Mathematics- Third Grade Third Nine Weeksseelementarymathematics.weebly.com/uploads/9/4/8/8/... ·...

Instructional Guide 2012-2013

Mathematics- Third Grade Third Nine Weeks

Topic Lesson WEEKS 1-3

Note: SPIs 0306.4.2 and 0306.4.3 (Lessons 11-1 - 11-3) dropped.

PS-Use Objects

11-4

Dividing Regions into Equal Parts Fractions and regions

Fractions and Sets

12-1 12-2 12-3

Benchmark Fractions Finding Equivalent Fractions

Using Models to compare fractions

12-4 12-5 12-6

WEEKS 4-6

Fractions on the Number Line Using Models to Add Fractions

PS-Make a table and Look for a Pattern

12-7 12-8 12-9 12-10

Topic Test 12

Note: SPI 0306.1.3 (Lessons 13-2 - 13-3) dropped Fractions and Decimals

PS-Missing and Extra Information

13-1 13-5

Topic Test 13

Understanding Measurement Fractions of an Inch

Using Inches, Feet, Yards, and Miles

14-1 14-2 14-3

WEEKS 6-9

Customary Units of Capacity Units of Weight

Note: SPI 0306.1.6 (Lesson 14-6) dropped.

14-4 14-5

Topic Test 14

Using Centimeters and Decimeters Using Meters and Kilometers

Units of Mass PS-Make a table and Look for a Pattern

15-1 15-2 15-4 15-5

Topic Test 15 Understanding Perimeter

Perimeter of Common Shapes Different Shapes with the Same Perimeter

PS-Try, Check and Revise

16-1 16-2 16-3 16-4

Topic Test 16

Expectations:

This map is intended to guide the instruction and encourages flexibility and differentiation within classrooms.

All content is to be taught within the respective nine week periods.

Students are to engage in mathematics learning centers (small group intervention, on-level or advanced center

activities) at least two times per week.

In preparation for future implementation of the Common Core State Standards (CCSS), each grading period teachers

are to administer one free-response test, which is comparable to the how students will be assessed according to the

CCSS. Free-response Test Masters are included in Teacher’s Teaching Tool Masters envelope.

Please visit www.elementarymathmcs.weebly.com for additional instructional ideas, resources, and strategies. CRA Test Administration Window

Phase I: 10/15/12 – 10/26/12 Phase II: 2/11/13 – 2/22/13 Summative: 04/29/13 – 05/17/13

AT A GLANCE PACING SCHEDULE All content is to be taught in the specified order and within the respective nine week periods. The pacing allows for teachers to be able to cover the

material in-depth and ensure student understanding.

http://www.elementarymathmcs.weebly.com/

Instructional Map- Common Core Connections

Subject: Mathematics Grade:Third Grading Period: 3rd

Please note that all information is continually being revised and updated. Revised November 2012

This map is intended to guide the instruction and encourages flexibility and differentiation within classrooms. Memphis City Schools

All content is to be taught within the respective nine week periods. of 17

Common Core Standards Connections are in GREEN The purpose of the map is to provide awareness to the Common Core Standards and the correlation to the TN State Standards. Students will be assessed based on the TN Diploma Standards until 2014-2015.

The Third Grade TNCore Focus Standards for the 2012-2013 school year are: Represent and solve problems involving multiplication and division Understand properties of multiplication and the relationship between multiplication and division

Represent and solve problems involving multiplication and division. 3.OA.1.Interpret 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. 3.OA.2. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 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. 3.OA.3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 3.OA.4. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ? Understand properties of multiplication and the relationship between multiplication and division. 3.OA.5. Apply properties of operations as strategies to multiply and divide.2 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.) 3.OA.6. Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8Understand properties of multiplication and the relationship between multiplication and division.

Required Fluencies for Third Grade:

• Multiply/ Divide within 100 (know single-digit products from memory) (3.OA.7)) • Add/Subtract within 1000 (3.NBT.2)







Mathematical Practices

1. Make sense of problems and persevere in solving them. In third grade, students know that doing mathematics involves solving problems and discussing how they solved them. Students explain to themselves the meaning of a

problem and look for ways to solve it. Third graders may use concrete objects or pictures to help them conceptualize and solve problems. They may check their thinking by asking themselves, “Does this make sense?” They listen to the

strategies of others and will try different approaches. They often will use another method to check their answers.

2. Reason abstractly and quantitatively. Third graders should recognize that a number represents a specific quantity. They connect the quantity to written symbols and create a logical representation of the problem at hand,

considering both the appropriate units involved and the meaning of quantities.

3. Construct viable arguments and critique the reasoning of others. In third grade, students may construct arguments using concrete referents, such as objects, pictures, and drawings. They refine their mathematical

communication skills as they participate in mathematical discussions involving questions like “How did you get that?” and “Why is that true?” They explain their thinking to others and respond to others’ thinking.

