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Acknowledgements

We would like to thank the following teachers for their dedication to the students of Orangeburg Consolidated School

District Five. These teachers gave their time and professional knowledge to modify the curriculum pacing guides. Their

contributions have contributed to the world-class instructional resources available

within our district.

draft form.

future

Please

as

as

Notes on

guide are

open on

access

the

The 2014School

overview

Core

practices,

Carolina

guide

and

core

to-school

build a

Facilitators

Jacqueline Jamison

Dr. Elrica C.Glover

Audrey Hallingquest

Dr. Derrick James

Karen James

Tammie Jenkins

Heath Owen

Tonya Ramey

Laura Steele

Dyisha Taylor

4K

Sharon Ellison

Starlette Jean

Kindergarten

Mozella Isaac

Dr. Teresa Jennings

First Grade

Jennifer Fanning

Nieka Hughes

Second Grade

Jacqueline Hogges

Faye Thompson

Based on the most current and

data, the pacing may change.

only print one semester at a time

changes may be made by the team

deemed necessary.

Links: All hyperlinks in the pacing

active. Some, however, may not

campus due to the district

educational filter. You will need to

these sites off campus to download

information.

ELA

Science

Dabetta Smith

Lynn Rivers

Benita Hughes

Mary Robinson

The

Purpose of Our Common

Core Howell

Curriculum Guides

Natasha

Berry

Tawana

Angelica Gentile

Crystal Bryant

2015 Orangeburg Consolidated

David Pasley

Linda Foster

District Five Common Core

Michele Johnson

Henrietta Hampton-Ellis

Curriculum Guides provide an

Majoria Pearson

Marcellina Guinyard

of key instructional shifts, Common

Shalanda Mack

Dr. Andrea Matthews

State Standards (CCSS) best

Ti-esha Williams-Vaughn

Andrew St. James

and upcoming changes to South

Katie Jensen

Teal Ryant

assessments. Each curriculum

Math

Social Studies

Chinyeaka Ihekweazu

Terry Walling

Monik Ellis

Andrea Perkins

Latasha Murray

Audrey Irick

Marcela Nesbitt

Crystal Adams

Tracy Brown

Lynette Milhouse

Michelle Wade

Sabrina Buggs

Common Core State Standards

Background

Sharlene Foster

Deneathro Edmonds

Raja Velummylum

Johnerra Alford

Veronica Williams

Ralph Alexander

Aronda Frazier

Juanita Gidron

instructional strategies, resources,

assessment items. Our common

curriculum guides provide schoolcontinuity as we work together to

world-class school system.

The

Common Core State Standards

Initiative is

a state-led effort coordinated by

the

National Governors Association

Center for

Best Practices (NGA Center) and

the

Council of Chief State School

Officers (CCSSO). The standards were developed in collaboration with teachers, school administrators, and experts, to

provide a clear and consistent framework to prepare our children for college and the workforce.

The NGA Center and CCSSO received initial feedback on the draft standards from national organizations representing,

but not limited to, teachers, postsecondary educators (including community colleges), civil rights groups, English language

learners, and students with disabilities. Following the initial round of feedback, the draft standards were opened for public

comment, receiving nearly 10,000 responses.

The standards are informed by the highest, most effective models from states across the country and countries around the

world, and provide teachers and parents with a common understanding of what students are expected to learn. Consistent

standards will provide appropriate benchmarks for all students, regardless of where they live.

These standards define the knowledge and skills students should have within their K-12 education careers so that they

will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training

programs. The standards:

Are clear, understandable and consistent;

Include rigorous content and application of knowledge through high-order skills;

Build upon strengths and lessons of current state standards;

Are informed by other top performing countries, so that all students are prepared to succeed in our global

economy and society; and

Are evidence-based.

Source: http://www.corestandards.org/about-the-standards

Assessment

Benchmark (Diagnostic)

Mini Bite 1

Mini Bite 2

Mini Bite 3

Benchmark (Writing Included)

Mini Bite 4

Benchmark

Mini Bite 5

Benchmark (Diagnostic)***

Date

August 20th-28th

September 22nd -25th

October 20th -23rd

November 19th -24th

December 8th -17th

January 27th -30th

February 25th March 5th

April 27th -30th

May 25th June 2nd

Grades 3-8

Content Area

Assessment

ELA Writing

PASS

Day 2: March 18, 2015

Make-up Testing through March 24th

PASS

May 5, 2014

Math

PASS

May 6, 2014

PASS

May 7, 2014

PASS

May 7, 2014

PASS

May 8, 2014

PASS

High School

End of Course Examination Program (EOCEP)

Test

English I

Algebra I

Biology

United States History & the Constitution

Tentative Dates:

Fall: December 1, 2013 January 28, 2015

Spring: May4-June 5, 2015

Summer: June 22-July 24, 2015

There are twelve shifts that the Common Core requires of us if we are to be truly aligned with it in terms of curricular

materials and classroom instruction. There are six shifts in Mathematics and six shifts in ELA/ Literacy.

Shifts in Mathematics

Shift 1

Shift 2

Shift 3

Shift 4

Focus

Coherence

Fluency

Deep Understanding

Shift 5

Application

Shift 6

Dual Intensity

time and energy is spent in the math classroom. They do so

in order to focus deeply on only the concepts that are

prioritized in the standards.

Principals and teachers carefully connect the learning within and

across grades so that students can build new understanding

onto foundations built in previous years.

Students are expected to have speed and accuracy with

simple calculations; teachers structure class time and/or

homework time for students to memorize, through

repetition, core functions.

Students deeply understand and can operate easily within a

math concept before moving on. They learn more than the trick

to get the answer right. They learn the math.

Students are expected to use math and choose the

appropriate concept for application even when they are

not prompted to do so.

Students are practicing and understanding. There is more

than a balance between these two things in the classroom

both are occurring with intensity.

Mathematical Practices

Mathematical Practice One

What is it?

Make sense of problems and persevere in solving them.

What should student be able to do?

When presented with a problem, students should be able to make a plan, carry out the plan and check its success.

Before solving the problem, students should

explain the problem to themselves. (Have I solved a problem like this before?)

organize the information and make a plan to solve the problem.

Students should ask themselves, What is the question?, What is given?, What is not given?, What are the

relationships between known and unknown quantities?, What tools/strategies will I use? and What prior

knowledge do I have to help me?

While solving the problem, students should

persevere (Stick to it!)

monitor their work.

change their plan if it isnt working out.

ask themselves, Does this make sense?

After solving the problem, students should

check to make sure their answer is correct and that their representations connect to the solution.

evaluate to determine what worked, what didnt work and what other strategies were used. Also determine how

their solution was similar or different from their classmates.

Mathematical Practice Two

What is it?

Reason abstractly and quantitatively.

What should student be able to do?

Students should be able to use numbers, words, and reasoning habits to help make sense of problems.

What does it look like?

Contextualize Students can take numbers and put them in a real-world context.

Example:

If given, 3 X 2.5 = 7.5, the students can create the following context.

I walked 2.5 miles per day for 3 days. I walked a total of 7.5 miles.

Decontextualize- Students can take numbers out of context and work mathematically with them.

Example:

If given, I walked 2.5 miles per day for 3 days. How far did I walk?

The students should be able to write and solve

3 X 2.5 = 7.5

Reasoning Habits

1. Make an understandable representation of the problem.

2. Think about the units involved.

3. Pay attention to the meaning of the numbers.

4. Use the properties of operations or objects.

What is it?

Construct viable arguments and critique the reasoning of others.

What should student be able to do?

Students should be able to make logical arguments and respond to the mathematical thinking of others.

What does it look like?

using objects, drawings, diagrams and actions.

using examples and non-examples.

relating to contexts.

Students should be able to analyze the reasoning of others by

listening.

asking questions to clarify or improve arguments.

comparing strategies and arguments.

identifying flawed logic.

Mathematical Practice Four

What is it?

Model with mathematics.

What should student be able to do?

Students should be able to recognize math in everyday life and utilize the math that they know to solve problems.

What does it look like?

Students should be able to

make assumptions and estimate to make complex problems easier.

identify important quantities and use tools, such as diagrams, two-way tables, graphs, flowcharts and formulas,

to show their relationships.

evaluate the answer and make changes if needed.

Mathematical Practice Five

What is it?

Use appropriate tools strategically.

What should student be able to do?

Students should be able to use certain tools to help them explore and deepen their math understanding.

What does it look like?

Students should

have a tool box. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator,

a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software.

know how to use math tools.

know when to use math tools.

reason: Did the tool I used give me an answer that makes sense?

Mathematical Practice Six

What is it?

Attend to precision.

What should student be able to do?

Students should be able to be precise when solving problems and clear when communicating their ideas.

What does it look like?

Problem Solving: Students should

calculate accurately.

calculate efficiently.

assure their answers match what the problem asked them to do.

Communicating: Student should

speak, read, write, and listen mathematically.

correctly use math symbols, math vocabulary and units of measure.

What is it?

Look for and make use of structure.

What should student be able to do?

Students should be able to see and understand how numbers and spaces are organized and put together as parts and

wholes.

What does it look like?

Numbers:

For Example:

Base 10 Structure

Operations and properties

Terms, coefficients, exponents

Spaces:

For Example:

Dimension

Location

Attributes

Transformation

What is it?

Look for and express regularity in repeated reasoning.

What should student be able to do?

Students should be able to notice when calculations are repeated, and use that information to find more general

methods and short cuts.

What does it look like?

As students work, they should

think about what they are trying to figure out while paying attention to the details.

evaluate if the results are reasonable.

Example: Students might notice when dividing 25 by 11 that they are repeating the same calculations over and over

again, and conclude they have a repeating decimal.

Mathematics Common Core is divided into two parts: Content Standards and Standards for Mathematical Practice. A

major focus of the Standards for Mathematical Practice is using problem solving to reinforce important concepts, skills,

and to demonstrate a students mathematical understanding. As we prepare for full implementation of Common Core,

teachers must have an understanding of what problem solving is, why it is important, and how to go about implementing it.

According to National Council of Teachers of Mathematics (NCTM), "Problem solving means engaging in a task for which

the solution method is not known in advance. In order to find a solution, students must draw on their knowledge, and

through this process, they will often develop new mathematical understandings. Solving problems is not only a goal of

learning mathematics, but also a major means of doing so." (NCTM, 2000, p. 52) Problem solving gives students a

context to help them make sense out of the mathematics they are learning. Problems can be used to introduce new

concepts and extend previous learned knowledge.

The NCTM Problem-Solving Standard states that instructional programs should enable all students to, build new

mathematical knowledge through problem solving, to solve problems that arise in mathematics and in other contexts,

apply and adapt a variety of appropriate strategies to solve problems, and monitor and reflect on the process of

mathematical problem solving.

Findings in the recent report, Improving Mathematical Problem Solving in Grades 4 Through 8, published in May 2012

under the aegis of the What Works Clearinghouse (NCEE 2012-4055, U.S. Department of Education, available online

from the Institute of Education Sciences) provides educators with specific, evidence-based recommendations that

address the challenge of improving mathematical problem solving. In the Introduction, the panel that authored the report

makes the following points:

Problem solving is important. - Students who develop proficiency in mathematical problem solving early are

better prepared for advanced mathematics and other complex problem-solving tasks. The panel recommends

that problem solving be part of each curricular unit.

Instruction in problem solving should begin in the earliest grades. - Problem solving involves reasoning and

analysis, argument construction, and the development of innovative strategies. These should be included

throughout the curriculum and begin in kindergarten.

The teaching of problem solving should not be isolated. - instead, it can serve to support and enrich the

learning of mathematics concepts and notation.

To address these points and improve the teaching of problem solving, the panel offers five recommendations.

Recommendation 1 - Prepare problems and use them in whole-class instruction.

In selecting or creating problems, it is critical that the language used in the problem and the context of the problem are not

barriers to a students being able to solve the problem. The same is true for a students understanding of the

mathematical content necessary to solve the problem.

Recommendation 2 - Assist students in monitoring and reflecting on the problem-solving process.

Students learn mathematics and solve problems better when they monitor their thinking and problem-solving steps as

they solve problems.

Recommendation 3 - Teach students how to use visual representations.

Students who learn to visually represent the mathematical information in problems prior to writing an equation are more

effective at problem solving.

Recommendation 4 - Expose students to multiple problem-solving strategies.

Students who are taught multiple strategies approach problems with greater ease and flexibility.

Recommendation 5 - Help students recognize and articulate mathematical concepts and notation.

When students have a strong understanding of mathematical concepts and notation, they are better able to recognize the

mathematics present in the problem, extend their understanding to new problems, and explore various options when

solving problems. Building from students prior knowledge of mathematical concepts and notation is instrumental in

developing problem-solving skills.

To accomplish the goal of effectively engaging students in problem solving activities, teachers should utilize the Problem

Solving Mat (K-2 and 3-12) and problem solving strategies included in the OCSD5 Teaching and Learning Framework.

Sources: http://www.learner.org/courses/teachingmath/gradesk_2/session_03/index.html

http://ies.ed.gov/ncee/wwc/pdf/practice_guides/mps_pg_052212.pdf

Mathematical Practice and Problem Solving: Preparing Your Teachers for Common Core:

Recommendations 2 - 5

III: INSTRUCTION

Explanation

Strategy

Act out or

use objects

Make a picture or

diagram

Use or make

a table

Make an

organized list

Guess and

check

Dramatizations or moving around objects can help you remember the process

you use and you may be able to use it again for solving other similar problems.

