West-Orange Cove ISD3 rd Grade Mathematics – 1 st Six Weeks 2012 - 2013 Week 1 August 27 - 31 Learning Standards: Review from 2nd grade Major Concepts: Establish routines Processes: Establish routines Instruction Resources Math Stations Interventions/ Extension Assessment The first six weeks of school, students will review and expand on their knowledge of place value, rounding, estimation, addition, subtraction, and problem solving. The first week of school the teacher will focus on teaching expectations, routines, and procedures. Math Essentials: (Daily Routine) Ten minutes of basic fact fluency (District program – Creative Math by Kim Sutton) Ten minutes of spiral review and vocabulary – this may be a math station Problem of the Day - this may be a math station Close each math lesson with a math journal entry (invented spelling is acceptable) encourage complete sentences. As they apply to the topics read the books in the Math Start collection and then allow the students to read them (accordingly). Teach students the daily routine. The daily routine consists of basic facts fluency, enVision Math Texas Literature –Spunky Monkeys On Parade Number fluency – addition and subtraction Problem Solving – word problems and problem solving strategies Number of the week Journal Entry Vocabulary Cards Problem- Solving Strategies on pages xiv-xvii of the student edition Interventions/ Extensions Interventions and extensions the first week should be based on the Pre- Assessment. Pre-Assessment End of 2 nd grade Product/Project Spunky Monkeys on Parade number collage Journal Entry Math Stations Math Concept Board TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day Page 1
Instruction Resources Math StationsInterventions/Extension
Assessment
The first six weeks of school, students will review and expand on their knowledge of place value, rounding, estimation, addition, subtraction, and problem solving.
The first week of school the teacher will focus on teaching expectations, routines, and procedures.
Math Essentials: (Daily Routine)
Ten minutes of basic fact fluency (District program – Creative Math by Kim Sutton)
Ten minutes of spiral review and vocabulary – this may be a math station
Problem of the Day - this may be a math station Close each math lesson with a math journal entry (invented
spelling is acceptable) encourage complete sentences. As they apply to the topics read the books in the Math Start
collection and then allow the students to read them (accordingly).
Teach students the daily routine. The daily routine consists of basic facts fluency, inquiry, problem solving, Math Stations, small group instruction with the teacher, journal reflection/writing, and number fluency through the “Number of the Week.”
Teach the West Orange Problem Solving Model. Practice this model with several problems daily the first week to ensure students are familiar with the process and expectations.
Conduct a Pre-Assessment
enVision Math Texas
Literature –Spunky MonkeysOn Parade
Number fluency – addition and subtraction
Problem Solving – word problems and problem solving strategies
Number of the week
Journal Entry
Vocabulary Cards
Problem- Solving Strategies on pages xiv-xvii of the student edition
Interventions/Extensions
Interventions and extensions the first week should be based on the Pre-Assessment.
Struggling students should be taught in small groups and scaffold to ensure they grasp the place value system. This can be accomplished through the use of base 10 blocks while making numbers and adding and subtracting.
As an extension the first week of school, develop an
Pre-AssessmentEnd of 2nd grade
Product/Project
Spunky Monkeys on Parade number collage
Journal Entry
Math Stations
Math Concept Board – using vocabulary and knowledge from second grade
Vocabulary Cards – using the words from the glossary
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day Page 1
Profile Pre-Assessment with students. Graph the results in whole class and display. Review results with each student pointing out their strengths and weaknesses. Develop an IEP with the student and use it as a guide to structure small groups, homework, and interventions.
The first week of school the teacher will: Read Spunky Monkeys on Parade to students. Follow up by
discussing how they use math in their everyday life. Teach students the daily routine. The daily routine consists of
basic facts fluency, inquiry, problem solving, Math Stations, small group instruction with the teacher, journal reflection/writing, and number fluency through the “Number of the Week.”
Teach the problem solving model. The problem solving model is on page xi of the student edition. (Read and Understand, Plan and Solve, Look Back and Check.). Practice this model with several problems daily the first week to ensure students are familiar with the process and expectations.
Introduce the problem solving rubric for grades 3 – 5 from Region 4 or develop one with the students. This should be posted in the room so students can track their learning progress.
Introduce the number of the week. The number of the week is a number the teacher provides. Each day of the week students write the number in word form, expanded form or standard form. One day they also round the number to the nearest place specified by the teacher, and name the digit in the place designated by the teacher. (See attached template.)
Set up a math journal to be used to record vocabulary, notes, and problem solving strategies.
A second journal should be established for students to reflect on their learning and incorporated into the Math stations. Set clear expectations as to content, structure, spelling, grammar, and punctuation for journal writing. Be clear that each entry should be a minimum of 4-7 quality sentences. Writing about math
interactive bulletin board with students that depicts math in everyday life. To do this have students bring in artifacts and share the math. For example a receipt from a recent trip to the store. An advertisement for candy such as 3 for $1 and pose the question how many can I buy with $5. Post the artifacts and label the math. Students may also bring objects from home that represent 3 dimensional figures such as cereal boxes, small rubber balls or empty oatmeal containers. Students may add to this board throughout the year as their math concepts and vocabulary increases. Student groups may be named geometric figures such as rectangular prisms, cubes, spheres or cylinders.
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day Page 2
should include the use of number, pictures, and symbols. Conduct a Pre-Assessment Profile Pre-Assessment with students. Graph the results in whole
glass and display. Review results with each student pointing out their strengths and weaknesses. Develop an IEP with the student and use it as a guide to structure small groups and afterschool interventions.
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TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day Page 4
Week 3Sept 10 - 14
Learning Standards3.14 B Use a problem-solving model with guidance that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness.Reporting Category 5
Major Concepts Place value Addition Subtraction
Processes: Problem Solving Model Thinking about learning and making
connections Use accountable talk by using the language
of mathematicsInstruction Resources Math Stations AssessmentKey Vocabulary: organized list, data
This week is focused on problem solving. Remember students are expected to use the process and show their work. This is important because it will show you their thought process as well as guide their thinking.
Problem solving strategy – Missing or extra information, drawing a picture
Use the Problem Solving Record Sheet(Teaching Tool 1) to solve the Problem of the Day 1-7, 2-6 (may be difficult), and 5-6
Use a problem-solving model to solve problems involving place value.
Example:Armond went on a treasure hunt for a hidden treasure. He needed to find the safe that had an 8 in the ten thousands place and 2 in the thousands place. Which safe number did Armond find when he located the hidden treasure?
72,210 82,210 81,210
Understanding the Problem: Ask the students to restate what the problem is. Ask the students, “What are we trying to find out?”
Possible Answer: “We are trying to find a number with an 8 in the ten thousands place and 2 in the thousands place.”
Making a Plan: Ask the students, “How are you going to solve the problem?” Ask the students, “What is the important information in the
problem?”
Possible Answer: “We use place value. The important information is that there is an 8 in the ten thousands place and a 2 in the thousands place.”
enVision Math -Topic 1 TE Lessons 1-7, Topic 2 Lesson 2-6, and Topic 5 Lesson 5-6
Technology: Pearson enVision link for animated introduction, journal writing, and review – copy and paste this link:https://www.pearsonsuccessnet.com
Number fluency – addition and subtraction – use a mix of timed drills and computation Basic –Facts
Problem Solving – word problems involving addition, subtraction and problem solving strategies make an organized list, missing or extra information, and drawing a picture
Journal writing
Number of the week
Math Start Book Collection
Problem- Solving Strategies on pages xiv-xvii of the student edition
Interventions/ExtensionsStudents will work in small group with the teacher to practice the problem solving process. The teacher will reiterate the use of reading strategies in math to comprehend the problem. Students will use manipulatives and work mats as needed.
Formal problem solving Assessment
Products/Project
Problem solving poster from a word problem.
Journal reflection entry explaining their thought process in solving a specific problem.
Week 2
Sept 4 – 7
Learning Standards3.1 A Use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,9993.1 B Use place value to compare and order whole numbers through 999,999
Reporting Category 1 (TAKS Objective 1)
Major Concepts: Place Value Value of digits depends on the
place in the number Comparing and ordering
whole numbers
Processes: Problem Solving Model – used in all
concepts Thinking about learning and making
connections Use accountable talk by using the language
of mathematics Using Base 10 to represent numbers
Instruction Resources Math StationsInterventions/Extension
Assessment
This week will be focused on reviewing and expanding knowledge of place value. Students will read, write, and describe numbers using standard, expanded, and word form and compare and order whole numbers. Students will use manipulatives, number lines, and hundreds charts if needed. (Note: counting money will be taught the 2nd six weeks so skip this section while using the Topic 1 Numeration with the enVision system.