4. Model with mathematics. Students experiment with representing problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, acting out, making a chart, list, or graph,

creating equations, etc. Students need opportunities to connect the different representations and explain the connections. They should be able to use all of these representations as needed. Third graders should evaluate their results in

the context of the situation and reflect on whether the results make sense.

5. Use appropriate tools strategically. Third graders consider the available tools (including estimation) when solving a mathematical problem and decide when certain tools might be helpful. For instance, they may use graph paper to

find all the possible rectangles that have a given perimeter. They compile the possibilities into an organized list or a table, and determine whether they have all the possible rectangles.

6. Attend to precision. As third graders develop their mathematical communication skills, they try to use clear and precise language in their discussions with others and in their own reasoning. They are careful about specifying units of

measure and state the meaning of the symbols they choose. For instance, when figuring out the area of a rectangle they record their answers in square units.

7. Look for and make use of structure. (Deductive Reasoning) In third grade, students look closely to discover a pattern or structure. For instance, students use properties of operations as strategies to multiply and divide

(commutative and distributive properties).

8. Look for and express regularity in repeated reasoning. (Inductive Reasoning) Students in third grade should notice repetitive actions in computation and look for more shortcut methods. For example, students may use the distributive property as a strategy for using products they know to solve products that they don’t know. For example, if students are asked to find the product of 7 x 8, they might decompose 7 into 5 and 2 and then multiply 5 x 8 and 2 x 8 to arrive at 40 + 16 or 56. In addition, third graders continually evaluate their work by asking themselves, “Does this make sense?”







Common Core Standards Referenced: CC.3.MD.8 Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different area or with the same area and different perimeter. CC.3.MD.2 Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cm^3 and finding the geometric volume of a container.) 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. (Excludes multiplicative comparison problems (problems involving notions of “times as much.”) CC.3.NF.2a 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. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.) CC.3.G.1 Reason with shapes and their attributes. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. CC.3.G.2 Reason with shapes and their attributes. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part is 1/4 of the area of the shape.

Measurement and Data (MD)

Number and Operations-Fractions

Geometry (G)







To promote focus and give educators the opportunity to begin to explore the new standards (and the critically important accompanying Constructed Response Assessment), the State Department of Education decided to narrow the focus of the TCAP for the next two school years (2012-13 and 2013-14), by removing 15-25% of the SPIs in each grade in mathematics, grades 3-8.In selecting which SPIs to remove, the following was considered:

Which SPIs focused on content that will not be covered in the CCSSM? Which SPIs focused on content that will be covered in a meaningfully different way in the CCSSM?

Which SPIs shifted up grade levels in the Common Core? State Performance Indicators (SPIs) dropped from the 2012-2013 Mathematics Grades 3-8 TCAP

SPI Code SPI Language

SPI 0306.1.1 Solve problems using a calendar.

SPI 0306.1.3 Determine the correct chance from a transaction less than a dollar (Dropped from Quarter Three)

SPI 0306.1.6 Identify and use vocabulary to describe attributes of two- and three-dimensional shapes. (Dropped from Quarter Three)

SPI 0306.1.8 Express answers clearly in verbal, numerical or graphical (bar and picture) form, using units when appropriate.

SPI 0306.3.4 Describe or extend (including finding missing terms) geometric and numeric patterns.

SPI 0306.4.2 Determine if two figures are congruent based on size and shape. (Dropped from Quarter Three)

SPI 0306.4.3 Identify the line of symmetry in a two-dimensional design or shape. (Dropped from Quarter Three)

SPI 0306.5.3 Make predictions based on various representations of data.

The TCAP will remain similarly slimmed and narrowed in the 2013-2014 school year. In 2014-2015, PARCC assessments will replace all TCAP exams. In order to emphasize the importance of the Focus Standards and provide students and teachers feedback on readiness for the CCSSM, as well as prepare students for the types of extended, innovative item types they will likely see on PARCC exams, we will be expanding the Constructed Response Assessment (CRA) to all grades 3-8. The new CRA will only assess the TNCore Focus Standards in math. Students will take three CRA’s: the first assessment will be administered in a window from October 15, 2012 to October 25, 2012. (Source: www.TNCore.org)







The Common Core State Standards in Mathematics (CCSSM) present an opportunity to engage students more deeply in the types of problem solving and mathematical thinking that build the fundamental and adaptive math skills necessary for life after high school. Please find below information about the key instructional shifts called for by the CCSSM:

Instructional Shifts

1. Focus strongly where the Standards focus Focus: The Standards call for a greater focus in mathematics. Rather than racing to cover topics in today's mile-wide, inch-deep curriculum, teachers use the power of the eraser and significantly narrow and deepen the way time and energy is spent in the math classroom. They focus deeply on the major work * of each grade so that students can gain strong foundations: solid conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the math classroom.

