week 1 packet€¦ · b) limit distractions (tv, phone, loud music) and arrange a quiet place for...

3rd Grade

Week 1 Packet

This packet contains the following activities:

Estimated Time to

Complete

Subject Pages

60 Minutes Literacy 5-3245 Minutes Math 33-5430 Minutes Social Studies 55-6245 Minutes Science 63-6645 Minutes Health & PE 67

Student packets should be returned to school upon return.

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SUPPLEMENTAL INFORMATION FOR FAMILIES OF STUDENTS WITH DISABILITIES

If your child has a disability and receives services and supports through an IEP or 504 plan there are specific accommodations and supplemental supports that assist them in accessing their grade-level work. This document is to serve as a reference for you to assist your child in working through the materials in this learning packet. We appreciate your dedication to your child’s academic success. If you have further questions or require additional support with the materials in this learning packet, an academic support line will be available. Please check City Schools’ website at www.baltimorecityschools.org for more details.

ORGANIZATION

Many children need help with organizational skills to be successful with schoolwork. Here are some suggestions to support your child at home:

a) Establish a daily routine and schedule. Be sure to give your child time for a snack and wind-down time betweensubject areas

b) Limit distractions (tv, phone, loud music) and arrange a quiet place for schoolwork to be completed.c) Organize a consistent workspace with needed items (pencils, pens, paper, etc.) where schoolwork is done each

day.d) Develop a schedule that allows enough time for completion of assignments.

GUIDANCE AND SUPPORT

Some children only need help getting started on their assignments and some guidance to keep them on track. Here are some suggestions to support:

a) Read the directions together, do the first items together, observe as your child does the next problem/item onhis or her own and then leave the room.

b) Guide, it is helpful to point out errors on the schoolwork. If your child needs help, offer ideas that can help sortout the problem, but don't give the answers.

c) Give breaks if needed. Have the child complete some of the work and then let him/her take a break and engagein an activity that relaxes them. Set a timer and make sure the child knows how much free time s/he will have.

ACCOMMODATIONS

Accommodations are practices and procedures in the areas of presentation, response, setting, and timing/scheduling that provide equitable access during instruction for students with disabilities. Accommodations are intended to reduce or even eliminate the effects of a student’s disability; they do not reduce learning expectations.

Description of Accommodations Categories Accommodations are commonly categorized in three ways: presentation, response, and timing/scheduling:

• Presentation Accommodations—Allow students to access information in ways that do not require them tovisually read standard print.

• Response Accommodations—Allow students to complete activities and assignments in different ways or tosolve or organize problems using some type of assistive device or organizer.

• Timing and Scheduling Accommodations—Increase the allowable length of time to complete an assignment andperhaps change the way the time is organized.

Examples of Types of Accommodations

PRESENTATION RESPONSE TIMING AND SCHEDULING

• Read aloud directions• Read selected sections of

materials as requested bystudent

• For students with disabilitiesimpacting their ability to read,read aloud all material.

• Allow for verbal responses• Allow for answers to be

dictated and theparent/guardian writes theirresponse.

• For math problems, provide acalculator to computeanswer.

• Allow frequent breaks• Extend allotted time for an

assignment. Generally, extend timeis providing the student with timeand a half (e.g. if an assignment isallotted 30 minutes, a student witha disability may need 45 minutes.)

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http://www.baltimorecityschools.org/

SUPPLEMENTAL INFORMATION FOR FAMILIES OF STUDENTS WITH DISABILITIES

SUPPLEMENTARY AIDS

These are supports that enable a child to access, participate, and progress in the general education curriculum and environment, including non-academic and extracurricular activities. Supplementary aids include, butare not limited to, instructional supports, social and behavioral supports, and physical/environmental supports. Here are suggested Supplementary Aids that may be helpful for your child in completing their schoolwork at home:

Supplementary Aids Suggestions for Use

Environmental aids

• Choose a quiet location and adjust lighting for students to complete their work

• Develop and post a schedule with student for when subjects will be taught and when they willwork independently

• This support can be used in all content areas

Frequent breaks and opportunities for feedback

• As your child is completing their work, check in often to review and correct any mistakes in realtime. This can also be an opportunity to provide positive feedback and encouragement.

• Using this support will also help in noticing if your child understands what is being asked ofhim/her and clarifying as needed. Stop reading frequently to ask questions that will allow you tocheck if the student understands what they are hearing

• This support can be used in all content areas.

• If you are reading the text to the student, read slowly and clearly.

Paraphrasing directions and Rephrasing of text

• If your child does not understand the directions when first given, consider another way in whichyou can word the directions using vocabulary your child knows and understands.

• This support can be used in all content areas for directions and for any text/passage reading.

Instructional Supports: Vocabulary

• Create flash cards for vocabulary words and/or develop a vocabulary journal

• Use prior knowledge (Connect the word to how student would use it in their everyday life)

• This support can be used in all content areas for any and all content vocabulary

Use of a highlighter • Highlight or circle vocabulary words each time they see them

Instructional Supports: Mathematical Problem Solving

• Provide additional scratch paper

• Encourage student to assess their worko Do I understand what to do?o Do I have everything I need to answer the question?o Did I check my answers?o What do I need help with?

• Have student create posters with steps for solving problems

• Allow student to choose which problems they will solve when possible

• Ask student to explain their thinking for correct and incorrect answers

Break down assignments into smaller units

• If your child becomes overwhelmed by the number of problems/questions on a page, use afolded piece of paper to cover problems they are not answering at that time, allowing the focusto be on one question or task.

• For all reading assignments, use a ruler, book, or paper to move down the page line by line.

• For all reading assignments, write a number or letter in front of each line on the page

• Only have 1 page of an assignment visible to the child allowing him/her to focus on the work infront of them, not what is left to complete.

• This support can be used in all content areas where multiple questions are printed on one pageor one assignment consists of multiple sections and pages.