Making a picture or diagram to solve problems can help you understand and

manipulate data. Draw a Picture Strategy is especially useful with problems

that involve mapping, geometry

and graphing.

Use or Make a Table is a strategy that uses an orderly arrangement of data,

such as numbers, that helps you keep track of data, spot missing data, and

identify data that is asked for in the problem.

When making an Organized List you can organize your thinking about a

problem. Recording your work in list form allows you to review that you have

done and identify important steps that you need to do to complete solving the

problem. This strategy provides a systematic way to record computations

made with given data.

The Guess and Check strategy is helpful when a problem presents large

numbers or many pieces of data, or when the problem requires finding one

solution to many possible solutions. This strategy involves guessing the

answer, testing to see if it is correct, and making another guess if the answer

is not correct.

pattern

Use or Look for a Pattern strategy involves identifying a pattern and predicting

what will come next and what will happen again and again in the same way.

Making a number table often reveals a pattern.

Work backwards

When making a series of computations, you can start with data presented at

the end of the problem and end with data presented at the beginning of the

problem.

Use logical

reasoning

However, when answer- ing conditional problems such as "if" and "then" type

of problems you can display your data in a chart or matrix. This strategy

requires formal logical reasoning.

Make it simpler

you to reduce large numbers to small numbers, or reducing the number of

items given in a problem. Some- times a simpler representation will show a

pattern which can help solve a problem.

Brainstorm

The Brainstorm strategy is often used when all else fails! Brainstorming means

looking at a problem in new and inventive ways. Use your imagination, be

creative, and by all means, be flexible in your thinking! Eventually the light

bulb will go on and you will find a solution!

Problem of the Day (Daily Oral Math)

Recommendation 1

Make a pattern

Draw a picture

Recommendation 2, 3, and 4

Recommendation 2, 3, and 4

Write your answers in words.

Recommendation 5

Recommendation 1

Work backwards

Make it simpler

Brainstorm

Recommendation 4

I KNOW Data/Facts

I Do Not Know...Question

Recommendation 2

Representation/Picture/Strategy

Recommendation 2

found out, including your answer.) I found out that ...

Recommendation 5

Recommendation 3

My answer is reasonable because...

Recommendation 5

Aug. 20th - Aug. 22nd

CCSS

Benchmark Testing window: August 20th August 28th

Review-skip counting by 2s, 5s, and 10

Review basic facts for addition and subtraction

Review odd and even numbers

Review Rounding to the nearest 10 and 100

Review fact families

Instructional Strategies

Use Voyager baseline assessments/screenings to identify students who require small group interventions.

Introduce students to the Problem Solving Mat. Review the mathematical strategies that students need in order to

problem solve.

Introduce students to the CUBES math problem-solving strategy that will assist them with math problem solving.

Review key concepts to help students prepare for 3rd grade mathematics.

Resources

Math Problem Solving Mat

Problem of the Day Workbooks

Web Resources:

www.studyisland.com

www.aaamath.com

Assessment

Benchmark Testing window: August 20th August 28th

1. Round 483 to the nearest 10.

_____________________________

2. Which of the following is related to 5 + 7=12?

a. 7-5=12

b. 12+7=5

c. 12-5=7

d. 12+5=7

3. Which of the following sets of numbers are odd?

a. 4,12,17,20

b. 6,14,28,30

Week of Aug. 25th - Aug. 29th Benchmark Testing window: August 20th August 28th

Aug. 25th - Aug. 29th

CCSS

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

3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of

operations, and/or the relationship between addition and subtraction.

Instructional Strategies

1. Begin by reviewing place value in 2, 3, and 4-digit numbers.

Use the video clips from www.pearsonsuccess.net (Interactive Digital Path) to introduce each lesson in Topic 1

of Envision MATH

2. Emphasize that:

a. Our number system is based on groups of ten. Whenever we get 10 in one place, we move to the next

greater place value.

b. Place value can be used to name numbers in different ways. Uses of numbers include telling how many and

showing a date or an address.

c. The place-value periods units, thousands, millions, and so forth, are used to read and write large numbers.

d. Each whole number can be associated with a unique point on the number line. Zero is the least whole

number on the number line, and there is no greatest number.

e. Equal distances on the number line must correspond to equal differences in the numbers. The scale on

some graphs is a number line.

f. Place value can help you compare whole numbers.

g. Place value can help you order whole numbers.

h. Some problems can be solved by generating a list of outcomes and organizing that list in a systematic way

so all outcomes are accounted for.

3.

Label and laminate index cards with place values up to the ten thousands place. Give the students erasable

markers and tell them to write the numbers that you supply in the correct places. The students can hold these up

for you to

see. The students using small index cards cut in half can prepare most of these cards.

4. Use base-ten blocks to build numbers. (Example: Students choose 4 hundreds blocks, 3 tens blocks, and 5 ones

blocks and write the number 435).

5. Use play money to demonstrate the value of digits in larger numbers. (Ex: 17 ten dollar bills give you 170

dollars). Students should compare this to 1 hundred and 7 tens.

6.

Model expanded notation using numbers up to 999,999 with and without zeros

(Ex: 234,696

(Ex: 30,609

200,000+30,000+4,000+600+90+6).

30,000+600+9)

7.

Allow students experiences transferring between standard notation and expanded notation. Zeros are not

represented in expanded form.

8. Have students record numbers in a place value chart and use the tool to give the value of each digit.

9. Using 10 index cards and a marker (for each student), have students create number cards from 0 to 9. Write a 3digit number on the board and have students use their number cards to represent the number on the board.

Repeat the process with a second 3-digit number and have students read and compare the numbers using

words and symbols for greater than, less than, and equal.

10. Pose the following questions and have students model the number 1,500 in two different ways.

11. Provide practice in writing numbers in word, expanded, and standard forms. Use the sample chart below for this.

Standard Form

148

3,659

7,021

Word Form

One hundred forty eight

Expanded Form

100 +40 + 8

Resources

Round Up or Down?

Round to the Nearest Ten

Round to the Nearest 100

3 Digit Addition Split

Doubling to 1000

Difference Add

Scott Foresman-Addison Wesley Envision Math Topic 1

Scott Foresman-Addison Wesley Envision Math Topic 1

Web Resources:

www.pearsonsuccess.net , www.studyisland.com, www.ixl.com, http://www.aaamath.com/B/nam14bx2.htm ,

http://www.studyzone.org/testprep/math4/e/ordernumbers3l.cfm , http://www.superkids.com/aweb/ , http://www.freetraining-tutorial.com/place-value/collecttheships.html , www.mathworksheets4kids.com , http://softschools.com/math/ ,

www.havefunteaching.com

http://studyjams.scholastic.com/studyjams/jams/math/numbers/order-whole-numbers.htm Ordering #s video

http://studyjams.scholastic.com/studyjams/jams/math/numbers/expanded-notation.htm Expanded notation video

S3Curriculum Link: http://www.s2temsc.org/library/s3curriculum/s3math/s3mathematics

Assessment

Benchmark Testing window: August 20th August 28th

1. Most years, Big Bend National Park gets about three hundred fifty thousand visitors. Which is the standard form of this

number?

A 350

B 35,000

C 350,000

D 300,050,000

2. Look at the expanded form of 75,857.

75,857 _ 70,000 _ _ 800 _ 50 _7

Which number belongs in the ?

A5

B 50

C 500

D 5,000

3. Which is the place of the underlined digit?

319,509

A ones

B hundreds

C ten thousands

D hundred thousands

4. Writing to Explain How are 814,605 and 184,560 alike?

How are they different?

CCSS

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

3.NBT.2: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of

operations, and/or the relationship between addition and subtraction.

Instructional Strategies

1. Begin by reviewing place value in 2, 3, and 4-digit numbers.

Use the video clips from www.pearsonsuccess.net (Interactive Digital Path) to introduce each lesson in Topic 1

of Envision MATH

2. Emphasize that:

a. Our number system is based on groups of ten. Whenever we get 10 in one place, we move to the next

greater place value.

b. Place value can be used to name numbers in different ways. Uses of numbers include telling how many and

showing a date or an address.

c. The place-value periods units, thousands, millions, and so forth, are used to read and write large numbers.

d. Each whole number can be associated with a unique point on the number line. Zero is the least whole

number on the number line, and there is no greatest number.

e. Equal distances on the number line must correspond to equal differences in the numbers. The scale on

some graphs is a number line.

f. Place value can help you compare whole numbers.

g. Place value can help you order whole numbers.

h. Some problems can be solved by generating a list of outcomes and organizing that list in a systematic way

so all outcomes are accounted for.

3. Label and laminate index cards with place values up to the ten thousands place. Give the students erasable

markers and tell them to write the numbers that you supply in the correct places. The students can hold these up

for you to

see. The students using small index cards cut in half can prepare most of these cards.

4. Use base-ten blocks to build numbers. (Example: Students choose 4 hundreds blocks, 3 tens blocks, and 5 ones

blocks and write the number 435).

5. Use play money to demonstrate the value of digits in larger numbers. (Ex: 17 ten dollar bills give you 170

dollars). Students should compare this to 1 hundred and 7 tens.

6.

Model expanded notation using numbers up to 999,999 with and without zeros

(Ex: 234,696

(Ex: 30,609

200,000+30,000+4,000+600+90+6).

30,000+600+9)

7.

Allow students experiences transferring between standard notation and expanded notation. Zeros are not

represented in expanded form.

8. Have students record numbers in a place value chart and use the tool to give the value of each digit.

9. Using 10 index cards and a marker (for each student), have students create number cards from 0 to 9. Write a 3digit number on the board and have students use their number cards to represent the number on the board.

Repeat the process with a second 3-digit number and have students read and compare the numbers using

words and symbols for greater than, less than, and equal.

10. Pose the following questions and have students model the number 1,500 in two different ways.

11. Provide practice in writing numbers in word, expanded, and standard forms. Use the sample chart below for this.

Standard

Word Form

Form

148

One hundred forty eight

3,659

7,021

Resources

Round Up or Down?

Round to the Nearest Ten

Round to the Nearest 100

Expanded Form

100 +40 + 8

Doubling to 1000

Difference Add

Scott Foresman-Addison Wesley Envision Math Topic 1

Web Resources:

www.pearsonsuccess.net , www.studyisland.com, www.ixl.com, http://www.aaamath.com/B/nam14bx2.htm ,

http://www.studyzone.org/testprep/math4/e/ordernumbers3l.cfm , http://www.superkids.com/aweb/ , http://www.freetraining-tutorial.com/place-value/collecttheships.html , www.mathworksheets4kids.com , http://softschools.com/math/ ,

www.havefunteaching.com

http://studyjams.scholastic.com/studyjams/jams/math/numbers/order-whole-numbers.htm Ordering #s video

http://studyjams.scholastic.com/studyjams/jams/math/numbers/expanded-notation.htm Expanded notation video

S3Curriculum Link: http://www.s2temsc.org/library/s3curriculum/s3math/s3mathematics

Assessment

Write each number in standard form.

1.

900 + 40 + 7

2. Write the place of the underlined digit. Then write its value.

5,342

7,095

6,398

Sept. 8th - Sept. 12th

CCSS

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

3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of

operations, and/or the relationship between addition and subtraction.

Instructional Strategies

1. Explain and demonstrate the following:

3. Have students put a set of numbers in order from greatest to least and explain how they decided.

4. Show students four cards with different one digit numbers on them. Have them determine the greatest and least

4-digit numbers they could create with the numbers. Repeat this process several times to give each student an

opportunity to demonstrate understanding.

Guide students to solve the following: What numbers fit following clue? It is a 2-digit odd number. The digit in the tens

place is greater than 3. The digit in the ones place is less than 5. Make an organizational list of possible numbers and

explain how you know you found all of them.

Resources

Scott Foresman-Addison Wesley Envision Math Topic 1

Web Resources:

http://studyjams.scholastic.com/studyjams/jams/math/numbers/place-value.htm Place value video

www.pearsonsuccess.net

www.studyisland.com

www.ixl.com

S3Curriculum Link: http://www.s2temsc.org/library/s3curriculum/s3math/s3mathematics

Assessment

1. Explain why points A and B both represent the number 6.

2.

4. Have students use what they know about place value and smaller numbers to complete the task below.

Sept. 15th - Sept. 19th

CCSS

3.NBT1,Use place value understanding to round whole numbers the nearest 10 or 100. 3.NBT.2: Fluently add and

subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the

relationship between addition and subtraction.

3.OA.8: Solve two-step word problems using the four operations. Represent these problems using equations with a

letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and

estimations strategies including rounding.

3.OA.9: Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them

using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a

number can be decomposed into two equal addends.

Instructional Strategies

1. Begin by introducing the Commutative, Identity, and Associative Properties of Addition. Use several examples to

module each property. Use the video clips from www.pearsonsuccess.net (Interactive Digital Path) to introduce each

lesson in Topic 2 of Envision MATH

Commutative Property of Addition: Numbers could be added in any order and the sum will be the same. See the

example below.

7 + 5 = 12

5 + 7 = 12

Identity Property of Addition: The sum of zero and any number is that same number.

8+0=8

6+0=6

3+0=3

Associative Property of Addition: You can group addends in any way and the sum will be the same.

