Third Grade Content Preview
Unit 07
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.
I love Math: Students play I love math with multiplication as normal using two hands. Using sentence stems, students tell their partner a story problem that would match the factors that are displayed on the hands of the group.
- (person's name) had (one factor) (bags, groups, rows). In each (bags, groups, rows), there were (other factor) (object). How many (object) did (person's name) have?
EX: Allison had 8 bags. In each bag, there were 7 candies. How many candies did Allison have?
Opening (5-10 min)
Problem of the Day with IQ Slapdown (a Lead4ward strategy):
1. Organize students into thinking partners.
2. Each student creates a set of “A-B-C-D” cards using index cards or notebook paper.
3. Provide students with a specific assessment question.
- Round 1: At the teacher’s signal, students slap down the answer choice that represents the worst answer and then justify their response with their partner. Teacher clarifies.
- Round 2: At the teacher’s signal, students slap down the answer choice that represents the distracter (answer that is close to being correct, but not the best answer) and then justify with their partner. Teacher clarifies.
- Round 3: At the teacher’s signal, students slap down the answer that represents the correct answer and then justify with their partner. Teacher clarifies.
4. After each IQ Slap Down question, students summarize what they learned and how they plan to avoid the mistakes discussed. 5. Teacher sees and hears student’s thinking and clarifies/verifies as appropriate.
(Also available on the Lead4ward instructional playlist found here: http://lead4ward.com/docs/instructional_strategies/playlist2017_2018dec2017.pdf)
Optional: Use the sample questions below from the STAAR released tests and from the TRS assessment bank
Optional Unit 07 Activities
By downloading the resource, the links in the Table of Contents will become active.
3.O.7 - Learning to Solve Two-step Problems with Mult. & Div. p.48-54
3.O.7 Ramp Up is a teacher-facilitated introduction to solving two-step problems with particular focus on multiplication and division.
3.O.8: Solving One - and Two-Step Multiplication and Division Problems p.55-58
In 3.O.8 Ramp Up, students sort the one-step multiplication and division problems from two-step multiplication and division problems and then solve.
3.O.3 & 3.O.4 - Solving One-Step Problems with All Operations p.19-29
3.O.3 & 4 Ramp Up helps students answer a common question when solving word problems—Which operation do I use? This activity focuses on understanding the action in the problem so that the operation choice is clear.
Click the above button to access the Teach Transform activity described above.
Area Problems
3.MMT.4 Ramp Up p.33
3.MMT.5 Ramp Up p.45
3.MMT.6 Ramp Up p.55
3.MMT.7 Ramp Up p.58
3.MMT.8 Ramp Up p.67
3.MMT.9 Ramp Up p.76
1. Guided Math
https://drive.google.com/open?id=1GsXJanA6_JfLWCcd4LNDaHGk5PznSF2o4w8z6vKK-1Y
2. Technology
(Dreambox and istation are an individual campus purchase for 3-5)
3. Review/Preview:
The following link contains an activity that was a game during the second grade personal financial literacy unit (which is the last unit taught at the end of the year in second grade).
The page numbers for this activity in the PDF are 17-25
https://drive.google.com/a/hayscisd.net/file/d/0B_BwILTEGUgIMmFnNVJKX1dGY0U/view?usp=sharing
In this lesson, students learn about depositing and withdrawing. Clyde, the
Chipmunk, explains to Sam, the Squirrel, that he deposits extra acorns now that he
can withdraw during the winter months so that he won’t be hungry. After
discussing the story, students practice hand motions to reinforce the new
vocabulary terms and then play a spinner game where students add their deposits
and subtract their withdrawals.
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