Chunking of text • Chunking means to break up text that may be too long or difficult for a child, into achievablesections or “chunks.”

• This support will help your child organize information for a better understanding of the text.Pausing between chunks is a great time to ask questions or write information onto graphicorganizers/charts.

• Chunking can be done by covering parts of larger text with paper or index card and underliningsections in different colors.

• This support can be used in all content areas especially when the passage is longer, andquestions are being asked.

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INFORMACION SUPLEMENTARIA PARA FAMILIAS DE ESTUDIANTES CON DISCAPACIDADES

Si su hijo/a tiene una discapacidad y recibe apoyos a través de un plan IEP o 504, existen adaptaciones específicas y apoyos suplemental que lo ayudan a acceder a su trabajo de nivel de grado. Este documento es una referencia para ayudar a su hijo/a a trabajar con los materiales de este paquete de aprendizaje. Agradecemos su dedicación al éxito académico de su hijo/a. Si tiene más preguntas o necesita apoyo adicional con los materiales en este paquete de aprendizaje, estará disponible una línea de apoyo académico. Visite el sitio web de City Schools en www.baltimorecityschools.org para obtener más detalles.

ORGANIZACION

Muchos niños necesitan ayuda con las habilidades organizativas para tener éxito con las tareas escolares. Estas son algunas sugerencias para apoyar a su hijo/a en casa:

a) Establecer una rutina diaria y un horario. Asegúrese de darle a su hijo/a tiempo para un aperitivo y tiempo dedescanso entre las áreas temáticas

b) Limite las distracciones (tv, teléfono, música fuerte) y organice un lugar tranquilo donde las tareas escolares secompleten.

c) Organizar un espacio de trabajo consistente con los elementos necesarios (lápices, bolígrafos, papel, etc.) dondelas tareas escolares se realizan todos los días.

d) Desarrollar un horario que permita tiempo suficiente para completar las asignaciones.

ORIENTACION Y APOYO

Algunos niños solo necesitan ayuda para comenzar con sus tareas y algunas instrucciones para mantenerlos en el buen camino. Estas son algunas sugerencias para apoyar:

a) Lean las instrucciones juntos, hagan los primeros elementos juntos, observe como su hijo/a hace el siguienteproblema / elemento por su cuenta y luego salir de la habitación.

b) Guía, es útil señalar errores en las tareas escolares. Si su hijo/a necesita ayuda, ofrezca ideas que puedan ayudara resolver el problema, pero no le dé las respuestas.

c) Dar descansos si es necesario. Pida al niño/a que complete parte del trabajo y luego deje que se tome undescanso y participe en una actividad que le relaje. Establezca un temporizador y asegúrese de que el niño/asepa cuánto tiempo libre tendrá.

ADAPTACIONES

Las adaptaciones son prácticas y procedimientos en las áreas de presentación, respuesta, establecimiento y tiempo/programación que proporcionan acceso equitativo durante la instrucción para los estudiantes con discapacidades. Las adaptaciones están destinadas a reducir o incluso eliminar los efectos de la discapacidad de un estudiante; no reducen las expectativas de aprendizaje. Descripción de las Categorías de Adaptaciones Las adaptaciones se clasifican comúnmente de tres maneras: presentación, respuesta y tiempo/programación:

• Adaptaciones de Presentación: Le permite al estudiante acceder a la información de maneras que no lesrequieren leer visualmente la impresión estándar.

• Adaptaciones de Respuesta: Le permite al estudiante completar actividades y tareas de diferentes maneras oresolver u organizar problemas utilizando algún tipo de dispositivo de asistencia u organizador.

• Adaptaciones de Tiempo y Programación: Aumente el tiempo permitido para completar una tarea y quizáscambie la forma en que se organiza el tiempo.

Ejemplos de Tipos de Adaptaciones

PRESENTACION RESPUESTA TIEMPO Y PROGRAMACION

• Lea en voz alta las instrucciones• Lea las secciones seleccionadas de

los materiales según lo solicite elestudiante

• Para los estudiantes condiscapacidades que afectan sucapacidad de leer, lea en voz altatodo el material

• Permitir respuestas verbales• Permita que se dicten

respuestas y el padre/tutorescriba la respuesta

• Para problemas matemáticos,proporcione una calculadorapara calcular la respuesta

• Permitir descansos frecuentes• Amplíe el tiempo asignado para una tarea.

Por lo general, el tiempo de extensión estáproporcionando a darle al estudiante tiempoy medio (por ejemplo, si una actividad tieneasignado 30 minutos, un estudiante con unadiscapacidad puede necesitar 45 minutos.)

WIT & WISDOM PARENT TIP SHEET WHAT IS MY GRADE 3 STUDENT LEARNING IN MODULE 4?

Wit & Wisdom is our English curriculum. It builds knowledge of key topics in history, science, and literature through the

study of excellent texts. In the fourth module, Artists Make Art, students will explore the creative impulse as they read

biographies of artists in the fields of dance, literature, the visual arts, and music. In addition to reading about the artists,

students encounter the work of each of these artists. We will ask: What is an artist?