Key Vocabulary: digit, place value, standard form, expanded form, word form, period, compare, order
Math Background for the teacher: Students must understand the difference between a digit and a
number before they can begin to understand place value. Numeration System is our system for naming numbers. It uses 10
digits – 0 – 9. The position of a digit in the number tells its value. Each position to the left is 10 times more than the one to its right. Sets of ten and (tens of tens) can be perceived as single entities.
These sets can be counted and used as a means of describing quantities. (Van de Walle)
The Base-Ten System is based on the positions of digits in numbers to determine what they represent.
There are patterns to the way that numbers are formed. The groupings of ones, tens, hundreds, and thousands can be taken
apart in different ways. (composing and decomposing numbers)
There are several manipulatives and work mats that may be used to facilitate students understanding of place value. These templates are available in a separate file titled Curriculum Documents.
Ten Frame Mat Place Value Mat Number of the Day
Remember to write the numbers in word form and expanded form as well as standard form throughout your modeling so students connect different ways of seeing numbers.
enVision Math -Topic 1 TE Lessons 1-1 through 1-5, Topic 13 TE Lessons 13 -1 through 13-2
Technology: Pearson enVision link for animated introduction, journal writing, and review – copy and paste this link:https://www.pearsonsuccessnet.com/
Number fluency – addition and subtraction – use a mix of timed drills and computation Basic –Facts
Basic facts songs
Vocabulary cards
Journal writing – the importance of place value
Number of the week
Math Start Book Collection
Interventions/Extensions
Relating place value to base 10. Each student will make a place value foldable. Next provide students with baggies containing a different number of counters. Each member of the group will count the contents of their baggie and record the total. Next students pass their baggie to the right
Learning Standards3.3 Number, Operation and quantitative reasoning(A) Model addition and subtraction using pictures, words, and numbers and(B) Select addition or subtraction and use the operation to solve problems involving whole numbers through 999
Major Concepts Addition Subtraction Round Estimate Compatible Numbers
Processes: Problem Solving Model Thinking about learning and making
connections Use accountable talk by using the language
of mathematics
Instruction Resources Math StationsInterventions/Extension
The next two weeks will focus on addition and subtraction. Week four will be addition and subtraction without regrouping and week five will be addition and subtraction with regrouping and subtracting across zeros. Incorporate a spiral review of composing and decomposing numbers, number lines, and hundreds charts into your instruction. Remember to continue using the work mats and base ten manipulatives as well as to reiterate estimating when using the number line. Struggling students may need to use base 10 blocks or transition to drawing base 10 on their paper as they solve problems.
Math background for the teacher: Encourage continued use of the hundreds chart to keep students
thinking in terms of multiples of ten. For example, 47 + 25 – three more counts from 47 = 50 and 50 + 22 = 72 so 47 + 25 = 72
Students may still be using flexible or invented strategies to add and subtract, this is perfectly acceptable. They are not required to use a traditional algorithm.
Students should be encouraged to continue finding and using inventive strategies which are flexible methods of computing that vary with the numbers and situation.
enVision Math Topics 2, 3, 4, 5
enVision Math Tools
Technology: Pearson enVision link for animated introduction, journal writing, and review – copy and paste this link:https://www.pearsonsuccessnet.com
Flexible methods for computation require a good understanding of the operations and properties of the operations and how addition and subtraction are related. (Van de Walle)
Inventive strategies do not include simply counting to solve a problem.
Inventive or flexible strategies should be shared and discussed in whole class setting so other students can explore and try them. (Be sure the student sharing the strategy understands it before sharing it.)
Compose/Decompose Numbers
Students should explore numbers by composing and decomposing. This also includes writing them in expanded form. Students can use work mats and base ten blocks or counters for this exploration. At this point in the year students should be composing and decomposing two and three digit numbers.