The parenthesis shows what to add first. You can group addends in any way and the sum will be the same. This is the

Associative (grouping) Property of Addition.

2. Remind students that subtraction is used when some things are taken away, when comparing two groups, and when

finding missing parts. Make a list of some subtraction clue words on the board with students. For example, how many

are left, how many more, how many did not, how many are still, what is the difference, etc.

Resources

Scott Foresman-Addison Wesley Envision Math Topic 2

Possible Activities for 3.NBT.1

Round Up or Down? Round to the Nearest Ten, Round to the Nearest 100, 3 Digit Addition Split

Possible Activities for 3.OA.8

Two-Step Word Problems Set 1, Two-Step Word Problems Set 2,

Possible Activities for 3.OA.9:

Odd and Even Sums, Odd and Even Products, Roll a Rule, Roll a Rule (2 Step) ,

Using Number Patterns to Describe Multiples , Increasing and Decreasing Number Patterns

Two Step Number Patterns , Patterns in the Addition Table , Patterns in the Multiplication Table

Drawing Multiplication Patterns

Web Resources:

www.pearsonsuccess.net , www.studyisland.com . www.ixl.com

S3Curriculum Link: http://www.s2temsc.org/library/s3curriculum/s3math/s3mathematics

Assessment

1. Which number makes the sentence true?

12 + ___ = 18

a. 12

b. 9

c. 6

d. 5

She gets 17 points on her second turn. Use mental math to

find her score so far.

A 31

B 30

C 29

D 20

3. Does (4 + 5) + 2 = 9 + 2? Explain_______________________________________________________________

_________________________________________________________________________________________

4.

A to estimate the sum

B to find a missing addend

C to compare two amounts

D to figure how many are left

5. Writing to Explain Tina has 15 magnets for sale. She sells 8 to Mr. Khan. Write a number sentence to fit this

problem. Then explain how you would find the difference.

__________________________________________________________________________________________

__________________________________________________________________________________________

Week of Sept. 22nd - Sept. 26th Mini Bite 1 Testing Window: September 22nd - 25th

Sept. 22nd - Sept. 26th

CCSS

3.NBT1,Use place value understanding to round whole numbers the nearest 10 or 100.

3.NBT.2: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of

operations, and/or the relationship between addition and subtraction.

3.OA.8: Solve two-step word problems using the four operations. Represent these problems using equations with a

letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and

estimations strategies including rounding.

3.OA.9: Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them

using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a

number can be decomposed into two equal addends.

Instructional Strategies

1. Begin by reviewing basic facts and mental calculations for solving addition and subtraction facts. Use the

video clips from www.pearsonsuccess.net (Interactive Digital Path) to introduce each lesson in Topic 2 of

Envision MATH

2. Explain that numbers can be added in any order. For example, 8 + 9 could added as 9 + 8. When adding, the

order of the numbers does not affect the sum.

3. Guide students to understand that there is more than one way to do a mental calculation. Techniques for

doing addition and subtraction calculations mentally involve changing the numbers or expressions so the

calculation is easy to do mentally. Below are some strategies to consider.

Counting On: For example, in the equation 5+3, you want students to start with the 5 in their heads, and

then count up, 6, 7, 8. This is to discourage students from counting like, 1, 2, 3, 4, 5..6, 7, 8. Students

also need to be taught that if an equation looks like this: 2+6, they still should start with the bigger number

in this case 6 and count up 7, 8.

Doubles: For example, when a student sees the equation 8+8, he should know that it equals 16 without

even stopping to think. Building a strong foundation of doubles will help students with the next strategy,

Doubles Plus One.

Doubles Plus One: For example, in the equation 5+6, a student could think, I know that 5+5 makes 10, and

one more makes 11. This strategy will likely require a bit more teaching than the previous two, but it will be

well worth it; when students know their doubles and doubles plus one facts, they know 25% of the addition

table!!

Make a Ten: Make a ten strategy involves memorizing the number combinations that add to ten. This

includes 7 and 3, 8 and 2, 6 and 4, & 5 and 5. Again, it is important that students develop automaticity with

regards to these facts so that when they see a combination, they quickly know that it is a making ten

combination. Once students begin to use this strategy, counting on becomes unnecessary in some

circumstances.

Make Multiples of Ten: This strategy is a natural follow-up to making ten, as it uses the same number

combinations in a different way. When teaching this strategy, students will learn to use the making ten facts in

equations such as 27+3. In this case, students will see the ones digits and realize that 7 and 3 make 10, so

27 and 3 makes 30.

Front End Addition (only for students with strong foundation in place value): Front end addition

involves adding numbers from left to right, eliminating the need for carrying. This strategies requires more

instruction than the others.

4. Use the video clips from www.pearsonsuccess.net to introduce each lesson in Topic 2 of Envision MATH:

5. Explain that rounding is a process for finding the multiple of 10, 100, and so on, closest to a given number.

Mark different points on a number line and have students determine which ten the numbers are closest to.

Provide the following explanation:

Look at the digit directly to the right of the place value you wish to round to.

If the digit to the right is 5 or greater, add 1 to the digit in the place value. Print the following rounding chart

for students journal.

Rounding Rap:

Find the value and circle that digit.

Move to the right and underline, get it?

0-4, circle stays the same.

5-9, add "1" is the game.

Now flex your muscles like a hero,

Digits to the right change to a "0".

All the other digits remain the same.

Yo! You're a winner in the rounding game

1. Demonstrate how addition and subtraction problems could be solved by estimating sums and differences.

Have students use their knowledge of rounding to estimate sums and differences. For example,

63

60 (63 is rounded to 60)

+27

+ 30_(27 is rounded to 30)

90

Resources

Scott Foresman-Addison Wesley Envision Math Topic 2

Possible Activities for 3.NBT1

Round Up or Down?

Round to the Nearest Ten

Round to the Nearest 100

3 Digit Addition Split

Possible Activities for 3.OA8

Two-Step Word Problems Set 1

Two-Step Word Problems Set 2

Possible Activities for 3.OA9:

Odd and Even Sums

Odd and Even Products

Roll a Rule

Using Number Patterns to Describe Multiples

Increasing and Decreasing Number Patterns

Two Step Number Patterns

Patterns in the Addition Table

Patterns in the Multiplication Table

Drawing Multiplication Patterns

Web Resources:

www.pearsonsuccess.net

www.studyisland.com

www.ixl.com

S3Curriculum Link: http://www.s2temsc.org/library/s3curriculum/s3math/s3mathematics

Assessment

Mini Bite 1 Testing Window: September 22nd - 25th

1. Write two addition and two subtraction facts for the following set of numbers: 23, 7, 16.

_____ + _____=___, ___ + ___ = ____,

____ - ____ = ____ , ____ - ____ = _____

2. Estimate the sum of the following pair of numbers. Remember to first Round the addends before adding.

34

+31

+ ______

3. Round 654 to the nearest 10___________ and to the nearest 100_____________ Explain your procedure below.

______________________________________________________________________________________________

______________________________________________________________________________________________

4. What is the best estimate of 55 + 33 ?

a. 90

b. 100

c. 80

d. none of these

One Way

Another Way

Sept. 29th - Oct. 3rd

CCSS

3.NBT1 Use place value understanding to round whole numbers to the nearest 10 or 100.

3.NBT2 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.OA8 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 estimations

strategies including rounding.

Instructional Strategies

1. Begin by reviewing the following vocabulary: difference, order, estimate, and regroup using the following questions:

i. When you trade 1 ten for ten ones, you ?___ Regroup

ii. The answer in a subtraction is the ?___ Difference

iii. When you find an answer that is close to the exact answer, you ?___ Estimate

Use the video clips from www.pearsonsuccess.net (Interactive Digital Path) to introduce each lesson in Topic 3 of

Envision MATH

2. Introduce expanded algorithm where students break addition problem into a series of easier problems based on place

value. Answers to the simpler problems are added to determine the final sum. Begin with 2-digit addends, then progress

to 3-digit addends.

Pose the problem 435 + 247. Begin by first adding the hundreds, then the tens, and the ones. Add the three sums to get

the final sum.

For example:

Now calculate the overall sum by adding the partial sums.

Hundreds

Tens

Ones

600

400

30

7

70

+200

+40

+5

+ 12

600

70

12

682

Pose several similar problems and guide students to solve them using expanded algorithm.

3. Demonstrate using place value blocks to model addition of two 3-digit addends. This allows students to visualize the

role of regrouping in addition. Students see that when the number of blocks in a given place is less than 10, there is

no need to regroup. But when the total number is 10 or greater, regrouping becomes necessary. This reinforces the

regrouping numbers that are written above the column when the traditional algorithm is applied.

4. Demonstrate addition of 3 or more 2/3-digit numbers using pencil and paper method and using addition to solve

problems. Provide ample opportunities for students to practice this skill. Emphasize the importance of lining up ones,

tens, and hundreds. See the example below.

5. Explain that information in a problem can often be shown using a picture or diagram. Some problems can be solved

by writing and completing a number sentence. Pose this problem. An aquarium has 25 guppies and 18 goldfish in it.

How many fish live in the aquarium? Draw a picture to solve the problem. Then write a number sentence. See below.

Resources

Scott Foresman-Addison Wesley Envision Math Topic 3

Materials:

Place Value blocks or Teaching Tool 18, Teaching Tool 34 (Envision Math)

Possible Activities for 3.NBT1:

Round Up or Down?

Round to the Nearest Ten

Round to the Nearest 100

Possible Activities 3.NBT2:

3 Digit Addition Split

Doubling to 1000

Difference Add

Possible Activities for 3.OA.8

Two-Step Word Problems Set 1

Web Resources:

http://studyjams.scholastic.com/studyjams/jams/math/numbers/nestimate-whole-numbers.htm Estimating video

www.pearsonsuccess.net

www.studyisland.com

www.ixl.com

S3Curriculum Link: http://www.s2temsc.org/library/s3curriculum/s3math/s3mathematics

Assessment

1.

Write two addition and two subtraction facts for the following set of numbers: 23, 7, 16.

_____ + _____=___, ___ + ___ = ____,

____ - ____ = ____ , ____ - ____ = _____

2.

Estimate the sum of the following pair of numbers. Remember to first Round the addends before adding.

34

+31

+ ______

3. Round 654 to the nearest 10___________ and to the nearest 100_____________ Explain your procedure below.

______________________________________________________________________________________________

______________________________________________________________________________________________

4. What is the best estimate of 55 + 33 ?

a. 90 b. 100

c. 80 d. none of these

5. Solve the problem in two ways. 35 + 27

One Way

Another Way

Oct. 6th - Sept. 10th

CCSS

3.NBT1 Use place value understanding to round whole numbers to the nearest 10 or 100.

3.NBT2 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.OA8 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 estimations

strategies including rounding.

Instructional Strategies

1. Use the video clips from www.pearsonsuccess.net (Interactive Digital Path) to introduce each lesson in Topic 3 of

Envision MATH

2. Give a number description orally and instruct students to write the three-digit number described on their dry erase

boards or paper. Example: What number has 6 hundreds, no tens, and no ones? (600) Brainstorm other ways to

depict the same number. Example: 5 hundreds, 10 tens and no ones OR 4 hundreds, 10 tens and 100 ones, etc.

3. Using base ten blocks (unifix cubes) made for overhead projectors, model the subtraction of 175 from 600. An

alternative is to use the following link to an interactive site that uses base ten blocks to depict subtraction problems.

Regardless of the method chosen, model regrouping across zeros. Complete several practice problems, then have

students work in small groups with manipulatives to solve three-digit subtraction problems. Allow individual practice

either at the overhead or on the website. Base Block Subtraction Click on "Create a Problem".

4. After adequate practice with the base ten blocks students will practice computing three-digit subtraction problems. Roll

three dice to arrive at a three-digit number. Record the number. Roll the dice again to arrive at a second three-digit

number. Students should determine which number is larger and create a subtraction problem using the two numbers.

Students will compute the problem on dry erase boards and reveal their work to the teacher. A nod or thumbs up can

be given to students with correct answers. Depending on time students can play the dice game in small groups.

(http://mste.illinois.edu/activity/webdice.html) This site may be used if you are short on dice.

5. Instruct students to use classroom computers to access the following website, print the worksheet, and complete the

math problems independently. (Three-Digit Subtraction with Regrouping)

6. Make situation cards that require addition or subtraction. Have the students decide whether they need to add or

subtract. Then have the students apply the operation that they chose to the situation. Discuss ways that students

thought of to solve the problems. (Ex: writing an equation, drawing a picture, grouping objects). Write them on the

board. Have them tell you which one was the most efficient one for solving the given situation.

7. Prepare 20 number cards with numbers from 100 to 999 on them. Pick two cards. Tell students a real-world situation

(Use the numbers they picked in the situation) and have them either add or subtract the numbers to match the

situation.

4. Use the same 20 number cards with numbers from 100 to 999 on them. Pick two cards. Call on volunteers to make

up situations that use the numbers on the cards. Have the other students use laminated index cards and erasable

markers to add or subtract the problem. They can hold these up for a quick check by you.

5. Have students use hand signals (one finger for a minus sign or two fingers crossed to make the plus sign) to indicate

what operation they think should be used to solve a problem in a given situation.