OUR CLASS WILL READ THESE BOOKS:

● Picture Books, (Literary)○ Emma’s Rug, Allen Say

● Picture Books, (Informational)○ Alvin Ailey, Andrea Davis Pinkney

○ A River of Words: The Story of William Carlos Williams, Jen Bryant

○ Action Jackson, Jan Greenberg and Sandra Jordan

○ When Marian Sang, Pam Muñoz Ryan

OUR CLASS WILL READ THESE ARTICLES: • “Working as a Team on Children’s Books,” Roberta Hershenson

• “Brian Pinkney,” National Center for Children’s Literature

• “A Signature Work,” Muse Magazine

OUR CLASS WILL READ THIS POEM: • “Willow Poem,” William Carlos Williams

OUR CLASS WILL READ THIS INTERVIEW:• “Andrea Davis Pinkney Interview Transcript,” Scholastic Students

OUR CLASS WILL EXAMINE THESE PAINTINGS: • I Saw the Figure 5 in Gold, Charles Demuth

• My Egypt, Charles Demuth

• Number 1, 1950 (Lavender Mist), Jackson Pollock

• Number 11, 1952 (Blue Poles), Jackson Pollock

• Mural, Jackson Pollock

OUR CLASS WILL EXAMINE THIS PHOTOGRAPH: • Marian Anderson singing in front of Lincoln Memorial

OUR CLASS WILL WATCH THESE VIDEOS:• Sometimes I Feel Like a Motherless Child, Marian Anderson

• Excerpt from 1988 interview with Alvin Ailey

• Revelations at 50, Alvin Ailey

• Christine Dixon discussing Blue Poles

• Jackson Pollock, Hans Namuth

• Newsreel footage of Marian Anderson’s first Lincoln Memorial

• Excerpts of Revelations, Alvin Ailey

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OUR CLASS WILL ASK THESE QUESTIONS: • What inspires artists?

• How do artists make art?

• What are some character traits that are useful to artists?

• Why is art important?

QUESTIONS TO ASK AT HOME: • As your Grade 3 student reads, ask, “How does this text build your knowledge of artists and art?”

• Share what you know about artists and art.

BOOKS TO READ AT HOME:

• The Dreamer, Pam Muñoz Ryan

• Ballet for Martha: Making Appalachian Spring, Jan

Greenberg

• The Fantastic Jungles of Henri Rousseau, Michelle Markel

• The Noisy Paint Box: The Colors and Sounds of Kandinsky’sAbstract Art, Barbara Rosenstock

• Mario’s Angels: A Story about the Artist Giotto, Mary Arrigan

• An Eye for Color: The Story of Josef Albers, Natasha Wing

• The Garden of Monsieur Monet, Giancarlo Ascari

• Electric Ben: The Amazing Life and Times of BenjaminFranklin, Robert Byrd

• Who Was Leonardo da Vinci?, Roberta Edwards

• Who Was Pablo Picasso?, True Kelley

• Vincent Van Gogh: Portrait of an Artist, Jan Greenberg

• Jackson Pollock, Mike Venezia

• Firebird, Misty Copeland

• Ellington Was Not a Street, Ntozake Shange

• Georges Seurat, Mike Venezia

• Pippo the Fool, Tracey E. Fern

• Michelangelo, Diane Stanley

• Leonardo: Beautiful Dreamer, Robert Byrd

• Sandy’s Circus: A Story about Alexander Calder, Tanya Lee

Stone

• Stone Giant: Michelangelo’s David and How He Came to Be,Jane Sutcliffe

• The Music in George’s Head, Suzanne Slade

• Mr. Matisse and His Cutouts, Annmarie van Haeringen

• José! Born to Dance, Susannah Reich

• Edgar Degas: Paintings that Dance, Kristin N. Cole and

Maryann Cocca-Leffler

• Some Writer! The Story of E.B. White, Melissa Sweet

• The Artist and his Models, Hanuel Ddang

• Lives of the Artists, Kathleen Krull

IDEAS FOR TALKING ABOUT ARTISTS AND ART: Find opportunities to explore art in your area. Consider:

• Visiting a local art museum or exhibit virtually.

• Attending a virtual musical concert.

• Attending a virtual dance performance.

• Attending a virtual poetry reading or other literary event

Deepen your child’s experiences with art by engaging in art activities together. Consider:

• Working together to create an art project, discussing how you are using the materials for specific purposes.

• Singing together, noticing harmonies, melodies, and rhythm.

• Read favorite poems aloud at home.

• Dance together, noticing how you are using your body to express emotions or ideas.

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Literacy: Day One

Component Description Materials Action Steps

Key Concept(s)/ Topic

Wonder Stage: Making Predictions & Introduction to the Text Emma’s Rug (pages

20-26)

Packet pages 4-6

1) Complete Frayer Model for the word“inspiration.”

2) Answer the prediction questions beforereading.

3) Read Emma’s Rug (Appendix A- pages20-26 ) and complete Notice and Wonderchart.

4) Complete day 1 of fluency work (AppendixC- pages 28-29)

Vocabulary Inspiration

Guiding Questions

What do you notice and wonder about the text Emma’s Rug?

Handout 1D: Frayer Model Copyright © 2017 Great Minds®

Directions: Complete this Frayer model for the word inspiration.

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Day One: Introduction to the Text

Directions: Look at the cover page above. What do you notice and wonder based on the cover, including the illustration, title, and author?

Write your notice and wonderings in the chart below.

Notice To see or observe

Wonder To ask questions

What do you notice about the cover? What do you wonder about the cover ?

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Day One: Reading and Notice and Wonders

Directions: 1) Read Emma’s Rug (Appendix A: pages 20-26) See a word you don’t know?

Check a dictionary or the select glossary at the back of this packet (page27)

2) As you read, please complete the notice and wonder chart below.

Notice To see or observe

Wonder To ask questions

What do you notice about the story? What do you wonder about the story ?

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Literacy: Day Two


Key Concept(s)/Topic

Organize Stage: Story Mapping

Emma’s Rug (pages 20-26)

Packet pages 7-9

1) Complete day 2 of fluencywork (Appendix C- pages28-29)

2) Re-read Emma’s Rug

3) Answer the questions below

4) Complete the story map onpage 8

Guiding Questions What is happening in the book Emma’s Rug?

Text Dependent Questions

What is the setting (time & place) of Emma’s Rug? List at least two clues from either the text or the illustrations that helped you know the setting.

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What is Emma’s main problem in this story? How do the other characters try to help her to solve her problem?

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Handout 1A: Emma’s Rug Story Map Directions: Use this chart to organize and record notes about key details as you re-read

Emma’s Rug.

