Quick Start Guide Grade 3

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BOXES 1, 2 & 3 BRIDGES

Teachers Guides

Your Teachers Guides are divided into eight units, each of which includes a unit introduction, 20 lessons, and the ancillary pages you’ll need to teach them. Keep the Unit 1 binder handy, and store the other binders in your bookcase or cabinet for now. The Assessment Guide is also included in this box.

your kit

QUICK START GUIDE

Before unpacking and organizing, you’ll want to have the following materials on hand:

❚ One plastic box with a lid or a file drawer for your Bridges mats, game boards, and cards

❚ One plastic box with a lid or a file drawer for your Number Corner materials (calendar markers, card decks)

❚ Six containers, with or without lids, large enough to accommo-date 8 ½” × 11” game boards (for Bridges Work Place materials)

❚ One basket or shoebox for your bags of dice, game markers, and spinner overlays

❚ Eight tubs, one each for larger manipulatives. See list on page 6.

Give yourself plenty of space to unpack your boxes—you have four boxes of materials! Box 1 contains your Bridges Teachers Guides and components. Boxes 2 & 3 include Bridges manipulatives, and box 4 has your Number Corner materials.

The Teachers Guides and ancillary pages are also available for viewing and download on the Bridges Educator site at bridges.mathlearningcenter.org.

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© The Math Learning Center 0514 bridges.mathlearningcenter.org2

Bridges in Mathematics Grade 3 Quick Start Guide

Bridges Components

In this box, you’ll find an assortment of game boards and cards that students will use to play partner games. Keep each of these materials in its own labeled bag. You’ll need access to them throughout the year.

Keep the game boards and cards in their labeled bags in a box or file drawer. Store them where you can retrieve them easily. They do not need to be accessible to students.

1 Card decks

2 Game boards Number Corner includes a Quick Start Guide similar to this one. It is intended for Number Corner teachers in classrooms where Bridges is not the primary curriculum. Since Number Corner and Bridges share some materials, please follow the steps here.



Bridges Manipulatives

Your kit contains a variety of manipulatives, including one large demonstration number rack. We’ll talk about ways to keep the manipulatives organized in the next section.

1 Craft sticks

2 Measuring cups – 1 cup & 1 quart

3 Geoboards and geobands

4 Base ten plastic grid

5 Base ten linear pieces

6 Supermagnets with hooks

7 Magic Wall magnetic board

8 Adding machine tape

9 Rubber bands

10 Numbered dice

11 Red linear units

12 Literature

13 Foam magnetic tile

14 Game markers

15 Tangrams

16 Plastic cubes

17 Pattern blocks

18 Demonstration number rack (packaged separately)

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BOX 4 NUMBER CORNER

Teachers Guides

Keep the Volume 1 binder handy, and store the other binders in your bookcase or cabinet for now. Add the Number Corner portion of the Assessment Guide to the Assessment Guide binder found in Bridges box 1.

The Teachers Guides and ancillary pages are also available for viewing and download on the Bridges Educator site.

Number Corner Components

You’ll need access to these materials throughout the year. Store them where you can retrieve them easily. Keep the calendar markers, mats, and cards, each in their own labeled bag, in a box or file drawer.

1 Word Resource Cards

2 Display cards

3 Calendar markers

4 Work mats

5 Card decks

If you are upgrading from Number Corner to Bridges, you will already have the items shown on these pages.



Number Corner Manipulatives

1 Calendar Grid pocket chart

2 Pan balance scale

3 Colored tiles

4 Student clocks

5 Measuring cups – 1 cup & 1 quart

6 Adding machine tape

7 Spinner overlays

8 Dice

9 Measuring tapes

Store the manipulatives listed below with the markers, mats and cards for use during Number Corner:

❚ Colored tiles

❚ Student clocks

❚ Spinner overlays

❚ Dice

❚ Measuring tapes


your materials & classroom

Store the manipulatives listed below

in a single basket or shoebox:

❚ Dice

❚ Game markers

❚ Student clocks

❚ Spinner overlays

❚ Measuring tapes

❚ Tangrams

Store each larger manipulative

listed below in its own tub:

❚ Calculators*

❚ Interlocking cubes*

❚ Modeling clay (keep in zip-top bag)*

❚ Geoboards and geobands

❚ Base ten pieces

❚ Plastic cubes

❚ Pattern blocks

❚ Colored tiles

Store these items where students

have easy access to them:

❚ Student whiteboards, pens, and erasers*

❚ Rulers*

Store these materials with your general

classroom supplies and equipment:

❚ Toothpicks*

❚ Craft sticks

❚ Funnel*

❚ Measuring cups

❚ Supermagnets with hooks

❚ Adding machine tape

❚ Rubber bands

❚ Foam magnetic tile

❚ Pan balance scale

Store your three literature books with your

Teachers Guides so they don’t get mixed

in with your classroom book collection.