Activity: Students will continue exploring composing and decomposing numbers to learn basic facts and improve number fluency. In this activity, students will know the whole and one of the parts. It is their task to determine the missing part. (Algebraic thinking.) Students will work with a partner, and each pair of students will need counters, Whole Part/Part work mat, and a plastic cup (that is not transparent). Students choose, or are given a target number. They count out that many counters and the number is recorded as the whole. Player 1 covers his/her eyes, while Player 2 puts some of the counters “under the rock” (the plastic cup). Player 1 opens his/her eyes and tries to determine how many counters are under the rock. The cup is lifted to check Player 1’s answer, and the two parts are listed on the recording sheet. The partners repeat the process with another combination for the target number.
Interventions/Extensions
Students will work in small group with the teacher to practice the problem solving process. The teacher will reiterate the use of reading strategies in math to comprehend the problem. Students will use manipulatives and work mats as needed.
Products/Project
Problem solving poster
Journal reflection entry explaining their thought process in solving a specific problem.
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Ten Frame to solve addition and subtraction problems:
Review the make-ten idea from addition facts using two ten frames. Students will work with a partner and begin using multiple ten frames to solve two digit addition and subtraction problems. Example: 37 – 12=?
Number Lines and hundreds charts:
Review number lines and hundreds charts. Students should solve addition and subtraction problems using number lines. Number lines should also be used to locate and name points. Number lines should include different beginning and ending numbers.
Hundreds charts should be used to continue students counting to 1,200, locating patterns, skip counting by 2,3,4,5,10,20,50,100. Hundreds charts should be used to add and subtract and to find one more or one less, 10 more, 10 less, etc.
Round Whole Numbers
Round whole numbers to the nearest ten.
Use a number line to model rounding numbers to the nearest ten.Example:
Ask the students, “Is the number
14 closer to 10 or 20?”
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Prompt the students to use rounding when estimating sums.
Example:Coach Kyle ordered 69 baseballs and 82 basketballs for the athletic department at his school. About how many baseballs and basketballs did he order altogether?
Answer: About 150 baseballs and basketballs.
Example:Norma wrote the numbers 391 and 199 on the chalkboard. What is the estimated total of the two numbers?
Answer: The estimated total of Norma’s numbers is 600.
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Use strategies including rounding to estimate solutions to subtraction problems.
Prompt the students to use rounding when estimating differences.
Example:
Justin’s team jogged, swam, and hiked 71 miles during their summer vacation. Tori’s team jogged, swam, and hiked
58 miles during their vacation. About how many more miles did Justin’s team jog, swim, and hike than Tori’s team?
Answer: About 10 miles
Example:Sean and Matt collect baseball cards. Sean has 488 baseball cards and Matt has 314 baseball cards. About how many more baseball cards does Sean have than Matt?
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Prompt the students to solve problems involving estimation, justify their solution, and explain their solution process.
Example:
During last month’s food drive,620 canned goods were collected by members of Ms. Smith’s garden club. The garden club gave 405 of the canned goods to the local food bank. About how many canned goods did Ms. Smith’s garden club have left?
Possible Answer: “We are estimating how many canned goods were left after Ms. Smith’s group gave some away. We rounded 620 to 600 and 405 to400. To solve the problem, we had to subtract 400 from 600 to get200.
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Two hundred canned goods is reasonable because the estimated part of the canned goods that were given away combined with the estimated part of the canned goods that were left over gives us an estimated total close to the total we were given in the problem.”
Use strategies including compatible numbers to estimate solutions to addition problems.
Prompt the students to use compatible numbers to estimate solutions to addition problems. Prompt the students to look for 2 or 3 numbers that could be adjusted and grouped to equal a “benchmark” sum such as 10, 25, 50, or 100.
Example:
The number of students in each of Mrs. Glover’s Saturday art classes is listed below.
Class A
Class B
Class C
Class D
Class E
5 2 7 5 10
What is an estimated total of the number of students in Mrs. Glover’s 5 art classes?
Possible Use of Compatible Numbers:
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Use strategies including compatible numbers to estimate solutions to subtraction problems.
Prompt the students to use compatible numbers to estimate solutions to subtraction problems. Prompt the students to look for 1 or 2 numbers that could be adjusted to create an easy difference.
