner choose specific times) to represent with their clock. Write a word problem (or student partner writes a word problem) to answer using their clock. Quadrant C

4. Give students a “Time-O” grid to play time bingo. They fill in the blanks with times of their choice to the minute or show times on an analog clock for students to play the game. Teacher may need to limit the range of times. Call out the times (variation is for times used to the nearest 5 minute, quarter, hourly intervals). Quadrant A ResourcesDaily Oral Math




Week of Jan. 28th - Feb. 1stJan. 28th - Jan. 30thIndicator CCSS3-5.6: Use analog and digital clocks to tell time to the nearest minute.

3.MD.1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes e.g., by representing the problem on a number line diagram.







1. Discuss clocks and parts; hour hand, minute hand, counting minutes on the clock.

2. Show students a time using a large Judy Clock®. Students write the corresponding digital time on white boards. This activity can also be reversed to writing a digital time on a white board and students use small Judy Clocks® to show corresponding analog time. Quadrant B

3. Students (or pairs of students) make an analog clock out of paper plates, paper arrows, and brads, showing each minute. Give them specific times (or have their partner choose specific times) to represent with their clock. Write a word problem (or student partner writes a word problem) to answer using their clock. Quadrant C

4. Give students a “Time-O” grid to play time bingo. They fill in the blanks with times of their choice to the minute or show times on an analog clock for students to play the game. Teacher may need to limit the range of times. Call out the times (variation is for times used to the nearest 5 minute, quarter, hourly intervals). Quadrant A ResourcesDaily Oral Math




Week of Jan. 28th - Feb. 1stJan. 31st – Jan. 1stIndicator CCSS3-5.1: Use the fewest possible number of coins when making change. Winter BreakInstructional Strategies 1. Write various amounts of money on cards up to $0.99. The teacher will pass out cards and coins or manipulatives and have the students practice counting coins. Quadrant A

2. Make problem cards for students to make change in the fewest number of coins for inexpensive objects (Ex. Jose has $1.00. He buys a ball for .55¢. How much change will he get? Represent this in the fewest number of coins. Quadrant A

3. Use coin models to play “store.” Gather objects such as pencils, erasers, and gum and assign a value tag to each. Students are given one dollar for each and must tell the “cashier” what change they should get in the fewest number of coins. Quadrant B

4. Use play money as a manipulative to make change. Create shopping scenarios for purchasing inexpensive items. Student consumers pay a student cashier in play money and cashier counts back play money using the fewest coins possible. Quadrant B

5. Use “Daily Depositor” activities from Every Day Counts: Calendar Math as an ongoing strategy throughout the year. Quadrant A

6. Teach students to give change using the counting up strategy. Example: The item costs $1.56. A student gives the teacher $2.00. The teacher uses overhead coins to count up from $1.56, $1.57, $1.58, $1.59, $1.60 (4 pennies used), $1.70 (1 dime used), $1.75 (1 nickel used), $2.00 (1 quarter used). Explain to students the goal in counting up is to use the least amount of coins to get to the amount that allows the change maker to use quarters (.25, .50, .75).

7. Use Super Source Lesson “Pattern Block Toy Factory”: the student will use Pattern Blocks to work with money concepts. (Search: Pattern Blocks, K-2). BreakResources






Daily Oral Math




Winter Break

Week of Feb. 4th - Feb. 8thFeb. 4th - Feb. 5thIndicator CCSS3-5.1: Use the fewest possible number of coins when making change. Winter BreakInstructional Strategies 1. Write various amounts of money on cards up to $0.99. The teacher will pass out cards and coins or manipulatives and have the students practice counting coins. Quadrant A

2. Make problem cards for students to make change in the fewest number of coins for inexpensive objects (Ex. Jose has






$1.00. He buys a ball for .55¢. How much change will he get? Represent this in the fewest number of coins. Quadrant A

3. Use coin models to play “store.” Gather objects such as pencils, erasers, and gum and assign a value tag to each. Students are given one dollar for each and must tell the “cashier” what change they should get in the fewest number of coins. Quadrant B

4. Use play money as a manipulative to make change. Create shopping scenarios for purchasing inexpensive items. Student consumers pay a student cashier in play money and cashier counts back play money using the fewest coins possible. Quadrant B

5. Use “Daily Depositor” activities from Every Day Counts: Calendar Math as an ongoing strategy throughout the year. Quadrant A

6. Teach students to give change using the counting up strategy. Example: The item costs $1.56. A student gives the teacher $2.00. The teacher uses overhead coins to count up from $1.56, $1.57, $1.58, $1.59, $1.60 (4 pennies used), $1.70 (1 dime used), $1.75 (1 nickel used), $2.00 (1 quarter used). Explain to students the goal in counting up is to use the least amount of coins to get to the amount that allows the change maker to use quarters (.25, .50, .75).