Post these wall charts in your

Number Corner display area:

❚ Magic Wall magnetic board

❚ Calendar Grid pocket chart

* Please see the Bridges Educator site for a comprehensive list of required materials that are not included in your kit. Those mentioned here are marked with an asterisk.

There are many good ways to organize your materials. Begin with the recommendations here, and refine your system throughout the school year to better meet the unique circumstances of your classroom. You’ll find more detailed information—including photos from real Bridges classrooms—on the Bridges Educator site. If you have great organization tips you’d like to share, we’d love to pass them on to other Bridges users! You can email your ideas to [email protected].


The following steps will prepare you to teach Bridges and Number Corner on the first day of school.

1 BRIDGES Read “Introducing Bridges in Mathematics Grade 3,” found in the front of the Unit 1 Teachers Guide.

NUMBER CORNER Read “Introducing Grade 3 Number Corner,” found in the front of the Volume 1 Number Corner Teachers Guide.

Introducing Grade 3 Number CornerWelcome to Number Corner!Number Corner, second edition, is a program of skills practice as well as ongoing encounters with broader mathematical concepts. Extensively revised to address the Common Core State Standards for Mathematics, Number Corner features daily 20-minute workouts that intro-duce, reinforce, and extend skills and concepts related to the critical areas of study at each grade level. Number Corner is an essential component of the Bridges in Mathematics curricu-lum, but it can be used to complement any K–5 curriculum, providing students and teachers with opportunities to apply Common Core skills in new settings and real-world contexts.The term Number Corner refers not only to the program as a whole but also to the physical bulletin board display. The display is the center of learning activities and the heart of a math-rich classroom environment. We strongly encourage leaving the display up in the room (rather than tucking it in an interactive whiteboard), so students can make use of the models throughout the day. The teacher and students add new pieces to the display each day, which offer starting points for discussions, problem solving, and short written exercises. Over the course of any given month, third graders predict and post new markers in the Calendar Grid pocket chart; collect and record a unit of measure or a small set of data each day and then make observations and draw conclusions about the collection; play games and participate in activities designed to improve computational fluency; work on a number line with whole num-bers, fractions, and mixed numbers; engage in problem strings, a focused whole-group activity designed to increase students’ understanding of mathematical operations and relationships between numbers; and solve problems involving multiple steps, estimating, reasoning, fractions, and all four operations. Math becomes less abstract as students work with concrete and visual models related to multi-digit numbers; fractions; developing and using efficient strategies to add, subtract, multiply and divide; measurement quantities and measurement tools; and investigat-ing and analyzing two-dimensional shapes and their attributes.Many teachers use the quick-paced Number Corner workouts as a warm-up for their daily math time. Others incorporate a workout into their morning routine or as a whole-group time to gather, review, and reflect at the end of the day. The lively sessions feature creative, original activities that build from five predictable routines. Games and challenges are designed to engage young learners as they develop numerical literacy and proficiency. The rigor, focus and coher-ence in each workout promote conceptual understanding and procedural fluency. We hope you’ll enjoy guiding your students through Number Corner. We believe you’ll find that with daily, long-term opportunities to work and play with numbers and concepts, their growth in mathematical thinking, confidence, and enthusiasm will soar.

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Number Corner Grade 3 Teachers Guide© The Math Learning Center | mathlearningcenter.org

Introducing Bridges in Mathematics

Grade 3Welcome to Bridges in Mathematics

Bridges in Mathematics, second edition, is a comprehensive K–5 mathematics curriculum that equips

teachers to fully implement the Common Core State Standards for Mathematics in a manner that is

rigorous, coherent, engaging, and accessible to all learners. The curriculum focuses on developing

students’ deep understandings of mathematical concepts, proficiency with key skills, and ability to

solve complex and novel problems. Bridges blends direct instruction, structured investigation, and

open exploration. The program taps into the intelligence strengths of all students by presenting mate-

rial that is as linguistically, visually, and kinesthetically rich as it is mathematically powerful.