6. Give half an index card to each student and have the student put a plus sign on one side and a minus sign on the

other side. Call five students to the front of the room with their cards and give each of them a situation card. They take

turns reading their card out to the others and holding up the side of the plus/minus card that indicates the sign they think

to be the correct operation. The other (seated) students hold up the card for what they think is the correct operation. The

teacher confirms the correct answer. The student continues to stand if he or she was correct. Another (seated) student

takes his place if he was incorrect.

Resources

Scott Foresman-Addison Wesley Envision Math Topic 3

Round Up or Down?, Round to the Nearest Ten, Round to the Nearest 100

Possible Activities 3.NBT2:

3 Digit Addition Split, Doubling to 1000, Difference Add

Possible Activities for 3.OA.8

Two-Step Word Problems Set 1, Two-Step Word Problems Set 2

Web Resources:

www.pearsonsuccess.net, www.studyisland.com, www.ixl.com, http://vmathlive.com/,

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

www.studyisland.com , http://math.about.com/library/sub3digitre.pdf , www.tlsbooks.com ,

www.helpingwithmath.com , http://mste.illinois.edu/activity/webdice.html , www.mathdrills.com , www.education.com

www.havefunteaching.com , www.subtractionworksheets.org , www.mathblaster.com , www.kidslearningstation.com

S3Curriculum Link: http://www.s2temsc.org/library/s3curriculum/s3math/s3mathematics

Assessment

1. Which of the 3-digit numbers below does NOT fit these clues?

The hundreds digit is less than 3.

The tens digit is greater than 7.

The ones digit is greater than 8.

A 198

B 199

C 289

D 299

2. How many different ways can you make 18 cents, using dimes,

nickels, or pennies? HINT: Make an organized list.

A8

B6

C5

D4

3. At Sues Diner, you can get one scoop of frozen yogurt in a cup, in a waffle cone, or in a sugar cone. Todays yogurt

flavors are vanilla, mint, or peach. How many different

combinations are there for one scoop of frozen yogurt?

A3

B5

C6

D9

4. Writing to Explain Alex visited Max for the weekend. He packed a red T-shirt and a striped shirt. He brought a pair of

tan shorts and a pair of jeans. How many different outfits can Alex wear? Make an organized list to find out. Tell how you

know that you have listed all the possibilities.

_____________________________________________________________________

Oct. 27th - Oct. 31st

CCSS

3.OA1 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 a context in which a total number of objects can be expressed as 5 x 7.

3.OA3 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.OA5 Apply properties of operations as strategies to multiply and divide. Examples: If 6x4=24 is known then 4x6=24 is

also known (Commutative property of multiplication.) 3x5x2 can be found by 3x5=15, then 15x2=30, or by 5x2=10, then

3x10=30 (Associative property of multiplication). Knowing that 8x5=40 and 8x2=16, one can find 8x7 as 8 x (5+2) = (8x5)

+ (8x2) = 40 +16 =56 (Distributive property).

3.OA9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using

properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number

can be decomposed into two equal addends.

Instructional Strategies

2. Use base ten block to demonstrate a strategy for solving 46 X 4. Now give students base ten blocks and have them

solve several 2-digit by 1-digit multiplication problems.

3. Discuss other strategies that students could use to solve such problems, including repeated addition, and model

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

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

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

6. Students will then use the website below to practice 2-digit multiplication with base ten blocks. Base 10 Blocks Online

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

7. Tell this story to the class. Mrs. Brown hired 4 people to clear out all of the weeds in her yard. She agreed to pay

them each $15. How much did she pay to have the weeds cleared out of her yard?

8. Ask the students to talk with a partner about how they would solve this problem. Then ask them to solve the problem

and represent how they solved the problem either with manipulatives or with a picture.

9. Have the students do a gallery walk to see how everyone else solved the problem. When they finish the gallery walk,

ask: Is there any problem that you would like further explanation as to how they solved it? Encourage them to share

their ideas and question their classmates when they dont understand.

10. Repeat this process with other similar word problems.

Resources

Scott Foresman-Addison Wesley Envision Math Topic 4

Possible Resources: Multiplication Bump (X2)Multiplication Bump (X10)Multiples (2,5,10), Multiplication 4 in a Row,

Multiplication (3,4,5,6), Multiplication Challenge, I Have, Who Has, I Have, Who Has, (x2, x 10), Missing Numbers, Array

Picture Cards, Multiplication Number Wheel

Web Resources: www.pearsonsuccess.net

http://www.studyisland.com/ , http://vmathlive.com/ , www.mathdrills.com , www.softschools.com ,

www.studyisland.com , www.dadsworksheets.com , http://nlvm.usu.edu/en/nav/frames_asid_152_g_2_t_1.html?

from=category_g_2_t_1.html,

http://www.k-5mathteachingresources.com/3rd-grade-number-activities.html

S3Curriculum Link: http://www.s2temsc.org/library/s3curriculum/s3math/s3mathematics

Assessment

1. Explain It: If you know that 7 8 = 56, how can you use the Commutative

(Order) Property of Multiplication to find the product of 8 7?

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

2. Tinas class went on a trip. They went in 6 cars. Each car carried 4 students, with 1 adult driving. How many students

went on the trip?

A 28

B 24

C 22

D 11

2. Model: Hot dog buns come in packages of 8. Mrs. Wilson has a total of 40 hot dog buns. Draw a picture to find how

many packages of hot dog buns Mrs. Wilson has.

3. Mr. Wilson is setting up volleyball teams. There are 6 players on a team.

Teams

1

2

3

Players

6

12

18

b. Explain how the number of players changes as the number of teams changes.

______________________________________________________________________________________

_______________________________________________________________________________________

4. Look for Patterns: The table below shows the amount of money that Louise earns in allowance each week.

a. Complete the table.

Louises Allowance

Number of Weeks

Allowance

1

$8

2

$16

3

$24

4

5

b. How did the table help you to find the pattern?

________________________________________________________________________________________

________________________________________________________________________________________

Nov. 3rd - Nov. 4th

CCSS

Parent Conference Day & Election Day

Instructional Strategies

Parent Conference Day & Election Day

Resources

Parent Conference Day & Election Day

Assessment

Parent Conference Day & Election Day

Week of Nov 3rd - Nov. 7th

CCSS

3.OA3 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.OA7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and

division (e.g., knowing that 8x5=40, one knows 405=8) or properties of operations. By the end of Grade 3, know from

memory all products of two one-digit numbers.

3.OA8 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 estimations

strategies including rounding.

3.OA9 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.NBT3 Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9x80, 5x60) using strategies based

on place value and properties of operations.

Instructional Strategies

1. Explain that a multiple of a number is the product of the number and a whole number. Give several examples.

2. Demonstrate that there are patterns in the products for multiplication facts with factors of 1, 2, 5, 9, and 10 using the

information below.

3. Have students begin with the known 2 and 5 multiplication tables. Have them write these facts vertically on lined paper.

After writing the facts, they will observe the patterns that occur and discuss these with the class.

4. Provide opportunities for students to visualize pattern in multiplication factors. See below.

Ask students to describe the patterns they notice in the factors of nine. Remind them to look in both the tens and ones

places. Repeat similar examples with multiplication of 1, 2, 5, and 10.

5. Have 5 students stand in front of the class, each with a pencil. Ask the class How many pencils are there in all? Have

them draw a model to represent the problem and then write a multiplication sentence for it (5X1=5).

6. Teach the zero property of multiplication by asking what is 9 X 0? Pose several problems with 0 as a factor until

students internalize that any number multiplied by zero is zero.

7. Now ask How many crayons are there in all? Have them write a multiplication sentence to solve (5X0=0).

Resources

Scott Foresman-Addison Wesley Envision Math Topic 5

Web Resources:

http://www.aaastudy.com, www.pearsonsuccess.net

m/pat_by4.htm , http://www.funbrain.com/cracker/index.html,

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

http://vmathlive.com/ , http://www.primaryresources.co.uk/online/missing.swf ,

Possible Activities for 3.OA3:

Building Arrays, Number Story Arrays (Set 1), Number Story Arrays (Set 2), Multiplication Word Problems

Equal Rows in a Marching Band, Sharing Marbles Equally

Math Read Aloud Task Cards:

100 Hungry Ants, Six Dinner Sid, Amanda Bean's Amazing Dream, Each Orange Had 8 Slices (1)

Each Orange Had 8 Slices (2), The Doorbell Rang

Possible Activities for 3.OA7:

The Product is ...

x2-x5 Arrays

The Answer is ...

Cuisenaire Multiplication

Multiply It!

Cuisenaire Rectangles

Six Sticks

Multiples Game

Multiplication Four in a Row (3,4,5,6)

I Have ... Who Has?

Multiplication Number Wheel

I Have ... Who Has? (x2 and x10)

Multiplication Bump (x2)

I Have ... Who Has? (x2 and x5)

Multiplication Bump (x10)

I Have ... Who Has? (x3 and x5)

Multiplication Bump (x100)

I Have ... Who Has? (x4 and x6)

Multiplication Challenge

I Have ... Who Has? (x4 and x10)

Division Riddles

Division Squares

I Have ... Who Has? (x7 and x3)

Division Spin

I Have ... Who Has? (x8 and x6)

Possible Activities for 3.OA8:

I Have ... Who Has? (x9 and x7)

Two-Step Word Problems Set 1 , Two-Step Word ,

Multiplication Grid (blank)

Problems Set 2

Possible Activities for 3.OA9:

Odd and Even Sums, Odd and Even Products, Roll a Rule, Roll a Rule (2 Step) , Using Number Patterns to Describe

Multiples, Increasing and Decreasing Number Patterns, Two Step Number Patterns, Patterns in the Addition Table,

Patterns in the Multiplication Table, Drawing Multiplication Patterns

S3Curriculum Link: http://www.s2temsc.org/library/s3curriculum/s3math/s3mathematics

Assessment

1. Tara walks 2 miles each day. How many miles does she walk in a week? How your work.

2. There are 5 days in each school week. How many school days are there in 9 weeks? Show your work.

3. Which number below is a multiple of 9?

A

35

46

54

D 65

A 51

B

5. Complete. Use +, , or .

2 9 = 10

60

14.

C

20 + 16 = 9

07

D 80

4

15.

9 5 = 50

Nov. 10th - Nov. 14th

CCSS

3.OA3 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.OA7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and

division (e.g., knowing that 8x5=40, one knows 405=8) or properties of operations. By the end of Grade 3, know from

memory all products of two one-digit numbers.

3.OA8 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 estimations

strategies including rounding.

3.OA9 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.NBT3 Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9x80, 5x60) using strategies based

on place value and properties of operations.

Instructional Strategies

Begin by reviewing patterns in the products for multiplication facts with factors of 2 and 5. Provide students with grid

paper and have them write the 2 and 5 time tables. Then show them number patterns with missing numbers and have

them determine the rules and provide the missing number. Now have students generate their own number patterns with

missing numbers and have classmates solve them.

Review the patterns in multiplication facts with factors of 0 and 1. Proceed to patterns in multiplication facts with factors of

9. Show the 9 time table and have students describe the patterns they see in the ones and tens place.

Generate number patterns with multiples of nine and have students determine the rule and supply the missing numbers.

1. Play Find the Missing Addend. Put a number of objects on the overhead but cover part of them. Tell the students

how any you have in all. They tell you how many are hidden. (Ex. They see twenty and you tell them that there were fifty

in all. They should be able to tell you that thirty are hidden. They need to write the number sentence: 20 + n = 50)

before solving.

2. Play Find the Missing Factor. Put a number of circles on the overhead. Tell the students how many you have in all.

They tell you how many should be in each circle.(Ex. They see six circles and you tell them that there were sixty in all.

They should be able to tell you that ten would be in each circle. They need to write the number sentence: 6 x n = 60)

before solving.

3. Write a different missing addend sentence or missing factor sentence on several index cards. Put them in a paper

lunch bag. Have the students take turns picking two of the cards, supplying the missing factors or addends.

4. Write numbers, placeholders, and operation signs on note cards. Create number sentences on the board with the

cards. Students manipulate the cards to solve the equation. (Ex. 70 + X = 90)

5. Draw ten sections on 10 circles 3 or 4 in diameter. Laminate them and brad a spinner on each. Give each pair of

students an erasable marker and instruct them to write the multiples of one set of multiplication facts on each section.

(Example: Have each pair of students take turns spinning the spinner and telling what it landed on (56). Write the

number sentence replacing the missing addend or factor with a symbol. Have them supply the missing factor.

7x

= 56 (Answer: 8). Pair the students and have one of the partners say an addition or multiplication sentence

while leaving out an addend or factor (e.g., 32 +

= 76). Have the other student supply the missing addend (44).

Have them record the results in their math journals.

6. Distribute spinners with numbers from 0-9 on them to pairs of students and have one of the partners spin the spinner

twice to make a two-digit number, such as 50. Have them spin it again to make another two-digit number, such as 42.

Then use the numbers to make a missing addend number sentence (Ex. 42 +

= 50). Have the other student

supply the missing addend (8). Have them record the results in their math journals.

7. Use Navigating Through Algebra in Grades 3 through 5, The Variable Machine. This activity can be used as an

introduction to variables. Students explore the idea of variable as a symbol that can stand for any member of a set of

numbers. Also, students substitute numbers for variables to discover unknown values.

8. Use Navigating Through Algebra in Grades 3 through 5, Catch of the Day! In this activity, students work with

variables as they determine the number of each kind of fish caught. They record, in algebraic statements, the results of

their catch.