7. Use Super Source Lesson “Pattern Block Toy Factory”: the student will use Pattern Blocks to work with money concepts. (Search: Pattern Blocks, K-2). BreakResourcesDaily Oral Math




Winter Break

Feb. 6th - Feb. 8thIndicator CCSS3-5.7: Recall equivalencies associated with time and length: 60 seconds = 1 minute and 36 inches = 1 yard.Instructional Strategies 1. Warm Up: review ways to measure length (inches, feet, yards) and time (seconds, hours). Quadrant A

2. Review that 12 inches = 1 foot and 3 feet = 1 yard. Quadrant A

3. Students look at rulers and yardsticks to determine how many inches are in one foot and how many inches are in one yard. Quadrant A

4. Use Literature Link How Big is a Foot? Quadrant B

5. Use a Judy Clock® or illustration of a clock showing minute marks to count off 60 seconds in 1 rotation of the clock. Quadrant A

6. In small groups the students will divide a 40 inch piece of counting tape (from Everyday Math Box) into 36 1 inch sections and cut off the 4 remaining inches. The students will color the first 12 inches one color, the second 12 inches another color, and the remaining 12 inches a third color. the class will discuss that a yard is equal to both 3 feet and 36 inches. Quadrant BResourcesDaily Oral Math








Other Resources: Pass Coach: pp. 144 - 148 and 154 - 163 , Think Central: Practice , Study Island: Test bank items , Think Central: Standards PracticeAssessment

Week of Feb. 11th - Feb. 15thFeb. 11th - Feb. 15thIndicator CCSS3-5.2: Use appropriate tools to measure objects to the nearest unit: measuring length in meters and half-inches; measuring liquid volume in fluid ounces, pints, and liters; and measuring mass in grams

Winter Break

3.MD.2. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divideto solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.er






3.MD.4. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units- whole numbers, halves, or quarters. Break

Instructional Strategies LENGTH1. Use meter length strips of yarn to measure the length of a variety of objects and/or distances (i.e. length of bleacher, hallway, cafeteria tables, width of classroom) Quadrant B

2. Use a 12 in. ruler to measure the length of various objects to the nearest inch or half-inch (i.e. textbooks, desks, pencils, erasers, markers, etc.) Quadrant B

3. Draw a T chart and label as follows: meter 12” ruler

Teacher shows students pictures of various items. Students decide the correct measuring tool to measure the item and write the name of the item in the correct place on the T chart. Quadrant A

CAPACITY1. Provide students with containers measuring one liquid ounce, one pint, and one liter. Use water to compare volume amounts. Quadrant B

2. Students bring containers measuring liquid ounces, pints, and liters. Lead them in a “real world connection” discussion (i.e. “Which would be the better estimate for measuring the volume of a bathtub – ounces or liters?”). Quadrant B

MASS1. Use gram stackers and balance scale to measure mass/weight in metric terms of small classroom objects (i.e. pencil, scissors, markers, paperclips). Quadrant A

2. Use a loaf of bread to represent one pound (16 slices) as illustrated in Houghton Mifflin pg. 172. Students make predictions of the mass of objects less than 1 pound. Use the balance scale and bread (one slice = one ounce) to test predictions. *Use customary measurement weights if available.* Quadrant B

3. Read and follow Literature Link Lulu’s Lemonade. Quadrant B

Enrichment: Use Navigating Through Measurement in Grades 3 through 5, “Off to the Hardware Store.” Students determine units of measure used to sell items from a hardware store using catalogs, flyers, or sales papers. Students become familiar with units in commonly used systems and recognize the need for measuring in standard units. Quadrant D ResourcesDaily Oral Math



Other Resources: Pass Coach: pp. 154 - 174 , Think Central: Practice , Study Island: Test bank items , Think Central: Standards Practice , Navigating Through Measurement: Off to the Hardware Storeinter BreakAssessment

Winter Break






Week of Feb. 18th - Feb. 22ndFeb. 18thIndicator CCSS

President's Day (Holiday) President's Day (Holiday)Instructional Strategies

President's Day (Holiday)Resources

President's Day (Holiday)

AssessmentPresident's Day (Holiday)

Week of Feb. 18th - Feb. 22ndFeb. 19th - Feb. 22ndIndicator CCSS3-5.3: Recognize the relationship between meters and yards, kilometers and miles, liters and quarts, and kilograms and pounds.

3.MD.2. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

Instructional Strategies 1. Continue to review standard 2-5.3. Use appropriate tools to measure objects to the nearest whole unit: measuring length in centimeters, feet, and yards; measuring liquid volume in cups, quarts, and gallons; measuring weight in ounces, and pounds; and measuring temperature on Celsius and Fahrenheit thermometers. Continue inches from 1-5.4

2. Using metric and US customary containers, students first predict what will happen if a quart of water is poured into a liter container and what will happen if a liter of water is poured into a quart container. Students confirm predictions and discuss results (an overflow pan will be necessary when pouring quart of water into liter container). Quadrant B

3. Divide students into small groups and give each group a yard stick and a meter stick. Each student needs their math notebook with a yard meter chart on a page. The groups will measure various items in the room and list items on the T

chart that are equal to the meter or yard. Quadrant B

4. Place one pound of an item (rocks or marbles) in a Ziploc bag to represent the US customary system and one kilogram of an item to represent the metric system. Students make predictions as to which is heavier then test predictions using a balance scale. Quadrant B

5. Have students list: meter, yard, liter, quart, kilogram, pound, and next to each find an object for a reference point. *Students can use bags in strategy 4 as a reference for weight. Quadrant B ResourcesDaily Oral Math



Other Resources: Pass Coach: pp. 175 - 179 , Think Central: Practice , Study Island: Test bank items , Think Central: Standards Practice , Navigating Through Problem Solving: How Many is too Many?Assessment

Week of Feb. 25th - Mar. 1stFeb. 25th - Mar. 1stIndicator CCSS3-5.4: Use common referents to make comparisons and estimates associated with length, liquid volume, and mass and weight: meters compared to yards, kilometers to miles, liters to quarts, and kilograms to pounds.

