Ppe Assignment 11 Elisabeth Witbeck

Running head: CURRICULUM MAP ASSIGNMENT
PPE 310: Health Literacy for Schools

Curriculum Map Assignment
Elisabeth Witbeck
November 7, 2015
Course # 79588 Kyrene
Professor Newsome
3rd Grade Math Instructional Focus Units

Focus Unit 3 Revised 11/3//2015
Instructional Focus Units
Estimated
Time
Focus 1
Introduction to Multiplication and Division
5 Weeks
Focus 2
4 Weeks
Focus 3
Applying Place Value, Properties and Operations to Add/Sub

Multi- Digit Numbers
Develop Understanding of Fractions as Numbers
Focus 4
Develop Understanding of Multiplication and Division
5 Weeks
Focus 5
Demonstrating Computational Fluency in Problem Solving
2 Weeks
Focus 6
4 Weeks
Focus 7
Extending Understanding of Multiplication &

Division/Attributes of Geometric Figures
Connecting Data to the Four Operations and Fractions
Focus 8
Extending Understanding of Fractions as Numbers
3 Weeks
Focus 9
Understanding measures of Liquid Volume, Weight and Mass.
3 Weeks
1 Standards in BOLD and UNDERLINED are found under major clusters.
5 Weeks
4 Weeks

***Based on the standards, not all lessons within the resource may be
needed to meet the needs of your students.

Focus 1: Introduction to Multiplication and Division

Students begin developing these concepts by working with numbers with which they
are more familiar, such as 2s, 5s, and 10s, in addition to numbers that are easily skip
counted such as 3s and 4s. Since multiplication is a critical area for grade 3, students
will build on these concepts throughout the year, working towards fluency by the end
of the year.
Standa Estimated Principal Resource
Additional Resource
rds
Time
-Fosnot Grocery
3.OA.A. 5 weeks
Stamps and
1
Measuring Strips
3.OA.A.
Routines2
AND
-Use mini-lesson in Grocery Stamps &
3.OA.A.
Measuring Strips
3
-IDS Unit 5, including -Routines in addition to Ten-Minute
3.OA.A.
Common Core
math: word problems -equal groups
4
Resource 3.1A, 3.5A,
unknown product,
3.OA.B.
3.5B, 3.7A
-Fosnot mini-lessons Early Mult/Div. A1
5
A10
3.OA.B.
6
3.OA.C.
7
3.OA.D.
8
3.OA.D.
9
3.MD.C.
7
Notes
**Because there are two principal resources listed in this focus unit, teachers need to
determine the best sequencing for their populations needs. Please note: not all lessons
in every resource unit may be needed for every group of students. Please use your
professional judgement when planning your instruction.
End of the year 3rd grade fluency expectations
3.OA.C.7 Multiply/Divide within 100 Fluently Rote memorization of basic facts is not

fluency. Fluency with multiplication facts includes deeper understanding of concepts

and flexible thinking.
3.NBT.A.2 Add/Subtract within 1000
Focus 2: Applying Place Value, Properties and Operations to Add/Sub MultiDigit Numbers
In this focus students increase the sophistication of computation strategies that include
place value understanding for addition and subtraction within 1,000. The concept of
rounding is introduced to offer the students another strategy to judge the
reasonableness (MP.3) of their answers in addition and subtraction situations.
Standa Estimat Principal Resource Additional Resource
rds
ed
IDS Unit 3 - Include
-3.NBT.A.1 Engage NY Module 2, Topic
3.OA.D. Time
Common Core IDS
C, lesson 14
8
4 weeks Book, sessions 1.7A
3.OA.D.
and EXCLUDE
Routines
9
session 3.1
In addition to Ten-Minute math -Fosnot
3.NBT.A.
Mini-lessons in Extending add. & sub. B11
Principal resource B15
3.NBT.A.
for
-Number Talks pg. 186-196
2
3.MD.A.1 Engage
-Problem solving: Add To (Join, Result
NY Module 2, Topic Unknown) Take from (Separate, Result
A, lessons 1-5
Unknown), Put Together/Take Apart (Part3.MD.A
Part-Whole) and Compare problems. Refer
.1
to Table 1, p. 21 (in 2nd grade CCSS).
Problems into the 1,000s for add. & sub.

