3 Grade Math Curriculum Guide - rbb.k12.nj.us · Review 3 w eeks ... 8.1.5.D.3 Demonstrate an...

Dream BIG ... We'll help you get there!

3rd Grade Math

Curriculum Guide

2017 - 2018

Adoption Date: August 2015

Revision Date: August 2017

Dream BIG ... We'll help you get there!

Red Bank Primary School

222 River Street Red Bank, NJ 07701

3rd Grade Math Curriculum Guide

Tiffany Fetter and Niki Ideda

Third Grade Teachers

Luigi Laugelli Dena Russo

Principal Vice Principal

Third Grade Go Math Curriculum Map 2017-2018

Unit Chapter Timeline/ Date Topics Notes Digital Resources

Second Grade Review

3 weeks Start: Sept 11 End: Sept 29

● Basic Addition/Subtraction ● Addition with Regrouping ● Subtraction with Regrouping ● Problem solving strategy

Go Math Student Notebook TPT

1 Chapter 1 3 weeks Start: Oct 2 End: Oct 20

● Rounding two and three digit numbers to the nearest 10

● Rounding two and three digit numbers to the nearest 100

● Problem solving strategy ● Addition Properties ● Place Values: Expanded Form

1 Chapter 2 2 weeks Start: Oct. 23 End: Nov. 8

● Bar graphs ● Line plots ● Pictographs ● Creating tables/graphs

Chapter 10 2 weeks Start: Nov. 13 End: Nov. 22

● Review time to the nearest hour/half hour/15 minute intervals

● Introduce elapsed time (Chapter 10) ● Lessons: 10.1, 10.2, 10.3, 10.4, 10.5

Major PARCC cluster assessed causing prioritization of this skill (related to addition and subtraction)

2 Chapter 3 2 weeks Start: Nov. 27 End: Dec. 8

● Multiplication Strategies

2 Chapter 4 3 weeks Start: Dec. 11 End: Jan. 5

● Multiplication fact practice ● Multiplication Properties (Distributive

Property, Commutative Property, Associative Properties)


● Patterns in multiplication facts 2 Chapter 5 1 week

Start: Jan 8 End: Jan 12 (Multiplication Assessment)

● Use Multiplication Facts ● Unknown Factors ● Multiples of 10

2 Chapter 6 1 week Start: Jan 16 End:

● Division Strategies

2 Chapter 7 1 week Start: End: Feb 2

● Division Practice and Facts

3 Chapter 11 4 weeks Start: Feb 6 End: March 2

● Perimeter ● Area ● Finding unknown length of a side

4 Chapter 8 4 weeks Start: March 5 End: March 29

● Understand parts of a whole ● Equal shares ● Unit Fractions ● Fractions of a Whole ● Fractions on a Number line ● Finding Fractions of a Group

4 Chapter 9 3 weeks Start: April 9 End: May 4

● Comparing Fractions (same numerator, same denominator)

● Compare and Order Fractions ● Equivalent Fractions

*Assuming PARCC begins May 7

5 Chapter 12 2 weeks Start: May 21 End: June 1

● Types of lines ● Polygons ● Shape attributes

Modified week to introduce geometry before PARCC (quadrilaterals, polygons, sorting


shapes by attributes, naming shapes by number of sides/ vertices)

6 Chapter 10 2 weeks Start: June 4 End: June 15

● Time (time to the minute, elapsed time, am/pm, time intervals

● Measurement: Volume, mass, length


Dream BIG… We’ll help you get there!

Curriculum Unit Title: Addition and Subtraction/ Represent and Interpret Data (GoMath Chapter 1-2)

Total Unit Length: 8 weeks

Essential Questions Enduring Understandings

Chapter 1 - Addition and Subtraction Within 1,000

How can you use properties to explain patterns on the addition table? How can you round numbers? How can you use compatible numbers and rounding to estimate sums? What mental math strategies can you use to find sums? How can you add more than two addends? How can you use the break apart strategy to add 3-digit numbers? How can you use place value to add 3-digit numbers? How can you use compatible numbers and rounding to estimate differences? What mental math strategies can you use to find differences? How can you use place value to subtract 3-digit numbers? How can you use the combine place values strategy to subtract 3-digit numbers? How can you use the strategy draw a diagram to solve one- and two-step addition and subtraction problems?