Bridges Activities

A Bridges classroom features a combination of whole-group, small-group, and independent

activities that are problem centered. Third graders engage in five major kinds of activities:

Problems & Investigations, Work Places, Math Forums, Problem Strings, and Assessments.

Problems & Investigations

Problems & Investigations are whole-group activities that also incorporate periods of indepen-

dent and partner work. They often begin with a problem posed by the teacher, followed by time

for students to think independently, work for a period of time, and talk in pairs before reconven-

ing to share and compare strategies and solutions as a whole class.

Work Places

Work Places are engaging, developmentally appropriate math stations that offer ongoing prac-

tice with key skills. Many Work Places are partner games, but some are independent activities

or more open-ended partner work. Work Places are always introduced and practiced as a whole

class, after which students have opportunities to repeat the Work Place over a period of weeks.

Work Places include suggestions that enable the teacher to differentiate each activity to address

students’ needs for additional support or challenge.

Math Forums

Students discuss their solutions to and strategies for solving problems in nearly every Bridges lesson.

Math Forums, which occur a few times in each unit, are a more formal and structured time for

students to share and discuss their work. Prior to conducting a forum, the teacher reviews students’

written work on a particular problem and selects specific students to share during the forum. The

teacher carefully plans the order in which students will share to help the rest of the class develop

a deeper understanding of the problem and the variety of strategies that can be applied to solve it.

Students who are not sharing their own work are expected to listen carefully, compare their class-

mates’ work to their own, and ask questions to better understand each student’s ideas.

Topics Covered in

This Introduction

Bridges Activities

Problems & Investigations

Work Places

Math Forums

Problem Strings

Assessments

Number Corner

Mathematical Emphasis

Content

Practices

ModelsNumber Rack

Number Line

Arrays

Ratio Tables

Base Ten Area Pieces

Models for Fractions

Models for Geometry

Teacher Materials

Teachers Guide

Unit Introductions

Module Introductions

Sessions (Daily Lesson Plans)

Ancillary Pages

Assessment Guide

Support & Intervention

Answer Keys

Student Materials

Bridges Student Book

Home Connections

Spanish-Language

Materials

Additional Materials

Technology

Vocabulary

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Bridges in Mathematics Grade 3 Teachers Guide

2 BRIDGES Read the Bridges Unit 1 Introduction, and review the organi-zational charts.

Assessments

There are three written assessments in Unit 1—a unit pre-assessment near the beginning of

Module 1, a checkpoint near the end of Module 2, and a unit post-assessment at the end of

Module 4. An assignment in the middle of Module 3 can also be collected as a work sample. In

addition, the eight Work Places introduced over the course of the unit offer teachers frequent

opportunities to observe students’ skills in authentic settings. The following chart shows the

assessment opportunities available in this unit.