Include multi-step word problems.

Notes

3.OA.C.7 Multiply/Divide within 100 fluently - Rote memorization of basic facts is not
Focus 3: Develop Understanding of Fractions as Numbers

Students have had experience partitioning shapes into fair shares (1.G.3 and 2.G.3)
using words to describe the quantity. In this focus students extend this understanding
to partition shapes and number lines representing these fair shares using fraction
notation. Students learn to view unit fractions as building blocks-understating that
every fraction is an iteration of unit fractions. (2/3 = 2 pieces of size one-third)
Additional Resource
rds
Time
Engage NY Module 5 http://www.k3.NF.A. 5 weeks
Topic A, B, & C
5mathteachingresources.com/
1
http://www.illustrativemathematics.org
AND
3.NF.A.
/illustrations
2
IDS Unit 7
3.NF.A.
RoutinesInvestigations 1 & 2
3
-In addition to Ten-Minute math:

3.G.A.2
Problem solving with strong emphasis

on fractions in real world context
-Number Talks pgs. 197-216.
Notes
Students develop an understanding of fractions, beginning with unit fractions. Students
view fractions in general as being built out of unit fractions, and they use fractions
along with visual fraction models to represent parts of a whole. Students understand
that the size of a fractional part is relative to the size of the whole. For example, 1/2 of
the paint in a small bucket could be less paint than 1/3 of the paint in a larger bucket,
but 1/3 of a ribbon is longer than 1/5 of the same ribbon because when the ribbon is
divided into 3 equal parts, the parts are longer than when the ribbon is divided into 5
equal parts.

Focus 4: Develop Understanding of Multiplication and Division

This focus provides students a solid foundation in solving problems with equal groups
and arrays. This is necessary to support future success with measurement problems.
It includes multiple experiences to explore the connections between distributive
property and multiplying the side lengths to determine area. Students recognize that

multiplication strategies can be used to make sense of and solve division problems.
Additional Resourcerds
Time
Fosnot Muffles and
www.k3.OA.A. 5 weeks
Truffles
5mathteachingresources.com/3rd3
grade-number-activities.html
3.OA.A.
AND
http://www.illustrativemathematics.org
4
/illustrations
3.OA.B.
Engage NY Module 3, http://www.insidemathematics.org/inde
5
Topic A, B, C, D, E, &
x.php/3rd-grade
3.OA.C.
F
7
Routines3.OA.D.
-Fosnot mini-lessons from Muffles and
8
Truffles
3.OA.D.
-Problem solving refer to CCSS pg. 29
9
Arrays/area- (unknown product- group
3.MD.C.
size unknown- number of groups
7
unknown).
3.NBT.A.
3
Notes
During Muffles Truffles make sure to use the term AREA where applicable. Make the
connection of multiplication and area.

3.OA.C.7 Multiply/Divide within 100 fluently Rote memorization of basic facts is not

Focus 5: Demonstrating Computational Fluency in Problem Solving

Students will focus on problems solving in order to demonstrate fluency with addition
and subtraction to 1,000. Include two-step word problems.
Additional Resource
rds
Time
IDS Unit 8
http://www.insidemathematics.org/inde
3.OA.A. 2 weeks
x.php/3rd-grade
3
Teacher links twohttp://www.illustrativemathematics.org
3.OA.C.
step word problems
/illustrations
7
3.OA.D.
Routines
8
-In addition to Ten-Minute math3.OA.D.
Problem solving refer to CCSS 2nd
9
grade pg. 22 compare - difference
3.NBT.A.
unknown. Problem solving refer to
2
CCSS 3rd grade pG.A.29 compare
unknown product, group size unknown,
and number of groups unknown. **2
step word problems must be
incorporated**
Notes