2. Coherence: think across grades, and link to major topics* within grades

Thinking across grades: the Standards are designed around coherent progressions from grade to grade. Principals and teachers carefully connect the learning across grades so that students can build new understanding onto foundations built in previous years. Teachers can begin to count on deep conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning. Linking to major topics: Instead of allowing additional or supporting topics to detract from the focus of the grade, these topics can serve the grade level focus. For example, instead of data displays as an end in themselves, they support grade-level word problems.

3. Rigor: in major topics* pursue:

conceptual understanding,

procedural skill and fluency, and

application with equal intensity.

Conceptual understanding: The Standards call for conceptual understanding of key concepts, such as place value and ratios. Teachers support students' ability to access concepts from a number of perspectives so that students are able to see math as more than a set of mnemonics or discrete procedures. Procedural skill and fluency: The Standards call for speed and accuracy in calculation. Teachers structure class time and/or homework time for students to practice core functions such as single-digit multiplication so that students have access to more complex concepts and procedures. Application: The Standards call for students to use math flexibly for application. Teachers provide opportunities for students to apply math in context. Teachers in content areas outside of math, particularly science, ensure that students are using math to make meaning of and access content.

Source: Student Achievement Partners Revised (7.2.12)

www.TNCore.org







GLE 0306.4.2 Understand and apply the concepts of congruence and symmetry. 3.G Reason with shapes and their attributes.

Knowledge and Skills

Outcomes

Checks for Understanding Resources and Instructional Strategies Assessments

Intervention/

Enrichment

Technology and Web-Based

Connections

Note: SPIs 0306.4.2 and 0306.4.3 have been dropped by Tennessee Department of Education Academic Vocabulary

Congruent

Line of symmetry

Symmetric figure

0306.4.4 Identify, create, and describe figures with line symmetry The Perpendicular Bisector

EnVision Math Teacher’s Edition Topic 11: Congruence and Symmetry, pp 258A-269B: Lessons 11.4 Lesson 11.4 PS-Use Objects

enVision Student’s Edition pp. 258-269

Interdisciplinary Connections

WorldScapes Readers, “Perfect Patterns”

Math Project p. 259

Teacher–Selected Pearson Ancillary Resources

Daily Spiral Review

Problem of the Day

Interactive Learning Recording Sheet

Visual Learning Animation

Practice/Reteach Workbook

Enrichment

Quick Check

Center Activities

Home-School Connection

The Language of Math Topics 11

Vocabulary Cards/Activities

Reading Comprehension and Problem Solving

Written and Oral Language in Math

WorldScapes Reader “Perfect Patterns”

Everyday Counts Calendar Math

Math Background for Teachers - 260A; 264A; 266A; 268A

Formative

Teacher Observation

Review What You Know! p. 259

Problem of the Day 11.4

Quick Check 11.4

Daily Spiral Review 11.4

Close/Assess 11.4

TCAP Reteaching pp. 272-273

Sets A-D

Teacher/Team created

assessment

TCAP Test Prep pp. 270-271

Common Core Connection:

High-level tasks (Please visit www.TNCORE.org, tasks will be posted beginning August 2012)

Teacher Generated Assessing/Advancing Questions

Please visit

www.elementarymathmcs.weebly.com for additional CCSSM instructional

resources and strategies.

Intervention Stanford Math ELL Visual Learning ELL Assessment Strategies Differentiated Centers RTI - Diagnostic and Intervention Systems(blue box) Reteach Masters 11.4

Enrichment Stanford Math Differentiated Centers Enrichment Masters 11.4

Stanford Math

http://stanfordmathproxy.mcsk12.net/

www.pearsonsuccessnet.com

www.eduplace.com/math/mw

www.education.ti.com

www.tnelc.org/math

stemresources.com

illuminations.nctm.org/indes.aspx

elementary.nettrekker.com/subject/?ctgry_id=E102494

streaming.discoveryeducation.com/

www.internet4classrooms.com

www.sheppardsoftware.com

www.henryanker.com

www.woodlands-junior.kent.sch.uk/ Examples of High Rich Tasks

www.exemplars.com

www.TNCORE.org

enVision Math Technology Pouch: (all material on CD’s are included on-line except for Quiz Show)

Visual Learning Animations

Exam View

Electronic Teachers Edition

Electronic Student Edition

Electronic Manipulatives

enVision Student e-tools

www.pearsonsuccessnet.com – Under My Teacher Resources click Student Edition; click to open, click “e” to open e-tools

enVision Teacher e-tools

www.pearsonsuccessnet.com – Under My Teacher Resources click Teacher’s Edition; click to open, click “e” to open e-tools

Teachers should emphasize the use of calculators which students are permitted to use on the TCAP Assessment. Texas Instrument (TI)

15 is recommended..