Resources

Scott Foresman-Addison Wesley Envision Math Topic 6

Web Sites: www.pearsonsuccess.net

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

x2-x5 Arrays

Cuisenaire Multiplication

Cuisenaire Rectangles

Multiples Game

Multiplication Four in a Row (3,4,5,6)

Multiplication Number Wheel

Multiplication Bump (x2)

Multiplication Bump (x10)

Multiplication Bump (x100)

Multiplication Challenge

Division Riddles

Division Squares

Division Spin

Possible Activities for 3.OA8:

Two-Step Word Problems Set 1 , Two-Step Word ,

Problems Set 2

The Answer is ...

Multiply It!

Six Sticks

I Have ... Who Has?

I Have ... Who Has? (x2 and x10)

I Have ... Who Has? (x2 and x5)

I Have ... Who Has? (x3 and x5)

I Have ... Who Has? (x4 and x6)

I Have ... Who Has? (x4 and x10)

I Have ... Who Has? (x7 and x3)

I Have ... Who Has? (x8 and x6)

I Have ... Who Has? (x9 and x7)

Multiplication Grid (blank)

S3Curriculum Link:

http://www.s2temsc.org/library/s3curriculum/s3math/s3mat

hematics

Assessment

1. Desmond baked a bunch of brownies. When he used them to make 2 identical plates, there were 13

5

brownies on each plate. Which equation, when solved, will tell how many brownies Desmond baked?

b 2 = 13

b 2 = 13

b 2 = 26

b 2 = 13

2.

Christine bought 2 packages of light bulbs. She bought 12 light bulbs in all. Which equation, when

1

solved, will tell how many light bulbs were in each package?

2 b = 12

2 12 = b

2 b = 12

b 2 = 12

3. Which number makes this sentence true? N X 9 = 45

a. 7

b. 5

c. 36

d. 6

4. Look at the number pattern below. Which numbers complete the pattern?

18, 27, 36, 45, ____, _____, 72, 81

a. 55 and 66

b. 52 and 63

c. 54 and 63

d. 50 and 60

Week of Nov. 17th - Nov. 21st Mini Bite 3 Testing window: November 19th 24th

Nov. 14th - Nov. 21st

CCSS

3.OA3 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.OA5 Apply properties of operations as strategies to multiply and divide. Examples: If 6x4=24 is known then 4x6=24 is

also known (Commutative property of multiplication.) 3x5x2 can be found by 3x5=15, then 15x2=30, or by 5x2=10, then

3x10=30 (Associative property of multiplication). Knowing that 8x5=40 and 8x2=16, one can find 8x7 as 8 x (5+2) = (8x5)

+ (8x2) = 40 +16 =56 (Distributive property).

3.OA8 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 estimations

strategies including rounding.

3.MD7 Relate area to the operations of multiplication and addition. 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 axb and axc. Use area models to represent the

distributive property in mathematical reasoning.

3.MD8 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.

Instructional Strategies

2. Tell students that they will use the Distributive Property of multiplication by breaking apart large arrays that represent

multiplication facts into smaller arrays that represent other multiplication facts.

Build background by reminding students that they know that according to the Distributive Property, (a + b) X c =(a + c)+

(b + c). This means that as they begin to learn the multiplication facts, if they have difficulties recalling the value of 7 X 5,

they can be prompted to think of it as (5 + 2) X 5 or (5 X 5) + (2 X 5), two facts that they do remember. See the example

below.

Pose 5 X 4 and show an array to model it on the board with circles to represent counters. Ask if students see any other

arrays in the array shown. Ask if they could break apart the array into two other arrays. Discuss students observations.

See below.

Repeat the above process, giving students opportunities to break up arrays into smaller components.

3. Explain that students will use known facts to find products with 3 as a factor. They will use the 2 and 1 facts that they

learned earlier to do this.

To multiply 3 X 6, for example, begin with an array of 3 rows with 6in each row. Then break it apart with an array with 2

rows and an array with 1 row as shown below.

These two arrays represent 2 X 6 and 1 X 6, which are known multiplication facts:

2 X 6 =12 and 1 X 6 = 6

So 3 X 6 = 12 + 6 = 18.

The above applies the Commutative Property of multiplication (3 X 6= 6 X 3).

Pose several other multiplication facts with 3 as a factor and have students practice using known facts to solve them.

4. Proceed with using known facts to solve multiplication with 4, 7, and 8 as factors. Model and provide ample practice

with each factor.

Resources

Scott Foresman-Addison Wesley Envision Math Topic 6

Web Resources:

www.pearsonsuccess.net

http://www.themathpage.com/arith/mental-arithmetic-multiplication.htm

http://www.nisdtx.org/cms/lib/TX21000351/Centricity/Domain/892/multiplication_strategies.pdf

http://www.educreations.com/lesson/view/decomposing-factors-in-multiplication/2930488/ Video

Possible Activities for 3.OA3:

Split a Factor , Decompose a Factor

Possible Activities for 3.OA5:

Split a Factor

Decompose a Factor

Possible Activities3.OA8:

Two-Step Word Problems Set 1 , Two-Step Word Problems Set 2

Possible Activities for 3MD7:

Developing a Formula for the Area of a Rectangle , Area Word Problems

Possible Activities for 3MD8:

Measuring Perimeter , Perimeter on the Geoboard, Perimeter with Color Tiles, Designing a Rabbit Enclosure

The Perimeter Stays the Same, The Area Stays the Same, Perimeter Word Problems

Assessment

Mini Bite 3 Testing window: November 19th 24th

1. Draw a line to separate each array into two smaller arrays.

Write the new facts.

( __X __ ) and ( __ X __ )

2. Which shows a way to find 4 X 9?

A4+9

B9+9+9

C 4 9 plus 1 9

D 2 9 plus 2 9

3. What multiplication fact can you double to find 4 X 7?

a. 8 X 7

b. 2 X 7

c. 1 X 7

d. 6 X 7

4. Karen buys 7 packages of paper plates. Each package has 8 plates. Karen uses 30 plates at a party. Which shows

one way to find the number of plates Karen has left?

A Multiply 7 by 8 and then subtract 30.

B Multiply 7 by 30 and then subtract 8.

D Multiply 7 by 8 and then add 30.

5. The roller coaster at the amusement park has 7 cars. Each car seats 6 people. If all cars are full, how many people

can ride on the roller coaster?

A 49

B 42

C 35

D 13

Week of Jan. 12th - Jan. 16th

Jan. 12th - Jan. 14th

CCSS

3.OA3 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.OA4 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 x?=48, 5 = ?3, 6x6 =?

3.OA5 Apply properties of operations as strategies to multiply and divide. Examples: If 6x4=24 is known then 4x6=24 is

also known (Commutative property of multiplication.) 3x5x2 can be found by 3x5=15, then 15x2=30, or by 5x2=10, then

3x10=30 (Associative property of multiplication). Knowing that 8x5=40 and 8x2=16, one can find 8x7 as 8 x (5+2) = (8x5)

+ (8x2) = 40 +16 =56 (Distributive property).

3.OA7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and

division (e.g., knowing that 8x5=40, one knows 405=8) or properties of operations. By the end of Grade 3, know from

memory all products of two one-digit numbers.

3.OA8 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 estimations

strategies including rounding.

Instructional Strategies

Model solving multistep problems with the sample questions below. Say: There will be times that you will encounter word

problems that require multiple steps to solve. A bar model can be used as a visual representation of the problem. Bar

models allow one to break the problem in simpler parts. They can also help to create fewer steps to solve. The following

lesson is designed for use with grades 2 and 3. Craig has a twenty dollar bill. He buys six squirt guns for $2 each. How

much money did Craig have left?

NOTE: Calculations and bar models may vary. Students should be encouraged to create a variety of bar models. They do

not all need to look the same after they have learned how to create them.

Today, were going to use a strategy of drawing bar models to solve our word problems that require more than one step to

find a solution. These are called multi-step word problems. Here is our first problem.

Example #1

A teacher buys 55 pencils and 55 erasers for his class. Later, the teacher returns 14 items. How many items does

the teacher keep? Lets draw a bar that will represent the pencils and erasers. Both the pencils and erasers total 110

items.

110 items

Both the pencils and erasers total 110 items.

Is the answer to our problem 110? [No] Why not? [because we need to subtract the items that the teacher

returned] Yes, the teacher returned 14 items so that must be subtracted from

the total.

Write the answer as a complete sentence using the symbol for therefore at the beginning.

The teacher kept 96 items.

The next example can be a we try. The teacher scribes the students ideas (with guidance). Students need to copy the

example in their math notebooks.

Example #2

Janice bought 3 bags of 223 peanuts and 4 bags of 375 pretzels for a party. How many total pretzels and peanuts

did Janice buy?

What two items is this problem about? [peanuts and pretzels] So that is how we will label our bars. How many bags of

peanuts are there? [3] Ill give the peanut part of our bar 3 sections. How many bags of pretzels are there? [4] So Ill

divide the pretzel part into 4 sections. We have two barsone labeled peanuts and the other labeled pretzels. Our

peanut bar is divided into 3 sections because there are 3 bags. Our pretzel bar is divided into 4 sections because there

are 4 bags. Now we need to decide what numbers go in each section. How many peanuts are in each bag? [223] Lets

add that information to our bar model. How many pretzels are in each bag? [375] Lets add that information as well.

There are several ways to arrive at the answer which is displayed below.

OR

Multiplication

Resources

Scott Foresman-Addison Wesley Envision Math Topic 8

Web Resources:

www.pearsonsuccess.net

http://www.internet4classrooms.com/skill_builders/word_problems_math_third_3rd_grade.htm

http://www.thinkingblocks.com/thinkingblocks_md/tb_md_main.html Multi-step Problems video

http://www.dadsworksheets.com/v1/Worksheets/Word%20Problems.html

Building Arrays

Number Story Arrays (Set 1)

Number Story Arrays (Set 2)

Multiplication Word Problems

Equal Rows in a Marching Band

Sharing Marbles Equally

Math Read Aloud Task Cards:

100 Hungry Ants

Six Dinner Sid

Amanda Bean's Amazing Dream

Each Orange Had 8 Slices (1)

Each Orange Had 8 Slices (2)

The Doorbell Rang

Possible Activities for 3.OA4:

Missing Numbers (Multiplication)

What is the Missing Number? (Division)

Possible Activities for 3.OA5:

Split a Factor

Decompose a Factor

x2-x5 Arrays

Cuisenaire Multiplication

Cuisenaire Rectangles

Multiples Game

Multiplication Four in a Row (3,4,5,6)

Multiplication Number Wheel

Multiplication Bump (x2)

Multiplication Bump (x10)

Multiplication Bump (x100)

Multiplication Challenge

Division Riddles

Division Squares

Division Spin

The Answer is ...

Multiply It!

Six Sticks

I Have ... Who Has?

I Have ... Who Has? (x2 and x10)

I Have ... Who Has? (x2 and x5)

I Have ... Who Has? (x3 and x5)

I Have ... Who Has? (x4 and x6)

I Have ... Who Has? (x4 and x10)

I Have ... Who Has? (x7 and x3)

I Have ... Who Has? (x8 and x6)

I Have ... Who Has? (x9 and x7)

Multiplication Grid (blank)

Two-Step Word Problems Set 1

Two-Step Word Problems Set 2

S3Curriculum Link: http://www.s2temsc.org/library/s3curriculum/s3math/s3mathematics

Assessment

1. Maria invited 4 of her friends over for a water balloon fight in her backyard. At the start of the game, Maria gave each of

her friends 2 water balloons. She had one water balloon for herself. How many water balloons did they have altogether?

Show your work and label your answer.

2. Matthew and his brother Shawn played swimming-pool-basketball. Each basket was worth 3 points. Matthew scored 9

points. Shawn scored 6 points. What is the total number of baskets made during this game?

Show your work and label your answer.

3. Brayden and Gavin were playing touch football against Cole and Freddy. Touchdowns were worth 7 points. Brayden

and Gavin scored 7 touchdowns. Cole and Freddy's team scored 9 touchdowns. How many more points did Cole and

Freddy have than Brayden and Gavin?

Show your work and label your answer.

CCSS

3.NF1 Understand a fraction 1/b as a quantity formed by 1 part when a whole is portioned into b equal parts: understand

a fraction a/b as the quantity formed by a parts of size 1/b.

3.NF2 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 portioning 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.OA3 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.

Instructional Strategies

Essential Understandings:

i. A region can be divided into equal-sized parts in different ways. Equal sized parts of a region have the same area but

not necessarily the same shape.

ii. A fraction describes division of a whole (region, set, segment) into equal parts. The bottom number in a fraction tells

how many equal parts the whole is divided into. The top number tells how many equal parts are indicated. A fraction is

relative to the size of the whole.

iii. Finding a unit-fractional part of a whole is the same as dividing the whole by the denominator of the fraction.

iv. Some points between whole numbers on a number line can be labeled with fractions or mixed numbers. The

denominator of the fraction can be determined by counting the numbers of equal parts between two consecutive

whole numbers.

v. Fractions can be approximated by other fractions that are close.

vi. Some problems can be solved by recording and organizing data in a table and by finding and using numerical patterns

in a table.

Begin by eliciting students experiences with sharing things equally. Have them recall what they did to ensure that

everyone got equal share. Using Graham Crackers or Unifix cubes, show students 4 and have them describe it in terms

of fraction.