Focus 6: Extending Understanding of Multiplication & Division/Attributes of

Geometric Figures
Students will focus on reasoning with shapes and their attributes, including area and
perimeter. The standards in this focus strongly support one another because
perimeter, like area, is an attribute of shape. The focus extends students
understanding of multiplication and division.
Standar Estimated Principal Resource
Additional Resource
ds
Time
IDS unit 4
3.MD.C. 4 weeks
EXCLUDE
5
investigation 2
Routines
3.MD.C.
In addition to Ten-Minute math6
Fosnot Mini-lessons Extending Add &
3.MD.C.
Engage NY Module 4, Sub. C7-C12
7
Topics A, B, C & D
-Continue problem solving for add/sub.
3.MD.D.8
within 1000's or mult/div within 100
3.G.A.1
**2 step word problems must be
incorporated**
-Number Talks pg. 278-285.
Notes
Students recognize area as an attribute of two-dimensional regions. They measure the
area of a shape by finding the total number of same-size units of area required to cover
the shape without gaps or overlaps, a square with sides of unit length being the
standard unit for measuring area. Students understand that rectangular arrays can be
decomposed into identical rows or into identical columns. By decomposing rectangles
into rectangular arrays of squares, students connect area to multiplication, and justify
using multiplication to determine the area of a rectangle.


Focus 7: Connecting Data to the Four Operations and Fractions

In this focus students will represent and interpret data in various formats (line plot,
tables and bar graphs, etc) that includes measurement of lengths with whole
numbers and fractions. Students will solve one and two step how many more and
how many less problems using the date presented in these graphs.
Standar Estimat Principal Resource
Additional Resource
ds
ed Time -IDS Unit 2 Include
http://illuminations.nctm.org/LessonDe
3.MD.B.3 4 weeks
Common Core Book,
tail.aspx?id=U149
3.MD.B.4
session 2.3A and
3.OA.A.
exclude sessions 2.3 Routines
3
2.7
In addition to Ten-Minute math3.OA.C.
Fosnot mini-lessons extended Add and
7
4.MD.B.4 - Engage NY
Sub. C24-C32
3.OA.D.
Module 6, Topic B
-Problem solving into the 1,000s for
8
add. & sub. **2 step word problems
3.OA.D.
must be incorporated** refer to
9
Table 1, pg. 21 (in 2nd grade CCSS)
3.NBT.A.
problem solving using multiplication

and division refer to pg. 29 in 3rd

grade CCSS.
Notes

Focus 8: Extending Understanding of Fractions as Numbers

Students will develop a conceptual understanding of equivalence. Multiple types of
models and representations should be used to help students develop this
understanding. Students will apply their understanding of equivalence to compare
fractions. As a result students will develop conceptual understanding of fraction
comparisons and practice reasoning about size. Students defend their reasoning and
critique the reasoning of others using both visual models and their understanding of
the structure of fractions.
Additional Resource
rds
Time
Engage NY Module 5 Teaching Student Centered
3.NF.A. 3 weeks
Topic D, E, & F
Mathematics 3-5 pgs. 131-152

2
3.NF.A.
3
3.G.A.2
http://www.insidemathematics.org/inde
x.php/3rd-grade
Routines
-Continue 2 step word problems.
Integrate fractions into word problems
(use the book Extending Childrens
Mathematics Fractions and Decimals
for word problems examples)
Notes
Students are able to use fractions to represent numbers equal to, less than, and
greater than one. They solve problems that involve comparing fractions by using visual
fraction models and strategies based on noticing equal numerators or denominators.

Focus 9: Understanding measures of Liquid Volume, Weight and Mass.

In this focus students will solve problems involving measurement and estimation of
liquid volumes and masses of objects. Solve one-step word problems involving all four
operations with grams, kilograms, liters, and milliliters given in the same units.