3.MD.2. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divideto solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.






Instructional Strategies 1. Have the students use “benchmark” measurements. (Ex. Have them use their thumb as a measurement (like in the example) and go throughout the room labeling objects with how many “inches” they are. Make sure several students measure the same objects. Then measure the objects with a ruler to see if they are close). Quadrant B

2. Make up situation cards, such as the following for the student pairs to solve. Say, “the distance from the elbow to the index finger is about a foot” and have their partner measure to see how tall they are. Check with a ruler to see if they are close. Quadrant B

3. Make up situation cards, such as the following, for the students to solve. Say, “A paper clip is about a gram.” Fill a sandwich bag with paper clips until it is about the same weight as a small lightweight object in the classroom. “How many “grams” does it weigh?” Quadrant B

4. Use Navigating Through Problem Solving and Reasoning in Grade 3, “How Many are Too Many?” Using the process standards, students will explore the relationship between a unit of weight and the number of units that will sink a “boat.” Quadrant B

5. Students develop a familiarity with the standard units for length and weight. Students select objects with attributes whose measurements are approximately equal to a given length or weight. Quadrant B

6. Have students estimate the length of the classroom in feet and then walk the room to see if their estimates were close to the measurement. Measure the room with a yardstick to compare estimates with exact measurement. Quadrant B WiResourcesDaily Oral Math



Other Resources: Pass Coach: pp. 175 - 179 , Think Central: Practice , Study Island: Test bank items , Think Central: Standards Practice , Navigating Through Problem Solving: How Many is too Many?Assessment

Winter Break

Week of Mar. 4th - Mar. 8thMar. 4th - Mar. 8thIndicator CCSS3-2.5: Understand fractions as parts of a whole. 3.NF.1. Understand a fraction 1/b as the quantity formed by

1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

3.NF.2. Understand a fraction as a number on the number line; represent fractions on a number line diagram.






a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

Instructional Strategies Day 1:

1. Warm up: discuss why it might be necessary to cut things into equal parts. Draw shapes on the board with equal part and discuss.

2. Instructional Background: Use this to build instructional background.

● Unit Fractions – A fraction with 1 as the numerator, such as 1/3 is called a unit fraction. ● Numerator – The numerator tells how many of the equal parts you are talking about (the counting number). ● Denominator – The denominator is how many equal parts the whole is divided into (what’s being counted). ● Equal Parts – Fractional parts are equal shares or equal-sized portions of a whole or unit. A unit can be an object or a collection of things. More abstractly, the unit is counted as 1. On the number line, the distance from 0 to 1 is the unit. ● Parts of the Fraction – The more fractional parts used to make a whole, the smaller the parts (the larger the denominator, the smaller the part). For example, eighths are smaller than fifths.

3. Use this interactive game for fraction practice: http://www.primarygames.com/fractions/question1.htm Day 2:

1. Discuss that fractions can be a representation of parts of a group. Give each student ten small objects (e.g., confetti) or pictures. Tell them a fraction to represent using the objects. Quadrant A 2. Discuss that fractions can be a way to share just one object. Bring something edible (e.g., Twix, candy bar) to represent fractional parts (fourths). Have the students describe situations that would fit the need to have a candy bar sectioned that way. Also use edible parts of groups to demonstrate fractions (e.g., Lance crackers). Quadrant D

3. Discuss the parts of a fraction (numerator and denominator). Fold paper in half time and time again and discuss the fractional parts represented. Quadrant A

4. Divide the class into pairs and have them prepare two sets of ten cards, one set with fractions written on them and the other set with matching pictures. Each pair turns the cards face down and plays a game of MATCH using the cards. Quadrant C

5. Use these interactive matching games to check for students’ understanding: http://www.helpingwithmath.com/resources/games/fraction_game1/matching.html , http://www.helpingwithmath.com/resources/games/fraction_game2/matching.html

6. RTI: Show this PPT: http://www.schenectady.k12.ny.us/users/title3/Future%20Grant%20Projects/Projects/Fantastic%20Fractions/PROJECT/FANTASTI_files/frame.htm

7. Begin with SLIDE #14. The Door Bell Rang by Pat Hutchins begins on page 21. Continue through the story and activity that follows it.Day 3:

1. Students have learned how to tell time to the half hour and the quarter hour. Show them an analog clock and relate half an hour and quarter hour to fractions. Divide the clock in hour and show that there are 60 minutes in an hour and 30 minutes in a half hour. Divide a clock into 4 equal parts to show quarter or ¼ of an hour.