Character(s): Setting: Where and when the story is set

Conflict(s): The main problem in this part of the story is…

Event Timeline: (Attempts to solve the problem)

First…

Next…

Then…

After that…

Resolution: (the way the problem is solved or ended)

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Challenge by Choice: Dig Deeper (Optional Extension Question)

Based on the text and illustrations, how does the title help explain what happens in Emma’s Rug? Provide at least two specific details to support your answer.

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End of Day Two

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Literacy: Day Three



Reveal Stage

Supporting claims with textual evidence


Packet pages 10-12

1) Complete day 3 of fluency work(Appendix C- pages 28-29)

2) Answer the introductory questionbelow.

3) Re-read Emma’s Rug. This time,underline or highlight evidence that helpsdetermine where Emma finds herinspiration.

4) Select ONE source of inspiration andcomplete the graphic organizer on page11.

Guiding Questions What are Emma’s sources of inspiration?

What does a deeper exploration of inspiration reveal in Emma’s Rug?

In the box below, either write or draw a picture of something that inspires you to be creative and express yourself.

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Directions: 1) Re-read Emma’s Rug. This time, underline or highlight evidence that helps determine

where Emma finds her inspiration.

2) Select ONE source of inspiration of your choosing. Use it to complete the graphicorganizer below.

Handout 2B: Character Analysis Directions: In one box, provide evidence from the text that shows how the source inspires Emma. In the other box, provide evidence from an illustration that shows how the source inspires Emma.

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Optional Extension Activity: Have access to a phone or computer? Watch this video of a young creator and answer the questions below.

https://www.ted.com/talks/maya_penn_meet_a_young_entrepreneur_cartoonist_designer_activist

What are Maya’s sources of inspiration? How are they similar or different to Emma’s sources of inspiration?

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End of Day Three

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Literacy: Day Four

Component Description Materials Action Items


Thesis statements


Packet pages 13-14

1) Complete day 4 of fluencywork (Appendix C- pages 28-29)

2) Read through the supportmaterials for how to write thesisstatements.

3) Complete the thesis statementpractice on pages 13 and 14.

Guiding Questions What are the components of a quality thesis statement?

Thesis Statements

■ A good thesis statement gives the topic of the essay.■ A good thesis statement also provides the supporting points.

Sample Question: What inspires Emma in Emma’s Rug?

Model:

In Allen Say’s book Emma’s Rug, spending time alone inspires Emma by allowing her time to stare at her rug and copy the things she sees in her imagination.

Topic= underlined

Supporting Points= in bold

Thesis Statements Practice 1

Directions: Read through the sample thesis statements below. Underline the topic and highlight or circle the supporting points.

1) Emma is an artist because she uses her imagination and loves making art.

2) To get new ideas, Emma stares at her rug and sits still for long periods of time.

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Thesis Statement Practice 2

Directions: Complete the chart below

Sentence Thesis Statement or Not? Reasoning

Example:

In Allen Say’s book Emma’s Rug, spending time alone inspires Emma by allowing her time to stare at her rug and copy the things she sees in her imagination.

Example:

Thesis statement

Example:

This sentence states both the topic and the supporting points.

■ Emma is an

interesting character.

■ Two characteristics of

an artist that Emma

has are that she gets

ideas from her

imagination, and she

needs quiet time

alone.

■ Emma does not say a

word when a reporter

asked her what it was

like to be a celebrity.

Practice III: Write a practice thesis statement for the question “What inspires Emma?” Feel free to refer to your notes from last class.

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Exit Ticket: What are the components of a quality thesis statement?

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Literacy: Day Five



Distill Stage: Finding the central message of a text

Essay Writing


Packet pages 16-19

1) Complete day 5 of fluency workincluding reflection questions (AppendixC- pages 28-29)

2) Read through and complete thesupport materials for a centralmessage.

3) Complete the writing graphicorganizer responding.

Vocabulary Central message

Guiding Questions What is a central message of Emma’s Rug?

Central Message

The central message is the lesson the author wants us to learn from the text.

Text Example Central Message

Amos and Boris Friendship can last forever

Below please share: What is your favorite movie of all time? What was a central message of your favorite movie?

Favorite Movie Central Message

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Text Dependent Questions

Use Emma’s Rug on pages 20-26 to answer the questions below.

1) What do the illustrations on pages 4, 6, and 12 suggest about why the rug is important to Emma?

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2) Based on the evidence from the text and illustrations, what does Emma believe is the source of herinspiration?

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3) What do you believe is the central message of Emma’s Rug? Complete the organizer below.

Central Message: Evidence #1

Evidence #2

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Handout 4A: Writing Planner Directions: Complete the writing planner below to develop and organize your ideas. Please write in the boxes.

What is a central message of Emma’s Rug?

Introduction:

Hook (H)

How will you “hook” your audience, or catch their attention?

Introduce (I) Introduce your topic. Provide any necessary background information or context for your topic.

Thesis (T) State your essential idea, previewing your two supporting points.

Point 1 Point 2

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Supporting Paragraph 1—Point 1:

Topic Statement (To S)

State your first point in support of your thesis.

Evidence (E) Cite evidence that develops Point 1, including any necessary context.

Elaboration (E) Explain how the evidence develops Point 1.

Concluding Statement (C)

Close your paragraph.

Supporting Paragraph 2—Point 2:

Topic Statement (To S)

Transition from your last point, and state your second point in support of your thesis.

Evidence (E) Cite evidence that develops Point 2, including any necessary context:

Elaboration (E) Explain how the evidence develops Point 2.

Concluding Statement (C)

Close your paragraph.

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Conclusion

Conclusion (C)

Reinforce your thesis.

Reflect on the significance of your thesis.

Optional Extension Activity Directions: Use your own form of inspiration as an artist to create a piece of artwork of your choosing in the

box below. This form of self-expression could be a story, poem, drawing- use your creativity!