Give each student a strip of paper. Have each divide his/her strip into four equal parts by first folding it (vertically on the

short side) into halves and then fold the halves into halves. On one side of their strip, have each student color and label

to show . Have each student color to show 2/4. Guide them to conclude that 2/4=1/2.

Instructional Background: Use this to build instructional background.

Unit Fractions A fraction with 1 as the numerator, such as 1/3 is called a unit fraction.

Numerator The numerator tells how many of the equal parts you are talking about

(the counting number).

Denominator The denominator is how many equal parts the whole is divided into (whats being counted).

Equal Parts Fractional parts are equal shares or equal-sized portions of a whole or unit. A unit can be an object or a

collection of things. More abstractly, the unit is counted as 1. On the number line, the distance from 0 to 1 is the unit.

Parts of the Fraction The more fractional parts used to make a whole, the smaller the parts (the larger the

denominator, the smaller the part). For example, eighths are smaller than fifths.

Use this interactive game for fraction practice:

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

Discuss that fractions can be a representation of parts of a group. Give each student ten small objects (e.g., confetti) or

pictures. Tell them a fraction to represent using the objects.

Discuss that fractions can be a way to share just one object. Bring something edible (e.g., Twix, candy bar) to represent

fractional parts (fourths). Have the students describe situations that would fit the need to have a candy bar sectioned that

way. Also use edible parts of groups to demonstrate fractions (e.g., Lance crackers).

Introduce fraction of a set. Explain that Set fraction is based on the number of items in a set. Remind students that it

takes 10 dimes to make a dollar. Now ask: If I have 4 dimes, what fraction of a dollar do I have? (4/10). Help students

make connections to previous learning by using base ten block to demonstrate set fractions-10 tens make

1hundred.Therefore, 1 tens block equals 1/10th of 100. 10 hundreds make 1 thousand. Therefore, 1 hundred block

equals 1/10th of 1000. See the example below.

7/27 is yellow.

7/27 is blue.

7/27 is green.

6/27 is red.

Discuss fraction of a set: Explain that when dividing a set of objects like toys or pattern blocks, equal division depends

on the number of items in the set, not the area of each item. Give pairs of students 12 pieces of Unifix Cubes. Explain

that all the cubes they have make a set. Have them model , 1/3, and . Have them compare the parts to the whole

(explain that the set of cubes make a whole).

Regional Fraction: Students have learned how to tell time to the half hour and the quarter hour. Show them an analog

clock and relate half an hour and quarter hour to fractions. Divide the clock in hour and show that there are 60 minutes in

an hour and 30 minutes in a half hour. Divide a clock into 4 equal parts to show quarter or of an hour.

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

with the pattern blocks for about 3 minutes. Ask: What are you noticing about the pattern blocks? (color, shape, size,

some can be put together to make another one) Review the names of the shapes- hexagon-yellow, trapezoid-red,

square-orange, triangle-green, parallelogram- blue. Ask them to find a hexagon. Ask: what shapes can you find that will

cover the hexagon? (2 trapezoids, 3 parallelograms, and 6 triangles)

Tell them that if we think of the hexagon as one whole, then these other shapes divide the hexagon into equal parts.

When we have equal parts that make up a whole, those equal parts are called a fraction of the whole. If there are 2

trapezoids that make a hexagon, then each trapezoid is of the whole (hexagon). Then ask: What part of the hexagon

would the parallelogram be? 1/3 The triangle? (1/6) Explain that this is fraction of a region Explain that the bottom

number of the fraction is called the denominator and tells how many equal parts make up the fraction. The top number is

called the numerator. It tells how many parts we are talking about. So, if we ask: What part of the hexagon is represented

by 2 parallelograms? They should answer 2/3

Ask: If the trapezoid represents one, one fractional part would a triangle represent? 1/3 Two triangles? 2/3 Have the

students work in groups to come up with some of their own fractional representations. Use pizza to further illustrate

regional fraction. See below.

5/6 of the pizza below is left. What fraction of it has been eaten?

Set Fraction: Model parts and whole relationships with the entire group of students in the class, boys in the class, and

girls. Students can model different fractions using the student sets above. Have them identify the denominator and

numerator for each fraction.

Have students participate in a gallery walk examining other students egg cartons to see all the different ways students

might have removed six.

Ask students what all the egg cartons have in common. [There are six remaining.]

What fraction of the entire set is 6? [6/12; accept 1/2 or other equivalent fractions.] If students do not make the

connection between equivalent fractions, e.g., 6/12 = ___, they have an opportunity to develop these

relationships in later lessons.

What fraction was removed? [6/12 or 1/2] Have students label their recording sheet as 6/12. Some students may

choose to label their sheet with an equivalent fraction, such as 1/2. If so, this provides an excellent opportunity to

introduce equivalent fractions.

Continue removing varying numbers of eggs. For example, suppose this time that we need eight eggs to bake our cake.

Have students remove eight eggs. Students should record their egg configuration on the Eggsactly Eggs activity sheet.

Have students go on another gallery walk to see all the different ways students might have removed eight.

Ask students what all the egg cartons have in common. [There are four remaining.]

What fraction was removed? [8/12, 2/3, or 4/6.] For the remaining eggs, have students label their recording sheet

as 4/12. [Accept 1/3 or 2/6.]

Have students investigate the different ways they can arrange their eggs when given the fraction. For example, ask

students to show 1/4 of a dozen? (Use the Eggsactly Eggs (http://illuminations.nctm.org/unit.aspx?id=6095) activity sheet

to have students represent several different configurations all equivalent to 1/4 of a dozen.) Have students identify

fraction relationships associated with the set (e.g., 6 of the set of 12 eggs is the same as 6/12 of the set, OR when the

numerator stays the same and the denominator increases, the fractions become smaller 1/3 is smaller in area

than 1/2).

Have students work in pairs to continue the investigation as different numbers of eggs are used. Students should be

given time to investigate the variety of ways in which the eggs can be arranged. These arrangements should be recorded

on the Eggsactly Eggs (http://illuminations.nctm.org/unit.aspx?id=6095) activity sheet and the sheet should be labeled

according to the fraction. For example, students might use several images of the egg carton on the activity sheet to

record all the ways to show x of a dozen.

Have students investigate the different ways they can arrange their eggs when given the fraction. For example, ask

students to show 1/4 of a dozen? (Use the Eggsactly Eggs (http://illuminations.nctm.org/unit.aspx?id=6095) activity sheet

to have students represent several different configurations all equivalent to 1/4 of a dozen.) Have students identify

fraction relationships associated with the set (e.g., 1/2 of the set of 12 eggs is the same as 6/12 of the set, OR when the

numerator stays the same and the denominator increases, the fractions become smaller, e.g. 1/3 is smaller in area

than 1/2).

Convene the whole class to discuss the activities in this lesson. The guiding questions may be used to focus the class

discussion as they were used to focus individual students attention on the mathematics learning objectives of this lesson.

Print copies of the activity on this link for each student.http://illuminations.nctm.org/unit.aspx?id=6095

Fractions on a Number Line:

Introduce Linear Fraction: Explain that- When working with linear models, equal division depends on the distance

from one point to another. Snap 5 Unifix Cubes (1 red, 1 blue, 1 green, 1 white and 1 black) together to form a train.

Have students tell what fraction is red, blue, etc. Have students draw a six inch line on a sheet of paper and divide it into

equal three parts. Have them name the fractions. You may repeat this activity as necessary.

Have students look at the fraction strips on page 393 of Math Expressions. Explain that the strip in the top row shows the

whole. Point out that the number 1 is used to represent 1 whole. In each of the following rows, students need to divide the

strip into equal parts, and then shade one part. Have students explain the patterns they see in the fraction strips.

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

represents. Model this several time and provide opportunities for students to practice linear fraction. Ask them how linear

fraction is different from the set and regional fractions. (Set is based on equal number, region is based on equal area, and

linear is based on equal distance from one spot to another.

Go to http://www.ixl.com/math/grade/third/ Click on Q.1:Fractions review

This is an excellent review for fraction as a set, region, and linear fraction. You may need to set up a free 30 day trial

account.

Go to http://www.ixl.com/math/grade/third/ Click on Q.2: Fractions review (word problems)

inter Break

Resources

Scott Foresman-Addison Wesley Envision Math Topic 9

Web Resources:

www.pearsonsuccess.net

http://www.khanacademy.org/math/arithmetic/fractions/understanding_fractions/v/numerator-and-denominator-of-afraction Fraction Introduction Video

http://www.superteacherworksheets.com/fractions-mixed-numbers_QZRM.html

http://www.ixl.com/math/grade/third/ Click on Q.2: Fractions review (word problems)

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

www.visualfractions.com

http://www.mathsisfun.com/numbers/fractions-match-frac-line.html

http://www.mathsisfun.com/numbers/fractions-match-frac-line.html

http://www.mathplayground.com/howto_comparefractions.html Comparing/Ordering Fractions video

Possible Activities for 3.NF2:

Fraction Strips

Make Your Own Fraction Strips

Number Line Roll

Possible Activities for 3.NF2b:

Fraction Number Lines

Possible Activities for 3.NF3:

Pizza for Dinner

Build a Hexagon

Possible Activities for 3.NF3b:

Exploring Equivalent Fractions

Creating Equivalent Fractions

Cuisenaire Equivalent Fractions

Possible Activity for 3.NF3c

Make One

Who Ate More?

Compare and Order

S3Curriculum Link: http://www.s2temsc.org/library/s3curriculum/s3math/s3mathematics

inter Break

Assessment

1 Imani colored of the picture below. How many triangles did she color?

A

B

C

D

1 triangle

2 triangles

3 triangles

4 triangle

3. Jada rode her bike 1/4 mile. Shade in the space and write at the correct spot on the number line below.

4. Jamie ate one sixth bag of cookies. Circle the correct amount that she ate.

5. Eve is thinking of a fraction. It has a numerator of 5. Its denominator is 3 more than that. What is Eves fraction?

A. 3/5

B. 5/3

C. 5/8

D. 5/15

1

Mrs. Hart used 1/6 of a box of chalk. There were 12 sticks of chalk in the box. Which shows how to put the sticks

of chalk into six equal parts to find how many sticks are in each part?

Week of Jan. 26th - Jan. 30th Mini Bite 4 Testing window: January 27th -30th

Jan. 26th - Jan. 30th

CCSS

3.NF1 Understand a fraction 1/b as a quantity formed by 1 part when a whole is portioned into b equal parts: understand

a fraction a/b as the quantity formed by a parts of size 1/b.

3.NF2 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 portioning 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.OA3 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.

Instructional Strategies

Begin by reviewing regional, set, and number line fractions using questioning and examples.

Explain that you can use benchmark fractions to help you estimate parts. Benchmark fractions are 1/4, 1/3, 1/2, 2/3, and

3/4. One way to think of benchmark fractions is to think of part of a clock. These fractions are represented on the clocks

below.

An Improper fraction has a top number

larger than (or equal to) the bottom number,

It is "top-heavy"

/4

(seven-fourths or seven-quarters)

Examples

3

/2

/4

16

/15

15

/15

99

/5

See how the top number is bigger than (or equal to) the bottom number? That makes it an Improper Fraction, (but there

is nothing wrong about Improper Fractions).

Numerator

Denominator

The top number is the Numerator, it is the number of parts you have.

The bottom number is the Denominator; it is the number of parts the whole is divided into.

Example: 7/4 means:

We have 7 parts

Proper The numerator is less than the

Fractions: denominator

Examples: 1/3, 3/4, 2/7

Improper The numerator is greater than

Fractions: (or equal to)

the denominator

Examples: 4/3, 11/4, 7/7

Mixed A whole number and proper

Fractions: fraction together

Examples: 1 1/3, 2 1/4, 16 2/5

Improper Fraction or Fraction greater than 1

So, an improper fraction is just a fraction where the top number (numerator) is greater than or equal to the bottom number

(denominator).

In other words, it is top-heavy.

It Can be Equal

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

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

fraction.

/4

You can use either an improper fraction or a mixed fraction (fractions greater than 1) to show the same amount. For

example 1 3/4 = 7/4, shown here:

1 3 /4

/4

=

Resources

Scott Foresman-Addison Wesley Envision Math Topic 9

Web Resources:

www.pearsonsuccess.net

www.studyisland.com

http://www.ixl.com/math/grade-3/fractions-on-number-lines

http://www.superteacherworksheets.com/fractions-mixed-numbers_QZRM.html

http://teachingimage.com/fractions-worksheets/improper-fractions.pdf

Possible Activities for 3.NF2:

Fraction Strips

Make Your Own Fraction Strips

Number Line Roll

Possible Activities for 3.NF2b:

Fraction Number Lines

Possible Activities for 3.NF3:

Pizza for Dinner

Build a Hexagon

Possible Activities for 3.NF3b:

Exploring Equivalent Fractions

Creating Equivalent Fractions

Cuisenaire Equivalent Fractions

Possible Activity for 3.NF3c

Make One

Possible Activities for 3.NF3d:

Who Ate More?

Compare and Order

S3Curriculum Link: http://www.s2temsc.org/library/s3curriculum/s3math/s3mathematics

Assessment

1 Which letter on the number line stands for 21/4 ?

Write the missing fraction or mixed number for each number line.

