Maximizing Math Mentality – Sarasota County Schools



Contents TOC \o "1-3" \h \z \u 3rd Grade Monthly and Daily Overview FSA Reporting Categories PAGEREF _Toc512855070 \h 2August and September Standards and Success Criteria PAGEREF _Toc512855071 \h 3Test Item Specifications for August and September PAGEREF _Toc512855072 \h 5August PAGEREF _Toc512855073 \h 6September PAGEREF _Toc512855074 \h 7October-January Standards and Success Criteria PAGEREF _Toc512855075 \h 8Test Item Specification for October - January PAGEREF _Toc512855076 \h 12Know, Understand, Do PAGEREF _Toc512855077 \h 13October PAGEREF _Toc512855078 \h 16October Continued PAGEREF _Toc512855079 \h 17November PAGEREF _Toc512855080 \h 18November Continued PAGEREF _Toc512855081 \h 19December PAGEREF _Toc512855082 \h 20December Continued PAGEREF _Toc512855083 \h 21January PAGEREF _Toc512855084 \h 22January Continued PAGEREF _Toc512855085 \h 23February-April Standards and Success Criteria PAGEREF _Toc512855086 \h 24Test Item Specification for February - April PAGEREF _Toc512855087 \h 26Know, Understand, Do-Fractions, Measuring to the Nearest ? inch and Line Plots, Liquid Volume and Mass (Feb-April) PAGEREF _Toc512855088 \h 27February PAGEREF _Toc512855089 \h 28February Continued PAGEREF _Toc512855090 \h 29March PAGEREF _Toc512855091 \h 30March Continued PAGEREF _Toc512855092 \h 31April PAGEREF _Toc512855093 \h 32April Continued PAGEREF _Toc512855094 \h 33May PAGEREF _Toc512855095 \h 33-23812549720523907754972050537210049720500-23812549720503rd Grade Monthly and Daily Overview FSA Reporting Categories Daily Math BlockNumber Talks (~10-15 minutes) Mental Math Develop fluency, flexibility with numbersMultiple Madness (~5-10 minutes)Problem of the Day Focus (~45 minutes) Upside-Down TeachingConnecting words and equations (make a model, draw a picture, make an equation)T: poses problemS: hand signals to show they mentally solved itS: share with a shoulder partnerT: calls on students and records students’ strategies and relating it to an equation HYPERLINK \l "_Know,_Understand,_Do" Only October-JanuaryPurpose is to recognize patterns with multiplejisT: Poses Word Problem (or three act task)S: Solve independently T: Circulates and questions individualsS: Collaborate with partner or team to discuss (strategies, thoughts, where they are stuck, etc).T: Class discussion (whole group)- questioning students to clarify understanding As strategies are introduced throughout the year (naturally), build an anchor chart and emphasize vocabularySuggestion: Use the document that was made into a flipchartAugust and September Standards and Success Criteria Number and Operations in Base Ten and GraphingStandards and DOKSuccess Criteria Teacher Notes MAFS.3.NBT.1.1:DOK 1Use place value understanding to round whole numbers to the nearest 10 or 100I can identify the tens a number falls between. I can identify the hundreds a number falls between.When given a three-digit number, I can create a number line and plot what two hundreds and tens the number is between. I can determine which ten the number is closest to and justify my reasoning. I can determine which hundred the number is closest to and justify my reasoning. I can determine when to round to the lesser ten or the next ten in a real-world problem scenario (context). I can explain when and why I should round a number. When given a rounded number, I can list the range of numbers that could have rounded up or down to that number. (from ____ to ______)This standard refers to place value understanding, which extends beyond an algorithm or memorized procedure for rounding.The expectation is that students have a deep understanding of place value and number sense and can explain and reason about the answers they get when they round. Students should have numerous experiences using a number line and a hundreds chart as tools to support their work with rounding.MAFS.3.NBT.1.2: DOK 1Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.I can write or tell a reasonable estimate before I add or subtract.I can explain the relationship between addition and subtraction. I can write an addition or subtraction equation with three-digit addends vertically or horizontally to solve.I can choose and model a strategy to solve an addition equation that involves three-digit numbers.I can choose and model a strategy to solve a subtraction equation that involves three-digit numbers.I can explain how to solve a three-digit addition problem by applying my understanding of the value of the digits. I can explain how to solve a three-digit subtraction problem by applying my understanding of the value of the digits. I can break apart the three-digit numbers into the amount of hundreds, tens, and ones to add.I can break apart the three-digit numbers into the amount of hundreds, tens, and ones to subtract.I can add and subtract three-digit numbers using: ●Pictures ●Base ten blocks ●Number linesI can add or subtract three-digit numbers by creating an open number line. I can explain how to add or subtract three-digit numbers mentally using benchmark numbers.I can justify why my answer makes sense.Practice of concepts already taught in 2nd grade! For maintaining fluency, reinforce open number line, value of digits, modeling exchanging hundreds, tens, and ones, explaining the regrouping process, and justifying answers to make sense. This standard refers to fluently, which means accuracy, efficiency (using a reasonable amount of steps and time), and flexibility (using strategies such as the distributive property). The word algorithm refers to a procedure or a series of steps. There are other algorithms other than the standard algorithm. Third grade students must have experiences beyond the standard algorithm.MAFS.3.MD.2.3: DOK 2Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.I can identify the scale of a graph. I can explain why certain graphs have a scale greater than one.I can choose a proper scale for a bar graph or picture graph and explain why it’s the best choice. I can interpret a bar/picture graph to solve one- or two-step problems asking “how many more” and “how many less”.I can create a scaled picture graph to show data. (scale, key, title, category label, scale label)I can create a scaled bar graph to show data. (scale, key, title, category label, scale label)I can plan, collect, organize, and display my survey results on picture graph. I can plan, collect, organize, and display my survey results on bar graph. I can make comparisons between categories in the graph using more than, less than, etc.I can write addition, subtraction, and comparison problems about the data in the graph and solve it.Progression from 2nd is scale of 1 to a scaled graphNew introduction to a key and scaled picture and bar graphs Good intro to repeated addition when the key is 2+Test Item Specifications for August and September64389001731000035115501780680035822345320087774812400655075296409035058359271000401629403900August August-September Number and Operations in Base Ten and GraphingNumber TalksProblem of the Day FocusTeacher NotesExampleResourcesMonAugust Number Talks FlipchartRounding/ Addition and Subtracting up to 1,000Use any of the problems/riddles within the flipcharts to have students experience rounding. Use the answer to create a situation where students would have to add or subtract.Use a real-world contextEstimate before adding and subtracting. Is the estimate high or low depending on the numbers? Emphasis is on place value understandingWhen rounding:Plot a number on the number lineWhat two tens is it between? What two hundreds is it between?What is it closest to? How do you know?Add/Subtraction Strategies include: compensation, counting up to add/subtract, using a number line to add/subtract, adding tens and hundreds (breaking apart into place values)Use the digits 3, 4, 7The ones and tens digits add up to the digit in the hundreds place. The tens digit is three less than the hundreds digit. What’s my number?