How can you add and subtract whole numbers and decide if an answer is reasonable? Why is it important to understand place value when adding and subtracting multi-digit numbers?

Chapter 2 - Represent and Interpret Data

How can you use the strategy make a table to organize data and solve problems? How can you read and interpret data in a picture graph? How can you draw a picture graph to show data in a table? How can you read and interpret data in a bar graph? How can you draw a bar graph to show data in a table or picture graph? How can you solve problems using data represented in bar graphs? How can you read and interpret data in a line plot and use data to make

How can you represent and interpret data? How can we represent, make sense of, and use data in our lives?

http://www.ascd.org/publications/books/109004/chapters/What-Makes-a-Question-Essential%A2.aspx

a line plot?

NJSLS Student Learning Objectives (WALT)

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

We are learning to: ● Identify and describe whole-number patterns and solve problems ● Round 2- and 3-digit numbers to the nearest ten or hundred ● Use compatible numbers and rounding to estimate sums ● Use compatible numbers and rounding to estimate differences ● Count by tens and ones, use a number line, make compatible

numbers, or use friendly numbers to find sums mentally ● Use the Commutative and Associative Properties of Addition to add

more than two addends ● Use the break apart strategy to add 3-digit numbers ● Use place value to add 3-digit numbers ● Use a number line, friendly numbers, or the break apart strategy to

find differences mentally ● Use place value to subtract 3-digit numbers ● Use the combine place values strategy to subtract 3-digit numbers ● Solve addition and subtraction problems by using the strategy draw a

diagram

Cross Curricular Content Standards

RI.3.1. Ask and answer questions, and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. RI.3.7. Use information gained from text features (e.g., illustrations, maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. L.3.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

21st Century Life and Career Standards

CRP2. Apply appropriate academic and technical skills.

http://www.state.nj.us/education/cccs/


http://www.state.nj.us/education/cccs/2014/career/9.pdf

http://teachingtoday.glencoe.com/userfiles/file/objective_statements.pdf

CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards

8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. 8.1.5.A.2 Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures. 8.1.P.C.1 Collaborate with peers by participating in interactive digital games or activities. 8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media. 8.1.5.D.4 Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.

Learning Activities Resources Assessments

● Review addition strategies (ways to make 10, counting up, break apart)

● Review place value and the amount that each represents

● Review whole numbers on a number line ● Understanding even and odd numbers ● Commutative Property of Addition (Turn

Around Facts, Flip Flop Property) ● Review subtraction strategies ● Subtraction Poem ● Use number lines to aid in rounding

numbers to the nearest 10 and 100s ● Expanded form sort ● Addition and Subtraction Scoot ● Find the addition error ● Create data tally charts based on student

● BrainPop

● Think Central

● Numberock Math Songs

● Scholastic Study Jams

● GoMath Journal Pages Chapter 1-2

● XtraMath

● FrontRow

● TenMarks

● Khan Academy

● SplashMath

Formative: ● Kahoot ● Quizziz ● Google Classroom Problem Solving

Strategy ● Homework ● Independent Classroom ● Exit Ticket ● Scoot Activities ● Desmos Activity Builder (open-ended)

Summative: ● Chapter 1 - Show What You Know ● Rounding Quiz ● Mid-Chapter Checkpoint ● Chapter 1 Assessment ● Chapter 2 - Show What You Know

http://www.state.nj.us/education/cccs/2014/tech/

https://www.desmos.com/

https://www.youtube.com/watch?v=8-J1B0ppZDM

opinions ● Use tally chart to create bar graph, line

plot, and pictograph ● Students generate questions based off of

data ● Rounding Anchor Chart

● Prodigy

● Quizziz

● Pear Deck

● Mid-Chapter Checkpoint ● Chapter 2 Assessment

Differentiation

● Word Problem Solving Strategy

● Small Group Instruction

● Tier 3 Intervention Groups

● Math Buddies

● Varied Google Classroom Assignments for Centers

● Learning Centers

● Mini-Lessons based on students’ needs

● Vary word problems with one, two and three step problem solving graphic organizer

● SIOP strategies (sentence stems, realia, comprehensible input)

● Turn and Talks/Think Pair Share (TPS)/Accountable talk

● Allow for discovery and self-generated project based learning ● Use learning centers and group students according to ability or interest ● Propose interest-based self-selected extension activities ● Use of visual aids and hands-on manipulatives to aid in application of concepts ● Computer adaptive fact fluency assessments (XtraMath) ● Modified assignments (length, content)

https://www.pinterest.com/pin/13018286392452063/



Curriculum Unit Title: Understanding Multiplication and Division (GoMath Chapter 3-7)



Chapter 3 - Understand Multiplication

How can you use equal groups to find how many in all? How is multiplication like addition? How is it different? How can use a number line to skip count and find how many in all? How can you use the strategy draw a diagram to solve one- and two-step problems? How can you use arrays to model multiplication and find factors? How can you use the Commutative Property of Multiplication to find products?