Our class gets 7 chicken eggs. After 3 weeks, 2 eggs dont hatch. The rest of the eggs do hatch. Suppose that

pattern continues and our class gets 35 eggs. How many eggs most likely wont hatch?

Use the table below.

a

b

c

d

5

4

5

10

12

What fraction of the length of the 1 strip do the other strips show?

Feb. 2nd - Feb. 6th

CCSS

3.NF2 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 portioning 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.NF3 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.., = 2/4, 4/6=2/3) Explain why the fractions are equivalent, by

using a visual 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.

Winter Break

Instructional Strategies

Essential Understandings:

i. If two fractions have the same denominator, the fraction with the greater numerator is the greater fraction.

ii. If two fractions have the same numerator, the fraction with the greater denominator is the greater fraction.

iii. Fractions can be compared to each other by comparing them to benchmark numbers such as 0, , and 1.

iv. Number lines can be used to compare fractions with denominators or like numerators.

v. A fraction is relative to the size of the whole. Models can be used to compare fractional amounts.

vi. Number lines can be used to compare fractions with like denominators and like numerators.

vii. Equivalent fractions name the same point on a number line.

viii. If a fraction aligns with a whole number on a number line or to a whole number on fraction strip, the whole number is

equivalent to that fraction.

ix. Information in a problem can often be shown using a picture or diagram and used to understand and solve the

problem.

Instructional Strategies:

Begin by explaining that Making equivalent fractions is like splitting all the pieces further into a certain number of new

pieces. The visual model for equivalent fractions involves splitting the existing pieces into so many new ones, such as

splitting all of them into 4 new pieces. This is shown using the arrow notation with "x4" near the arrows, signifying that the

numerator and the denominator get multiplied by 4, because there are now four times as many colored pieces and four

times as many pieces in total. Please watch the video to see how to use idea. This is an important topic. You need to

understand equivalent fractions well before learning about adding unlike fractions.

Give each student a fraction strip.

Have students share what they discovered, and record the picture and the fraction on chart paper.

Have students share what they discovered and the teacher posts this for the class to see.

As a group, students are to create using fourths, fifths, sixths, eighths, tenths, and twelfths.

Have students individually record their findings by illustrating three of the fractions in the math journal.

Student Application

1

Direct students to work independently to see if they can make 1/3, , 1/5, 1/6 using fraction strips for fourths,

2

Students should share what they discovered. Results can be posted in a display.

Teacher Facilitation

1

Have the class examine the fractions on the chart paper in the box to reinforce that they are equal to .

2

Tell students that these fractions are called equivalent fractions because they are fractions that have the same

value.

Have students find equivalent fractions using fraction strips for 1/3 following the modeled process above.

These two fractions are equivalent fractions because they picture the same amount. You could say that you get to

"eat" the same amount of "pie" either way. In the second picture each slice has just been split into two pieces.

=

1/3

2/6

Splitting the pieces

The arrows on top and below the equivalent fractions show into how many new pieces

each piece was split.

When all of the pieces are split the same way, both the number of colored pieces (numerator) and the total number of

pieces (denominator) get multiplied by the same number.

inter Break

Resources

Scott Foresman-Addison Wesley Envision Math Topic 10

Web Resources:

www.pearsonsuccess.net

http://www.homeschoolmath.net/teaching/f/equivalent_fractions.php Equivalent Fraction video

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/fractions/level2.htm

http://www.nsa.gov/academia/_files/collected_learning/elementary/arithmetic/exp_equiv_fractions.pdf

Possible Activities for 3.NF2:

Fraction Strips

Make Your Own Fraction Strips

Number Line Roll

Possible Activities for 3.NF2b:

Fraction Number Lines

Possible Activities for 3.NF3:

Pizza for Dinner

Build a Hexagon

Possible Activities for 3.NF3b:

Exploring Equivalent Fractions

Creating Equivalent Fractions

Cuisenaire Equivalent Fractions

Possible Activity for 3.NF3c

Make One

Who Ate More?

Compare and Order

S3Curriculum Link: http://www.s2temsc.org/library/s3curriculum/s3math/s3mathematics

Winter Break

Assessment

1. Connect those fractions that show the same amount. Write the name of each fraction beside it.

2. Split the pieces and draw the new pieces into the picture. Write down the equivalent

also the "helping arrows" above and below the fractions.

3. Make chains of equivalent fractions according to the model. Look at the patterns formed by

the denominators, and those formed by the numerators.

4. The three number lines have 12th parts, 3rd parts, and 24th parts.

inter Break

Week of Feb. 9th - Feb. 13th

Feb. 9th - Feb. 13th

CCSS

3.NF2 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 portioning 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.NF3 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.., = 2/4, 4/6=2/3) Explain why the fractions are equivalent, by

using a visual 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.

Instructional Strategies

Begin by reviewing equivalent fractions. Tell students that they will learn how to order and compare fractions.

To assess prior knowledge, invite students to reflect on the previous lesson. Ask them to describe what they learned from

creating fraction strips and ideas for using them in practical ways.

To begin the lesson, have students take out their fraction strips from the previous lesson.

Students should use their fraction strips to model each fraction being compared. Fraction strips representing each

fraction should be lined up so that they can be compared directly.

For example, when comparing 1/2 and 2/4, the fractions should be modeled and lined up as follows:

Guide students through comparing another example or two from the Investigating Fraction Relationships. When students

feel confident with the task, ask them to continue comparing fractions. Answers should be checked with a partner.

Discuss answers, and have students correct any responses that were incorrect.

Next, have students order their fractions by lining up each set (1/2s, 1/3s, 1/4s, 1/6s, and 1/8s) with the whole strip.

Place the "whole" strip at the top, then the 1/2s underneath the whole, then 1/3s, 1/4s, 1/6s, and 1/8s, respectively.

Have students record the order from greatest to least. Ask them if they notice any patterns as the fractions get smaller.

Prompt students to notice that there is an inverse relationship between the size of the fraction and the denominator when

the numerator is one.

Students might express this concept as follows: As the fractions get smaller, the denominator gets larger. Students should

record this relationship.

Ask students if they believe this relationship always holds true. Have them investigate this question by using their fraction

strips to order the fractions in Part II of the Comparing and Ordering Fractions Activity Sheet. This sheet includes a variety

of fractions where the numerator is not always one.

Students should come to the conclusion that this pattern only consistently occurs when the numerator is constant.

Discuss answers and have students correct any responses that were incorrect.

Represent fractions that have denominators of 2, 4, and 8 as parts of a whole, parts of a set, and points on the number

line.

The focus is on numbers less than or equal to 1. Students should be familiar with using words, pictures, physical

objects, and equations to represent fractions.

Represent and identify equivalent fractions with denominators of 2, 4, and 8.

The Fraction Kit #2 and #3 PDF

1/3s, 1/6s, 1/9s, 1/12s, 1/5s, and 1/10s.

A Represent fractions that have denominators of 3, 6, 9, 12, 5, and 10 as parts of a whole, parts of a set, and points on

the number line.

The focus is on numbers less than or equal to 1. Students should be familiar with using words, pictures, physical

objects, and equations to represent fractions.

Represent and identify equivalent fractions with denominators of 3, 6, 9, 12, 5, and 10.

Rock Paper Scissors to One Whole PDF

Compare Fractions with Same Denominators.

Fractions with common denominators may be compared and ordered using the numerators

Add and Subtract Fractions with Same Denominators PDF

Students should be familiar with using equations to represent fractions.

Uncover (Teaching Mathematics by Marilyn Burns) PDF

Compare and order fractions that have common numerators and denominators of 2, 3, 4, 5, 6, 8, 9, 10 and 12.

Equivalent Fractions

Wipe Out (Teaching Mathematics by Marilyn Burns) PDF

Compare and order fractions that have denominators of 2, 3, and 6.

Compare Fractions with Same Numerators.

Equivalent Fractions.

Closest to 0, , or 1 (Teaching Mathematics by Marilyn Burns) PDF

Fractions may be compared using as a benchmark.

Equivalent Fractions.

Fractions with Two Color Counters (Teaching Mathematics by Marilyn Burns) PDF

Solve single and multi step word problems and verify the solution.

Represent the fractions with using words pictures, and physical objects.

Sharing Brownies PDF

Solve single and multi step word problems and verify the solution.

Represent the fractions with using words pictures, and physical objects.

Reduction to Common Denominator PDF

Compare Fractions that have different denominators.

Reduction to Common Denominator #2 PDF

Compare Fractions that have different denominators.

Add and subtract fractions by using common denominator.

Variety of Fractions PDF

Identify proper fraction, improper fraction, and mixed fraction.

Solve Word Problems PDF

Solve single and multi-step word problems involving comparison of fractions and verify the solution.

Possible Activities for 3.NF2:

Fraction Strips

Make Your Own Fraction Strips

Number Line Roll

Possible Activities for 3.NF2b:

Fraction Number Lines

Possible Activities for 3.NF3:

Pizza for Dinner

Build a Hexagon

Possible Activities for 3.NF3b:

Exploring Equivalent Fractions

Creating Equivalent Fractions

Cuisenaire Equivalent Fractions

Possible Activity for 3.NF3c

Make One

Possible Activities for 3.NF3d:

Who Ate More?

Compare and Order

Resources

Scott Foresman-Addison Wesley Envision Math Topic 10

Web Resources:

www.pearsonsuccess.net

Comparing Fractions videos

http://www.bing.com/videos/search?

q=comparing+and+ordering+fractions+video&mid=E6BD336F4BFE74DBB521E6BD336F4BFE74DBB521&view=detail&

FORM=VIRE1

(Teaching Mathematics by Marilyn Burns) PDF

http://illuminations.nctm.org/LessonDetail.aspx?ID=L541

http://www.beaconlearningcenter.com/Lessons/2056.htm

http://www.aaamath.com/fra42ax2.htm , http://www.aaamath.com/fra43bx2.htm ,

http://www.aaamath.com/fra43ax2.htm , http://www.aaamath.com/fra43cx2.htm

S3Curriculum Link: http://www.s2temsc.org/library/s3curriculum/s3math/s3mathematics

Assessment

1 Kirsten goes to school 180 days each year. There have been 105 school days so far this year. How many more

school days are there this year?

A 80

B 75

C 70

D 65

2

Randy walks his dog 2/4 mile. Laura walks her dog a shorter distance than Randy. Which of these fractions is

less than 2/4?

a.

b. 5/8

c. 2/6

d. 2/4

3. Two friends want to equally share 6/8 feet of ribbon. What amount of ribbon should each friend get?

A. 1/8 feet

B. 2/8 feet

C. 3/8 feet

D. 4/8 feet

4. Writing to Explain Martin drew a picture to solve this problem: Helen is painting a wall that is 16 feet long. She drew a

mark at the left edge and at the right edge of the wall. She also drew a mark every 4 feet between the edges. How many

marks did she draw?

Explain why Martins picture is not correct. Then draw a correct picture. Explain why your picture correctly represents the

story.

5. A square garden is 12 feet long on each side. Janet needs to put a post at each corner. She also needs to put a post

every 3 feet on each side. How many posts does Janet need?

A 12

B 16

C 20

D 24

CCSS

3.G1 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.G2 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.

Break

Assessment

1. Chenoa made a place mat in the shape of a pentagon. Which one shows the shape of Chenoas

place mat?

A Pentagon

B Octagon

C Hexagon

D Quadrilateral

3. Explain why this shape cannot be called a square.

________________________________________________________________________________________________

__________________________________________________________________________________

4. Name three different types of quadrilaterals that have two pairs of parallel sides.

___________________________, ______________________________, and _________________________________

5. Draw a picture of each below.

Parallel lines

________________

Intersecting lines

________________

Line

_______________

6.. Look at the map of the town below. Which two streets intersect?

Winter Break

Line segment

_____________________

Week of Feb. 23rd - Feb. 27th Benchmark Testing window: February 25th March 5th

Feb. 23rd Feb. 27th

CCSS

3.G1 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.G2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For

example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the

shape.

Instructional Strategies

Begin by discussing the attributes of polygons. Use the examples below.

1. Use Power Polygons or precut shapes to have the students sort and classify shapes based on attributes. Ask

questions such as:

Why did you choose to group that way?

What do the shapes in this group have in common?

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

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

strings.

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

Triangles

Quadrilaterals

Pentagons

Hexagons

Octagons

5. Give each student a sticky note. Have the students use the sticky notes to find and label polygons around the room

with

up to eight sides.

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

7. Read descriptions of polygons aloud. Have the students draw and label the shape in their journals. Then make

statements and answer questions such as those in the following:

The shape has four-corners. Is the shape a square?

No, all the sides are note the same length. Is the shape a rectangle?

Yes, it is.

8. Use Q-tips and glue them to a piece of construction paper to represent squares, hexagons, octagons, etc. Use pipe

cleaners to represent circles. Label and display the shapes in the room.

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

etc.

10. Make match cards using the example. Pair the students with a set of five attribute cards and five polygons drawn.

Students place the cards face down. Students turn the cards over two at a time to see if they match. If the cards

match, students keep them and try again. If the cards dont match, it is the next persons turn.

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

12. Use Geoboards (nails or pegs spaced evenly in rows on boards) and have the students make the shape you indicate

in varying sizes.

13. Have students make a Poster Collage of shapes cut out of magazines.

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

15. Pass out shapes to the students. Students find another student with a similar shape. They explain how their shapes

are alike and different.