Weeks 1 -3

Third Nine Weeks-Week 1 (Lessons 11.1, 11.2, 11.3, 11.4)

http://www.learner.org/courses/learningmath/geometry/session7/part_a/index.html



http://www.pearsonsuccessnet.com/

http://www.internet4classrooms.com/

http://www.sheppardsoftware.com/

http://www.henryanker.com/

http://www.woodlands-junior.kent.sch.uk/

http://www.exemplars.com/

http://www.tncore.org/









GLE 0306.2.5 Understand the meaning and uses of fractions.

GLE 0306.2.6 Use various strategies and models to compare and order fractions and identify equivalent fractions. 3.NF Develop understanding of fractions as numbers.


Outcomes


Intervention/

Enrichment


Connections

SPI 0306.2.11 Recognize and use different interpretations of fractions.

SPI 0306.2.12 Name fractions in various contexts that are less than, equal to, or greater than one. Common Core Connection CC.3.G.2 Academic Vocabulary

Halves

Thirds

Fourths

Fifths

Sixths

Eighths

Tenths

Twelfths

Fraction

Numerator

Denominator

0306.2.10 Understand that symbols such as ½, 1/3, and ¼ represent numbers called unit fractions. 0306.2.11 Identify fractions as parts of whole units, as parts of sets, as locations on number lines, and as division of two whole numbers. 0306.2.12 Compare fractions using drawings, concrete objects, and benchmark fractions. 0306.2.13 Understand that when a whole is divided into equal parts to create unit fractions, the sum of all the parts adds up to one. Report to Families:

I can read, write, and explain different interpretations of fractions.

I can use math language and symbols to compare and order fractions.

I can add and subtract fractions with like denominators.

(See page 16-17 for Report Card Criteria for Mastery)

EnVision Math Teacher’s Edition

Topic 12: Understanding Fractions, pp. 274A-281B Lessons 12.1 – 12.3 Lesson 12.1 Dividing Regions into Equal Parts Lesson 12.2 Fractions and Regions Optional: Common Core Student Lesson 12-2A

Lesson 12.3 Fractions and Sets

enVision Student’s Edition pp. 274-284; TN7-pp. TN36-37


WorldScapes Readers, “Surviving the Odds”

Math Project p. 273


Daily Spiral Review

Problem of the Day




Enrichment

Quick Check

Center Activities


The Language of Math Topic 12

Vocabulary Cards

Vocabulary Activities



WorldScapes Reader – “Surviving the Odds” pp.4-5 Everyday Counts Calendar Math

Math Background for Teachers - 274A; 276A ; 278A; 280a

Formative

Teacher Observation


Problem of the Day 12.1-12.3

Quick Check 12.1-12.3

Daily Spiral Review 12.1-12.3

Close/Assess 12.1-12.3

TCAP Reteaching p. 302 Set A

Tennessee Handbook Lesson TN-7 Lessons and Practice found in the Tennessee Handbook offer practice, reinforcement, and review of Tennessee’s SPIs and CFUs. You may choose to teach this lesson now but it recommended that these lessons be taught during TCAP Blitz.




Please visit



Intervention Stanford Math ELL Visual Learning ELL Assessment Strategies Differentiated Centers RTI - Diagnostic and Intervention Systems(blue box) Reteach Masters 12.1-12.3

Enrichment Stanford Math Differentiated Centers Enrichment Masters 12.1-12.3

Stanford Math





www.tnelc.org/math

stemresources.com






www.henryanker.com


www.exemplars.com

www.TNCORE.org



Exam View








Teachers should emphasize the use of calculators which students are permitted to use on the TCAP Assessment. Texas Instrument (TI) 15 is recommended.

Weeks 1 -3


















GLE 0306.2.5 Understand the meaning and uses of fractions.

GLE 0306.2.6 Use various strategies and models to compare and order fractions and identify equivalent fractions. 3.NF Develop understanding of fractions as numbers.


Outcomes


Intervention/

Enrichment


Connections

SPI 0306.2.10 Identify equivalent fractions given by various representations. SPI 0306.2.12 Name fractions in various contexts that are less than, equal to, or greater than one. SPI 0306.2.13 Recognize, compare, and order fractions (benchmark fractions, common numerators, or common denominators). Common Core Connection CC.3.G.2 Report to Families:




(See page 16-17 for Report Card

Criteria for Mastery)

SPI 0306.2.10 Identify equivalent fractions given by various representations. SPI 0306.2.12 Name fractions in various contexts that are less than, equal to, or greater than one. SPI 0306.2.13 Recognize, compare, and order fractions (benchmark fractions, common numerators, or common denominators). Academic Vocabulary

Benchmark fractions

Simplest form


Topic 12: Understanding Fractions, pp. 282A-289B Lessons 12.4 – 12.6 Lesson 12.4 Benchmark Fractions Lesson 12.5 Finding Equivalent Fractions Optional: Common Core Student Lesson 12-5A

