Third Grade Content Preview
Unit 08
Energizers (5 min)
Below you will find a new spin on some energizers you may have already used in your classroom. Feel free to continue to use the other energizers listed in Unit 01 by clicking here: http://bit.ly/2evd1Dc.
Inside/Outside Circle: Refer to the vocabulary terms for this unit. When the music stops, the outside circle asks the inside circle a question about the vocabulary terms (some groups may make a group of 3 since the outside circle may be larger). If they can answer without support, they switch places where the inside circle student is now on the outside. If they need assistance to answer, they stay where they are.
Vocabulary words to use available under Unit Vocabulary on the unit 08 IFD.
Opening (5-10 min)
Would you rather Math: http://www.wouldyourathermath.com/ . Scroll through different options to find samples that go with your specific SE's for this unit. This can also be played using the vocabulary words from this unit. Then students justify to each other their reasoning behind their statements.
- Would you rather rather save or spend your income?
- Would you rather learn new skills from someone at your job or take more education classes to increase your income?
- Would you rather purchase something on credit or with cash?
Formative Assessments with Lead4ward strategies: Due to the time and nature of this unit, the formative Assessment items may lend themselves to working in as an opening coupled with lead4ward strategies. For example you could use the Make and Appointment strategy and have students make an appointment for all five days of the week with each FA. Students may only meet their appointment on certain parts of the FA (ie: FA1 part b, FA 2 part b, FA 3 all, FA 4 part b and c, FA 5 all)
Click here for the Formative Assessments: https://drive.google.com/open?id=1o2jOsF-8u1FvzHa2aJKYscA5lrPMuADKA8tNfADBQ_8
Click to access the lead4ward instructional playlist: http://lead4ward.com/docs/instructional_strategies/playlist2017_2018july2017.pdf
Optional Unit 08 Activities
The following lessons are also listed on the content resource site and are highly encouraged to be used as they are written by the Texas Council of Economic Education.
Lesson 1: The Ladder to Success
A series of short stories is used to illustrate each of the student expectations
addressed for grade 3. Each story is followed by discussion and engaging activities.
Lesson 2: Scarcity is Scary
Bret and Abby learn how the scarcity of gasoline can cause the price to increase, putting their much anticipated vacation plans in jeopardy. Mom and Dad explain how the availability or scarcity of a resource can impact its price. The children devise a plan so that they can still go on vacation.
Following the story, students play a quick vocabulary game to reinforce the vocabulary used in this lesson. Students then do a group activity where they physically illustrate the concept of availability and scarcity. To apply this new learning, students work in pairs discussing and sorting a variety of situations.
Lesson 3: Savor the Savings
In this story, Bret and Abby face unexpected expenses due to not planning the details of their trip. Food prices at Giddyland are sky high! Mother comes to the rescue. She planned for the more expensive meals by purchasing a meal plan for the family.
After being introduced to planned and unplanned spending decisions in the story, students work with a partner to list the benefits and costs of making planned and unplanned spending decisions. They then apply this learning to an activity where they calculate the benefit or the cost of various spending decisions.
Lesson 4: Flat Broke
Students are presented with several situations and must decide if they think payment will be made with cash or credit. After this activity, students play a spinner game in groups of 2-4 students. Players make purchases and pay with cash. When their cash or savings run short, they must then use credit and pay interest. The amount to be repaid accumulates. The winner is the student having the lowest total to be repaid. Students write a short paragraph to assess their learning.
Lesson 5: Pooling our Savings
In lesson 5, Dad and Mom call a family meeting for the purpose of spending some of the money the family has been saving. Bret, Abby, Mom and Dad each present a different plan for their savings. The family makes a decision that pleases everyone. Students brainstorm reasons that people save and then complete an activity by writing examples of savings and their estimated costs in the correct category. Students then solve mathematics problems using that information.
Lesson 6: Decisions, Decisions, Decisions
Students learn a new game, Decisions, Decisions, Decisions. Given a brief
description, students must decide if the situation is about income, spending,
saving, credit, or charitable giving. As students move on the game board, they
collect or pay money. At the end of the game, the student with the highest money
value is the winner.
1. Guided Math
https://drive.google.com/open?id=1o2jOsF-8u1FvzHa2aJKYscA5lrPMuADKA8tNfADBQ_8
2. Technology
(Dreambox and istation are an individual campus purchase for 3-5)
3. Review/Preview:
Give each student 5 sticky notes. Have students use their Go Math Workbook and find the MOST challenging "chili pepper" or "HOT"problem that they can find in their book and place a sticky note on that page. Once they have narrowed it down, they pick the MOST challenging from the five problems they have read. Students can then either cut out the problem and glue it on an index card. Have the student write their name and justify why they considered this to be a challenging problem.
As a teacher, this gives you an idea about what your students think is challenging and see if you have any patterns in their thoughts (division, multi-step, etc). You can then use these challenging problems as Problems of the Day as you move forward to help students address what they find challenging.Option 2: If your students did not try this activity from the Teach Transform Activities, this would be a great opportunity to practice solving one-step problems using all operations:
3.O.4 Ramp Up helps students discern whether addition, subtraction, division, or multiplication is needed to solve a problem. In the activity, students first focus their attention on the operation, and then on the computation.
https://drive.google.com/open?id=0BybLi_gTmQZbWVBpdXI3MUtIV2M (p. 30)
Fluency:
At the fluency station, this is an opportunity to think about what your students need to become more fluid with? What do your students need more opportunity for practice. One suggestion for practice at the fluency station is to set up four problems for review. Use your Go Math resource and find a challenging problem from yesterday, a week ago, a month ago, two months ago. This type of practice helps the retrieval process in remembering content that has been learned previously and have continued practice with various things throughout the year. For example, you can put a white board at this station with a Go Math workbook and tell the students the page number with ONE problem they will complete in their journal, another page number from the last unit with ONE problem, etc. for a total of four problems
Any of the Teach Transform activities listed above are also a suggestion for a continuous activity for the fluency station.
Closing (5 min): Relate back to learning and language objectives
- Class Journal
- Personal journal
- Partner talks
- Self assessment