How can you use multiplication to find how many in all? How is multiplication like and unlike addition? How can reasoning about number patterns, properties of multiplication, and models for multiplication help us use multiplication and division to solve real world and mathematical problems?

Chapter 4 - Multiplication Facts and Strategies

How can you multiply with 2 and 4? How can you multiply with 5 and 10? What are some ways to multiply with 3 and 6? How can you use the Distributive Property to find products? What strategies can you use to multiply with 7? How can you use the Associative Property of Multiplication to find products? How can you use properties to explain patterns on the multiplication table? What strategies can you use to multiply with 8? What strategies can you use to multiply with 9? How can you use the strategy make a table to solve multiplication problems?

What strategies can you use to multiply?


Chapter 5 - Use Multiplication Facts

What are some ways you can describe a pattern in a table? How can you use an array or a multiplication table to find an unknown factor or product? How can you use the strategy draw a diagram to multiply with the multiples of 10? What strategies can you use to multiply with multiples of 10? How can you model and record multiplying by 1-digit whole numbers multiples of 10?

How can you use multiplication facts, place value, and properties to solve multiplication problems?

Chapter 6 - Understand Division

How can you use the strategy act it out to solve problems with equal groups? How can you model a division problem to find how many in each group? How can you model a division problem to find how many equal groups? How can you use bar models to solve division problems? How is division related to subtraction? How can you use arrays to solve division problems? How can you use multiplication to divide? How can you write a set of related multiplication and division facts? What are the rules for dividing with 1 and 0?

How can you use division to find how many in each group or how many equal groups? How is multiplication like and unlike division?

Chapter 7 - Division Facts and Strategies

What does dividing by 2 mean? What strategies can you use to divide by 10? What does dividing by 5 mean? What strategies can you use to divide by 3? What strategies can you use to divide by 4? What strategies can you use to divide by 6? What strategies can you use to divide by 7? What strategies can you use to divide by 8? What strategies can you use to divide by 9? How can you use the strategy act it out to solve two-step problems? Why are there rules such as the order of operations?

What strategies can you use to divide?


3.OA.A.1. Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. For example, describe and/or represent a context in which a total number of objects can be expressed as 5 x 7. 3.OA.A.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.D.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. 3.OA.B.5. Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) 3.OA.C.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.OA.D.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.

We are learning to: ● Model and skip count objects in equal groups to find how many there

are ● Write an addition sentence and a multiplication sentence for a model ● Model and skip count on a number line to find how many there are ● Use arrays to model products and factors ● Draw a picture, count by 2s, or use doubles to multiply with the

factors 2 and 4 ● Use skip counting, a number line, or a bar model to multiply with the

factors 5 and 10 ● Draw a picture, use 5s facts and addition, doubles, or a multiplication

table to multiply with the factors 3 and 6 ● Use models to represent division by 2 ● Count by 5s, count back on a number line, or use 10s facts and

doubles to divide by 5 ● Use repeated subtraction, a related multiplication fact, or a

multiplication table to divide by 8 ● Solve one- and two-step problems by using the strategy draw a

diagram ● Model the Commutative Property of Multiplication and use it to find

products ● Model multiplication with the factors 1 and 0 ● Use the Distributive Property to find products by breaking apart

arrays ● Use the Associative Property of Multiplication to multiply with three

factors ● Use the Commutative or Distributive Property or known facts to

multiply with the factor 7 ● Use doubles, a number line, or the Associative Property of

Multiplication to multiply with the factor 8 ● Use the Distributive Property with addition or subtraction or patterns

with the factor 9 ● Use repeated subtraction, a number line, or a multiplication table to

divide by 10



3.OA.D.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. 3.OA.A.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.NBT.A.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.