Lesson 12.6 Using Models to Compare Fractions

enVision Student’s Edition pp. 282-289; TN8-pp. TN38-39 Interdisciplinary Connections

WorldScapes Reader, ”Surviving the Odds”

Math Project p. 273


Daily Spiral Review

Problem of the Day




Enrichment

Quick Check

Center Activities








Math Background for Teachers 274A; 276A ; 278A; 280a

Formative

Teacher Observation





TCAP Reteaching p. 302 Sets B-C


assessment





Please visit





Stanford Math





www.tnelc.org/math

stemresources.com






www.henryanker.com


www.exemplars.com

www.TNCORE.org



Exam View









Weeks 1 -3


















GLE 0306.2.5 Understand the meaning and uses of fractions. 3.NF Develop understanding of fractions as numbers. GLE 0306.2.6 Use various strategies and models to compare and order fractions and identify equivalent fractions. GLE 0306.2.7 Add and subtract fractions with like denominators using various models. GLE 0306.1.4 Move flexibly between concrete and abstract representations of mathematical ideas in order to solve problems, model mathematical ideas, and communicate solution strategies.

Knowledge and Skills Outcomes


Intervention/

Enrichment


Connections

SPI 0306.2.11 Recognize and use different interpretations of fractions. SPI 0306.2.13 Recognize, compare, and order fractions (benchmark fractions, common numerators, or common denominators). SPI 0306.2.14 Add and subtract fractions with like denominators. Soccer Shootout (Addition) Soccer Shootout (Subtraction) SPI 0306.1.4 Match the spoken, written, concrete, and pictorial representations of fractions with denominators up to ten. Common Core Connection CC.3.G.2 Report to Families:




(See page 16-17 for Report Card Criteria for Mastery

0306.2.4 Use a variety of methods to perform mental computations and compare the efficiency of those methods.

0306.2.11 Identify fractions as parts of whole units, as parts of sets, as locations on number lines, and as division of two whole numbers. 0306.2.12 Compare fractions using drawings, concrete objects, and benchmark fractions. 0306.2.13 Understand that when a whole is divided into equal parts to create unit fractions, the sum of all the parts adds up to one. 0306.1.4 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, and observing patterns. Academic Vocabulary

Mixed number


Topic 12: Understanding Fractions, pp. 290A-301B Lessons 12.7 – 12.10 Lesson 12.7 Fractions on a Number Line Optional: Common Core Student Lesson 12-7A or 12-7B

Lesson 12.8 Using Models to Add Fractions Optional: Common Core Student Lesson 12-8A or 12-8B

Lesson 12.9 Using Models to Subtract Fractions Lesson 12.10 PS- Make a Table and Look for a Pattern




Math Project p. 273


Daily Spiral Review

Problem of the Day




Enrichment

Quick Check

Center Activities


The Language of Math Topics 12




WorldScapes Reader, “Surviving the Odds””


Math Background for Teachers - 290A; 294A; 296A; 298A

Formative

Teacher Observation

Problem of the Day 12.7--12.10




TCAP Reteaching p. 303 Sets D-

F


assessment


Tennessee Handbook Lesson TN-4 Lessons and Practice found in the Tennessee Handbook offer practice, reinforcement, and review of Tennessee’s SPIs and CFUs. You may choose to teach this lesson now but it recommended that these lessons be taught during TCAP Blitz. Summative

Topic 12. Multiple Choice Test Maker

Teacher Made Test (Examview)

Math Project TE 273

Alternate Assessments (Topic 12)

Free Response Test Master

Performance Assessment Master


Enrichment Stanford Math Differentiated Centers Enrichment Masters 12.7-12.10 Common Core Connection:



Please visit



Stanford Math





www.tnelc.org/math

stemresources.com






www.henryanker.com


www.exemplars.com

www.TNCORE.org



Exam View









GLE 0306.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation and reasonableness of the solution.

Weeks 4-6

3.OA.Represent and solve problems involving multiplication and division. 3.NBT Use place value understanding and properties of operations to perform multi-digit arithmetic.

3.MD Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

http://www.funbrain.com/cgi-bin/fract.cgi?A1=s&A2=0&A15=1%22

http://www.funbrain.com/cgi-bin/fract.cgi?A1=s&A2=1&A15=1%22


















GLE 0306.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world. GLE 0306.2.1 Understand the place value of whole numbers to ten-thousands place including expanded notation for all arithmetic operations.



Intervention/

Enrichment


Connections

Note: SPI 0306.1.3 has been dropped by Tennessee Department of Education

SPI 0306.1.4 Match the spoken, written, concrete, and pictorial representations of fractions with denominators up to ten. Common Core Connection CC.3.NF.2a Report to Families:





0306.1.4 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, and observing patterns.