2. This lesson works well with students working in groups of 2-4. Give each group a set of pattern blocks. Let them explore with the pattern blocks for about 3 minutes.

http://www.schenectady.k12.ny.us/users/title3/Future%20Grant%20Projects/Projects/Fantastic%20Fractions/PROJECT/FANTASTI_files/frame.htm


http://www.helpingwithmath.com/resources/games/fraction_game2/matching.html

http://www.helpingwithmath.com/resources/games/fraction_game1/matching.html

http://www.primarygames.com/fractions/question1.htm

Ask: What are you noticing about the pattern blocks? (color, shape, size, some can be put together to make another one)

3. Review the names of the shapes- hexagon-yellow, trapezoid-red, square-orange, triangle-green, parallelogram- blue. Ask them to find a hexagon. Ask: what shapes can you find that will cover the hexagon? (2 trapezoids, 3 parallelograms, and 6 triangles)

4. Tell the students that if we think of the hexagon as one whole, then these other shapes divide the hexagon into equal parts. When we have equal parts that make up a whole, those equal parts are called a fraction of the whole. If there are

2 trapezoids that make a hexagon, then each trapezoid is ½ of the whole (hexagon).

5. Then ask: What part of the hexagon would the parallelogram be? 1/3 The triangle? (1/6) Explain that this is fraction as a region. Explain that the bottom number of the fraction is called the denominator and tells how many equal parts make up the fraction. The top number is called the numerator. It tells how many parts we are talking about. So, if we ask: What part of the hexagon is represented by 2 parallelograms? They should answer 2/3

Ask: If the trapezoid represents one, one fractional part would a triangle represent? 1/3 Two triangles? 2/3 Have the students work in groups to come up with some of their own fractional representations. Day 4:

1. Read and discuss The Hershey's Milk Chocolate Fractions Book, by Jerry Pollotta, using Hershey’s candy bars. Extend this activity by using other candy bars that have sections. Quadrant B

2. Introduce fraction of a set. Explain that Set fraction is based the number of items in a set . Remind students that it takes 10 dimes to make a dollar.

3. Now ask: “If I have 4 dimes, what fraction of a dollar do I have? (4/10). Help students make connections to previous learning by using base ten block to demonstrate set fractions-10 tens make 1hundred. Therefore, 1 tens block equals 1/10th of 100. 10 hundreds make 1 thousand. Therefore, 1 hundred block equals 1/10th of 1000.

4. Repeat this as many times as necessary. Use different examples to help students understand the concept.

5. Give students the opportunity to provide both examples of fraction as a region and fractions as a set.Day 5:1. Remind students of The Hershey’s Milk Chocolate Fraction Book that you read on the previous day by asking questions about what happened in the book.

2. Use pattern blocks, to represent parts of a whole. The hexagon is the “whole.” The trapezoid is The rhombus is .

The triangle is . Ask students questions to help them discover how each shape is related to the “whole.” They can

discover these by covering the hexagon with the various shapes. They can also make fractions by covering the hexagon with various shapes to show fractional parts. Quadrant C

8. Read and discuss Literature Link: Go Fractions by Judith B. Stamper. Quadrant BResourcesDaily Oral Math

Web Sites: http://www.math-drills.com/fractions.shtml#modeling , www.studyisland.com , http://www.primarygames.com/fractions/question1.htm , http://illuminations.nctm.org/lessons/3-5/fractions1/FunFractions-AS-RegionRelationships1.pdf , http://www.mathworksheets4kids.com/fractions/shaded-unshaded.pdf


Other Resources: PASS Coach: pp. 36 - 41 , Think Central: Practice , Study Island: Test bank items , Think Central: Standards Practice , Assessment



http://www.mathworksheets4kids.com/fractions/shaded-unshaded.pdf

http://illuminations.nctm.org/lessons/3-5/fractions1/FunFractions-AS-RegionRelationships1.pdf

http://illuminations.nctm.org/lessons/3-5/fractions1/FunFractions-AS-RegionRelationships1.pdf

http://www.primarygames.com/fractions/question1.htm


http://www.math-drills.com/fractions.shtml#modeling

Week of Mar. 11th - Mar. 15thMar. 11th - Mar. 15thIndicator CCSS3-2.6: Represent fractions that are greater than or equal to 1.

3.NF.2. Understand a fraction as a number on the number line; represent fractions on a number line diagram.

a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

Winter Breakb. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

Instructional Strategies Day 1:

1. Begin by reviewing fraction as part of a whole. Use Graham Crackers or other objects to model fraction as part of a whole.

2. Use the following PPT for Mixed Numbers: to introduce mixed numbers Begin with slide 49.


3. Discuss the meaning of whole numbers and mixed numbers. Use examples to explain how whole numbers and mixed numbers are different. Use Graham Crackers or other tangible materials to represent fractions and whole numbers.

4. Model mixed numbers using geometric models. Give each student opportunities to model fractions, whole and mixed numbers with manipulatives.