● Use equal groups, a number line, or a related multiplication fact to divide by 3

● Use an array, equal groups, factors, or a related multiplication fact to divide by 4

● Use equal groups, a related multiplication fact, or factors to divide by 6

● Use an array, a related multiplication fact, or equal groups to divide by 7

● Use equal groups, factors, or a related multiplication fact to divide by 9

● Identify and explain patterns on the multiplication table ● Solve multiplication problems by using the strategy make a table ● Identify and describe a number pattern shown in a function table ● Solve multiplication problems by using the strategy make a table ● Solve two-step problems by using the strategy act it out ● Perform operations in order when there are no parentheses ● Use an array or a multiplication table to find an unknown factor ● Solve multiplication problems by using the strategy draw a diagram ● Use base-ten blocks, a number line, or place value to multiply with

multiples of 10 ● Model and record multiplication with multiples of 10





CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.




Multiplication ● Relate addition to multiplication ● Model and build equal groups using math

manipulatives ● Model repeated addition with white board

activities and manipulatives ● Use 100s chart to model skip counting as a

strategy, to notice patterns in products ● Build/draw arrays to represent a

multiplication sentence ● Create a multiplication city ● Play multiplication and division bingo to

increase fact fluency

● BrainPop

● SplashMath

● Think Central




● XtraMath

● FrontRow

Formative:

● Daily Minute Math (student paced)

● Kahoot

● Quizziz

● Google Classroom Problem Solving

Strategy

● Homework

● Independent Classroom



● Play multiplication Roll ‘Em to increase fact fluency

● Use a number line to skip count ● Multiplication Scoot ● Problem Solving Strategy to solve one step

multiplication problems ● Multiplication math relays ● Fact families (multiplication and division) ● Model multiplication properties

(Commutative, Identity, Zero Property) ● Play Commutative Property Roll ‘Em ● Properties of Multiplication sort ● Use distributive property to solve

unknown/challenging math facts ● Identify patterns between the products of

2 and 4, 5 and 10, and 3 and 6. ● Use the distributive property to help solve

multiplication equations with 6, 7 and 8 as factors

● Use the Associative Property to group numbers in different orders

● Identify the pattern in a table (in and out box), and name the rule

● Use the nine trick to aid in increased fact fluency

● Problem solving strategy for one and two step multiplication word problems

● Use equal groups to find the missing factor ● Multiply using multiples of 10 ● Skip count on a numberline to multiply

using 10 Division ● Use equal groups as a strategy to divide ● Model equal groups and arrays using

math manipulatives and drawings to

● TenMarks

● Khan Academy

● Multiplication Strategy Sheet

● Exit Ticket

● Scoot Activities

● Desmos Activity Builder (open-ended)

Summative:

● Benchmark Minute Math

● Chapter 3 - Show What You Know

● Mid-Chapter Checkpoint

● Chapter 3 Assessment













https://www.youtube.com/watch?v=TGVGwrM-vdo


http://starrspangledplanner.com/wp-content/uploads/2014/12/MULTIPLICATIONSTRATEGIES.jpg

divide ● Watch division videos to provide visual

reinforcement of strategies : ○ https://www.youtube.com/watch?v=gjqx

htjyfC4

○ https://www.youtube.com/watch?v=mwi

g70aQuHI

○ https://www.youtube.com/watch?v=fgo

UVDoHx5M&list=PLs_94n8twKIP7dPLLQ

GCi9Ry0sddp7zz8

○ https://www.youtube.com/watch?v=BFh

UXNoRpQE&list=PLs_94n8twKIP7dPLLQG

Ci9Ry0sddp7zz8&index=3 ● Use a bar model to aid in repeated

subtraction ● Draw and model the rules for dividing by 0

and 1 on white boards. ● Model how to divide using division house

to find the quotient ● Use PEMDAS to memorize and apply the

appropriate order of operations to solve

Differentiation




● Math Buddies






https://www.youtube.com/watch?v=BFhUXNoRpQE&list=PLs_94n8twKIP7dPLLQGCi9Ry0sddp7zz8&index=3



https://www.youtube.com/watch?v=fgoUVDoHx5M&list=PLs_94n8twKIP7dPLLQGCi9Ry0sddp7zz8



https://www.youtube.com/watch?v=mwig70aQuHI

https://www.youtube.com/watch?v=gjqxhtjyfC4

https://www.youtube.com/watch?v=mwig70aQuHI

https://www.youtube.com/watch?v=gjqxhtjyfC4





Curriculum Unit Title: Measurement - Perimeter/ Area (Chapter 11)