-Look at teacher notes for rounding extension before adding/subtractingIf the answer is 743, you can say, “Subtract the smallest possible number created with these three digits from your number. What’s the difference?”Rounding/Add/Subtract FlipchartThree Act Task:Downsizing Tomatoesthe Racethe Water BoyRounding/Addition and Subtracting Flipchart Go Math: Chapter 1Teacher Toolbox:Rounding:Unit 2Lesson 8Unit 2 Math In ActionAdd/Subtract:Unit 2TuesWedThursGraphing- Scaled Bar and PictographPresent a picture and/or bar graph-what do you notice or wonder?-Introduction of scale, key, title, category label, scale label (progression from 2nd is scale of 1 to a scaled graph)Ask one or two-step “how many more” and “how many less” problemsStudents pose a question, collect data, and create their own graph. Students plan an appropriate key based on the dataNew introduction to a key and scaled picto- and bar graphs Good intro to repeated addition when the key = 2+Bar Graph Flipchart Intro to Bar GraphsCandy JudgingCollecting data-paper airplaneGo Math: Chapter 2Teacher Toolbox:Unit 5 Lesson 24, 25FriSeptember Number Talks (TpT starts in Sept)Problem of the Day FocusTeacher NotesExampleResourcesMon What’s the SumAddition with base ten visualsRounding/ Addition and Subtracting up to 1,000Use a real-world contextEstimate before adding and subtracting. Is the estimate high or low depending on the numbers? Use any of the problems/riddles within the flipcharts to have students experience rounding. Use the answer to create a situation where students would have to add or subtract.When rounding:Plot a number on the number lineWhat two tens is it between? What two hundreds is it between?What is it closest to? How do you know?Add/Subtraction Strategies include: compensation, counting up to add/subtract, using a number line to add/subtract, adding tens and hundreds (breaking apart into place values)Use the digits 3, 4, 7The ones and tens digits add up to the digit in the hundreds place. The tens digit is three less than the hundreds digit. What’s my number?-Look at teacher notes for rounding extension before adding/subtractingIf the answer is 743, you can say, “Subtract the smallest possible number created with these three digits from your number. What’s the difference?”Rounding/Add/Subtract FlipchartThree Act Task:Downsizing Tomatoesthe Racethe Water BoyChapter 1Teacher Toolbox:Rounding:Unit 2Lesson 8Unit 2 Math In ActionAdd/Subtract:Unit 2TuesAdd ‘Em UpNumber StringWedAbout How ManyEstimatingThurs Add ‘Em Up Number StringGraphing- Scaled Bar and PictographPresent a picture and/or bar graph-what do you notice or wonder?-Introduction of scale, key, title, category label, scale label (progression from 2nd is scale of 1 to a scaled graph)Ask one or two-step “how many more” and “how many less” problemsStudents pose a question, collect data, and create their own graph. Students plan an appropriate key based on the dataNew introduction to a key and scaled picto- and bar graphs Good intro to repeated addition when the key=2+Bar Graph Flipchart Intro to Bar GraphsCandy JudgingCollecting data-paper airplaneChapter 2Teacher Toolbox:Unit 5 Lesson 24, 25FriWhat’s the DifferenceUnknownsOctober-January Standards and Success Criteria M, T, W- Operation and Algebraic Thinking: Multiplication and Division / Th, Fri- Time (Oct-Dec) and Quadrilaterals(Jan)Standards and DOKSuccess Criteria Teacher Notes Conceptual Multiplication:MAFS.3.OA.1.1: DOK 1Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. MAFS.3.OA.1.2: DOK 1 Interpret whole-number quotients of whole numbers, e.g., interpret56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.MAFS.3.OA.1.3: DOK 2Use 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.MAFS.3.OA.1.4: DOK 1Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = [] ÷ 3, 6 × 6 = ?.MAFS.3.OA.2.6 DOK 2Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.MAFS.3.OA.4.8: DOK 2Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.I can explain the relationship between addition and multiplication. I can represent a multiplication equation with models and pictures. I can represent a multiplication expression as repeated addition. I can represent repeated addition as a multiplication expression. I can model multiplication using groups, hops on the number line, and arrays. I can explain how the product of an array relates to its area. I can explain what the two factors of a multiplication equation represents. (the number of groups and number of items in each group)I can use the words “factors, product, times, and groups of” to describe the multiplication model, picture, and equation. When given a multiplication expression, I can create a scenario to represent it.I can explain what division means. I can explain the relationship between division and multiplication (factor x factor = product and product factor = missing factor).I can use the words dividend, divisor, and quotient to explain what the numbers in a division equation mean.I can represent a division equation with models and pictures. I can model division using groups, hops on the number line, and arrays. When given a division expression, I can create a scenario to determine how many in each group. When given a division expression, I can create a scenario to determine how many groups.I can use different symbols to show the unknowns in an equation. I can determine the unknown number in a multiplication or division equation by showing the relationship between multiplication and division with pictures, models, or words. When given a word problem:I can describe what is happening in the problem.I can identify and explain what the problem is asking me to find for one step and two step word problems.I can write or tell a reasonable estimate before I add, subtract, multiply, or divide. I can represent each problem using models (manipulatives).I can represent my thinking using a picture and equation with a symbol representing what I need to find (unknown). I can explain how I arrived at my answer. I can justify why my answer makes sense.I can compare what is similar and what is different in various problems. I can create any type of addition, subtraction, or comparison word problem and explain how to solve it. Critical Focus Area: Expectation is that single digit multiplication and division facts are mastered by the END of third grade. Students need to understand when and how to use multiplication and division (through context), and reason about patterns in products.The focus of 3.OA.1.4 extend beyond the traditional notion of fact families, by having students explore the inverse relationship of multiplication and division.Students can show fact families by using different symbols to represent the unknown numbers in the multiplication and division equations.Example:3 x = 15? x 5 = 1515 ? = 515 = 3Computational Multiplication:MAFS.3.OA.2.5: DOK 2Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known.(Commutative property of multiplication.) 3 × 5 × 2 can be found by 3× 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property)MAFS.3.OA.4.9: DOK 3Identify 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.MAFS.3.OA.3.7: DOK 1FLUENTLY multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 ×5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. MAFS.3.NBT.1.3: DOK 1Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.I can explain and model what happens when I multiply any number by one. I can explain and model what happens when I multiply any number by zero. I can explain and model what happens when I change the order of the factors in an expression (commutative property).I can explain and model how the associative property of multiplication works.I can explain how the distributive property of multiplication works. I can decompose one factor into two parts and multiply each part by the other factor and find the sum of those parts to help me find the product (distributive property) using pictures, models, and equations. I can model the distributive property by breaking an array into two parts and record it with an equation. I can explain the relationship between a multiplication table and multiples. I can explain the relationship between the numbers in a pattern.When using a multiplication chart, I can describe the patterns I see in each row. I can find unknown multiples and factors in a multiplication table. I can explain patterns that I see on the addition table. I can describe patterns I see with even and odd sums or products. I can use a base ten model to explain the product when I multiply by 10. Strategies I can use to become fluent with my multiplication facts:I can explain how multiplying by 2 is the same as doubling. I can explain how doubling and doubling again is multiplying by 4. I can compose and decompose factors to use known facts to get the product. I can explain how knowing the commutative property helps me learn my multiplication facts. I can explain what happens when I multiply by ten. I can explain how multiplying by 9 is related to multiplying by 10. I can build fact families.I can use the inverse operation to find unknowns. Fluently means accuracy, efficiency (using a reasonable amount of steps and time), and flexibility (using strategies such as the distributive property). “Know from memory” should not focus on timed tests and repetitive practice, but ample experiences working withmanipulatives, pictures, arrays, word problems, and numbers to internalize the basic facts (up to 9 x 9).As should be clear from the foregoing, this isn’t a matter of instilling facts divorced fromtheir meanings, but rather the outcome of a carefully designed learning process that heavily involves the interplay of practice and reasoning.MAFS.3.MD.3.5: DOK 2Recognize area as an attribute of plane figures and understand concepts of area measurement.A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. MAFS.3.MD.3.6: DOK 2Measure areas by counting unit squares (square cm, square m, square in., square ft., and improvised units).MAFS.3.MD.3.7Relate area to the operations of multiplication and addition.Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.MAFS.3.MD.4.8: DOK 2Solve 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. I can build an array with given factors and explain how it shows the amount of square units that make up area. I can describe the area of a rectangle I created with color tiles by using repeated addition and a multiplication equation. I can partition a rectangle into identical rows and columns to find the area. I can draw and build all the arrays possible for a given area. I can explain why multiplying the side lengths of a rectangle give me the area. I can find the perimeter of the rectangle I created with color tiles. I can draw a rectangle with given side lengths and find it’s area and perimeter. When given a picture of an array on graph paper, I can label the sides and find its area and perimeter. I can write a multiplication equation to find the perimeter of a regular polygon. I can explain why area gives you the number of square units and perimeter gives you the number of linear units (ft., yd., cm, m, etc.).I can find the area of a rectilinear shape by decomposing it into smaller rectangles. When given a real-world problem that relates to area and perimeter:I can describe what is happening in the problem.I can identify and explain what the problem is asking me to find.I can represent each problem using models (manipulatives).I can represent my thinking using a picture and equation with a symbol representing what I need to find (unknown). I can explain how I arrived at my answer. I can justify why my answer makes sense.I can describe the differences between area and perimeter. I can compare what is similar and what is different in various problems. MAFS.3.MD.1.1: DOK 2Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. (2nd grade time to the nearest 5 min.)I can correctly identify the hour hand and the minute hand. I can use the placement of the hour hand to determine the approximate time.I can tell how many minutes past the hour when given any number on the clock.I can use what I know about telling time to the nearest five minutes to tell time to the nearest minute. I can draw the hands on a clock to show a given time. I can write the correct time from an analog clock. I can explain why there are two cycles of 12 hours in one day. I can use AM and PM to describe a time.I can explain how minutes have passed when the hour hand moves from one number to another. I can use the words “quarter till, quarter past, ten till, ten after, and half past” to correctly describe a time.When given a time, I can explain what is happening in my day. When shown a given digital time, I can represent it on an analog clock. I can solve a word problem involving elapsed time by modeling it on an open number line. Use the clock throughout the week to practice your five times facts. MAFS.3.G.1.1: DOK 2Understand 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. I can describe different types of quadrilaterals based on their properties (rhombus, rectangles, trapezoids, parallelograms, and squares). I can compare and classify shapes by the number of sides and angles, and group shapes with shared attributes to define a larger category (e.g., quadrilaterals).I can explain the difference between regular and irregular polygons. I can use a geoboard or geoboard paper to create a polygon and be able to name it and/or describe its properties. When given a shape’s name, I can create it and describe its properties. When given or shown two-dimensional shapes, I can describe their properties. I can explain how certain quadrilaterals can be placed in a subcategory based on attributes. I can explain how a rhombus, square, and rectangle are alike and different based on their properties.I can explain how the properties of a square place this shape into a subcategory of quadrilaterals.I can draw examples of quadrilaterals that do not belong into the rhombus, rectangle, or square subcategory. Students conceptualize that a quadrilateral must be a closed figure with four straight sides and notice characteristics of the angles and the relationship between opposite sides. Students should provide details and use proper vocabulary when describing the properties of quadrilaterals.Test Item Specification for October - January Know, Understand, Do October-January Critical Focus Area: Expectation is that single digit multiplication and division facts are mastered by the END of third grade. Students need to understand when and how to use multiplication and division (through context), and reason about patterns in products.Conceptual Multiplication and Division:Use real-world (one and two step) word problems to represent all types of multiplication and division with and without unknowns. Use real-word (one and two step) word problems to represent all 4 operations. Through a story problem determine the unknown whole number in a multiplication or division equation.Know the meaning of each factor (group x how many in a group)Relate multiplication to repeated additionTypes of Multiplication: Set/Group multiplication (group x how many in each group), area multiplication (length x width) , and array multiplication (rows x how many in each row) When doing an array word problem, students show it with a model. How could they count all of the color tiles/counters/etc. quickly?-This is a great opportunity for introducing and discussing Distributive Property (accept multiple ways of thinking)649414540640023126701504952743203683000 50463451270000Every multiplication sentence makes a rectangleDivision: Know a whole number is partitioned into equal shares Types of Division: Partition division and subtractive divisionPartition: Total divided by groups = how many in each groupEx. 6 candies divided by 3 people is 2 for eachSubtractive: Total divided by how many in each group= how many groupsEx. 6 Candies divided by 2 per person = 3 peopleTo demonstrate understanding of multiplication and division at all times words, equations, and models must be connected and present. (use a problem to make an equation and a model; use an equation to make a word problem and a model; use a model to create an equation and a word problem)In a problem solving situation, connect multiplication and divisionA way to model multiplication and division is through a bar model. It is a good visual representation of equal groups (bar model of addition and subtraction taught in 1st and 2nd grade)85229701219200061131457556500Relate area of multiplication to repeated addition Create rectangles with color tiles (color tiles are exactly an inch)Find the area by counting the equal rowsFind the perimeter by measuring the distance around.With the amount of square tiles given, show all the rectangles you can make. Now measure the perimeter. How was it effected? Find the area of composite shapes by visualizing the separate rectangles that make the figure to determine the area.Two rectangles put together to make a hexagon.60464701365250033604208255000What is the perimeter of the shape?824674571120336042019050707517048260P= 49 cm00P= 49 cmFind the unknown side length(s) when given the shape’s perimeter or area. Computational Multiplication and Division:Commutative Property-if you know one fact, you automatically learn the otherOrder of strategies: zero, one, twos (think doubles in addition), fives (think the clock), fours (double and double again), threes, sixes, nines, square numbers (1x1, 2x2, 3x3 etc.) Only facts left over will be 3x6, 3x7, 3x8, 6x7, and 6x87284720157480001018095581280Challenges are the fact multiples of 6, 7, and 8. Distributive property with mastering these facts. (Think of x5)Build square numbers with color tiles (relates nicely to quadrilaterals later)Observe patterns in products/multiples. (Ex. 3x table and 6x table are doubled, even/odd-Multiple Madness!)Color the multiples on a hundred chart as students practice each fact multipleUse a multiplication table to skip count (every student should have it printed out) BlankLook at place values of multiples (tens/ones)Sing or chant the multiplesAssociative property- use real-life situations to help children understand the way the factors are grouped will not affect the product. (Each Orange Had 8 Slices is a great book to introduce this-click the link for a video) Multiply by multiples of ten. Use your ten rod to help with this concept. “What patterns do you notice?”, “What generalization can you make?”52082706794500Tell and write time to the nearest minute. (2nd grade to nearest 5 minutes)84658201778000Use the minute hand to determine the location of the hour handUse a number line to add and subtract time intervals in minutes (in context) 990409512509500Click here for a video explaining number line elapsed timeManipulatives: Pattern block, tangrams, geoboardsFind all types of quadrilaterals (click to print) and classify them by attributes. How are they alike and different?Draw quadrilaterals and describe them based on attributes.Identify parallel lines, perpendicular lines, intersecting lines, angle, right angle, vertex, plane shape-2D shape, polygonA quadrilateral is a polygon with four sides and angles. Categorize quadrilaterals. Use regular and irregular shapesA rectangle is a quadrilateral with four right anglesA trapezoid is a quadrilateral with at least one set of parallel lines. (some books state exactly one set of parallel sides-which would not make it a parallelogram) OctoberMultiplication/Division & Time (Oct-Dec)Multiple Madness Focus: 0, 1, 2, 5Number TalksTeacher NotesProblem of the Day FocusTeacher NotesExampleResourcesMonAdd ‘Em UpNumber StringsStrategies to add (doubles and near doubles)Multiplication and Division Understandings through ContextUse real-world (one and two step) word problems to represent all types of multiplication and division with and without unknowns. Through a story problem determine the unknown whole number in a multiplication or division equation.Set/Group (Equal Groups) Multiplication: Know the meaning of each factor (group x how many in a group)Relate multiplication to repeated addition and division to repeated subtractionDivision: Know a whole number is partitioned into equal shareTypes of Division: Partition division and subtractive divisionPartition: Total divided by groups = how many in each group Ex. 6 candies divided by 3 people is 2 for eachSubtractive: Total divided by how many in each group= how many groups Ex. 6 Candies divided by 2 per person = 3 peopleEverything should be in context. The goal is conceptual understanding of what multiplication and division is and means and making connections. To demonstrate understanding of multiplication and division at all times words, equations, and models must be connected and present.Connect multiplication and division every day. -11430152844500A way to model multiplication and division is through a bar model. It is a good visual representation of equal groups (bar model of addition and subtraction taught in 1st and 2nd grade)Pose the Problem:“You are planning a Teenage Mutant Ninja Turtle birthday party. The turtle masks come in packages of 4. If you bought 3 packages, how many masks would you have?”Students model it and draw it. Write an equation to match the drawingDiscuss with a partner. Whole group: call students to share. Bring out relationship between addition and multiplication. If only repeated addition is only shown, teach how to correctly write a multiplication equation. (groups x how many in each group-called factors)-show on a number line how it is equal intervals with jumpsShow a picture. You learned in k-2 that addition and subtraction are inverse operations, so are multiplication and division. If we know the total know of groups and how many in each group, then we are dividing. “Could we say there are 12 masks, divided by 4 in each package to get 3 packages?”Have students model 4 x 5=Make sure they are doing group x how many in each group. Discuss the division equation.Multiplication/Division POD FlipchartOpen Tasks multiplication and division flipchartGo Math Chapters 3-7 and 11 Teacher Toolbox:Unit 1 Lesson 1, 2, 3, 4, 5Unit 3Lesson 11Unit 1 Math In ActionTuesCan you Make ItDecomp. numbersRecord equations. Add, subtract, multiplyWedHow Many?Equal GroupsRecord it with repeated addition and multiplicationDistributive property October ContinuedNumber TalksTeacher NotesProblem of the Day FocusTeacher NotesExampleResourcesThursWhat’s the DifferenceNumber strings with subtractionPresent horizontallySubtraction strategiesThursday & Friday: TimeReview of minute hand, hour hand (start with showing only minute hand and paying attention to preciseness of hour hand’s location)Relate Minute hand to the product in the 5 times tableTime Intervals-use context!-4624867614700Use a number line to add and subtract time intervals (in context) Time relates to the 5 times table. 3 x 5 = 15 minutes past the hourEvery lesson should connect the analog and digital clock. Have the minute hand only shown.Put your minute hand on the 4. How many minutes past the hour is it? Students should could by 5s. Ask them what multiplication equation you could say. Where would the hour hand be? How do you know? Move the minute hand again and ask the same questions.Time POD FlipchartClick here for a video explaining number line elapsed timeStudyjams time songJust a Minute book“It’s About Time, Max” bookStudents make a journal/book of their day or “dream day”Go Math 10.1-10.5(upside-down teaching!)TT:Unit 5 Lesson 20, 21FriRound It!Rounding Show it on a number line.What two tens is it in-between?How far is it from each of the tens?NovemberMultiple Madness Focus: 3, 4, and 9Number TalksTeacher NotesProblem of the Day FocusTeacher NotesExampleResourcesMonAdd ‘Em UpNumber StringsAddition strategiesRepresenting Multiplication and DivisionEvery multiplication sentence makes a rectangleArea multiplication (length x width), and array multiplication (rows x how many in each row) When doing an array word problem, students show it with a model. How could they count all of the color tiles/counters/etc. quickly?-This is a great opportunity for introducing and discussing Distributive Property (accept multiple ways of thinking)Relate area of multiplication to repeated addition (row + row + row, etc)Create rectangles with color tiles (color tiles are exactly an inch)Find the area by counting the equal rowsFind the perimeter by measuring the distance around Find the area of composite shapes by visualizing the separate rectangles that make the figure to determine the area.Two rectangles put together to make a hexagon.What is the perimeter of the shape?Find the unknown side length(s) when given the shape’s perimeter or area Creating rectangles helps students recognize the difference between area and perimeter. Encourage them to find the perimeter of all rectangles created to reinforce these two different concepts.A carpenter is designing a window. He wants the area to be 36 square inches. Draw and label all of the possible window designs he could create. Will the perimeter of each be the same?Using the drawings you just created, find the perimeter of each window.Because you need to frame your window, you would like to choose the window with the smallest perimeter. Which one did you choose?Multiplication/Division POD FlipchartOpen Tasks multiplication and division flipchartThree Act Tasks:Paper Cut (area)the OrangeKnotty RopeOrange PeelsCuisenaire SquaredOlympic DisplayPiles of Tiles (area)Basketball GameCover the FloorBlue or PurpleChapters 3-7 and 11 TT:Unit 5 Lesson 27-30TuesHow Many ______?Equal Groups Record it with repeated addition and multiplicationWedAnswer It, Prove It! Rounding/Add/SubtractPlot on the number line.Tell how far each number is from either hundred.November ContinuedMultiple Madness Focus: 3, 4 and 9Number TalksTeacher NotesProblem of the Day FocusTeacher NotesExampleGo-Math! and Teacher ToolboxResourcesThursWhat’s the DifferenceNumber strings with subtractionPresent horizontally.Subtraction strategies Thursday & Friday: TimeReview of minute hand, hour hand (start with showing only minute hand and paying attention to preciseness of hour hand’s location)Relate Minute hand to the product in the 5 times tableTime Intervals-use context!Use a number line to add and subtract time intervals (in context) -254021907500Time relates to the 5 times table. 3 x 5 = 15 minutes past the hourEvery lesson should connect the analog and digital clock. Have the minute hand only shown.Put your minute hand on the 4. How many minutes past the hour is it? Students should could by 5s. Ask them what multiplication equation you could say. Where would the hour hand be? How do you know? Move the minute hand again and ask the same questions.10.1-10.5(upside-down teaching!)TT:Unit 5 Lesson 20, 21Time POD FlipchartClick here for a video explaining number line elapsed timeStudyjams time songJust a Minute book“It’s About Time, Max” bookStudents make a journal/book of their day or “dream day”Fri Correct or Not?Subtractive Division Interpret words.Find different ways to represent.Record equations. DecemberMultiple Madness Focus: Square Numbers Number TalksTeacher NotesProblem of the Day FocusTeacher NotesExampleResourcesMonColored? Not Colored? FlashUsing the 100 grid to recognize the quantity in an array.Record as repeated addition and multiplication. Students may recognize smaller products within the array. Great opportunity to share the idea of the distributive property. Representing Multiplication and DivisionEvery multiplication sentence makes a rectangleArea multiplication (length x width), and array multiplication (rows x how many in each row) When doing an array word problem, students show it with a model. How could they count all of the color tiles/counters/etc. quickly?-This is a great opportunity for introducing and discussing Distributive Property (accept multiple ways of thinking)Relate area of multiplication to repeated addition (row + row + row, etc)Create rectangles with color tiles (color tiles are exactly an inch)Find the area by counting the equal rowsFind the perimeter by measuring the distance around Find the area of composite shapes by visualizing the separate rectangles that make the figure to determine the area.Two rectangles put together to make a hexagon.What is the perimeter of the shape?Find the unknown side length(s) when given the shape’s perimeter or area Creating rectangles helps students recognize the difference between area and perimeter. Encourage them to find the perimeter of all rectangles created to reinforce these two different concepts.To demonstrate understanding of multiplication and division at all times words, equations, and models must be connected and presentA carpenter is designing a window. He wants the area to be 36 square inches. Draw and label all of the possible window designs he could create. Will the perimeter of each be the same?Using the drawings you just created, find the perimeter of each window.Because you need to frame your window, you would like to choose the window with the smallest perimeter. Which one did you choose?Dec/Jan Flipchart POD Multiplication Crazy ChartsThree Act Tasks:Paper Cut (area)the OrangeKnotty RopeOrange PeelsCuisenaire SquaredOlympic DisplayPiles of Tiles (area)Basketball GameCover the FloorSquare numbers multiplication tableGo Math Chapters 3-7 and 11 TT:Unit 5 Lesson 27-30TuesAdd ‘Em UpNumber StringsAddition strategiesWedSolve for “n”Solving for unknownsFocus on the inverse operationsPropertiesMultiple strategiesDecember ContinuedMultiple Madness Focus: Square Numbers Number TalksTeacher NotesProblem of the Day FocusTeacher NotesExampleResourcesThurs Give It, Split ItMultiplication and DivisionInterpret wordsMultiple strategiesRecord equations Thursday & Friday: TimeReview of minute hand, hour hand (start with showing only minute hand and paying attention to preciseness of hour hand’s location)Relate Minute hand to the product in the 5 times tableTime Intervals-use context!Use a number line to add and subtract time intervals (in context) 1587525971500Time relates to the 5 times table. 3 x 5 = 15 minutes past the hourEvery lesson should connect the analog and digital clock. Have the minute hand only shown.Put your minute hand on the 4. How many minutes past the hour is it? Students should could by 5s. Ask them what multiplication equation you could say. Where would the hour hand be? How do you know? Move the minute hand again and ask the same questions.Time POD FlipchartClick here for a video explaining number line elapsed timeStudyjams time songJust a Minute book“It’s About Time, Max” bookStudents make a journal/book of their day or “dream day”All Aboard three act task Go Math 10.1-10.5(upside-down teaching!)TT:Unit 5 Lesson 20, 21FriWhat’s the DifferenceNumber strings with subtraction-constant differencePresent horizontally.Subtraction strategies January Multiple Madness Focus: 10, and multiples of 10Number TalksTeacher NotesProblem of the Day FocusTeacher NotesExample Go-Math! and Teacher ToolboxResourcesMonUnder and Over 100! Use combinations of numbers to create equations using multiple operations How much less than or more than 100? Relate Area and PerimeterCreate rectangles with color tiles (color tiles are exactly an inch)Find the area by counting the equal rowsFind the perimeter by measuring the distance around Find the area of composite shapes by visualizing the separate rectangles that make the figure to determine the area.Two rectangles put together to make a hexagon.What is the perimeter of the shape?Find the unknown side length(s) when given the shape’s perimeter or area Creating rectangles helps students recognize the difference between area and perimeter. Encourage them to find the perimeter of all rectangles created to reinforce these two different concepts.To demonstrate understanding of multiplication and division at all times words, equations, and models must be connected and presentA carpenter is designing a window. He wants the area to be 36 square inches. Draw and label all of the possible window designs he could create. Will the perimeter of each be the same?Using the drawings you just created, find the perimeter of each window.Because you need to frame your window, you would like to choose the window with the smallest perimeter. Which one did you choose?Chapters 3-7 and 11TT:Unit 5 Lesson 27-30Dec/Jan Flipchart POD Three Act Tasks:Paper Cut (area)the OrangeKnotty RopeOrange PeelsCuisenaire SquaredOlympic DisplayPiles of Tiles (area)Basketball GameCover the FloorTuesWhat’s the ProductNumber Strings-multiplicationWedA Fraction of the WholeFractionsJanuary ContinuedMultiple Madness Focus: 10, and multiples of 10Number TalksTeacher NotesProblem of the Day FocusTeacher NotesExampleGo-Math! and Teacher ToolboxResourcesThurs Advice, Please! Add/Sub Strategies within 1,000Think about what the most efficient strategy is for the situation. Geometry: QuadrilateralsFind all types of quadrilaterals (click to print) and classify them by attributes. How are they alike and different? (angles, sides, lines)Identify parallel lines, perpendicular lines, intersecting lines, angle, right angle, vertex, plane shape-2D shape, polygonDraw quadrilaterals and describe them based on attributes.Categorize quadrilaterals. 1931035495935006965955842000Use regular and irregular shapesA quadrilateral is a polygon with four sides and angles. A rectangle is a quadrilateral with four right anglesA trapezoid is a quadrilateral with at least one set of parallel lines. (some books state exactly one set of parallel sides-which would not make it a parallelogram)Great video that shows how to teach quadrilateralsStudents should be doing a lot of games and activities where they are sorting, classifying, and drawing quadrilaterals.Chapter 12TT:Unit 6 Lesson 31, 32Unit 6 Math In Action Quadrilateral Flipchart958024521590100Manipulatives: Pattern block, tangrams, geoboards Interactive Shape Toolquadrilaterals printoutInteractive Quadrilateral SortQuadrilateral Song with PropertiesQuadrilateral FlipchartPolygon Capture GameRoping quadrilaterals lesson/gameFriEqual Shares PuzzlerMultiplication/DivisionIs there another way to make it true?February-April Standards and Success CriteriaM, T, W-FractionsTh, Fri- Measuring to quarter inch w/ Line Plots (Feb.) and Liquid Volume and Mass (March)Standards and DOKSuccess CriteriaTeacher Notes MAFS.3.NF.1.1: DOK 2Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.MAFS.3.NF.1.2: DOK 2Understand a fraction as a number on the number line; represent fractions on a number line diagram.Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. 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.MAFS.3.NF.1.3: DOK 3Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.a.Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.MAFS.3.G.1.2: DOK 1Partition 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.I can explain the meaning of the numerator and the denominator in a fraction.I can partition wholes of different shapes and sizes into equal parts. I can build fractions from unit fractions and decompose fractions into unit fractions. I can identify fractions by creating equal parts using all models. I can partition shapes into parts with equal areas. I can partition a number line into equal intervals/segments and identify the fraction, including fractions equivalent to whole numbers.I can explain why a unit fraction with a larger number denominator gives you a smaller piece.I can explain how the size of the whole effects the size of the fraction. I can explain relationship between the numerator and denominator. I can solve word problems that require fair shares using visual models. I can describe how close my fraction is to one of the benchmarks of 0, ?, and 1.I can explain and show why it is important to compare fractions with the same size whole. I can use fraction models to compare two fractions. I can write and show if two fractions are greater than, less than, or equal to each other by partitioning two number lines into equal parts and plotting the fractions on the number lines.I can explain and show how two fractions are equivalent by partitioning two same size shapes into equal parts that show the same amount of area is covered. When comparing fractions, I can explain and show what happens to the size of the fractions when the denominators remain the same and the numerator changes. When comparing fractions, I can explain and show what happens to the size of the fractions when the numerators remain the same and the denominator changes. I can compare fractions with the same numerator by explaining how the size of the parts affect the fraction. I can compare fractions with the same denominator by explaining how the number of pieces affects its size. I can explain and show why it is important to compare fractions with the same size whole. I can describe how benchmark fractions help me compare fractions. I can use the benchmarks of 0,1/2, and 1 to compare two fractions. I can write a number sentence using the symbols >, <, and = to compare two fractions.Numerator= number of pieces there areDenominator=size of the piecesMAFS.3.MD.2.4: DOK 2Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters. (Need US Customary Rulers with ?’s and 1/4ths) HYPERLINK "" Click here for ruler templateMAFS.3.MD.1.2: DOK 2Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).6 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.I can make a model of a ruler with a label for each ? inch interval, and explain what each interval represents.I can identify intervals of halves and fourths on a US customary ruler.I can use a ruler to measure the length of an object to the nearest whole, half, or quarter inch.I can measure objects to the nearest quarter inch, then organize my measurement data, sort it, then represent the data on a line plot.I can explain how a line plot is used to display data.I can determine an appropriate scale needed to create a line plot to organize the data. I can read and interpret the results of measurement data that is plotted on a line plot.I can explain what the data I plotted on my line plot represents. I can generate questions that ask about the data represented on a line plot.CapacityI can estimate and find the capacity of objects to the nearest liter.I can measure liquids using liters.I can use the words capacity and liquid volume to describe the amount of space liquid takes up in a container.I can identify what the graduation lines on a set of beakers represent when given a picture. I can justify my reasoning and solution when given a measurement problem involving capacity.MassI can describe how the concept of mass relates to weight.I can estimate and find the mass of objects to the nearest gram or kilogram.I can weigh an object to the nearest gram or kilogram and justify why my measurement makes sense.I can explain the relationship between a gram and a kilogram.I can determine the correct metric unit of measure to use when given a measurement problem to solve.I can justify my reasoning and solution when given a measurement problem involving mass of objects.Students need multiple opportunities weighing classroom objects and filling containers to help them develop a basic understanding of the size and weight of a liter, a gram, and a kilogram.Students are not expected to do conversions between units, but reason as they estimate, using benchmarks to measure weight and capacity.Test Item Specification for February - April Know, Understand, Do-Fractions, Measuring to the Nearest ? inch and Line Plots, Liquid Volume and Mass (Feb-April)Critical Focus Area: Students need to know that fractions are numbers. Understanding begins with identifying unit fractions; a fractional part is relative to the size of the whole; use of visual fraction models is essential for a deep understanding of fraction. ** Students need to experience fractions concepts using the different types of fraction models: area model, fraction circles, and pattern block pieces, as well as the length model of fraction bars, cuisenaire rods, and the number line (including rulers). 36099755588000383540558800847534519050007551420127635When partitioning a shape, parts must be equal sizes Same sized parts, does not mean same shape piecesDenominators include: 2, 3, 4, 6, 8When you partition a whole, the more parts you get the smaller the size. (1/4 is only broken into 4 parts, 1/8 is broken into 8 parts)Unit fraction- 3/8= 1/8+ 1/8 + 1/8; If broken up into 4 parts, ? + ? + ? + ? = 4/4, What would happen if I had another ?? Introduce fractions greater than one 931219613480607185446114329Compare fractions: If same numerator-look at denominator and think about the sizes of partsIf denominators are the same- look at the numerator and think same size pieces, but more or less of them.Equivalent fractions-Use visual models (mentioned above) to find equivalent fractions. Write them down to look at relationships between numerator and denominator. The goal is for students to notice the multiples.Benchmark fractions- Students should be able to tell you where a given fraction is on a number line in relation to zero, half, and one (based on the relationship between the numerator and denominator)Generate, measure, and read and interpret a line plot.Use a ruler divided into fourths to measure objects to the nearest ? of an inch.Provide objects for students to measure and create a line plots.Liquid volume-millilliters and litersMass- grams and kilogramsSolve word problems within the same unit (including add, subtract, multiply, and divide)Students need time filling containers and weighing objectsFebruaryNumber TalksTeacher NotesProblem of the Day FocusTeacher NotesExample Go-Math! and Teacher ToolboxResourcesMonTell Me a Story! Multiplication and Division as inverse operationsCreating their own scenario for an equation.Relating multiplication and division.Conceptual Understanding: FractionsWhen partitioning a shape, parts must be equal sizes Same sized parts, does not mean same shape piecesDenominators include: 2, 3, 4, 6, 8When you partition a whole, the more parts you get the smaller the size. (1/4 is only broken into 4 parts, 1/8 is broken into 8 parts)-Show on a number line.Unit fractions- 3/8= 1/8+ 1/8 + 1/8; If broken up into 4 parts, ? + ? + ? + ? = 4/4, What would happen if I had another ?? Introduce fractions greater than one. (Make sure to show on a number line)Compare fractions: (DOK 3-see KUD example)If same numerator-look at denominator and think about the sizes of partsIf denominators are the same- look at the numerator and think same size pieces, but more or less of them.Equivalent fractions-Use visual models to find equivalent fractions. Write them down to look at relationships between numerator and denominator. The goal is for students to notice the multiples.Benchmark fractions- Students should be able to tell you where a given fraction is on a number line in relation to zero, half, and one (based on the relationship between the numerator and denominator)-6477010322320-64770230993800Students need to experience fractions concepts using the different types of fraction models: the area model, fraction circles, and pattern block pieces, as well as the length model of fraction bars, cuisenaire rods, and the number line (including rulers).Chapters 8-9TT:Unit 4-all lessonsUnit 4- Math in ActionUnit 6 Lesson 33Unit 6 Math in Action POD Feb-April Fractions/Line Plots/Volume and Mass FlipchartThree Act Task:QuesadillaSweet Tart HeartsPaper CutsTuesWhat’s the ProductNumber Strings-multiplicationStrategies for multiplication for conceptual understandingPartial productsWedMoney To SpendRelating money to addition and multiplicationFebruary ContinuedMultiple Madness Focus: Number TalksTeacher NotesProblem of the Day FocusTeacher NotesExampleGo-Math! and Teacher ToolboxResourcesThursWhat’s the Quotient?Number strings-divisionDistributive Property for division-breaking apart the quotient to make it easier to divideEx. 28/2 can be (20+8)/ 2 or 20/2 + 8/2 = 10 + 4 =14Partial quotientsMeasure to the Nearest ? and Line PlotsGenerate, measure, and read and interpret a line plot.Use a ruler divided into fourths to measure objects to the nearest ? of an inch.Provide objects for students to measure and create a line plots.Students need lot of experiences measuring to the nearest fourth inch. 10.6TT:Unit 5 Lesson 26POD Feb-April Fractions/Line Plots/Volume and Mass FlipchartRuler divided into fourthsFriRiddle Me NumbersPlace value, addition, roundingCreating numbers based on the riddle, then rounding MarchNumber TalksTeacher NotesProblem of the Day FocusTeacher NotesExample Go-Math! and Teacher ToolboxResourcesMonSolve It! Multistep word problemInterpreting multi-step word problems with all four operationsConceptual Understanding: FractionsWhen partitioning a shape, parts must be equal sizes Same sized parts, does not mean same shape piecesDenominators include: 2, 3, 4, 6, 8When you partition a whole, the more parts you get the smaller the size. (1/4 is only broken into 4 parts, 1/8 is broken into 8 parts)-Show on a number line.Unit fractions- 3/8= 1/8+ 1/8 + 1/8; If broken up into 4 parts, ? + ? + ? + ? = 4/4, What would happen if I had another ?? Introduce fractions greater than one. (Make sure to show on a number line)Compare fractions: (DOK 3-see KUD example)If same numerator-look at denominator and think about the sizes of partsIf denominators are the same- look at the numerator and think same size pieces, but more or less of them.Equivalent fractions-Use visual models to find equivalent fractions. Write them down to look at relationships between numerator and denominator. The goal is for students to notice the multiples.Benchmark fractions- Students should be able to tell you where a given fraction is on a number line in relation to zero, half, and one (based on the relationship between the numerator and denominator)-64770230993800Students need to experience fractions concepts using the different types of fraction models: the area model, fraction circles, and pattern block pieces, as well as the length model of fraction bars, cuisenaire rods, and the number line (including rulers).-649061516290Chapters 8 and 9TT:Unit 4-all lessonsUnit 4- Math in ActionPOD Feb-April Fractions/Line Plots/Volume and Mass FlipchartThree Act Task:QuesadillaSweet Tart HeartsPaper CutsTuesWhat’s the Product?Number Strings-multiplicationStrategies for multiplication for conceptual understandingPartial productsWedFunction! Function! What’s the Function?Number Patterns Fill in the missing part based on the pattern.March Continued Number TalksTeacher NotesProblem of the Day FocusTeacher NotesExampleGo-Math! and Teacher ToolboxResourcesThursWhat’s the Quotient?Number strings-divisionDistributive Property for division-breaking apart the quotient to make it easier to divideEx. 28/2 can be (20+8)/ 2 or 20/2 + 8/2 = 10 + 4 =14Partial quotientsLiquid Volume and MassLiquid volume-millilliters and litersMass- grams and kilogramsSolve word problems within the same unit (including add, subtract, multiply, and divide)Students need time filling containers and weighing objectsStudents need experiences estimating and measuring liquid volume and mass. Mass: Use the hexigrams and balance scales from the Manipulative kitLiquid Volume- Centimeter cube holds a milliliter of water. Thousands cube holds a liter of water10.7, 10.8, 10.9(Not enough experiences with measuring and estimating in the book)TT:Unit 5 Lesson 22, 23POD Feb-April Fractions/Line Plots/Volume and Mass FlipchartFri Fraction Line UpFractions on a Number LineAprilNumber TalksFocus/Teacher NotesProblem of the Day FocusTeacher NotesExampleGo-Math! and Teacher ToolboxResourcesMonAgree or Disagree?Balanced equations and inequalitiesProve it. If it is incorrect, make it true. Conceptual Understanding: FractionsWhen partitioning a shape, parts must be equal sizes Same sized parts, does not mean same shape piecesDenominators include: 2, 3, 4, 6, 8When you partition a whole, the more parts you get the smaller the size. (1/4 is only broken into 4 parts, 1/8 is broken into 8 parts)-Show on a number line.Unit fractions- 3/8= 1/8+ 1/8 + 1/8; If broken up into 4 parts, ? + ? + ? + ? = 4/4, What would happen if I had another ?? Introduce fractions greater than one. (Make sure to show on a number line)Compare fractions: (DOK 3)If same numerator-look at denominator and think about the sizes of partsIf denominators are the same- look at the numerator and think same size pieces, but more or less of them.Equivalent fractions-Use visual models to find equivalent fractions. Write them down to look at relationships between numerator and denominator. The goal is for students to notice the multiples.Benchmark fractions- Students should be able to tell you where a given fraction is on a number line in relation to zero, half, and one (based on the relationship between the numerator and denominator)-64770230993800Students need to experience fractions concepts using the different types of fraction models: the area model, fraction circles, and pattern block pieces, as well as the length model of fraction bars, cuisenaire rods, and the number line (including rulers).-649061516290Chapters 8 and 9TT:Unit 4-all lessonsUnit 4- Math in ActionPOD Feb-April Fractions/Line Plots/Volume and Mass FlipchartThree Act Task:QuesadillaSweet Tart HeartsPaper CutsTuesWhat’s the Product?Number Strings-multiplicationStrategies for multiplication for conceptual understanding of larger numbersPartial productsWedWhole Number RoundingPlace value and roundingWhat are all of the possible numbers it could be?April Continued Number TalksTeacher NotesProblem of the Day FocusTeacher NotesExampleGo-Math! and Teacher ToolboxResourcesThursWhat’s the Factor?Multiplication with unknownsInverse operations Review of standardsReview of standardsReview of standardsFriArea Comparison AreaHow much larger?MayReview of All ConceptsNumber Talks Focus/Teacher NotesProblem of the Day FocusTeacher NotesExampleGo-Math! and Teacher ToolboxResourcesMonWhat’s the Value of Each?Multiples All 3rd Grade StandardsMath In Action-Ready Teacher ToolboxOpen TasksCritical Performance TasksProjectsSTEM ActivitiesTT Performance TasksThe students need to show mastery on all grade level skills before “Ready for Grade 4” is considered. TuesThe Sum Is! Addition strategiesAddition strategies Multiple addendsWedFraction Puzzlers! Fractions of a SetMultiple representationsThursOperation Mix-UpNumber Strings with unknowns Four OperationsFriWho is Right?UnknownsInterpreting the unknown in an equation. ................
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