What inspired you as an artist in creating this work? How was your source of inspiration similar or different to Emma’s sources of inspiration? _____________________________________________________________________________________

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Appendix A: Emma’s Rug by Allen Say Please use this story all week.

For vocabulary support & select definitions, refer to Appendix B, page 27

Access read aloud here!

https://www.youtube.com/watch?v=nlkwyIatXTU

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https://www.youtube.com/watch?v=nlkwyIatXTU

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Appendix B

Definitions of Words from Emma’s Rug (definitions adapted from wordcentral.com)

Word Definition

warthog a wild African hog with large tusks

pangolin Asian and African toothless mammals having the body covered with large overlapping horny scales

tapir any of several plant-eating hoofed mammals of tropical America and southeastern Asia that are related to horses

and rhinoceroses

plaque a flat thin piece (as of metal) used for decoration or inscribed as a memorial or marker

limousine a large luxurious automobile often driven by a chauffeur

reception a social gathering

certificate a document that is proof of some fact

celebrity a famous or celebrated person

frowned to wrinkle the forehead (as in anger or thought)

shriveled to shrink and become dry and wrinkled

rustled to cause a quick series of small sounds

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Appendix C:

Handout 1C: Fluency Homework NOTE: Fluency homework will be used throughout the week.

Directions

Day 1: Read the text carefully and annotate to help you read fluently.

Every Day :

1) Practice reading the text aloud three to five times.2) Evaluate your progress by placing a checkmark in the appropriate, unshaded box.3) Ask someone (adult or peer) to listen and evaluate you as well.

Last Day: Answer the self-reflection questions at the bottom of the page.

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Fluency Chart

Student Performance Checklist:

Day 1 Day 2 Day 3 Day 4 Day 5

You Listener*

You Listener*

You Listener*

You Listener*

You Listener*

Accurately read the passage three to five times.

Read with appropriate phrasing and pausing.

Read with appropriate expression, at a good pace and an audible volume.

*Adult or peer

Self-Reflection for Friday:

What choices did you make when deciding how to read this passage, and why?

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What would you like to improve or try differently next time?

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Math

Component Description Materials Key Concept(s)/Topic

Topic A - Partition a Whole into Equal Parts Students fold fraction strips and then estimate to draw pictorial models. They specify that the whole contains a certain number of equal parts. Lesson Objectives

● Lesson 1: Specify and partition a whole into equalparts, identifying and counting unit fractions usingconcrete models.

● Lesson 2: Specify and partition a whole into equalparts, identifying and counting unit fractions by foldingfraction strips.

● Lesson 3: Specify and partition a whole into equalparts, identifying and counting unit fractions bydrawing pictorial area models.

● Lesson 4: Represent and identify fractional parts ofdifferent wholes.

Topic B - Unit Fractions and their Relation to the Whole Students associate one of the fractional units with a number called the unit fraction (½ , ⅓ , ¼ , etc.). This sets the foundation for students eventually understanding that a fraction is a number. Like any number, it corresponds to a point on the real number line and can be written in unit form or fraction form (e.g., 1 half or ½). Lesson Objective

● Lesson 5: Partition a whole into equal parts and definethe equal parts to identify the unit fraction numerically.

See “Fractions Vocabulary and Resources” page below.

Students will need additional scrap paper to make fraction strips.

Optional Digital Math Resources

www.zearn.org (You can set up free parent and student accounts, or students can use a previously assigned account set up by their teacher.)

https://gm.greatminds.org/en-us/knowledge-for-grade-3 (Google “Eureka on the Go”, select Grade 3, then select the lesson number to see full teacher directed lessons that correspond to the work in this packet.)

Vocabulary fraction half, halves equal parts thirds fractional unit fourths/quarters unit form sixths fraction form eighths partition

Guiding Questions ● What is the fractional unit for __(#)__ equal parts?● How many equal parts are there in all?● How many equal parts are shaded/not shaded?● What fractional unit had the most/least equal parts?

Why? ● What conclusion can you draw about the relationship

between the size of the fractional part and the number of pieces needed to make a whole?

● Which fractions are unit fractions? How do you know?

Packet Directions For each day, students should complete the following activities that correspond with the day/lesson number:

1. Daily Math Review2. Fluency Practice3. Application Problem4. Lesson5. Problem Set 33 of 67

http://www.zearn.org/

https://gm.greatminds.org/en-us/knowledge-for-grade-3



Fractions Vocabulary and Resources Page

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Fluency Practice Day 1 - Skip Count By Fours

Count forward and backward by fours. Show your work in the space below.

Count forward by fours: 4, _____, _____, _____, _____, _____, _____, _____, _____, 40

Count backward by fours: 40, _____, _____, _____, _____, _____, _____, _____, _____, 4

Challenge! Circle multiples of 8. Then practice counting forward and backward by 8.

Day 2 - Skip Count By Threes

Count forward and backward by threes. Show your work in the space below.

Count forward by fours: 3, _____, _____, _____, _____, _____, _____, _____, _____, 30

Count backward by fours: 30, _____, _____, _____, _____, _____, _____, _____, _____, 3

Challenge! Circle multiples of 6. Then practice counting forward and backward by 6.

Day 3 - Sprint!

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Day 4 - Sprint!

Day 5 - Write the Fractional Unit

1. Draw a shape and shade in the appropriate number of parts.2. Write the name of the fractional units.3. Write the fraction that is shaded.

Complete the table. The first one is done for you.

3 units, 1 shaded in 4 units, 3 shaded in 8 units, 5 shaded in 5 units, 2 shaded in

Draw a shape and shade in the appropriate number of parts.

Write the name of the fractional units.

thirds

Write the fraction that is shaded.

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Application Problems (Problem of the Day)

As you answer each question, remember to RDW (R ead, D raw, and W rite)!

Day 1 a) Find the area of a 6 meter by 9 meter rectangle.b) Use the side lengths, 6 m × 9 m, to find different side lengths for a rectangle that has the same area. Show

your equations using parentheses. Then estimate to draw the rectangle and label the side lengths.

Day 2 Anu needs to cut a piece of paper into 6 equal parts. Draw at least 3 pictures to show how Anu can cut her paper so that all the parts are equal.

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Application Problems (Problem of the Day) Continued

Day 3 Marcos has a 1-liter jar of milk to share with his mother, father, and sister. Draw a picture to show how Marcos must share the milk so that everyone gets the same amount. What fraction of the milk does each person get?

Day 4 Mr. Ramos sliced an orange into 8 equal pieces. He ate 1 slice. Draw a picture to represent the 8 slices of an orange. Shade in the slice Mr. Ramos ate. What fraction of the orange did Mr. Ramos eat? What fraction did he not eat?

Day 5 Ms. Browne cut a 6-meter rope into 3 equal-size pieces to make jump ropes. Mr. Ware cut a 5-meter rope into 3 equal size pieces to make jump ropes. Which class has longer jump ropes?

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Day 1 Lesson

Gather materials to create fraction strips. ● Get a blank piece of paper.● Turn the paper horizontally.● Cut two (2) strips of paper from the top of the page (about 1 inch thick).● Create fraction strips using your materials. (See directions below.)

Halves ● Fold the first strip in half.● Open the strip and draw a line down the crease. You now have 2 equal parts. The fractional unit for 2 equal parts is

halves.● Point to each equal part and count them: 1 half, 2 halves.

Fourths ● Fold your first strip so your two halves line up. Then fold the strip in half again.● Open the strip and draw a line down the new creases. You now have 4 equal parts. The fractional unit for 4 equal

parts is fourths.● Count the fourths: 1 fourth, 2 fourths, 3 fourths, 4 fourths.

Thirds ● Now grab your second strip. Make an S with your strip, then bring the pieces together, folding the strip into 3 equal

sized pieces.● Open the strip and draw a line down the creases. You now have 3 equal parts. The fractional unit for 3 equal parts is

thirds.● Point to each equal part and count them: 1 third, 2 thirds, 3 thirds.

Sixths ● Fold your second strip so your three thirds line up. Then fold the strip in half again.● Open the strip and draw a line down the new creases. You now have 6 equal parts. The fractional unit for 6 equal

parts is sixths.● Count the fourths: 1 sixth, 2 sixths, 3 sixths, 4 sixths, 5 sixths, 6 sixths.

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Day 1 Independent Practice

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Day 2 Lesson

Gather materials to create fraction strips. ● Get a blank piece of paper.● Turn the paper horizontally.● Cut five (5) strips of paper from the top of the page (about 1 inch thick).● Create fraction strips using your materials. (See directions below.)

Create a halves fraction strip. ● Take one strip and fold it to make halves.● Once you have made 2 equal parts , draw a line on your fold.● Label each equal part “1 half,” just like in the picture. →● Answer the questions below.

There are _________ equal parts in all. 1 equal part is called _______________________________________.

Create a fourths fraction strip. ● Take one strip and fold it to make fourths.● Once you have made 4 equal parts , draw lines on your folds.● Label each equal part “1 fourth,” just like in the picture. →● Answer the questions below.


Create an eighths fraction strip. ● Take one strip and fold it to make eighths.● Once you have made 8 equal parts , draw lines on your folds.● Label each equal part “1 eighth,” just like in the picture. →● Answer the questions below.


Create a thirds fraction strip. ● Take one strip and fold it to make thirds.● Once you have made 3 equal parts , draw lines on your folds.● Label each equal part “1 third,” just like in the picture. →● Answer the questions below.


Create a sixths fraction strip. ● Take one strip and fold it to make thirds.● Once you have made 6 equal parts , draw lines on your folds.● Label each equal part “1 sixth,” just like in the picture. →● Answer the questions below.


Save these fraction strips for future lessons! 44 of 67


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Day 3 Lesson

Ms. Roose folded her paper to make 4 equal parts. What do you notice about Ms. Roose’s parts? (Circle one.)

a. Ms. Roose made 4 equal parts.

b. Ms. Roose made 4 parts, but they are not equal.

c. Ms. Roose did not make 4 parts.

If you said that Ms. Roose made 4 parts, but they are not equal, you are right! Look how Ms. Roose fixed her paper to make 4 equal parts, or fourths.

The fractional unit for 4 equal parts is called _____________________________.

Each part is called __________________________________________________.

Ms. Roose shaded 3 copies of 1 fourth.

What fraction is shaded? _____________________________________________.

Let’s count the copies: 1 fourth, 2 fourths, 3 fourths.

Ms. Roose folded her paper to make 2 equal parts. What do you notice about Ms. Roose’s parts? (Circle one.)

a. Ms. Roose did not make 2 parts.

b. Ms. Roose made 2 equal parts.

c. Ms. Roose made 2 parts, but they are not equal.

If you said that Ms. Roose made 2 parts, but they are not equal, you are right! Look how Ms. Roose fixed her paper to make 2 equal parts, or halves.

The fractional unit for 2 equal parts is called _____________________________.

Each part is called __________________________________________________.

Ms. Roose shaded 1 copy of 1 half.

What fraction is shaded? _____________________________________________.

Let’s count the copies: 1 half

Remember: Fractions must have equal parts! 47 of 67


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Day 4 Lesson

● Gather as many of these materials as you can.

● It is okay if you can’t find them all.

● It doesn’t matter what color the paper is.

○ Leave the first paper whole (brown in materials list)

○ Cut a strip from a second piece of paper (yellow in materials list)

○ Cut a square from a third piece of paper (orange in materials list)

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Day 5 Lesson This is a circle. The circle is my whole.

How many equal pieces did I make?