Chapter 11 - Perimeter and Area

How can you find perimeter? How can you measure perimeter? How can you find the unknown length in a side in a plane figure when you know its perimeter? How is finding the area of a figure different from finding the perimeter of a figure? How can you find the area of a plane figure? Why can you multiply to find the area of a rectangle? How can you use the strategy find a pattern to solve area problems? How can you break apart a figure to find the area? How can you use area to compare rectangles with the same perimeter? How can you use perimeter to compare rectangles with the same area?

How can you solve problems involving area and perimeter? How does understanding the similarities and differences between perimeter and area help us make sense of these measurements and solve real-world and mathematical problems involving measurement?


3.MD.D.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 perimeters. 3.MD.C.5. Recognize area as an attribute of plane figures and understand concepts of area measurement.

a. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. b. A plane figure which can be covered without gaps or overlaps by n

We are learning to: ● Explore perimeter of polygons by counting units on grid paper ● Estimate and measure perimeter of polygons using inch and

centimeter rulers ● Find the unknown length of a side of a polygon when you know its

perimeter ● Compare areas of rectangles that have the same perimeter ● Compare perimeters of rectangles that have the same area ● Explore perimeter and area as attributes of polygons ● Estimate and measure area of plane figures by counting unit squares ● Relate area to addition and multiplication by using area models




unit squares is said to have an area of n square units.

3.MD.C.6. Measure areas by counting unit squares (square cm, square m, square in, square ft, and non-standard units). 3.MD.C.7. Relate area to the operations of multiplication and addition.

a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. b. Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning. d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into nonoverlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

● Solve area problems by using the strategy find a pattern ● Apply the Distributive Property to area models and to find the area of

combined rectangles









● Introduce perimeter (counting the outside squares, adding side length)

● Determining unknown side lengths using perimeter

● Introduce area (unit square, counting the squares, multiplying length and width)

● Breaking down combined rectangles to find the area of each one

● Finding and identifying figures with same perimeter, different area

● Finding and identifying figures with same area, different perimeter

● Area and Perimeter Robot ● Finding area and perimeter using

● BrainPop

● Think Central




● XtraMath

● FrontRow

● TenMarks

● Khan Academy

● SplashMath

● Prodigy

● Quizziz

Formative : ● Kahoot ● Quizziz ● Google Classroom Problem Solving


Summative: ● Chapter 11 - Show What You Know ● Mid-Chapter Checkpoint ● Chapter 11 Assessment




Cheese-Its ● Use graph paper to draw and create

different shapes and letters to find the perimeter and area

● Perimeter video ● Area and Perimeter SCOOT ● Intro to perimeter video ● Math Antics perimeter video ● Numberock Area/ Perimeter video

● Pear Deck

Differentiation




● Math Buddies








https://www.youtube.com/watch?v=6mopAgqjkVM

https://www.youtube.com/watch?v=AAY1bsazcgM

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

https://www.youtube.com/watch?v=Tpy09HOkHyI



Curriculum Unit Title: Understand, Represent, and Compare Fractions (GoMath Chapter 8-9)



Chapter 8 - Understand Fractions

What are equal parts of a whole? Why do you need to know how to make equal shares? What do the top and bottom numbers of a fraction tell? How does a fraction name part of a whole? How can you represent and locate fractions on a number line? When might you use a fraction greater than 1 or a whole number? How can a fraction name part of a group? How can a fraction tell how many are in part of a group? How can you use the strategy draw a diagram to solve fraction problems?

How can you use fractions to describe how much or how many? How are fractions like and unlike whole numbers?

Chapter 9 - Compare Fractions

How can you use the strategy act it out to solve comparison problems? How can you compare fractions with the same denominator? How can you compare fractions with the same numerator? What strategies can you use to compare fractions? How can you compare and order fractions? How can you use models to find equivalent fractions? How can you use models to name equivalent fractions?

How can you compare fractions?


3.NF.A.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.

We are learning to: ● Explore and identify equal parts of a whole ● Divide models to make equal shares ● Use a fraction to name one part of a whole that is divided into equal




3.NF.A.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.