Geometric Subdivision:

1. Give each student a 3-inch square of paper. Show students how to fold and then cut the square into two pieces (Fold

the square in half on the diagonal, open it and cut along the diagonal into two triangles.) Students place their triangles

back together to make a square. Then they put triangles together to make a different shape. One rule must be

followed: triangles must be placed so that two sides are touching, and those two sides have to be the same length.

Demonstrate for students. Check students shapes. Students paste new shape on newsprint paper. Quadrant B

2. Students work with a partner. One will have a green square; the other a purple square. Cut the square on the

diagonal (as explained above) to make two new pieces. Partners put all four pieces together to make a new shape

following the same rule as before - the sides have to be even and they have to touch. Post on board to create a graph.

Quadrant C

3. Use Geoboards to make various polygons then give the students extra rubber bands to subdivide the polygons and

identify the shapes that are formed. To extend the activity, specify the number of smaller shapes the students need

to form.

Ex:

3 triangles all same

4 triangles

Resources

Scott Foresman-Addison Wesley Envision Math Topic 11

Web Resources:

www.pearsonsuccess.net

Daily Oral Math

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

S3Curriculum Link: http://www.s2temsc.org/library/s3curriculum/s3math/s3mathematics

Possible Activities for 3.G1

2D Shape Sort

Comparing Quadrilaterals

Possible Activities for 3.G2:

Geoboard Fourths

Congruent Eighths

Fractions with Color Tiles

Assessment

Benchmark Testing window: February 25th March 5th

2. For the next 3 shapes, draw one or more diagonals to make the new shape named.

________________________________________________________________________________________________

________________________________________________________________________________________________

Mar. 2nd - Mar. 6th

CCSS

3.MD1 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.

Instructional Strategies

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

2. Show students a time using a large Judy Clock. Students write the corresponding digital time on white boards. This

activity can also be reversed to writing a digital time on a white board and students use small Judy Clocks to show

corresponding analog time.

3. Students (or pairs of students) make an analog clock out of paper plates, paper arrows, and brads, showing each

minute. Give them specific times (or have their partner choose specific times) to represent with their clock. Write a

word problem (or student partner writes a word problem) to answer using their clock.

4. Have students draw hands on a clock to show specific times. You will need this online clock for demonstration and

practice: http://www.teachingtime.co.uk/clock/clockres.html

5. Give students a Time-O grid to play time bingo. They fill in the blanks with times of their choice to the minute or

show times on an analog clock for students to play the game. Teacher may need to limit the range of times. Call out

the times (variation is for times used to the nearest 5 minute, quarter, hourly intervals).

6. Give students specific times and have them drag the hand on the online clock below to show the time.

http://www.cambridge.org/elt/resources/young/interactive/clock/index.htm

7. Reverse the process and show different times on a digital clock (drawn on the board) and have students show the

same time on an analog clock.

For interactive practice of matching digital and analog clocks, go to:

http://www.oswego.org/ocsd-web/games/StopTheClock/sthec5.html

http://www.apples4theteacher.com/clocks.html

8. Show students different ways to tell time:

Have them practice telling time in each of the ways shown above.

Winter Break

Resources

Scott Foresman-Addison Wesley Envision Math Topic 12

Web Resources:

www.pearsonsuccess.net

Web Sites: http://www.studyisland.com/ , http://vmathlive.com/

S3Curriculum Link: http://www.s2temsc.org/library/s3curriculum/s3math/s3mathematics

http://www.cambridge.org/elt/resources/young/interactive/clock/index.htm

http://www.oswego.org/ocsd-web/games/StopTheClock/sthec5.html

http://www.apples4theteacher.com/clocks.html

http://www.teachingtime.co.uk/clock/clockres.html

Winter Break

Assessment

1 Match the digital clock with the correct analog clock.

10:04

2

Pablo arrives for soccer practice at the time shown on the clock below.

At what time does Pablo arrive at soccer practice?

A 10:43

C 11:17

B 11:05

D 12:43

Jans alarm clock rang at the time shown on the clock below. At what time did the alarm clock ring?

A. six ten

B. six thirty-eight

C. six twenty-two

D. seven twenty-two

Winter Break

Mar. 9th - Mar. 13th

CCSS

3.MD1 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.

Instructional Strategies

Teaching Elapsed Time

1. Students must be encouraged to think about durations in daily living

2. Make your sample problems relatable to your students. Use times and situations that matter to them, such as how long

it is until lunch or when Mom needs to pick them up at the movies.

3. Ask a time question every day. They work seamlessly into your transitions. Ask students how long they have until the

end of the day or to figure out what time they started working. Simple and quick, but effective.

4. Use book characters and events to create questions. Books with time in the plot, such as Time Remote, are especially

fun.

5. Incorporate the reading of functional texts and science projects. Cross-curricular ties strengthen memory.

Elapsed Time With Number Line

Begin by drawing out a number-line. Place the beginning time on the left side and the ending time on the right. Then,

starting on the left hand side, Find out what the next whole hour would be. Put how long it would take to get from the

beginning time to the next hour on our number-line. Then jump to the ending time and go backwards to the previous hour.

In-between that, put how much time is between those. Then, finally, write down how much time is in between those two

hours in the middle. Add up all of our time and you have the amount of time that has elapsed from the beginning until the

end!

Here are a few examples.

1 Jenna got home at 3:40 p.m. She went to bed at 9:25 p.m. How long was she home before she went to

bed?

Ben's basketball tournament starts at 11:52 a.m. The tournament ends at 4:11 p.m. How long was his

tournament?

Create a T-Chart with the start time and end time. Then you will work in increments, listing the amount of elapsed time on

the side. Add up the times when you are finished.

Sample Problem: Jane takes off from the Mobile airport at 8:43am. She arrives in Chicago at 11:47am. How long

was Janes flight? (Mobile and Chicago are both in the Central Time Zone.)

1. Put your start time and end time on the top of the chart for reference.

2. List your start time in the left-hand column. In the right-hand column, list a new ending time based on how much time

you want to elapse at once. List the time you have elapsed on the right. Teacher tips: Using lined paper helps

students keep their work organized. Make sure they write the times as they go. Using a consistent strategy, like

always getting up to a 0 or 5 minute time first, or always moving by the hours first, can help students get started.

3. Continue until your end time matches the end time at the top of the T-chart. Then add the minutes and hours you have

written on the right-hand side. That is your elapsed time!

Things to consider: If the minutes equal 60 or more, students will need to convert them to another whole hour. If the

problem requires students to find an end time, listing the time moved in the middle column is sometimes easier visually

for students.

Resources

Scott Foresman-Addison Wesley Envision Math Topic 12

Web Resources:

www.pearsonsuccess.net

http://mravery.edublogs.org/2011/01/07/elapsedtime/

www.studyisland.com

www.ixl.com

Elapsed Time Ruler

Elapsed Time Word Problems

S3Curriculum Link: http://www.s2temsc.org/library/s3curriculum/s3math/s3mathematics

Assessment

Find the elapsed time.

Edie is 1 year old. She naps from 12:45 P.M. to 2:30 P.M. each day. How long is Edies nap? ______________

The test that Keyshawns class took finished at 10:30 A.M. The first part of the test took 30 minutes. There was a

15- minute break. The second part of the test also took 30 minutes. At what time did the test start?

______________________________________________________________________________________

Elliot finished studying at 4:45 P.M. He spent 30 minutes reading a social studies chapter. He spent 45 minutes

on his math homework. In between studying, Elliot took a 20-minute break. At what time did Elliot begin studying?

A. 3:00 P.M.

B. 3:10 P.M.

C. 3:30 P.M.

D. 6:20 P.M.

Mar. 16th - Mar. 20th

CCSS

3.MD8 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.

inter Break

Instructional Strategies

Resources

Scott Foresman-Addison Wesley Envision Math Topic 13

Web Resources:

www.pearsonsuccess.net

Possible Activities 3.MD8:

Measuring Perimeter

Perimeter on the Geoboard

Perimeter with Color Tiles

Designing a Rabbit Enclosure

The Perimeter Stays the Same

The Area Stays the Same

Perimeter Word Problems

S3Curriculum Link: http://www.s2temsc.org/library/s3curriculum/s3math/s3mathematics

inter Break

Assessment

1 Marci makes a design with tiles on a tabletop shown in the diagram. What is the perimeter of the design?

A. 64 inches

B. 36 inches

C. 32 inches

D. 28 inches

2

Luanne has a small jewelry box like the one shown below. She wants to cover the bottom with felt. She needs to

measure the perimeter of the bottom to cut the right size piece of felt. Which tool and unit of measure would be

her best choice?

A

B

C

D

Tape measure and feet

Yardstick and feet

Yardstick and yards

Mar. 23rd - Mar. 26th

CCSS

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

units.

3.MD6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units.

3.MD7 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 axb and axc. 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 non-overlapping rectangles and

adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

3.MD8 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.

Instructional Strategies

Resources

Web Resources:

www.pearsonsuccess.net

Possible Activities 3.MD 5:

Exploring Area

Area on the Geoboard

Possible Activities for 3.MD6

Find the Area

Area Compare

Rectangles with Color Tiles

Comparing Rectangles

Rectangular Area Cards

Possible Activities for 3.MD7:

Developing a Formula for the Area of a Rectangle

Area Word Problems

S3Curriculum Link: http://www.s2temsc.org/library/s3curriculum/s3math/s3mathematics

Assessment

1 Priya is making a book cover with an area of 28 square inches. Sapna is making a book cover with an area of 28

square centimeters. Maya thinks that Sapnas book cover will have a smaller area. Is she correct? Explain.

__________________________________________________________________

__________________________________________________________________

2

A

B

C

D

15 square feet

27 square feet

30 square feet

54 square feet

Ahmed has a corkboard on his bedroom wall that measures 2 feet by 4 feet as shown below. What is the area of

the corkboard?

A 6 feet

B 8 feet

C 6 square feet

D 8 square feet

4. Which shape has the greatest area?

B About 6 square units

C About 8 square units

D About 12 square units

Mar. 30th - Apr. 2nd

CCSS

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

units.

3.MD6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units.

3.MD7 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 axb and axc. 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 non-overlapping rectangles and

adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

3.MD8 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.

Instructional Strategies

Winter Break

Resources

Scott Foresman-Addison Wesley Envision Math Topic 14

Web Resources:

www.pearsonsuccess.net

Possible Activities 3.MD 5:

Exploring Area

Area on the Geoboard

Possible Activities for 3.MD6

Find the Area

Area Compare

Rectangles with Color Tiles

Comparing Rectangles

Rectangular Area Cards

Possible Activities for 3.MD7:

Developing a Formula for the Area of a Rectangle

Area Word Problems

Winter Break

Assessment

1 Which measurement tool is the best choice for measuring the area of a small picture frame?

A

B

C

D

Balance scale

Meter stick

Yardstick

Inch ruler

A

B

C

D

20 square feet

28 square feet

32 square feet

36 square feet

Which unit of measurement is the best to use to measure the area of a school playground?

A. Square feet

B. Square centimeters

C. Square inches

D. Square miles

Apr. - Apr.

CCSS

3.MD2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg),

and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are

given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.k

Instructional Strategies

Winter Break

Resources

Scott Foresman-Addison Wesley Envision Math Topic 15

Web Resources:

www.pearsonsuccess.net

Possible Activities for 3.MD2

Weigh it Twice

Volume and Mass Word Problems

Estimating Weight

More or Less than a Liter?

Capacity Lineup

S3Curriculum Link: http://www.s2temsc.org/library/s3curriculum/s3math/s3mathematics

inter Break

Assessment

1 Which unit would be best to measure the mass of an elephant?

A

B

C

D

2

A

B

C

D

Liters

Milliliters

Grams

Kilograms

25 kilograms

250 kilograms

25 grams

250 grams

A

B

C

D

Capacity of a swimming pool

Capacity of a water pitcher

Capacity of a juice box

inter Break

Apr. 20th - Apr. 24th

CCSS

3.MD3 Draw a scaled picture graph and a scaled bar graph to represent a date set with several categories. Solve oneand two step how many more and how many less problems using information presented in scaled bar graphs. For

example, draw a bar graph in which each square in the bar graph might represent 5 pets.

3.MD4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show

data by making a line plot, where the horizontal scale is marked off in appropriate units- whole numbers, halves, or

quarters.

Instructional Strategies

inter Break

Resources

Scott Foresman-Addison Wesley Envision Math Topic 16

Web Resources:

www.pearsonsuccess.net

http://commoncoresheets.com/Pictographs.php

http://www.k-5mathteachingresources.com/3rd-grade-measurement-and-data.html

Possible Activities for 3.MD3:

Button Pictograph

Jake's Survey

Collecting and Representing Data

Measuring to the Nearest Half Inch

Measuring to the Nearest Quarter Inch

Measuring Strips Line Plot

S3Curriculum Link: http://www.s2temsc.org/library/s3curriculum/s3math/s3mathematics

Break

Assessment

Use the pictograph for 1 through 3.

Favorite Outdoor Activity

A. 70

B. 40

C. 10

D. 4

2. How many more people like hiking than swimming? (16-3)

A. 110

B. 70

C. 40

D. 30

3. If Simone knows that there are 60 people who like biking as their favorite sport, how many symbols should she draw

for biking?

A. 6

B. 10

C. 12

D. 60

Winter Break

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