________________________________

What fraction of the shape is shaded?

________________________________

Just like any number, we can write one half in many ways.

This is the unit form : 1 half

This is the fraction form :

Both of these refer to the same number, 1 out of 2 equal units. We call 1 half a unit fraction because it names one of the equal parts.

How many equal pieces? ______________

What is the fractional unit? ______________

Shade one fractional unit.

Write the fraction shaded in unit form: ______________

Write the fraction shaded in fraction form: ______________

Name the fractional unit: _________________________________________

Write the fraction shaded in unit form: ______________________________

Write the fraction shaded in fraction form: ___________________________



Write the fraction shaded in fraction form: ___________________________



Write the fraction shaded in fraction form: ___________________________ 53 of 67


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Name: ________________

Grade 3 – Social Studies Support and Practice

Standards: 3.4.A.2.a: Explain how producers make choices because of limited natural, human, and capital

resources.

D2.Eco.3.3-5: Identify examples of the variety of resources that are used to produce goods and

services.

D2.Geo.8.3-5: Explain how human settlements and movements relate to the locations and use

of various natural resources.

Motivation:

Directions:

While not in school, it is important to continue to practice Social Studies. While away, please complete

each of the activities listed below.

YOUR work directions can be found BELOW:

1. Map Practice: The World

- Use the World Map below to label different continents and oceans.

2. Map Skills: Natural Resources

- During this year you have learned about the natural resources of

different continents Asia, South America, and Europe. Read Activity

11: Natural Resources to review the key concepts of Natural Resources

in South America. Complete the associated questions as you read on a

separate sheet of paper.

- Questions 1-17

o All questions may be completed on a separate sheet of paper or

typed and uploaded into Schoology.

- Review Questions: 1-6

o All questions may be completed on a separate sheet of paper or

typed and uploaded into Schoology.

1. In your own terms, define Natural Resources.

2. Name three Natural Resources you have used THIS week.

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Name: ________________

What did you have for dinner last night? Where did you sit when you ate?

Do you know where your food and furniture come from? It did not just

come from the supermarket or furniture store. There’s more to the story

than that!

Our food and furniture are made from natural resources. A natural

resource is something we use that comes from nature. For example,

forests are natural resources. We cut down trees to make lumber. Lumber

is wood that has been cut from trees for people to use. We use lumber to

build houses and make furniture.

We use some animals, such as cows and sheep, for food and

clothing. These animals are natural resources. Plants like corn and

wheat are also natural resources. Growing plants or raising animals is

called agriculture.

Look around you for something made of

metal. You might see a pot made out of

aluminum or a penny made of copper.

Aluminum and copper are metals. Metals

are also natural resources. Most metals

come from underneath the ground. Mines

are dug to bring metals out of the ground.

Oil gushing out of the ground

Look around the room you are in. How

many lights are on? Is the heater or air

conditioning on? All of these things use

energy. In the United States, most of our

energy comes from oil and coal. Oil and

coal are both natural resources that come

from under the ground.

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Name: ________________

You have learned about different kinds of natural resources:

• animal resources, such as cattle, chickens, or fish

• plant resources, such as trees, corn, or wheat

• mineral resources, such as copper or aluminum dug from mines in the ground

• fossil fuels, such as coal, oil, or natural gas, which are created over a very

long time from the remains of plants and animals

b.

a.

c.

d.

1. Look at the pictures above. Identify the type of natural resources you see

in each picture. Are they animal, plant, or mineral resources?

Understanding Geography: Map Skills and Our World - Level 3 58 of 67

Name: ________________

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Name: ________________

Oranges growing in South America A farmer in South America

Some maps show natural resources. The map on page 48 shows some of

the natural resources in South America. Look at the map key to identify

the symbols for these resources. Look for these symbols on the map. For

example, find the symbol for cacao on the key and then locate that symbol

on the map. Cacao is a plant used to make chocolate. It grows in warm places

near the equator. Other plants that grow in South America’s warm areas are

bananas and citrus fruits, such as oranges. The map also shows mining and

forestry. Mining means taking mineral resources from the ground. Forestry

means growing and taking care of trees, some of which will be cut down

for lumber.

Look at the Natural Resources of South America map on page 48.

2. Name two animal resources in South America.

3. Name three plant resources in South America.

4. Which country is known for its sheep farming, Argentina or Venezuela?

5. Name three countries where coffee is grown.

6. In which country are fish a big resource, Paraguay or Peru?

7. In which country is citrus fruit grown, Brazil or Bolivia?

8. Name three natural resources found in Colombia.

9. Name three natural resources found in Brazil.

10. Name three natural resources found in Chile.

Understanding Geography: Map Skills and Our World - Level 3 60 of 67

Name: ________________

Canada is the United States’ neighbor to the north. Canada is divided into

thirteen provinces and territories. Provinces and territories in Canada are

similar to states in the United States.

Use the map key to find some of Canada’s natural resources.

11. Name two animal resources in Canada.

12. Name two plant resources in Canada.

13. Which province has more mining, Ontario or Newfoundland?

14. Which province has more oil, Alberta or Québec?

15. Name two provinces or territories where fruit is grown.

16. Name two provinces or territories where fish are an important resource.

17. Name two provinces or territories where forestry is a big resource.

50 Understanding Geography: Map Skills and Our World - Level 3 61 of 67

Name: ________________

Will they last forever? Some natural resources can last a long time if we take care of them.

Animals have babies, and many plants grow back each year. If we are

careful not to

use too many animals, then we will have more. If we take care of the

land, we can grow more trees and crops. We can renew animal and

plant resources.

But mineral resources do not grow. There is nothing we can do to renew

them. If we use all of our oil and coal, there will be none left. We will

have to get our energy from other sources, like the sun or the wind.