0306.2.6 Solve a variety of addition and subtraction story problems including those with irrelevant information.

Academic Vocabulary

Tenths

Decimal point

Decimal

Hundredths

EnVision Math Teacher’s Edition Topic 13: Decimals and Money; pp. 304A-313B; 320A-323B;

Lesson 13.1 , 13.5

Lesson 13.1 Fractions and Decimals Lesson 13.5 PS- Missing or Extra Information

enVision Student’s Edition pp. 304-313; 320-323


WorldScapes Reader, ”Keeping Count”

Math Project p. 303


Daily Spiral Review

Problem of the Day




Enrichment

Quick Check

Center Activities





Written and Oral Language in Math WorldScapes Reader, ” Keeping Count” pp 14-15


Math Background for Teachers - 304A; 306A; 308A;

312A; 320A

Formative

Teacher Observation


Problem of the Day 13.1, 13.5

Quick Check 13.1, 13.5

Daily Spiral Review 13.1, 13.5

Close/Assess 13.1, 13.5

TCAP Reteaching p. 324 Sets A-B

Teacher/team created assessment


Summative



Math Project TE 303







Please visit



Intervention Stanford Math ELL Visual Learning ELL Assessment Strategies Differentiated Centers RTI - Diagnostic and Intervention Systems(blue box) Reteach Masters 13.1, 13.5

Enrichment Stanford Math Differentiated Centers Enrichment Masters 13.1, 13.5

Stanford Math





www.tnelc.org/math

stemresources.com






www.henryanker.com


www.exemplars.com

www.TNCORE.org



Exam View









Weeks 4-6


















GLE 0306.4.5 Solve measurement problems involving fractional parts of linear units and capacity units. 3.MD. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. GLE 0306.1.5 Use mathematical ideas and processes in different settings to formulate patterns, analyze graphs, set up and solve problems and interpret solutions. 3.MD. Represent and interpret data.



Intervention/

Enrichment


Connections

SPI 0306.4.5 Choose reasonable units of measure, estimate common measurements using benchmarks, and use appropriate tools to make measurements. Are We There Yet? SPI 0306.4.6 Measure length to the nearest centimeter or half inch. SPI 0306.4.7 Solve problems requiring the addition and subtraction of lengths. Work Backward SPI 0306.1.7 Select appropriate units and tools to solve problems involving measures. Let’s Bake a Pie Common Core Connection CC.3.MD.2

Report to Families:

I can measure, estimate and compare length using appropriate units.

I can use models to represent, communicate, and connect mathematics in multiple ways.

I can solve word problems using the four operations.


0306.4.5 Understand that all measurements require units. 0306.4.6 Recognize the use of fractions in liquid measures Let’s Make Ice Cream 0306.4.8 Estimate and/or measure the capacity of a container. Can You Fill It? 0306.4.9 Measure weight to the nearest ounce or gram. Poodle Weigh In 0306.4.10 Use reasonable units of length (i.e. kilometer, meter, centimeter. mile, yard, foot, inch) in estimates and measures.

0306.4.11 Know common equivalences for length (1 meter = 100 centimeters, 1 yard = 3 feet, 1 foot = 12 inches). Convert Units of Length 0306.4.12 Make and record measurements that use mixed units within the same system of measurement (such as feet and inches, meters and centimeters). What Is the Position of the Arrow?

Academic Vocabulary

Inch

Foot

Yard Mile

EnVision Math Teacher’s Edition Topic 14: Customary Measurement; pp. 328A-337B Lessons 14.1 – 14.3; TN9 Lesson 14-1 Understanding Measurement Lesson 14-2 Fractions of an Inch Lesson 14-3 Using Inches, Feet, Yards, and Miles

enVision Student’s Edition pp. 328-337; TN9-pp. TN40-TN41

Interdisciplinary Connections WorldScapes Reader – “Rainforest Math”

Math Project p. 327


Daily Spiral Review

Problem of the Day




Enrichment

Quick Check

Center Activities

Home-School Connection The Language of Math Topic 9




WorldScapes Reader – “Rainforest Math” pp 8-9


Math Background for Teachers - 328A; 332A; 334A

Formative

Teacher Observation






TCAP Reteaching p. 346 Sets A-C






Please visit





Stanford Math





www.tnelc.org/math

stemresources.com






www.henryanker.com


www.exemplars.com

www.TNCORE.org



Exam View









Weeks 4-6

Third Nine Weeks – Week 6 (Lessons 14.1, 14.2, 14.3, TN9)

http://www.beaconlearningcenter.com/WebLessons/AreWeThereYet/default.htm#page8

http://www.mathstories.com/strategies_working_backward.htm

http://www.beaconlearningcenter.com/WebLessons/MeasuringTools/default.htm

http://www.mathcantakeyouplaces.org/pdf/eqactivityicecream.pdf

http://pbskids.org/cyberchase/games/liquidvolume/liquidvolume.html

http://pbskids.org/cyberchase/games/algebra/

http://www.ookingdom.com/metric/length

http://www.quizville.com/mathGames/measurement/usingRuler.html


















GLE 0306.4.5 Solve measurement problems involving fractional parts of linear units and capacity units. GLE 0306.1.5 Use mathematical ideas and processes in different settings to formulate patterns, analyze graphs, set up and solve problems and interpret solutions. GLE 0306.1.1 Use mathematical language, symbols, and definitions while developing mathematical reasoning.


