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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
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
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:
Source: http://www.corestandards.org/about-the-standards
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
Content Area
Assessment
ELA Writing
PASS
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
Shifts in Mathematics
Shift 1
Shift 2
Shift 3
Shift 4
Focus
Coherence
Fluency
Deep Understanding
Shift 5
Application
Shift 6
Dual 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.
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
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
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.
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
Make it simpler
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!
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
Recommendation 3
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?
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
900 + 40 + 7
2. Write the place of the underlined digit. Then write its value.
5,342
7,095
6,398
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.
4. Have students use what they know about place value and smaller numbers to complete the task 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
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:
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
b. 100
c. 80
d. none of these
Another Way
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
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?
________________________________________________________________________________________
________________________________________________________________________________________
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
60
14.
C
20 + 16 = 9
07
D 80
4
15.
9 5 = 50
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
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
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.
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
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.
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.
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.
/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).
We have 7 parts
/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?
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
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.
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
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?
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.
________________________________________________________________________________________________
________________________________________________________________________________________________
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
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?
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
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.
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
Resources
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?
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
Winter Break
Resources
Scott Foresman-Addison Wesley Envision Math Topic 15
Web Resources:
www.pearsonsuccess.net
Possible Activities for 3.MD2
Liters
Milliliters
Grams
Kilograms
25 kilograms
250 kilograms
25 grams
250 grams
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: