Engaging Mathematics: TEKS-Based Activities … n g a g i n g M a t h e m a t i c s E n g a g i n g...

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E n g a g i n g M a t h e m a t i c s E n g a g i n g M a t h e m a t i c s E n g a g i n g M a t h e m a t i c s TEKS-Based TEKS-Based Activities Activities Grade 3 Grade 3 SAMPLE

Transcript of Engaging Mathematics: TEKS-Based Activities … n g a g i n g M a t h e m a t i c s E n g a g i n g...

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TEKS-BasedTEKS-BasedActivitiesActivities

Grade 3Grade 3

ISBN: 978-1-934950-02-9

www.theansweris4.net

Engaging Mathematics:TEKS-Based Activities

Grade 3

Teacher Edition

Product ID: 407-1467

Creating Solutions that are the worldwide standard for educational excellenceSM

Revolutionizing education to inspire and advance future

generationsSM

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Table of Contents

Introduction ............................................................................................................ i-x Overview of Materials ............................................................................................ i Texas Essential Knowledge and Skills (TEKS) Alignment Chart .......................... iv

Number, Operations, and Quantitative Reasoning ........................................ 1-148 Isaiah’s Base Ten Blocks ..................................................................................... 1 Number Match ...................................................................................................... 3 Building Big Numbers ........................................................................................... 6 Place Value .......................................................................................................... 9 Comparing and Ordering .................................................................................... 11 Number Sort ....................................................................................................... 16 Angelina and Trevin ............................................................................................ 19 Macey’s Money ................................................................................................... 22 Money Match ...................................................................................................... 25 Picturing Fractions .............................................................................................. 30 Pattern Block Fractions ...................................................................................... 35 Millie’s Roses ...................................................................................................... 38 Cori and Belinda’s Hair Bows ............................................................................. 40 Flora’s Designs ................................................................................................... 43 Fraction Race ..................................................................................................... 45 Comparing Fractions .......................................................................................... 49 What is a Fraction? ............................................................................................. 54 Create a Set ....................................................................................................... 56 Fraction Match .................................................................................................... 59 Valentine’s Day Cards ........................................................................................ 63 Equivalent Fractions ........................................................................................... 65 Building Equivalent Fractions ............................................................................. 68 Airline Passengers .............................................................................................. 72 Create a Problem ............................................................................................... 74 Matching Problems ............................................................................................. 76 Wholesome Dairy ............................................................................................... 81 Spring Sale ......................................................................................................... 84 Plant Projects ..................................................................................................... 87 The Best Cheeseburger ..................................................................................... 91 How Many?......................................................................................................... 96 Multiplication Strategy Match .............................................................................. 98 Weldon’s Water ................................................................................................ 104 Cupcakes ......................................................................................................... 107 Candy’s Candles .............................................................................................. 109 Multiplication Match .......................................................................................... 113 Mrs. Wu’s Dance Recital .................................................................................. 117 Lisa and Miguel ................................................................................................ 119 Division Match .................................................................................................. 123 What Number Am I? ......................................................................................... 129 Jennifer’s Family Vacation ................................................................................ 131 Lunch is Served ................................................................................................ 133

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Nick’s Savings Account ..................................................................................... 138 Season Hits ...................................................................................................... 140 Pizza Dough ..................................................................................................... 143 The Search for Compatible Numbers ................................................................ 145

Patterns, Relationships, and Algebraic Reasoning .................................... 149-203 Number Patterns ............................................................................................... 149 Multilink Patterns ............................................................................................... 151 What is the Pattern? ......................................................................................... 153 Calculator Patterns ........................................................................................... 158 Array Facts ....................................................................................................... 162 Measuring Patterns ........................................................................................... 166 Match the Pattern .............................................................................................. 170 Multiplication and Division Relationships .......................................................... 174 Modeling Fact Families ..................................................................................... 176 Fact Family Match ............................................................................................. 180 Trading Pennies ................................................................................................ 186 Area Tables ...................................................................................................... 188 Representing Patterns ...................................................................................... 192 Bayside Blossoms ............................................................................................. 197 How Many Packages ........................................................................................ 199

Geometry and Spatial Reasoning ................................................................ 204-244 Define It! ........................................................................................................... 204 Tangram Traits.................................................................................................. 208 Describing 3-Dimensional Geometric Figures ................................................... 212 What Am I? ....................................................................................................... 216 Defining Congruence ........................................................................................ 221 Congruent Figures ............................................................................................ 223 Symmetrical Creations ...................................................................................... 226 Geoboard Symmetry ......................................................................................... 228 Line of Symmetry .............................................................................................. 232 Determining Lines of Symmetry ........................................................................ 235 Building Number Lines ...................................................................................... 238 Number Lines ................................................................................................... 242

Measurement ................................................................................................. 245-312 Jason’s Box ...................................................................................................... 245 Measuring Length ............................................................................................. 247 Length Comparisons ......................................................................................... 249 Art Frames ........................................................................................................ 254 Determining Perimeter ...................................................................................... 257 Measuring Boxes .............................................................................................. 259 Perimeter Strategies ......................................................................................... 262 Mother’s Day Design ......................................................................................... 267 Area and Perimeter ........................................................................................... 269 What is Area? What is Perimeter? .................................................................... 271 Figure the Area ................................................................................................. 275 Equal Areas ...................................................................................................... 280 Determine the Mass .......................................................................................... 284 Container Capacity ........................................................................................... 286

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What is a Cubic Unit? ....................................................................................... 288 Filling Boxes ..................................................................................................... 291 How Many Cubes? ........................................................................................... 293 Measuring Temperature ................................................................................... 295 Comparing Temperatures ................................................................................. 297 Temperatures of the Week ............................................................................... 300 Time Search ..................................................................................................... 304 What Time is it? ................................................................................................ 307 Matching Time .................................................................................................. 309

Probability and Statistics ............................................................................. 313-340 Flip a Coin ........................................................................................................ 313 Huntwick Elementary ........................................................................................ 316 Create a Graph ................................................................................................. 318 Graph/Table Match ........................................................................................... 322 Reading Counts ................................................................................................ 327 Favorite Shoes ................................................................................................. 329 Fruit Basket Probability ..................................................................................... 334 Square Tile Probability ..................................................................................... 336 Set of Coins ...................................................................................................... 338

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Figure the Area

Figure the Area Activity Objective: The student will use pictorial models of square units to determine the area of two-dimensional surfaces. Materials:

o Figure the Area Activity Page o Figure the Area Activity Master (Pages 1-2) o 1-inch square tiles

Possible Facilitation Questions: • How would you define area?

Responses may vary. Possible responses include: The area of a figure is the measure of space inside a region.

• How could you use 1-inch square tiles to help you determine the area of Figure A? Responses may vary. Possible responses include: I could cover the region inside figure A with 1-inch square tiles and then count the number of 1-inch square tiles.

Answer: Responses may vary. Possible responses include:

Figure Estimate of Area in Square Inches

Actual Area in Square Inches

Figure A 8 11

Figure B 10 9

Figure C 15 13

© Region 4 Education Service Center Engaging Mathematics All rights reserved. 275 Grade 3

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Figure the Area

Answer (Continued): Responses may vary. Possible responses include:

Engaging Mathematics © Region 4 Education Service Center Grade 3 276 All rights reserved.

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Student Name: ________________________________ Date: ________________

Figure the Area Activity Page

• Estimate the area of Figure A, Figure B, and Figure C in 1-inch square tiles.

• Record your estimation in the table in My Workspace. • Use the 1-inch square tiles to determine the area of Figure A,

Figure B, and Figure C in Figure the Area Activity Master (Pages 1-2).

• Draw the square tiles on each figure to record a picture of the area of Figure A, Figure B, and Figure C.

• Record the actual area of Figure A, Figure B, and Figure C in the table in My Workspace.

My Workspace

Figure Estimate of Area in Square Inches

Actual Area in Square Inches

Figure A

Figure B

Figure C

Communicating about Mathematics Explain your process for creating a picture of Figure C on the grid paper.

© Region 4 Education Service Center Engaging Mathematics All rights reserved. 277 Grade 3

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Student Name: ________________________________ Date: ________________

Figure the Area Activity Master (Page 1)

Engaging Mathematics © Region 4 Education Service Center Grade 3 278 All rights reserved.

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Student Name: ________________________________ Date: ________________

© Region 4 Education Service Center Engaging Mathematics

Figure the Area Activity Master (Page 2)

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Angelina and Trevin

Angelina and Trevin Activity Objective: The student will determine the value of a set of coins. Materials:

o Angelina and Trevin Activity Page (Pages 1-2) o Coins

Possible Facilitation Questions: • What do you understand about the problem situation?

Responses may vary. Possible responses include: I understand that Angelina has some coins and Trevin has some coins. Each person determined the total value of the coins. One of the students determined the value of his/her coins incorrectly. I need to determine which student stated a value for their collection of coins that is impossible to create with the number of coins given.

• What plan could you use to solve the problem? Responses may vary. Possible responses include: I could create the values stated by each student with the pictures of coins or models of coins using the number of coins that each student had. If I am unable to create the value stated with the number of coins given, then I know which student miscounted their collection of coins.

• How could skip-counting help you to determine the total value of a collection of coins? Responses may vary. Possible responses include: If I am counting quarters, I could skip-count by 25 until I get to a value that is close to the given value. Then, I could count-on by 10 if I am counting dimes or by 5 if I am counting nickels, until I get even closer to the given value. Then, I could count-on by 1 (pennies) until I am able to create a set of coins with the exact given value.

• What does it mean to “miscount”? Responses may vary. Possible responses include: “Miscount” means to make a mistake when counting or not to count accurately.

Answer: Trevin miscounted his collection of coins because it is impossible to create a collection of 7 coins with a value equal to $0.54.

© Region 4 Education Service Center Engaging Mathematics All rights reserved. 19 Grade 3

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Student Name: ________________________________ Date: ________________

Angelina and Trevin Activity Page (Page 1)

• Use coins and the problem-solving organizer in My Workspace to solve the problem below.

Angelina counted the 7 coins in her pocket and said that she had $1.45. Trevin counted the 7 coins in his pocket and said that he had $0.54. Which student did NOT correctly count the value of the coins in his or her pocket?

My Workspace What are the known parts of the problem situation? What are the unknown parts of the problem situation?

What is your plan for solving the problem situation?

Engaging Mathematics © Region 4 Education Service Center Grade 3 20 All rights reserved.

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Student Name: ________________________________ Date: ________________

© Region 4 Education Service Center Engaging Mathematics

Angelina and Trevin Activity Page (Page 2)

Carry out your plan to solve the problem situation.

Communicating about Mathematics How could you prove that your answer is reasonable?

All rights reserved. 21 Grade 3

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Multiplication Strategy Match

Multiplication Strategy Match Activity Objective: The student will use strategies to apply multiplication facts. Materials:

o Multiplication Strategy Match Activity Page o Multiplication Strategy Match Activity Master (Pages 1-2) o Scissors o Glue or tape

Possible Facilitation Questions: • How could you determine the product represented by the clock?

Responses may vary. Possible responses include: Since the minute hand is pointing to the 4, the clock could represent 4 groups of 5. I could count 5, 10, 15, 20, or I could multiply ×4 5 . × = 204 5 .

• How could you determine the product represented by the array? Responses may vary. Possible responses include: The array has 6 rows with 8 square units in each row. The array represents 6 groups of 8 or 6 .

. ×8

× =6 8 48• How could you determine the product represented by the two rectangular

groups of stars? Responses may vary. Possible responses include: Each rectangular group of stars has 8 rows with 3 stars in each row. 8 rows with 3 stars in each row is the same as 8 . 8 3 . Since there are 2 rectangular groups of 24 stars, or

, the product is equal to 48 stars. The two sets of 8 rows with ×3 × = 24

×2 243 stars in each row is the same thing as one set of 8 rows with 6 stars in each row. 8 rows with 6 stars in each row matches the expression, 8 . ×6

Engaging Mathematics © Region 4 Education Service Center Grade 3 98 All rights reserved.

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Multiplication Strategy Match

Answer:

× =4 5 20

× =3 8 24

© Region 4 Education Service Center Engaging Mathematics All rights reserved. 99 Grade 3

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Multiplication Strategy Match

Answer (continued):

× =8 6 48

Engaging Mathematics © Region 4 Education Service Center Grade 3 100 All rights reserved.

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Student Name: ________________________________ Date: ________________

Multiplication Strategy Match Activity Page • Cut apart the cards on the Multiplication Strategy Match Activity

Master (Pages 1-2). • Match each expression with 3 cards that represent different strategies

for determining the expression’s product. • Record the product of each expression. • Glue or tape the cards onto a separate piece of paper. My Workspace Communicating about Mathematics Choose one set of matched cards. Describe another strategy that could be used to find the product.

© Region 4 Education Service Center Engaging Mathematics All rights reserved. 101 Grade 3

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Student Name: ________________________________ Date: ________________

Multiplication Strategy Match Activity Master (Page 1)

Engaging Mathematics © Region 4 Education Service Center Grade 3 102 All rights reserved.

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Student Name: ________________________________ Date: ________________

© Region 4 Education Service Center Engaging Mathematics

Multiplication Strategy Match Activity Master (Page 2)

___4 5× = ___3 8× =

___× =8 6

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Define It!

Define It! Activity Objective: The student will use attributes to identify two-and three-dimensional geometric figures. Materials:

o Define It! Activity Page (Pages 1-2) o Two- and three-dimensional geometric figures

Possible Facilitation Questions: • What mathematical tools could you use to help you determine your solution?

Responses may vary. Possible responses include: I could use a set of two- and three-dimensional geometric figures to identify the geometric figures in the word bank. I could then use the attributes of the two- and three-dimensional geometric figures to determine which geometric figures match each clue.

• Using the set of two- and three-dimensional geometric figures, how many faces, vertices, and edges does a rectangular prism have? Responses may vary. Possible responses include: A rectangular prism has 6 faces, 8 vertices, and 12 edges.

• Using the set of two- and three-dimensional geometric figures, how many sides and vertices does a hexagon have? Responses may vary. Possible responses include: A hexagon has 6 sides and 6 vertices.

• What is a side? Responses may vary. Possible responses include: A side is any of the line segments that form a polygon.

• What is an edge? Responses may vary. Possible responses include: An edge is formed where two faces intersect on a three-dimensional geometric figure.

• What is a vertex? Responses may vary. Possible responses include: A vertex is the point at which two sides of a two-dimensional geometric figure intersect. A vertex is the point at which at least three edges of a three-dimensional geometric figure intersect. A vertex is the point opposite the base of a cone. A vertex is the point on an angle where two rays intersect.

• What is a face? Responses may vary. Possible responses include: On a three-dimensional geometric figure, it is a polygon bound by edges.

• What is a curved surface? Responses may vary. Possible responses include: On a three-dimensional geometric figure, a curved surface is a surface that is not a polygon.

Engaging Mathematics © Region 4 Education Service Center Grade 3 204 All rights reserved.

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Define It!

Possible Facilitation Questions (continued): • What is a base?

Responses may vary. Possible responses include: The bases of a prism are the congruent faces connected by rectangular faces. On a triangular pyramid the base could be any of the triangular faces. The base of all other pyramids is the polygon that is not a triangular face. On cylinders and cones, the flat circular surfaces are bases.

Answer:

© Region 4 Education Service Center Engaging Mathematics All rights reserved. 205 Grade 3

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Student Name: ________________________________ Date: ________________

Define It! Activity Page (Page 1)

Use the work bank, pictures, and clues listed below to complete the crossword puzzle.

Word Bank cone triangular pyramid circle hexagon

sphere rectangular prism triangle square

trapezoid cube

Across:

1. Name this figure.

4. Name this figure.

6. Name this figure.

7. Which three-dimensional geometric figure has 1 curved surface, 1 circular

base, and 1 vertex?

8. Which three-dimensional geometric figure has 6 faces, 8 vertices, and 12 edges? (two words)

Down:

2. Name this figure.

(two words)

3. Name this figure.

7. Name this figure.

5. Which two-dimensional geometric figure has 6 sides and 6 vertices?

9. Which two-dimensional geometric figure has 3 sides and 3 vertices?

Engaging Mathematics © Region 4 Education Service Center Grade 3 206 All rights reserved.

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Student Name: ________________________________ Date: ________________

© Region 4 Education Service Center Engaging Mathematics

Define It! Activity Page (Page 2) My Workspace

Communicating about Mathematics Explain your process for determining the solution for 7 across and 8 across.

All rights reserved. 207 Grade 3

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