Skills/Concepts Assessed Observational Assessments Written Assessments

2.OA.1 Solve one-step addition

story problems with sums to 100

involving situations of putting

together, with unknowns in all

positions

M1, S3 Unit 1 Pre-Assessment

M2, S3 Addition & Subtraction

Checkpoint

M4, S6 Unit 1 Post-Assessment

2.OA.1 Solve one-step subtraction

story problems with minuends

to 100 involving situations of

taking from and comparing, with

unknowns in all positions



Checkpoint


2.OA.2 Fluently add with sums to

20 using mental strategies

M1, S5 Work Place 1A Make the Sum

M2, S2 Work Place 1B Target Twenty

M2, S4 Work Place 1D Subtraction

Bingo



Checkpoint


2.OA.2 Fluently subtract with

minuends to 20 using mental

strategies

M2, S3 Work Place 1C Blast Off to

SpaceM2, S2 Work Place 1B Target Twenty

M2, S4 Work Place 1D Subtraction

Bingo



Checkpoint


2.OA.2 Recall from memory all

sums of two 1-digit numbers



Checkpoint


2.NBT.2 Skip-count by 10s within

1,000

M3, S4 Work Place 1E Carrot Grab

M4, S1 Work Place 1F Rabbit Tracks

2.MD.5 Solve addition story

problems with sums to 100

involving lengths given in the same

units

M3, S3 Adding Lengths Work

Sample

3.OA.9 Identify patterns among

basic addition facts

M1, S5 Work Place 1A Make the Sum M1, S3 Unit 1 Pre-Assessment


Checkpoint


3.OA.9 Identify patterns among

basic subtraction facts



Supports 3.OA Write equations

with a letter standing for the

unknown quantity to represent

one-step story problems


Sample

Supports 3.OA Determine

whether two expressions are equal M2, S4 Work Place 1D Subtraction

Bingo



3.NBT.2 Use strategies based

on place value, properties of

operations, or the relationship

between addition and subtraction

to add fluently with sums to 1,000

M3, S4 Work Place 1E Carrot Grab

M4, S1 Work Place 1F Rabbit Tracks

M4, S3 Work Place 1G Target One

HundredM4, S5 Work Place 1H Anything But

Five



SampleM4, S6 Unit 1 Post-Assessment

M – Module, S – Session

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Unit 1 IntroductionThird grade students also use the number line. The open number line, which marks only the numbers used, is a model for addition and subtraction that will carry all the way through to graphing in algebra and beyond. In this unit, the open number line is built from a measurement context in which students measure the lengths of objects in the room. It becomes a tool for solving and recording students’ addition strategies as they add different lengths. In contrast to using counters to solve problems, the student records where he lands, creating a record of strategy and a sense of action. Even though students can actively manipulate counters, they don’t create a record as they use them, and any action taken to make a calculation is more in the nature of reading than creating.

StrategiesStrategies for Solving Basic FactsIn Bridges Grade 2, students explored a variety of strategies for solving basic addition and subtraction combinations. In third grade, the teacher will revisit these strategies with students and introduce a few new ones as well. The following charts identify the strategies by name and provide examples, as well as extensions to larger numbers. Addition StrategiesName of Strategy Examples Extensions to Larger NumbersAdd Zero facts (+0) 7 + 0 = 7 0 + 14 = 14 387+ 0 = 387 0 + 26 = 26Count On facts (+1, +2, +3) 6 + 1 = 7

4 + 2 = 63 + 8 = 11 391 + 1 = 392

27 + 2 = 29115 + 3 = 118

Doubles facts 7 + 7 = 14 3 + 3 = 6 125 + 125 = 150 14 + 14 = 28Doubles Plus or Minus One facts 3 + 4 = 7 7 + 8 = 15 304 + 303 = 607 13 + 14 = 27Make Ten facts (=10) 7 + 3 = 10 6 + 4 = 10 20 + 80 = 100 300 + 700 = 1,000Add Ten facts (+10) 10 + 5 = 15 8 + 10 = 18 247 + 10 = 257 28 + 10 = 38Add Nine facts (+9) 9 + 5 = 14 7 + 9 = 16 no extension suggested at this timeLeftover facts 8 + 5 = 13 7 + 4 = 11 no extension suggested at this timeSubtraction StrategiesName of Strategy Examples Extensions to Larger NumbersZero facts (–0) 7 – 0 = 7 15 – 0 = 15 97 – 0 = 97 528 – 0 = 528Count Back facts (–1, –2, –3) 6 – 1 = 5

9 – 2 = 715 – 3 = 12 128 – 1 = 127

784 – 2 = 78273 – 3 = 70

Take All facts 7 – 7 = 0 12 – 12 = 0 46 – 46 = 0 1922 – 1922 = 0Neighbors facts (1 or 2 away) 4 – 3 = 1 8 – 6 = 2 457 – 456 = 1 98 – 96 = 2Take Half facts 10 – 5 = 5 16 – 8 = 8 100 – 50 = 50 300 – 150 = 150Take Away Ten facts (–10) 19 – 10 = 9 14 – 10 = 4 67 – 10 = 57 7,865 – 10 = 7,855Back to Ten facts 19 – 9 = 10 14 – 4 = 10 43 – 3 = 40 876 – 6 = 870Up to Ten facts 15 – 8 = 717 – 9 = 8

13 – 5 = 812 – 7 = 5

no extension suggested at this timeLeftover facts 9 – 3 = 6

17 – 14 = 318 – 12 = 6 no extension suggested at this time

Strategies for Double-Digit AdditionThe following strategies for double-digit addition were introduced and developed in Bridges Grade 2. These will be revisited during Unit 1 and extended throughout Grade 3. » Counting On