On a wind farm in California, wind turbines capture wind power to be changed into electr icity. Bui

Review

1. Which is a mineral resource, lumber or copper?

2. Which is an example of agriculture, raising chickens or mining for gold?

3. Which resource would you find in South America but not in

Canada, coffee or fish?

4. Which resource would you find in South America but not in

Canada, lumber or cacao?

5. Which resource can be renewed, lumber or coal?

6. Which resource will run out and cannot be replaced, oil or fish?

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Science

Component Description Materials

Key Concept(s)/Topic Balanced and Unbalanced Forces • 1 empty plastic waterbottle (dry)

• Enough dry rice to fillthe water bottle

• 1 chopstick

Vocabulary • Motion: the process of moving or changing positions

• Force: a push or pull that can cause the motion of an object tochange.

• Friction: a rubbing force that resists motion and slows thingsdown

Guiding Questions 1. How would you describe the motion of a person swinging?2. What is friction?3. What are some examples of very fast motion? And very slow

motion?

Directions: 1) Fill an empty plastic water bottle with rice. Both the water bottle and the rice should be dry.2) Gentle bang the bottle on the table to help settle the rice3) Continue to fill the bottle up to the neck of the bottle, leave the neck empty4) Place a single chopstick into the bottle5) Work it into the rice, gently banging the bottle to get the chopstick worked well into the rice6) Once worked into the rice, grab the chopstick and try to lift the bottle7) Observe and consider what other materials might work the same way as rice8) Read the section on Patterns of Motion and Friction9) Complete the following questions

Friction is the force that opposes the movement of one object rubbing against another. In this case you had rice and a chopstick. As the rice sits in the bottle, there are air pockets around most grains of rice which prevents friction. As we push the chopstick into the bottle the grains of rice settle close to one another eliminating the air pockets. The force of friction overwhelms the rice and the rice pushes against the chopstick.

Patterns of Motion and Friction

PATTERN OF MOTION DEFINITION

Motion is the process of an object moving or being moved. Motion that repeats is said to

occur in a pattern. We can observe patterns of motion to make predictions about how

things will move in the future. A force that slows down moving objects is called friction.

To better understand patterns of motion and friction…

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Force and Motion: A pattern of motion is the repeated

processes of an object moving.

Motion can be straight (like an arrow being shot at a

target), circular (like a merry-go-round), up and down (like

a pogo stick), zig-zag (like skiing), side-to- side (like

dancing).

Some motion is a combination, like a swing. When you are

swinging you are moving up and down, as well as forward

and back. When the same motion repeats over and over, it creates a pattern.

A pendulum is a weight on a string that hangs from a single point. Pendulums swing to create a pattern

of motion. The length of the string affects the pattern it creates. For example, short strings swing fast.

Pendulums will continue to swing in the same pattern until a force, such as friction, stops them.

Predicting Motion: Patterns of motion can be used to make

predictions.

If we know the pattern that a moving object is following,

we can make predictions about where it will be in the

future. For example, when you jump rope you are using

the pattern to predict when to jump.

You can use information from patterns to make lots of

predictions, like how many swings you can do at recess or

when to swing your baseball bat to hit a ball.

Types of Friction: When one surface rubs against another

we get friction.

When you rub your hands together on a cold day to warm

them up, you are using friction.

Friction slows things down and creates heat. All types of

matter can cause friction, even air! Air resistance is a

form of friction that slows down cars, trains, and

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airplanes. Scientists design their shape to reduce friction

from the air. This is called streamlining.

Effects: Friction slow things down.

Some surfaces cause more friction than others, like rough

surfaces. The treads on the bottom of your sneakers keep

you from slipping. In this case, friction is beneficial.

Sometimes you want less friction. Air resistance is a form of

friction that slows down all moving objects. Cars, trains,

and airplanes are designed to reduce air resistance.

This is called streamlining.

Another way to reduce friction is to change the types of materials that contact each other. If you have

a squeaky door hinge, the noise is created when parts of door rub against each other. Adding a

lubricant, such as oil or grease, will make the squeak go away.

Air hockey tables have

very little friction. Air is

pumped through tiny holes,

preventing the puck from

touching the table. Game

on!

Bowling lanes are coated

with an oil to reduce

friction. This allows the ball

to slide more smoothly.

Car tires are made out of

rubber with patterned

treads. This helps the car

grip the road better so it

does not slide when turning.

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MOTION & FRICTION QUESTIONS

1. What is friction?

2. How can rubbing two sticks together quickly start a fire?

3. How is friction reduced between an air hockey puck and the table?

4. Which of these increases the friction of someone walking on the floor?

a. sand paper b. grease c. oil d. banana peel 5. The tread on car tires is just for decoration. True or false?

6. List two things affected by friction.

1. 2. ________________________________________ 7. What causes a swinging pendulum to slow down over time?

8. Explain how the motion of a jump rope creates a predictable pattern.

11. If a ball is thrown straight up into the air, what do you predict its pattern of motion to be? Why?

12. Explain the relationship between string length and motion for pendulums.

The reading and questions are from https://www.generationgenius.com/.

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https://www.generationgenius.com/

Health & Physical Education

Component Description Materials

Key Concept(s)/Topic Physical activity and goal setting Coins for markers 1 die

Vocabulary Physical health, Mental Health, Emotional Health, Squats, Lunges, Plank, Burpees, Crunches

Guiding Questions Why is daily physical activity important?

Physical Education Activity: Chutes and Ladders Roll the die. Move your marker the number of spaces on the die. If you land on a ladder, move your marker to the space at the top of the ladder. If you land on a chute move down to the space at the end of the chute. Complete the exercise in the square before the next player goes. The first player to reach the 100 space WINS! Watch out for those chutes.

Health Education (NHES #6 Goal Setting): On the back of this page, or on a separate sheet of paper, create a short-term goal for your physical, mental, or emotional health.

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week 1 packet€¦ · b) limit distractions (tv, phone, loud music) and arrange a quiet place for...

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