5. Cut strips of fraction from the attached link and have students color in different fractional parts and describe them.Day 2:

1. Have students look at the fraction strips on page 393 of Math Expressions.

2. Explain that the strip in the top row shows the whole. Point out that the number 1 is used to represent 1 whole. In each of the following rows, students need to divide the strip into equal parts, and then shade one part. Have students explain the patterns they see in the fraction strips.

3. Display a number line on the board and circle one number at a time and have students tell what fraction the number represents.

4. Model this several time and provide opportunities for students to practice linear fraction.

Ask students how linear fraction is different from the set and regional fractions. (Set is based on equal number, region is based on equal area, and linear is based on equal distance from one spot to another.

5. Go to http://www.ixl.com/math/grade/third/ Click on Q.1:Fractions review This is an excellent review for fraction as a set, region, and linear fraction. You may need to set up a free 30 day trial account.

Day 3:

1. Improper Fractions

An Improper fraction has a numerator (top number) larger than (or equal to) the denominator (bottom number),

It is "top-heavy"

7/4

(seven-fourths or seven-quarters)

Examples



3/27/4

16/1515/15

99/5

See how the top number is bigger than (or equal to) the bottom number? That makes it an Improper Fraction, (but there is nothing wrong about Improper Fractions).

2. Three Types of Fractions:

3. Fractions

A Fraction (such as 7/4) has two numbers:

Numerator

Denominator

The top number is the Numerator, it is the number of parts you have. The bottom number is the Denominator, it is the number of parts the whole is divided into.

Example: 7/4 means:

We have 7 parts Each part is a quarter (1/4) of a whole

So we can define the three types of fractions like this:

Proper Fractions:

The numerator is less than the denominatorExamples: 1/3, 3/4, 2/7

Improper Fractions:

The numerator is greater than (or equal to) the denominatorExamples: 4/3, 11/4, 7/7

Mixed Fractions:

A whole number and proper fraction togetherExamples: 1 1/3, 2 1/4, 16 2/5

4. Improper Fraction

An improper fraction is just a fraction where the top number (numerator) is greater than or equal to the bottom number (denominator). In other words, it is top-heavy.

5. Can be Equal

What about when the numerator is equal to the denominator? For example 4/4 ?

Well, it is obviously the same as a whole, but it is written as a fraction, so most people agree it is a type of improper

http://www.mathsisfun.com/improper-fractions.html#notwrong

fraction.

4/4

6. Improper Fractions or Mixed Fractions

You can use either an improper fraction or a mixed fraction to show the same amount. For example 1 3/4 = 7/4, shown here:

1 3/47/4

=

Day 4:

1. Review fractions of a set, region, and number line.

2. Review improper fraction using real life examples such as fruit, dozens of eggs, pizza, cookies, etc.

3. Draw a number line on the board and write divide it into three equal parts. Now subdivide part three into half. Put an X on the spot showing the half and ask students to identify the fraction. This will be 2 ½.

4. Repeat the above process, using number lines with mixed numbers. Day 5:

1. Review the Hershey’s Book of Fractions. Use Hershey bars to make examples of mixed numbers. Quadrant B

2. Use graham crackers to represent fractions and whole numbers. Quadrant A

3. Have students create fraction pieces or use pattern blocks to manipulate and represent mixed numbers. Quadrant A

4. Use the plastic geometric models to create fractions and mixed numbers. Quadrant A

5. Use pattern blocks to represent fractional parts. The hexagon = 1, the trapezoid = , the rhombus = , the triangle =

. Give students a mixed number to represent. Quadrant B

6. Use geoboards to represent fractional parts. Teacher assigns what 1 whole is (i.e 3 x 4) and asks students to show a

mixed number (i.e. ). Quadrant B

7. Preview improper fractions to prepare students for standard 4-2.11.ResourcesDaily Oral Math

Web Sites: www.studyisland.com , http://www.superteacherworksheets.com/fractions/mixed-numbers_TWMRT.pdf , http://www.schenectady.k12.ny.us/users/title3/Future%20Grant%20Projects/Projects/Fantastic%20Fractions/PROJECT/FANTASTI_files/frame.htm , www.edhelper.com , http://www.ixl.com/math/grade/third/




http://www.edhelper.com/



http://www.superteacherworksheets.com/fractions/mixed-numbers_TWMRT.pdf


Other Resources: PASS Coach: pp. 36 - 41 , Think Central: Practice , Study Island: Test bank items , Think Central: Standards PracticeAssessment

Winter Break

Week of Mar. 18th - Mar. 22ndMar. 18th - Mar. 22nd (Writing PASS Mach 19 - 20)Indicator CCSS3-6.1: Apply a procedure to find the range of a data set.3-6.2: Organize data in tables, bar graphs, and dot plots. 3.MD.3. Draw a scaled picture graph and a scaled bar

graph to represent a data set with several categories. Solve one-and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. . For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

3.MD.4. Generate measurement data by measuring lengths

using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units- whole numbers, halves, or quarters.

3-6.3: Interpret data in tables, bar graphs, pictographs, and dot plots

3.MD.3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one-and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. . For example, draw a bar graph in which each square in the bar graph might represent 5 pets.