» Place Value Splitting » Keeping One Addend Whole

While this progression of strategies goes from least to most sophisticated, this does not mean that a student must progress one step at a time. Instead, teachers can use the list as a map to see how student thinking might be nudged to new levels. This progression will also be helpful in facilitating math forums, whole-class discussions in which strategies are compared and students

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Unit 1 Introduction

Unit 1

Addition & Subtraction Patterns

Overview

This unit focuses on patterns in addition and subtraction facts, the pattern of adding 10s, measuring, and problem solving. The

first module sets the tone for the year with community building and then reviews the addition strategies for facts to 20, which

students learned in second grade. The second module revisits subtraction strategies for facts to 20. Students are introduced to

multi-digit addition on the open number line in Module 3, and Module 4 presents students with a collection of story problems

that prompt them to practice their skills with multi-digit addition and subtraction.

Planner

ModuleDay Session & Work Places Introduced P&I PS MF WP A HC DP

Module 1 Community Building & Addition Facts to Twenty

Module 1 focuses on building a community of learners,

setting the tone for the rest of the year. Students build

People Glyphs to share with classmates their preferred

learning styles in math. In Session 3, they take the Unit 1 Pre-

Assessment. In Sessions 4 and 5, they complete an addition

table to review basic addition facts and discuss patterns

among them.

1 Session 1 Making People Glyphs

2 Session 2 Sorting & Classifying

People Glyphs

3 Session 3 Unit 1 Pre-Assessment &

Number Rack Review

4 Session 4 The Addition Table, Part 1

5 Session 5 The Addition Table, Part 2

Work Place 1A Make the Sum

Module 2 Subtraction Facts to Twenty

Students use a subtraction table to identify types of facts

and to learn and revisit efficient strategies. They make

generalizations about the number relationships in groups

of related facts and also develop algebraic thinking as they

look for patterns and relationships, determine unknown

quantities on both sides of the equal sign in an equation,

and make generalizations about mathematics. The teacher

works with students on the routines they will use all year

including problem strings, Work Place activities, and a

checkpoint assessment.

6 Session 1 The Subtraction Table, Part 1

7 Session 2 The Subtraction Table, Part 2

Work Place 1B Target Twenty

8 Session 3 Addition & Subtraction

Checkpoint

Work Place 1C Blast Off to Space

9 Session 4 Addition & Subtraction

Equations

Work Place 1D Subtraction Bingo

Module 3 Double-Digit Addition

Students search out objects of certain lengths and use these

measurements to build the open number line. The teacher

uses the open number line to model students’ strategies

to add double-digit length measurements. The class has a

math forum to encourage students toward more efficient

and sophisticated addition strategies. Then students learn a

game, Carrot Grab, that helps with place-value patterns and

the addition strategy of getting to a friendly number.

10 Session 1 Length Scavenger Hunt

11 Session 2 Adding Lengths

12 Session 3 Adding Lengths Forum

13 Session 4 Introducing Work Place 1E

Carrot Grab

Work Place 1E Carrot Grab

14 Session 5 Strings & Strategies

Module 4 Story Problems & Strategies

In the first four sessions, students solve story problems

that involve adding and subtracting 2-digit numbers. They

discuss their strategies and model them with the open

number line, splitting diagrams, and equations. Session 5

features multi-step problems involving both addition and

subtraction, and the teacher helps students not only model

their strategies with equations but also write equations to

represent the problem situation. Students complete the unit

post-assessment in the final session.

15 Session 1 Introducing Work Place 1F

Rabbit Tracks

Work Place 1F Rabbit Tracks

16 Session 2 Two-Digit Addition Story

Problems

17 Session 3 Two-Digit Addition Story

Problems Forum

Work Place 1G Target One Hundred

18 Session 4 Strategies for Subtracting

Two-Digit Numbers

19 Session 5 Multi-Step Problems

Work Place 1H Anything But Five

20 Session 6 Unit 1 Post-Assessment

P&I – Problems & Investigations, PS – Problem String, MF – Math Forum, WP – Work Place, A – Assessment, HC – Home Connection, DP – Daily Practice

Unit 1

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to teach

Visit the Resources section of the Bridges Educator site to find online resources mapped to the units and modules of Bridges in Mathematics and months of Number Corner. It is designed to help teachers and students make the most of the many excellent free resources provided by educators, authors, universities, and organizations.



3 BRIDGES Review the Unit 1, Module 1 Introduction. (Each unit contains four modules.) The Planner shows what kinds of activities you’ll be doing in the first module. Use the Materials Chart as a checklist to prepare your materials before your first Number Corner session.