Standa
rds
3.MD.A
.2
3.NBT.A.
1
3.NBT.A.
2
Estimate
d Time
3 weeks
Principal Resource
IDS Unit 9 - ONLY
Common Core IDS
Book, sessions 4A.1 4A.3
3.MD.2- Engage NY
Module 2, Topic B
Additional Resource
http://www.illustrativemathematics.org/ill
ustrations
http://www.k5mathteachingresources.com/3rd-grademeasurement-and-data.html
Routines
In addition to Ten-Minute Math-Problem solving involving masses and
volumes that are given in the same units
Notes


Table 1: Common addition and subtraction situations.6
Add to
Take from
Put
Together /
Take Apart2
Compare3
Result Unknown
Two bunnies sat on the grass.
Three more bunnies hopped
there. How many bunnies are
on the grass now?
2+3=?
Total Unknown
Three red apples and two
green apples are on the
table. How many apples are
on the table?
3+2=?
Change Unknown
Two bunnies were sitting on
the grass. Some more
bunnies hopped there. Then
there were five bunnies.
How
many bunnies hopped over
to the first two?
2+?=5
Five apples were on the
table. I ate some apples.
Then there were three
apples. How many apples
did I eat?
5?=3
Addend Unknown
Five apples are on the table.
Three are red and the rest
are green. How many apples
are green?
3 + ? = 5, 5 3 = ?
Difference Unknown
(How many more? version):
Lucy has two apples. Julie
has five apples. How many
more apples does Julie have
than Lucy?
Bigger Unknown
(Version with more):
Julie has three more apples
than Lucy. Lucy has two
does Julie have?
Some apples were on the

table. I ate two apples. Then
there were three apples.
How many apples were on
the table before?
?2=3
Both Addends Unknown1
Grandma has five flowers.
How many can she put in
her red vase and how many
in her blue vase?
5 = 0 + 5, 5 = 5 + 0
5 = 1 + 4, 5 = 4 + 1
5 = 2 + 3, 5 = 3 + 2
Smaller Unknown
(Version with more):
Julie has three more apples
than Lucy. Julie has five
does Lucy have?
(How many fewer?

version):
Lucy has two apples. Julie
has five apples. How many
fewer apples does Lucy have
than Julie?
2 + ? = 5, 5 2 = ?
(Version with fewer):

Lucy has 3 fewer apples
than Julie. Lucy has two
does Julie have?
2 + 3 = ?, 3 + 2 = ?
(Version with fewer):

Lucy has 3 fewer apples
than Julie. Julie has five
does Lucy have?
5 3 = ?, ? + 3 = 5
Five apples were on the

table. I ate two apples. How
many apples are on the table
now?
52=?
Start Unknown
Some bunnies were sitting
on the grass. Three more
bunnies hopped there. Then
there were five bunnies.
How many bunnies were on
the grass before?
?+3=5
Adapted from Box 2-4 of Mathematics Learning in Early Childhood, National Research Council (2009, pp.
32, 33).
These take apart situations can be used to show all the decompositions of a given number. The associated equations,
which have the total on the left of the equal sign, help children understand that the = sign does not always mean
makes or results in but always does mean is the same number as.
1
Either addend can be unknown, so there are three variations of these problem situations. Both Addends Unknown is a productive
extension of this basic situation, especially for small numbers less than or equal to 10.
3
For the Bigger Unknown or Smaller Unknown situations, one version directs the correct operation (the version using more for the
bigger unknown and using less for the smaller unknown). The other versions are more difficult.

Table 2: Common multiplication and division situations.7
Equal
Groups
Arrays,4
Area5
Compare
General
Unknown Product
Group Size Unknown

(How many in each group?
Division)
Number of Groups
Unknown
(How many groups?
Division)
3x6=?
3 x ? = 18, and 18 3 = ?
? x 6 = 18, and 18 6 = ?
There are 3 bags with 6

plums in each bag. How
many plums are there in all?
If 18 plums are shared

equally into 3 bags, then
how many plums will be in
each bag?
If 18 plums are to be packed

6 to a bag, then how many
bags are needed?
Measurement example.
You need 3 lengths of string,
each 6 inches long. How
much string will you need
altogether?
You have 18 inches of string,
which you will cut into 3
equal pieces. How long will
each piece of string be?
There are 3 rows of apples

with 6 apples in each row.
How many apples are there?
If 18 apples are arranged

into 3 equal rows, how many
apples will be in each row?
Area example.
Area example.
What is the area of a 3 cm

by 6 cm rectangle?
A rectangle has area 18

square centimeters. If one
side is 3 cm long, how long
is a side next to it?
A blue hat costs $6. A red

hat costs 3 times as much
as the blue hat. How much
does the red hat cost?
A red hat costs $18 and that

is 3 times as much as a blue
hat costs. How much does a
blue hat cost?
A rubber band is 6 cm long.