Example:
Sasha cut two pieces of string. The first piece of string was 71 inches long and the second piece of string was
49 inches long. What is the estimated difference between the two pieces of string?
Possible Answer:
71 71
-49 49 is close to 51 -51
20
About 20 inches
Example:
Ovidio has 156 red marbles and 184 blue marbles. About how many more blue marbles than red marbles does Ovidio have?
Possible Answer:
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Model Addition with Pictures, Words, and Numbers Use pictures, words, and numbers to model addition problems.
Example:
Mr. Smarts purchased life vests for the campers at Lake Wassa. He purchased 123 small-sized life vests and 201 medium-sized life vests. How many life vests did he purchase in all?
Possible Answer ( Pictures):
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Possible Answer (Words): “We are combining the number of small life vests with the number of medium life vests to find out how many life vests Mr. Smarts has all together. The sum of 123 small-size life vests and 201 medium-sized life vests is 324 life vests.”
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Possible Answer (Words): “Partition the 239 girls’ bikes from the 467 children’s bikes. The remaining part of bikes is boys’ bikes. There are228 boys’ bikes.”
Example:
Graham has 244 stamps in his stamp collection. If he sells 132 stamps, how many stamps does he have left?
Possible Answer ( Pictures):
Possible Answer (Numbers):
244 stamps – 132 stamps
= 112 stamps
Total/Whole - Part = Part
244 - 132 = 112
Possible Answer (Words):“We separated the 132 stamps that Graham sold from his collection of244 stamps. He had 112 stamps left.
Example:Hoover Elementary School has 98 third-grade students and Baker
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Elementary School has 74 third-grade students. How many more third-grade students does Hoover Elementary School have than Baker Elementary School?
Possible Answer ( Pictures):
Hoover Elementary School
Baker Elementary School
Comparison
Possible Answer (Numbers):
98 students – 74 students = 24 students
Possible Answer (Words):“We compared the number of third-grade students at Baker Elementary School to the number of third-grade students at Hoover Elementary School.”
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Use addition to solve problems involving whole numbers through 999.
Example:
Susan travels 183 days of the year and her brother, Daniel, travels 151 days of the year. How many total days do Susan and Daniel travel in a year?
Answer: 334 days
Subtraction of Whole Numbers
Use subtraction to solve problems involving whole numbers through 999.
Example:
There were 264 children in the park on Saturday morning. One hundred thirty-five children went home. How many children were left in the park?
Answer: 129 children
Example:
The total student population at McNeese Elementary is 792, and at Brownstone Elementary the student population is 651. How many more students are at McNeese Elementary than at Brownstone Elementary?
Answer: 141 students
Solve addition and subtraction problems.
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José scored 39 points in his first basketball game, 24 points in his second basketball game, and 45 points in his third basketball game. José‘s goal was to score a total of 150 points for all 3 games. How many points did José need to reach his goal?
Understand the Problem:
Ask the students to restate the problem. Ask the students, “What are we trying to find out?” Ask the
students, “What information is important in solving the problem?”
Possible Answer: “We are trying to find out how many points José needed to reach his goal.”
Making a Plan:
Ask the students “Are you adding or subtracting?
Possible Answer: “We’re combining the number of points he has already scored to find out the total number of points scored for all 3 games. The number of points he has already scored is part of his goal. Since we know the total number of points to reach his goal, we need to find the other part of those points. When we know one part of a set and need to find the other part, we need to subtract.
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Ask the students, “How did you solve the problem?”
Possible Answer: “We added the number of points for each game.
39 + 24 + 45 = 108 points. Then, we subtracted the total from the amount that José had as his goal. 150 - 108 = 42 points.”
Evaluating for Reasonableness:
Ask the students, “How do you know your solution makes sense? Did you answer the question in the problem?”
Possible Answer: “Our answer makes sense because we found out how many points he had scored for all 3 basketball games by adding each game’s points together. Then, we subtracted that total number of points from the goal number of points that he wanted to reach. Our solution is less than the number of points that he set as his goal, and it is close to the number of points that he scored in the other three games. If we add our answer to the total number of points he already scored, it equals his goal.
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