Outcomes


Intervention/

Enrichment


Connections

SPI 0306.4.5 Choose reasonable units of measure, estimate common measurements using benchmarks, and use appropriate tools to make measurements. Measure It SPI 0306.1.7 Select appropriate units and tools to solve problems involving measures. Units of Measure Note: SPI 0306.1.6 has been dropped by Tennessee Department of Education Common Core Connection CC.3.MD.2 Report to Families:





0306.4.5 Understand that all measurements require units. 0306.4.7 Recognize the relationships among cups, pints, quarts, and gallons. U. S. Volumes Multiply Gallons, Quarts, and Pints Divide Gallons, Quarts, and Pints 0306.4.8 Estimate and/or measure the capacity of a container. Load the Boat

Academic Vocabulary

Capacity

Cup

Pint

Quart

Gallon

Weight

Ounce

Pound

Ton


Customary Measurement – TE pp. 338A-343B: Lessons 14.4 – 14.6, TN10 Lesson 14-4 Customary Units of Capacity Lesson 14-5 Units of Weight

enVision Student’s Edition pp. 338-343; TN10-pp. TN42-43

Interdisciplinary Connections WorldScapes Reader – “Rainforest Math”

Math Project p. 327


Daily Spiral Review

Problem of the Day




Enrichment

Quick Check

Center Activities






WorldScapes Reader – Perfect Patterns

Everyday Counts Calendar Math Math Background for Teachers - 328A; 332A; 334A

Formative

Teacher Observation





TCAP Reteaching p. 347 Sets D-F

Teacher/team created

assessment


Tennessee Handbook Lesson TN-10 Lessons and Practice found in the Tennessee Handbook offer practice, reinforcement, and review of Tennessee’s SPIs and CFUs. You may choose to teach this lesson now but it recommended that these lessons be taught during TCAP Blitz. Summative



Math Project TE 327





Enrichment Stanford Math Differentiated Centers Enrichment Masters 14.4-14.5 Common Core Connection:



Please visit



Stanford Math





www.tnelc.org/math

stemresources.com






www.henryanker.com


www.exemplars.com

www.TNCORE.org



Exam View









Weeks 7-9

CC.3.MD.3 Represent and interpret data. 3.MD Solve problems involving measurement and estimation

of intervals of time, liquid volumes, and masses of objects.

http://www.funbrain.com/measure/index.html

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/measures/index.htm

http://www.aaastudy.com/mea69_x3.htm

http://www.aaastudy.com/mea-mul_gqp.htm

http://www.aaastudy.com/mea_div_gqp.htm

http://www.bbc.co.uk/schools/ks1bitesize/numeracy/measurements/index.shtml


















GLE 0306.1.5 Use mathematical ideas and processes in different settings to formulate patterns, analyze graphs, set up and solve problems and interpret solutions. GLE 0306.4.5 Solve measurement problems involving fractional parts of linear units and capacity units. GLE 0306.3.3 Describe and analyze patterns and relationships in contexts.



Intervention/

Enrichment


Resources

SPI 0306.4.5 Choose reasonable units of measure, estimate common measurements using benchmarks, and use appropriate tools to make measurements.

SPI 0306.4.6 Measure length to the nearest centimeter or half inch. Measure It The Ruler Game SPI 0306.1.7 Select appropriate units and tools to solve problems involving measures. Units of Measure Common Core Connection CC.3.MD.2

Report to Families:





0306.4.5 Understand that all measurements require units.

0306.4.8 Estimate and/or measure the capacity of a container. Can You Fill It?

0306.4.9 Measure weight to the nearest ounce or gram. Poodle Weigh In

0306.4.10 Use reasonable units of length (i.e. kilometer, meter, centimeter. mile, yard, foot, inch) in estimates and measures.

0306.4.11 Know common equivalences for length (1 meter = 100 centimeters, 1 yard = 3 feet, 1 foot = 12 inches).

Convert Units of Length

0306.1.4 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information,

and observing patterns.

0306.3.6 Analyze patterns in words, tables, and graphs to draw conclusions.

Academic Vocabulary

Decimeter

Millimeter

Centimeter

Meter

Kilometer

Mass

Gram

Kilogram


Metric Measurement , pp. 348A-363B Lesson 15-1 Using Centimeters and Decimeters Lesson 15-2 Using Meters and Kilometers Lesson 15-4 Units of Mass Lesson 15-5 PS- Make a Table and Look for a Pattern


Interdisciplinary Connections WorldScapes Reader “Keeping Count”

Math Project p. 347


Daily Spiral Review

Problem of the Day




Enrichment

Quick Check

Center Activities





WorldScapes Reader – “ Keeping Count” pp 4-5



Formative

Teacher Observation






TCAP Reteaching pp. 364-365 Sets

A-D



Summative



Math Project TE 347







Please visit





Stanford Math





www.tnelc.org/math

stemresources.com






www.henryanker.com


www.exemplars.com

www.TNCORE.org



Exam View









Weeks 7-9

Third Nine Weeks – Week 8 (Lessons 15.1, 15.2, 15.3, 15.4, 15.5)

3.MD. Represent and interpret data. 3.MD Solve problems involving measurement and estimation

of intervals of time, liquid volumes, and masses of objects.

3.OA Solve problems involving the four operations, and identify and explain patterns in arithmetic.

http://www.funbrain.com/measure/index.html

http://www.rickyspears.com/rulergame/

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/measures/index.htm

http://pbskids.org/cyberchase/games/liquidvolume/liquidvolume.html

http://pbskids.org/cyberchase/games/algebra/

http://www.ookingdom.com/metric/length


















GLE 0306.4.3 Understand and use attributes of 2- and 3-dimensional figures to solve problems. 3.G Reason with shapes and their attributes. GLE 0306.4.4 Use appropriate units, strategies and tools to solve problems involving perimeter. 3.MD Represent and interpret data. GLE 0306.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of the solution. 3.OA. Represent and solve problems involving multiplication and division.



Intervention/

Enrichment


Resources

SPI 0306.4.4 Calculate the perimeter of shapes made from polygons. Common Core Connection CC.3.MD.8 Report to Families:

I understand and can measure perimeter and area.



(See page 16-17 for Report Card Criteria for Mastery Academic Vocabulary

Perimeter

Area

0306.1.6 Use estimation to check answers for reasonableness, and calculators to check for accuracy.

EnVision Math Teacher’s Edition Topic 16: Perimeter, Area, and Volume, pp.366A-375B Lesson 16-1 Understanding Perimeter Lesson 16-2 Perimeter of Common Shapes Lesson 16-3 Different Shapes with the Same Perimeter Lesson 16-4 PS- Try, Check and Revise


Interdisciplinary Connections WorldScapes Reader – “Below Zero”

Math Project p. 365


Daily Spiral Review

Problem of the Day




Enrichment

Quick Check

Center Activities





WorldScapes Reader – “Below Zero” pp10-11



Formative

Teacher Observation






TCAP Reteaching pp. 388 Sets A-B


Summative



Math Project TE 365



Performance Assessment Master Common Core Connection:



Please visit





Stanford Math





www.tnelc.org/math

stemresources.com






www.henryanker.com


www.exemplars.com

www.TNCORE.org



Exam View









Weeks 7-9


















Report to Families Mathematics Checklist Report Card Criteria for Mastery - Bold highlighted items are the report card statements. Items below each statement must be met in order to master that skill during that quarter.

I can fluently multiply and divide within 100 (know from memory all single-digit numbers)

I can correctly solve multiplication problems (0-10’s).

I can correctly solve division problems (0-10’s).

I can represent and solve problems using multiplication and division.

I can apply and use different problem solving strategies for word problems involving multiplication and division.


I can recognize and name fractions that are less than, equal to, or greater than one.

I can read and write fractions as part of a whole – written, spoken, concrete and pictorial with denominators up to ten.

I can identify that the numerator is the quantity being discussed, and that the denominator is the total number of equal parts.


I can recognize simple equivalent fractions and use number lines and visual models to find equivalent fractions.

I can compare fractions using models, pictures, and symbols.

I can describe equivalent fractions.


I can add and subtract pictorial fractions and numerical fractions with like denominators.


I can measure and estimate liquid volumes and masses of objects.

I can measure to the nearest quarter inch.

I can choose reasonable units of measure (i.e. kilometer, meter, centimeter, mile, yard, foot, inch).

I can estimate common measurements using benchmarks

I understand and can measure perimeter and area.

I can define perimeter.

I can find the perimeter when given the length of sides and when there is an unknown side length.

I can design, create, draw, and model rectangles with the same perimeter.

I can define “unit square”

I can define area as the number of square units in a figure

I can measure areas by counting square units








I can consistently and independently create and use pictures, manipulatives, models, and symbols to organize, record, and communicate ideas.


I can consistently and independently solves correctly multi-step problems involving multiplication and division and show my work with units.

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