How long will the rubber
band be when it is stretched
to be 3 times as long?
A rubber band is stretched

to be 18 cm long and that is
3 times as long as it was at
first. How long was the
rubber band at first?
General a x b = ?
a x ? = p, and p a = ?
You have 18 inches of string,
which you will cut into
pieces that are 6 inches
long. How many pieces of
string will you have?
If 18 apples are arranged
into equal rows of 6 apples,
how many rows will there
be?
Area example.
A rectangle has area 18
square centimeters. If one
side is 6 cm long, how long
is a side next to it?
A red hat costs $18 and a
blue hat costs $6. How
many times as much does
the red hat cost as the blue
hat?
A rubber band was 6 cm
long at first. Now it is
stretched to be 18 cm long.
How many times as long is
the rubber band now as it
was at first?
? x b = p, and p b = ?
The first examples in each cell are examples of discrete things. These are easier for students and should be given
before the measurement examples.
4
The language in the array examples shows the easiest form of array problems. A harder form is to use the terms rows
and columns: The apples in the grocery window are in 3 rows and 6 columns. How many apples are in there? Both
forms are valuable.
7

Area involves arrays of squares that have been pushed together so that there are no gaps or overlaps, so array
problems include these especially important measurement situations.
5
Summary of Curriculum Map

The curriculum map chosen for this assignment as shown in the previous pages, is 3rd grade math. The
school district this curriculum map is for is Kyrene Elementary. The placement for my student teaching is a 3rd
grade mainstream classroom. Thus, this curriculum map fits with my students and it is what the third grade
teachers at the school I am placed at use to pace their instruction.
Mini Lesson for Sleep
I chose to add a mini- lesson about sleep concerning the content area of students representing and
interpreting data in various formats (line plot, tables, and bar graphs, etc.). In my lesson I would first have
students collect data in a table of the amount of sleep they get each night for an entire week. With this process
the students will also be practicing their skills of calculating elapsed time, which in another third grade skill.
The following Monday in class the lesson will focus on having the students graph the amount of sleep they got
each night and then they will be asked to and assisted in calculating a total average of the amount of sleep they
get a night. After they have graphed and calculated their data, the students will compare and contrast their data
with the suggested amount of sleep by doctors for children of their age. Students in third grade should be getting
9-11 hours of sleep (The Sleep Foundation, 2015). They will then write a paragraph reflection of what they
learned from the activity and what healthly steps they will take in relation to analyzing their collected data. The
students and I would then discuss as a class what they learned and what they are going to do to insure that they
get enough sleep.
Mini Lesson on a Health Topic

The health topic that I chose for a mini lesson is on food measurement equivalency. The instructional
focus (highlighted in yellow) is on students developing a conceptual understanding of equivalence. The mini
lesson that I would do for this concept would be to have students initially look at different measurement
containers/liquid holders and measure out water in them to see the equivalency between different fractions.
Then, they would write down the measurements that are equal in their notebooks. Thus, they would determine
that 3 teaspoons equal one table spoon, 2 cups equal 1 pint, 8 tablespoons equal a cup, a pinch equals 1/8 a
teaspoon, 4 cups equal 1 quart, etc. After having done this the students will examine pictures of food with
calorie equivalences written beside them. Some of the examples could include: 1 dried bagel equals two glazed
donuts, which equals 360 calories, and 3/4 cup walnuts equals Burger Kings King Size Onion Rings, which is
more than 500 calories. The students will become aware of not only fractions in this lesson, but of how many
calories different foods are. Therefore, it will hopefully make them more aware of the food choices they are
making.
Mini Lesson on Healthy Environment/Sustainability
I chose the topic of students partitioning shapes and using number lines to represent these fair shares
using fraction notation. Thus, the students learn to view unit fractions as building blocks-understating that
every fraction is an iteration of unit fractions. (2/3 = 2 pieces of size one-third). The focus of my lesson in
relation to this math concept would be on land use of the world in relation to the growing worlds population.
For the lesson I would start out by talking about how much of the world is water and how much of it is land.
The students will learn that of the Earth is water and of it is land. Therefore, when we have populations
growing, more land is going to be used, not just to live on, but for other various purposes. One of these purposes
is to grow food, meaning agricultural land. The students will then observe the teacher cut of an apple and see
how looks in relation to the rest of the apple (world). The teacher will then cut it into different fraction parts
and ask the students what the fractions are and the students will write down their responses in their math
notebooks. In addition, the teacher will talk about how much land is using for living space, for factories, for