3.NF.A.3. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

parts ● Read, write, and model fractions that represent more than one part

of a whole that is divided into equal parts ● Model, read, and write fractional parts of a group ● Find fractional parts of a group using unit fractions ● Solve fraction problems by using the strategy draw a diagram ● Represent and locate fractions on a number line ● Relate fractions and whole numbers by expressing whole numbers as

fractions and recognizing fractions that are equivalent to whole numbers

● Solve comparison problems by using the strategy act it out ● Compare fractions with the same denominator by using models and

reasoning strategies ● Compare fractions with the same numerator by using models and

reasoning strategies ● Compare fractions by using models and strategies involving the size

of the pieces in a whole ● Compare and order fractions by using models and reasoning

strategies ● Model equivalent fractions by using folded paper, using area models,

and using number lines ● Generate equivalent fractions by using models


RI.3.1. Ask and answer questions, and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. RI.3.7. Use information gained from text features (e.g., illustrations, maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.


SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. L.3.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.






● Explaining how to break a whole into equal parts by shading

● Explaining how you make equal shares by breaking wholes into equal parts

● Using unit fractions to identify one piece of an equal part

● Create and model fractions using fraction bars

● Create and model fractions using various manipulative

● BrainPop

● Think Central




● XtraMath

Formative:

● Kahoot

● Quizziz

● Google Classroom Problem Solving

Strategy

● Homework



● Use a number line to model and compare fractions

● Identify a fraction greater than 1 by coloring wholes

● Identify and model fractions of a group by coloring

● Identify fractional parts of a group using M&Ms

● Identify and name fractional parts by creating a pizza and naming each topping

● Identify and name fractional parts by creating ice cream sundaes and naming each flavor

● Solve 1 and 2 step fraction problems using the word problem strategy

● Compare and order fractions using fraction bars and drawing models

● Identify and compare fractions with the same denominator by identifying which numerator is greater

● Identify and compare fractions with the same numerator by identifying which denominator is smaller

● Compare and order fractions using a number line

● Identify equivalent fractions using fraction bars, drawing models, using a number line

● Play fraction bingo to identify and compare fractions

● Fractional Parts of a Set Video ● Fractions on a Number Line Video ● Fraction Basics Video

● FrontRow

● TenMarks

● Khan Academy

● SplashMath

● Prodigy

● Quizziz

● Pear Deck

● Independent Classroom

● Exit Ticket

● Scoot Activities

● Desmos Activity Builder (open-ended)

Summative:







https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-fractions-intro/v/fraction-basics


https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-fractions-on-the-number-line/v/fractions-on-a-number-line

https://www.youtube.com/watch?v=nQUgBAsW2KA

Differentiation




● Math Buddies










Curriculum Unit Title: Geometry (GoMath Chapter 12)



Chapter 12 - Two-Dimensional Shapes

What are some ways to describe two-dimensional shapes? How can you describe angles in plane shapes? How can you use line segments and angles to make polygons? How can you describe line segments that are sides of polygons? How can you use sides and angles to help you describe quadrilaterals? How can you draw quadrilaterals? How can you use sides and angles to help you describe triangles? How can you use the strategy draw a diagram to classify plane shapes? How can you divide shapes into parts with equal areas and write the area as a unit fraction of the whole?

What are some ways to describe and classify two-dimensional shapes? How does analyzing the attributes of two-dimensional shapes assist in the classifying those shapes?


3.G.A.1. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. 3.G.A.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.

We are learning to: ● Identify and describe attributes of plane shapes ● Describe angles in plane shapes ● Identify polygons by the number of sides they have ● Determine if lines or line segments are intersecting, perpendicular, or

parallel ● Describe, classify, and compare quadrilaterals based on their sides

and angles ● Draw quadrilaterals ● Describe and compare triangles based on the number of sides that

have equal length and by their angles ● Solve problems by using the strategy draw a diagram to classify plane

shapes




● Partition shapes into parts with equal areas and express the area as a unit fraction of the whole











● Identify and describe rules for plane shapes by identifying closed and open shapes

● Create a polygon book to name rules for various polygons

● Angle/ Shape Challenge ● Identify the difference in acute, obtuse,

and right angles by doing an angle sort ● Identify the rules of a quadrilateral by

doing a quadrilateral sort ● Review geometry vocabulary by

completing a geometry Jeopardy game ● Use gestures to define line, line segment,

point, endpoint, and ray (Total Physical Response)