1. Supply cards with several numbers on them. Students use individual whiteboards to demonstrate the range.

On the whiteboard, students will solve: 10 – 2 = 8. (8 is the range.) Quadrant A

2. Use data sets from sports games (i.e. use at least 5 winning scores from basketball games on a particular night; 55, 63, 75, 80, 85). Students calculate the range for each sports player (85 – 55 = ?). Quadrant B

3. Number cards from 1 to 100. Pass one out to each student. Five students line up in a row from least to greatest. The remaining students decide the range of their data. Quadrant A

4. Display a number of graphs and ask the students several questions pertaining to the range of values. Quadrant C

5. Divide students into groups of four or five. Display several bar graphs and line plot graphs. Students write the range for each. Quadrant B3-6.2:

1. Have the students count their steps to the restroom, playground, cafeteria, etc. and write the data in their math journals. Students should organize the data in a table or graph. Quadrant B

2. Write questions on the overhead for the students to collect data during the week. Use one question a week (Ex. How many times did the teacher write on the overhead each day this week? How many times did a visitor come into the room? How many people wore blue each day this week?). Quadrant B

3. Teacher makes a list of six choices of food items served at parties and celebrations (3 healthy items, 3 unhealthy items). Allow the class to choose two favorite food items for party choices (students to receive two ballots for choices). Tally the results from the class. Make a bar graph from the class results. Talk about how food choices affect your health. (Health – II.G.2.a) Quadrant D

4. During donation times – food drives, money for United Way, etc. Use a dot plot to display the data. Quadrant B

5. Have students display the homework turned in on Fridays for four weeks on a dot plot. Students will create a table of information and then transfer the data to a dot plot. Quadrant B

6. Students can use bar graphs to display temperatures during different time intervals during the day. Students will first create a table of data and then transfer to a bar graph. Quadrant B

7. Some suggestions for bar graphs are: the number of sunny days in three months, number of students at school every day of the week for a whole month, class sale of doughnuts for three weeks. Quadrant B

8. Other suggestions for graphs are: The average number of eggs snakes, birds, and insects lay Calories in the snack items in the lunch room Parents that have red cars, blue cars, etc. Length of rivers or roads Number of times each spelling word was missed. Discuss the results. Quadrant B

9. Obtain stamp shapes of animals that you are plotting and use them to demonstrate the data collected about the different animals such as their weights, heights, etc. Quadrant B

10. Skittles can be used in place of the dots on dot plots. Obtain the different types for the different holidays or seasons. Quadrant B

11. Use blank laminated tables and erasable markers to write the collected data on, and then plot the data on your filing cabinet. Tape blue painter’s tape for the line on the filing cabinet and milk jug lids with magnets can be used for the dots. Quadrant B

12. Students conduct surveys of the weather forecast using “Everyday Counts Calendar Math,” p. 45. Quadrant B

13. Read and discuss Tiger Math: Learning to Graph From a Baby Tiger by Ann Whitehead Nagda and Cindy Bickel (Literature Link). Quadrant A

14. Students could participate in creating a human dot plot. Some suggestions for possible dot plots are: number of siblings, number of pets, measurement of the student’s shoes, etc.

15. Refer to Navigating through Data Analysis and Probability in Grades 3 – 5, pg. 29. An alternative activity would be to draw polygons instead of stars.3-6.3:

1. Use milk jug lids with each student’s name on one side and a strip of magnetic tape on the other. Draw a blank “bar type” graph on the side of the file cabinet. The class will vote for their favorite candy bar, cereal, etc. then use the graph to display this information. You may wish to use one color of lid for the boys and another for the girls. Discuss the results of the information. Quadrant B

2. Pasta wheels of different colors can be used as symbols for pictographs. You can change the value the pasta represents for and the value of each according to the purpose. Discuss the results. Quadrant A

3. Students decide on objects in room to graph. Graph things around the room such as different types of shoes (Velcro, laces), types of shirts (collared, buttons), or dresses versus pants. Interpret the data and discuss the results. Quadrant B

4. Use the colored stickers or have students create pictures to make bar graphs of things that have color such as flowers, crayons, etc. Interpret the data and discuss the results. Quadrant B

5. Use Navigating Through Data Analysis and Probability in Grades 3 through 5, “Long Jump.” Students collect data about the jumping ability of their classmates. Students organize the data on a line plot. Students construct a graph of the data and describe and summarize the data. Quadrant B

6. Use Navigating Through Data Analysis and Probability in Grades 3 through 5, “How Many Stars Can You Draw in One Minute?” Students collect and represent data on line plots as well as describe and summarize the data. Students compare two sets of data on line plots. Quadrant A

7. Use Navigating Through Problem Solving and Reasoning in Grades 3, “Grant Avenue Elementary School Reading Certificates.” Students interpret data and use data to create rules for awarding reading certificates to students. Quadrant BResources3-6.1:

Daily Oral Math



Other Resources: Pass Coach: pp. 213 – 216 , Think Central: Practice , Study Island: Test bank items , Think Central: Standards Practice3-6.2:






Daily Oral Math



Other Resources: Pass Coach: pp. 190 – 212 , Think Central: Practice , Study Island: Test bank items , Think Central: Standards Practice , Navigating Through Data Analysis and Probability: Long Jump , How Many Stars Can You Draw in One Minute? , Navigating Through Problem Solving and Reasoning: Grant Avenue Elementary School Reading Certificates3-6.3:

Daily Oral Math



Other Resources: Pass Coach: pp. 190 – 212 , Think Central: Practice , Study Island: Test bank items , Think Central: Standards Practice , Navigating Through Data Analysis and Probability: Long Jump , How Many Stars Can You Draw in One Minute? , Navigating Through Problem Solving and Reasoning: Grant Avenue Elementary School Reading CertificatesAssessment

Benchmark #3 Testing Window: Mar. 4th - Mar. 15th

Week of Mar. 25th - Mar. 29thMar. 25th - Mar. 28th Fourth Nine WeeksIndicator CCSS3-6.4: Analyze dot plots and bar graphs to make predictions about populations.

Break

3.MD.3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one-and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. . For example, draw a bar graph in which each square in the bar graph might represent 5 pets. Break

3-6.5: Compare the benefits of using tables, bar graphs, and dot plots as representations of a given data set.Instructional Strategies 3-6.4:











1. Obtain data from the school or class. Have the students organize the data obtained in a dot (line) plot or bar graph and make predictions about the population. Quadrant D

2. Analyze various dot (line) plots and bar graphs from Social Studies text book that contain data about various populations. Lead students in a discussion about making predictions about those populations. Quadrant C3-6.5:

1. Display the definitions of each type of graph on a piece of chart paper. Quadrant A

2. Prepare several examples of dot (line) plots and bar graphs. Divide the class into groups of four or five. Give each group a table and have them match the table to the graph that contains the same data. Quadrant C

3. Display dot (line) plot graphs and bar graphs and discuss the differences between each. Tell the purpose of each type and when it is most appropriate to use. Quadrant A

4. Vary the way you present data in a dot (line) plot, bar graph, and table. Some suggestions for topics would be: temperatures during several months, blood types and amounts collected in pints, etc. Quadrant A

5. Give each set of four or five students the same set of data and a large piece of chart paper. Assign each group a way in which you wish for them to display the data such as bar graphs, dot plot graphs, or tabular graphs. Tell them to first design it on notebook paper for you to approve then put it on chart paper. Tape the graphs across the room to discuss the differences. Quadrant B

6. Tell the students that certain types of graphs are more appropriate for displaying certain information. Populations of different cities are best suited to be displayed on a tabular or bar graph because the information represented is categorical data (names of cities). How many players hit a specific number of home runs is best suited in a dot plot because the numerical data show how often something happens. Put some topics on sentence strips that could be displayed on graphs such as: compare the amounts of apples raised in Georgia, South Carolina, and North Carolina (bar or tabular); show the heights of basketball players on a team (dot (line) plot); compare Game Boy® sales at Wal- Mart®, K-Mart®, and Toys R Us® (bar or tabular); show number of hours students in the classroom spend watching T.V. for a week (dot (line) plot). Have the students explain which types of graphs are best for which information and why. Quadrant D

7. Have the students bring in collections, such as stamps, card collections, dolls, etc. and graph the comparisons about them. Quadrant B

8. Students will create a tri-fold study organizer to organize the different types of graphs studied over the nine weeks.

9. The teacher will read Lemonade For Sale and follow Literature Link.Resources3-6.4:

Daily Oral Math



Other Resources: Pass Coach: pp. 206 – 212 , Think Central: Practice , Study Island: Test bank items , Think Central: Standards Practice 3-6.5:

Daily Oral Math



Other Resources: Pass Coach: pp. 206 – 212 , Think Central: Practice , Study Island: Test bank items , Think











Central: Standards PracticeAssessment

Benchmark #3 Testing Window: Mar. 4th - Mar. 15th

Week of Mar. 25th - 29thMar. 29thIndicator CCSS

Professional Development/Workday Professional Development/WorkdayInstructional Strategies


Professional Development/WorkdayAssessment

Professional Development/Workday

Week of Apr. 1st - Apr. 12thApr. 1st - Apr. 5th Indicator CCSS

Spring Break (Holiday) Spring Break (Holiday)Instructional Strategies

Spring Break (Holiday)Resources

Spring Break (Holiday)Assessment

Spring Break (Holiday)

Week of Apr. 8th - Apr. 12th

Apr. 8th - Apr. 12thIndicator CCSS3-6.6: Predict on the basis of data whether events are likely, unlikely, certain, or impossible to occur.

3-6.7: Understand when the probability of an event is 0 or 1.