agriculture, etc. The students will then reflect on their understanding how much land is left for use to grow
crops, etc.
Reference
How Much Sleep Do We Really Need? (2015). Retrieved November 7, 2015, from
https://sleepfoundation.org/how-sleep-works/how-much-sleep-do-we-really-need

Ppe Assignment 11 Elisabeth Witbeck

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Running head: CURRICULUM MAP ASSIGNMENT

PPE 310: Health Literacy for Schools

3rd Grade Math Instructional Focus Units

Instructional Focus Units

Introduction to Multiplication and Division

Applying Place Value, Properties and Operations to Add/Sub

Develop Understanding of Multiplication and Division

Demonstrating Computational Fluency in Problem Solving

Extending Understanding of Multiplication &

Extending Understanding of Fractions as Numbers

Understanding measures of Liquid Volume, Weight and Mass.

1 Standards in BOLD and UNDERLINED are found under major clusters.

3rd Grade Math Instructional Focus Units

2 Standards in BOLD and UNDERLINED are found under major clusters.

3rd Grade Math Instructional Focus Units

Focus 1: Introduction to Multiplication and Division

3rd Grade Math Instructional Focus Units

fluency. Fluency with multiplication facts includes deeper understanding of concepts

3rd Grade Math Instructional Focus Units

Include multi-step word problems.

End of the year 3rd grade fluency expectations

Focus 3: Develop Understanding of Fractions as Numbers

3rd Grade Math Instructional Focus Units

Problem solving with strong emphasis

End of the year 3rd grade fluency expectations

Focus 4: Develop Understanding of Multiplication and Division

3rd Grade Math Instructional Focus Units

End of the year 3rd grade fluency expectations

7 Standards in BOLD and UNDERLINED are found under major clusters.

3rd Grade Math Instructional Focus Units

Focus 5: Demonstrating Computational Fluency in Problem Solving

End of the year 3rd grade fluency expectations

3rd Grade Math Instructional Focus Units

Focus 6: Extending Understanding of Multiplication & Division/Attributes of

9 Standards in BOLD and UNDERLINED are found under major clusters.

3rd Grade Math Instructional Focus Units

End of the year 3rd grade fluency expectations

Focus 7: Connecting Data to the Four Operations and Fractions

3rd Grade Math Instructional Focus Units

and division refer to pg. 29 in 3rd

End of the year 3rd grade fluency expectations

Focus 8: Extending Understanding of Fractions as Numbers

3rd Grade Math Instructional Focus Units

End of the year 3rd grade fluency expectations

Focus 9: Understanding measures of Liquid Volume, Weight and Mass.

3rd Grade Math Instructional Focus Units

End of the year 3rd grade fluency expectations

13 Standards in BOLD and UNDERLINED are found under major clusters.

3rd Grade Math Instructional Focus Units

Table 1: Common addition and subtraction situations.6

Some apples were on the

(How many fewer?

(Version with fewer):

(Version with fewer):

Five apples were on the

14 Standards in BOLD and UNDERLINED are found under major clusters.

3rd Grade Math Instructional Focus Units

Table 2: Common multiplication and division situations.7

Group Size Unknown

There are 3 bags with 6

If 18 plums are shared

If 18 plums are to be packed