NUMBER CORNER Review the Introduction section of the September Number Corner Teachers Guide. The Sample Display shows how to set up your Number Corner display, and the Daily Planner gives you the month’s schedule at a glance. The Materials Chart shows everything you’ll need to prepare ahead of time. Use it as a checklist to get all the materials ready before the first day of school.

Number Corner SeptemberOverviewThe workouts in the first month of school introduce key multiplication concepts and give students opportunities to use surveys

to learn a little about their new classmates. September’s workouts also provide a review of place value through 1,000 and strate-

gies for adding 2- and 3-digit numbers. ActivitiesWorkouts

Day ActivitiesD G SB

Calendar Grid Multiplication Models The Calendar Grid markers this month introduce key multiplication concepts and models. Each day, a student helper adds a marker to the Calendar Grid pocket chart and records the day’s date on the board. Students make obser-vations about the markers, generate equations to match the visuals, search for and describe emerging patterns in the sequence, and make predictions about future markers based on their observations.

1 1 Introducing the September Calendar Markers 4, 6, 8 2 Charting Observations 11, 14,

16, 203 Making Predictions & Writing Equations

19 4 Completing the Multiplication Models Page Calendar Collector Class DataThe Calendar Collector focuses on collecting information about the class in the form of survey data. During the first activity, the teacher reviews what surveys are, why people conduct them, and how the results can be displayed. She does a quick survey with the class and works with student input to display the results on a scaled bar graph. Next, the class brainstorms ideas for surveys and each student plans a survey to conduct with classmates. Later, the teacher selects two of the students’ plans and works with the authors to conduct those particular surveys with the class. During the last activity, the teacher conducts one final survey and leads the class in creating a scaled picture graph

to show the results.

1 1 Introducing the Calendar Collector 2 2 What Would You Like to Know About Our Class? 6, 11 3 Student Surveys 17 4 Which Read-Aloud? Extension (Optional) More Student Surveys

Computational Fluency Loops & Groups Students play a game to find the product of two numbers between 1 and 6. They sketch equal groups and write equations to represent the results. After four turns, they find the sum of the products. Over the course of the month, the teacher plays the game twice with the whole class, and then has students play it again in pairs.

3 1 Introducing Loops & Groups 13 2 Loops & Groups Rematch 18 3 Loops & Groups with a Partner

Number Line Up to One Thousand Students learn to play a new counting game, make their own number lines, and use their lines to solve a variety of number riddles. Throughout these activities, the focus is on reading numbers to 1,000 using base ten numerals and expanded form, and looking for and describing patterns in the multiples of 10 and 100 to 1,000 as they appear on a grid and on a number line.

5 1 Introducing Spud—the Counting Game 10 2 Spud Revisited 12 3 From Grid to Line 15 4 Number Riddles Solving Problems Adding Two- and Three-Digit Numbers Students are introduced to problem strings and use them to review strategies for adding 2- and 3-digit numbers.

4 1 Problem String 1 8 2 Problem String 2 16 3 Problem String 3

Assessment Baseline The teacher administers a written assessment to the entire class, half in place of Number Corner workouts one day, and the other half in place of workouts a couple of days later.

7 Baseline Assessment, Part 1 Completing Pages 1 & 29 Baseline Assessment, Part 2 Completing Pages 3–5

D – Discussion, G – Game, SB – Student Book

September

Introduction

1



Bridges in Mathematics Grade 3 Teachers Guide 1

Unit 1

Module 1

Community Building &

Addition Facts to Twenty

OverviewModule 1 focuses on building a community of learners, setting the tone for math class for the rest of the year. Students build

People Glyphs to share with classmates their preferred learning styles in math. They sort and classify the glyphs and collect the

data in a bar graph. In Session 3, students take the Unit 1 Pre-Assessment. In Sessions 4 and 5, students complete the addition

table to review basic addition facts and discuss patterns among them in terms of properties of the operation of addition.

Planner

Session & Work Places Introduced

P&I PS MF WP A HC DP

Session 1 Making People Glyphs

The session begins with a brief discussion about positive behaviors that will support everyone’s

learning. Students create a class list of these behaviors, which they can refer to for the rest of the

year. Then, students make people glyphs—simple pictures whose various parts represent informa-

tion about a given subject—to show some of their learning preferences.