Winter Break


1. Put twenty confetti pieces, candy pieces, or marbles in a paper sandwich sacks. Divide the students into groups. Have each group look at and record the colors of them and place them back in the sack. Have students record them as likely, unlikely, certain, or impossible. Quadrant B

2. Use clear chips of different colors to demonstrate probabilities on the overhead. Have students record them as likely, unlikely, certain, or impossible. Put all of the same color (red) on the overhead. What is the probability of picking a red one? Quadrant A

3. Give each group of four or five students a small bag of gallon jug lids or other objects. Have the students observe the contents and write down the fraction of each lid color in their math journals. Write several possible numerical outcomes on the board such as: 4 blue, 6 red, 1 purple. Have the students place the numbers under the correct column with the heading being: Quadrant B

Impossible Not Likely Likely Certaininter Break3-6.7:

1. Provide students with a bag of yellow, green, and blue marbles. They predict the likelihood of pulling out a purple marble. Students pull the marbles out of the bag, one by one, to prove the likelihood is “0.” Ask students what other event would be “0?” Quadrant B

2. Teacher provides stations with spinners, bags of marbles, dice, etc. Students go to each station, use the manipulatives, then illustrate and explain a “0” and “1” probability. Students practice using each manipulative. Quadrant C

3. Use Navigating through Data Analysis and Probability in Grades 3 through 5, “How Likely Is It to Land in the Trash Can?”. Students describe an event as certain, likely and/or equally likely to occur or not occur, unlikely, certain, or impossible. Students quantify the probability of an event using a value from 0 to 1. Quadrant A

4. Use Navigating Through Data Analysis and Probability in Grades 3 through 5, “Is There Such a Thing as a Lucky Coin?”. Students understand fair events. They conduct a simple experiment involving coin tossing and determine the probability of the event in quantitative terms and in terms of likely, unlikely, equally likely, certain, or impossible. Quadrant DResources3-6.6:

Daily Oral Math



Other Resources: Pass Coach: pp. 217 – 221 , Think Central: Practice , Study Island: Test bank items , Think Central: Standards Practice Break3-6.7:

Daily Oral Math













Other Resources: Pass Coach: pp. 217 – 221 , Think Central: Practice , Study Island: Test bank items , Think Central: Standards Practice , , Think Central: Practice , Study Island: Test bank items , Think Central: Standards Practice , ,,Navigating Through Data Analysis and Probability: How Likely Is It to Land in the Trash CanIs There Such a Thing as a Lucky CoinAssessment

Winter Break

Week of Apr. 15th - Apr. 19thApr. 15th - Apr. 19th Indicator CCSS3-3.4: Illustrate situations that show change over time as increasing. Winter Break Winter BreakInstructional Strategies 1. Show a graph and discuss at which point the information is increasing or decreasing. Quadrant A

2. New construction shows change. Give groups a long strip of paper from a 10” wide roll. Have one group draw the first house on the block. Have them pass it to the next group and that group draw a line, then draw the first house with the second house. Continue until all the groups have drawn the previous houses as well as contributed their own. Quadrant B

3. Use Navigating Through Algebra in Grades 3 through 5, “The Ups and Downs of Patterns.” Students identify and analyze situations with constant or varying rates of change. Quadrant D

4. Use Navigating Through Algebra in Grades 3 through 5, “Graphic Stories.” Students will explore relationships between variables and interpret relationships express in a line graph. Quadrant B

5. Review standard 2-3.5, qualitative and quantitative observations. Ex: when looking at a plant growth graph, you could discuss the difference in the plant’s appearance as well as height growth in centimeters. Quadrant BResourcesDaily Oral Math



Other Resources: Pass Coach: pp. 88 – 93 , Think Central: Practice , Study Island: Test bank items , Think Central: Standards PracticeAssessment

Winter Break

Week of Apr. 22nd - Apr. 26thApr. 22nd - Apr. 26th Indicator CCSSStandards Review Break inter BreakInstructional Strategies

See First, Second, Third Nine, and Fourth Nine WeeksResources

www.studyisland.comwww.ixl.com inter Break

Assessment

Winter Break

http://www.ixl.com/







Week of Apr. 29th - May 3rdApr. 29th - May 3rd Indicator CCSSStandards Review Break inter BreakInstructional Strategies



Assessment

Winter Break

Week of May 6th - May 10thMay 6th Indicator CCSSStandards Review Break inter BreakInstructional Strategies



Assessment

Winter Break

http://www.ixl.com/


http://www.ixl.com/


May 7th – 10thIndicator CCSS

PASS Testing Begins Winter BreakInstructional Strategies

PASS Testing BeginsResources

PASS Testing BeginsAssessment

Winter Break

Week of May 13th - May 17thMay 13th - May 17th Indicator CCSS

PASS Testing Begins Winter BreakInstructional Strategies

PASS Testing BeginsResources

PASS Testing BeginsAssessment

Winter Break

Week of May 20th - May 24thMay 20th - May 24th Indicator CCSSRe-Teach Weak Indicators as Identified by Benchmarks kInstructional Strategies

inter BreakResources


Winter Break

Week of May 27th - May 31stMay 27th - May 31st Indicator CCSSRe-Teach Weak Indicators as Identified by Benchmarks kInstructional Strategies

inter BreakResources


Winter Break

Week of Jun. 3rd - Jun. 7thJun. 3rd - Jun. 6th Indicator CCSSRe-Teach Weak Indicators as Identified by Benchmarks kInstructional Strategies

inter Break

ResourcesWinter Break

AssessmentWinter Break

Jun. 7th Indicator CCSS

Teacher Workday Teacher WorkdayInstructional Strategies

Teacher WorkdayResources

Teacher WorkdayAssessment

Teacher Workday

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