● Sort the attributes of plane shapes ● Sort the various types of quadrilateral ● Sort the various types of parallelograms ● Sort the types of triangles ● Name and identify different polygons

based on the number of sides and vertices ● Shape SCOOT ● Geometry scavenger hunt ● Pretzel angle activity ● Human angle activity (students create

angles with a partner) ● Quadrilateral quotes activity (students

create quadrilateral and create speech bubble identifying attributes)

● Line Video ● Angles Song

● BrainPop

● Think Central




● XtraMath

● FrontRow

● TenMarks

● Khan Academy

● SplashMath

● Prodigy

● Quizziz

● Pear Deck

Formative: ● Kahoot ● Quizziz ● Google Classroom Problem Solving


Summative: ● Chapter 12 - Show What You Know ● Mid-Chapter Checkpoint ● Chapter 12 Assessment


http://aroundthekampfire.com/?s=quadrilateral

https://www.youtube.com/watch?v=P3AOoLbA3us

https://www.youtube.com/watch?v=NVuMULQjb3o

Differentiation




● Math Buddies










Curriculum Unit Title: Time, Length, Liquid Volume, and Mass (GoMath Chapter 10)



Chapter 10 - Time, Length, Liquid Volume, and Mass

How can you tell time to the nearest minute? How can you tell when to use A.M. and P.M. with time? How can you measure elapsed time in minutes? How can you find a starting time or an ending time when you know the elapsed time? How can you use the strategy draw a diagram to solve problems about time? How can you generate measurement data and show the data on a line plot? How can you estimate and measure liquid volume in metric units? How can you estimate and measure mass in metric units? How can you use models to solve liquid volume and mass problems?

How can you use tell time and use measurement to describe the size of something?


3.MD.A.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. 3.MD.B.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.MD.A.2. Measure and estimate liquid volumes and masses of objects

We are learning to: ● Read, write, and tell time on analog and digital clocks to the nearest

minute ● Decide when to use A.M. and P.M. when telling time to the nearest

minute ● Use a number line or an analog clock to measure time intervals in

minutes ● Use a number line or an analog clock to add or subtract time intervals

to find starting times or ending times ● Solve problems involving addition and subtraction of time intervals

by using the strategy draw a diagram




using standard units of grams (g), kilograms (kg), and liters (l).6 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.

● Measure length to the nearest half or fourth inch and use measurement data to make a line plot

● Estimate and measure liquid volume in liters ● Estimate and measure mass in grams and kilograms ● Add, subtract, multiply, or divide to solve problems involving liquid

volume or masses











● Review telling time to the nearest minute ● Review telling time to the nearest hour and

half hour ● Decide when to use A.M. (after midnight)

and P.M. (past morning) and identify difference between midnight and noon

● Telling time to the nearest minute video ● Elapsed Timed video ● Find elapsed time using a number line

video ● Use a number line to add or subtract time

intervals to find start/end times ● Solve 1- and 2- step problems regarding

time using the word problem strategy ● Measure classroom items using a ruler to

length to the nearest inch, ½ and ¼ inch ● Estimate liquid volume in metric units

using a measuring cup (about a liter, more than a liter, less than a liter)

● Compare which container has more liquid ● Measure the mass of classroom items

using a scale to measure grams and kilograms

● Comparing a gram vs. a kilogram with real life items

● BrainPop

● Think Central



● GoMath Journal Pages Chapter 10

● XtraMath

● FrontRow

● TenMarks

● Khan Academy

Formative : ● Kahoot ● Quizziz ● Google Classroom Problem Solving


Summative ● Chapter 10 - Show What You Know ● Mid-Chapter Checkpoint ● Chapter 10 Assessment

Differentiation




https://www.khanacademy.org/math/cc-third-grade-math/cc-third-grade-measurement/cc-third-grade-telling-time/v/telling-time-to-the-nearest-minute-labeled-clock-math-3rd-grade-khan-academy

https://www.youtube.com/watch?v=qUmdJElng1M

https://www.youtube.com/watch?v=Orta5xU6DBo


● Math Buddies








Date post:	25-May-2018
Category:	Documents
Upload:	dokhanh
View:	213 times
Download:	0 times

3 Grade Math Curriculum Guide - rbb.k12.nj.us · Review 3 w eeks ... 8.1.5.D.3 Demonstrate an...

Documents