Session 2 Sorting & Classifying People Glyphs

Students generate a variety of ways to sort their class set of people glyphs. In the process of

exploring, interpreting, and sorting their glyphs, students communicate their thinking verbally

and in writing using their journals, which are introduced today. At the end of the session, they help

the teacher make a bar graph using data from the people glyphs.

Session 3 Unit 1 Pre-Assessment & Number Rack Review

Students take the Unit 1 Pre-Assessment. Afterward, the teacher gathers the class and together they

explore the number rack, a model that students used in Bridges in Mathematics Grade 2 to move

beyond counting by 1s and to develop strategies for solving addition and subtraction facts to 20.

Session 4 The Addition Table, Part 1

At the beginning of the session, students reflect on their scored Unit 1 Pre-Assessments from

Session 3 and use their results to set personal goals for the unit. Then the class reviews five addi-

tion strategies by discussing, solving, and making generalizations about selected facts. Students

locate these facts on an addition table and color them in to see patterns and relationships. Finally,

the teacher introduces the Addition Fact Review Home Connection.

Session 5 The Addition Table, Part 2

Students discuss and practice three more sets of addition facts: Add Ten, Add Nine, and Leftover

facts. Then they locate each set of facts on their Addition Table. The patterns they observe, along

with the generalizations they make, will help them develop computational fluency. Students end

the lesson with a game of Make the Sum, which provides practice with addition facts.

Work Place 1A Work Place Make the Sum

Players lay out an array of 16 Number Cards, face-down. They decide on a target sum, then take

turns turning over cards as they search for numbers that add up to this sum. When a player finds a

combination of two or more cards that makes the target sum, she explains how the cards make the

sum and then keeps those cards and writes an equation in her journal.

P&I – Problems & Investigations, PS – Problem String, MF – Math Forum, WP – Work Place, A – Assessment, HC – Home Connection, DP – Daily Practice

Unit 1

Module 1

4 BRIDGES Read Unit 1, Module 1, Session 1.

NUMBER CORNER Read the first week’s featured workouts.

September Calendar Grid Multiplication ModelsOverviewThe Calendar Grid markers this month introduce key multiplication concepts and models. Each day, a student helper adds a marker to the Calendar Grid pocket chart and records the day’s date on the board. On days devoted to discussing the Calendar Grid, students make observations about the markers, generate equations to match the visuals on the markers, search for and describe emerging patterns in the sequence, and make predictions about future markers based on their observations.

Skills & Concepts• Interpret products of whole numbers (3.OA.1)• Solve multiplication story problems with products to 100 involving situations of equal group and arrays (3.OA.3)• Use and explain additive strategies (e.g., repeated addition and skip-counting) to demon-

strate an understanding of multiplication (supports 3.OA)• Model with mathematics (3.MP.4)• Look for and make use of structure (3.MP.7)

MaterialsActivities Day Copies Kit Materials Classroom MaterialsActivity 1 Introducing the September Calendar Markers

1 • Calendar Grid pocket chart (used in all September Calendar Grid activities)

• Multiplication Models Calendar Markers (used in all September Calendar Grid activities)

• Month, Day, and Year Cards (used in all September Calendar Grid activities)

• whiteboard and markers

Activity 2 Charting Observations

4, 6, 8• 2 sheets of lined chart

paper (see Preparation) • erasable markersActivity 3

Making Predictions & Writing Equations

11, 14, 16, 20 • student whiteboards,

markers, erasers (class set)

Activity 4 Completing the Multiplication Models Page

19 NCSB 1–2* Multiplication Models

• colored tiles (optional, see Support suggestion)

TM – Teacher Master, NCSB – Number Corner Student BookCopy instructions are located at the top of each teacher master. * Run 1 copy of these pages for display.

September

CG

Vocabulary An asterisk [*] identifies those terms for which Word Resource Cards are available.array*columndatedayequation*even number*groupmonthmultiply*observe/observationodd number*pattern*product*ratio table*rectangular arrayrowweekyear

5Number Corner Grade 3 Teachers Guide


September Calendar Collector

Class DataOverviewThis month’s Calendar Collector focuses on collecting information about the class in the form

of survey data. The teacher reviews what surveys are, why people conduct them, and how the

results can be displayed. She does a quick survey with the class and works with student input

to display the results on a scaled bar graph. The class brainstorms ideas for surveys, and each

student plans a survey to conduct with his or her classmates. Later in the month, the teacher

selects the plans of two students and works with them to conduct their surveys in class. In the

last activity, the class creates a scaled picture graph to show the results of a final survey. An

optional extension suggests how to have all the students conduct their surveys at another time.

Skills & Concepts

• Make a scaled bar graph or picture graph to represent a data set with several categories (3.MD.3)

• Solve one- and two-step comparison problems using data shown on a scaled bar or

picture graph with several categories (3.MD.3)

• Reason abstractly and quantitatively (3.MP.2)

• Model with mathematics (3.MP.4)

Materials

Activities Day Copies Kit Materials Classroom Materials

Activity 1 Introducing

the Calendar

Collector

1 TM T1 Scaled Bar Graph Sheet

TM T2 Scaled Bar Graph

Extension Sheet

• crayon or water-based marker

• 3 sentence strips

(see Preparation)

• whiteboard or chart paper and

marker

Activity 2 What Would You

Like to Know

About Our Class?

2 TM T3 Student Survey Planning

Sheet


marker

• grocery or gift bag

Activity 3 Student Surveys

6, 11 TM T4 Student Scaled Bar Graph

• completed Student Survey

Planning Sheets in a grocery or

gift bag

• crayon or water-based marker


marker

Activity 4 Which Read-Aloud?

17 TM T5 Scaled Picture Graph

Sheet

TM T6 Scaled Picture Graph

Extension Sheet

TM T7 Picture Graph Markers

• sentence strips (see Preparation)

• 4 read-alouds (see Preparation)

• glue stick

• pair of scissors

• whiteboard or 2 pieces of chart

paper

• student whiteboards,markers,

and erasers (class set)

• envelope or zip-top bag

Extension (Optional)

More Student SurveysTM T4 Student Scaled Bar Graph

TM T8 Survey Report Sheet

• crayons for student use

TM – Teacher Master, NCSB – Number Corner Student Book

Copy instructions are located at the top of each teacher master.

September

CC

Vocabulary An asterisk [*] identifies

those terms for which Word

Resource Cards are available.

bar graph*

category/categories

collect

compare

data*

display

fewer/fewest

information

least

more

most

picture graph*

popular

results

scale*

survey

title

15



Bridges in Mathematics Grade 3 Teachers Guide 3

Unit 1 Module 1

Session 1 Making People GlyphsSummaryThe session begins with a brief discussion about positive behaviors that will support every-one’s learning. Students create a class list of these behaviors, which they can refer to for the rest of the year. Then, students make people glyphs—simple pictures or figures whose various parts represent information about a given subject—to show some of their learning preferences. In Session 2, students will share their glyphs, which will help them get to know each other as members of a learning community.

Skills & Concepts• Make sense of problems and persevere in solving them (3.MP.1)• Reason abstractly and quantitatively (3.MP.2)• Model with mathematics (3.MP.4)• Look for and make use of structure (3.MP.7)

MaterialsCopies Kit Materials Classroom MaterialsProblems & Investigations Creating a Learning Community

• 24" × 36” chart paperProblems & Investigations Making People GlyphsTM T1 People Glyph Legend Assembly Diagram TM T2–T6 People Glyph Legend (see Preparation)

• eighteen 3" × 6” strips cut from 3 sheets each of 9" × 12” red, yellow, and brown construc-tion paper

• class set of 6” uncoated paper plates, plus a few extra

• crayons, markers, or colored pencils (class set)• scissors (class set)• glue or glue sticks (class set)

Daily Practice

SB 1 Summer Vacation Survey, Part 1

HC – Home Connection, SB – Student Book, TM – Teacher Master Copy instructions are located at the top of each teacher master.

PreparationBefore introducing today’s session, create your own glyph as an example. Use the People Glyph Legend—a picture is shown after step 7—to guide the construction of your glyph. Also, run 1 copy each of the five pages for the People Glyph Legend. Tape the edges together to make a poster as shown on the People Glyph Legend Assembly Diagram, and then display the legend where students can see it.

Unit 1

Module 1

Session 1

START TEACHING, AND ENJOY!

In the Implementation section of the Bridges Educator site you’ll find the Bridges Blog alongside resources that can help you build a strong classroom community, improve your class discussions, manage your time effectively, and much more.

Quick Start Guide Grade 3

Documents

Transcript of Quick Start Guide Grade 3