3rd Grade Math Planning
January 14, 2019
Just Remember...
IReady Smore: What do you think of the new games? How will you implement?
IReady Diagnostics
- Dig into Data
- Celebrations? Setbacks? Surprises?
- Intervention/Tutorial plans
School City: new on-line assessment system coming soon.
Mari's Accommodations Spreadsheets: confirm on-line testing.
100th Day of School- Bring an activity to share.
- Monday, January 28th
- Pencils, erasers, and stickers for each kiddo
- Number Chart Mysteries and spelling words worth 100 cents activity.
- Ways to make a $1.00 and/or $100.
- Go Noodle Video
- Any Data Analysis activities?
https://app.gonoodle.com/channels/blazer-fresh/getcha-money-right?source=search
http://partner.gonoodle.com/100
Math Game from Marilyn Burns
Cool Math Grid Puzzles! Try them out!
Vertical Alignment PLC with 2nd grade on January 18th
Suggestions:
- How do you teach subtraction, place value, and bar models (sequence, materials, expectations, G.E.T.)
- How much support is given throughout the year for testing?
- Walk-through rooms
- Plan vertically for bar models
- Plan relationships between addition and subtraction
- Assurances: Subtraction basic facts to 20
Multiplication Resources
Search for Multiplication and Division videos in Flocabulary.
Unit 11: Bar Models with Multiplication and Division. Test is Jan. 22nd with PFL.
- Readiness Standards
- 3.4K Solve one and two-step problems involving multiplication and division within 100 using strategies based on objects, pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts.
- 3.5B Represent and solve one and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations.
- Supporting Standards
- 3.4E Represent multiplication facts by using a variety of approaches such as related addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting.
- 3.4F Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts
- 3.4G Use strategies and algorithms, including standard algorithm, to multiply a two-digit number by a one- digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties
- 3.4H Determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally.
- 3.4J Determine a quotient using the relationship between multiplication and division.
- 3.5C Describe a multiplication expression as a comparison such as 3X24 represents 3 times as much as 24
- 3.5D Determine the unknown whole number in a multiplication or division equation relating the three whole numbers when the unknown is either a missing factor or product
*Use multiplication to check for division. If you know the multiplication fact, you can relate to the division fact.
- Below is Bridget's video if you need a refresher. Click on the link below and type the password Models when prompted. http://alief.adobeconnect.com/p85jla29eu5/
Look at process standards
remember to use the terms "strip diagrams" and "bar models"
- students must be able to draw and label them but also use a bar model that has already been drawn and may have labels
- Encourage students to prove their answers with 2 different strategies
- Use multiplication to check their division answers
- Practice problems where students have to choose the operation
Unit 12: Data Analysis Tested with Fractions on February 22nd
- use dot plot and line plot simultaneously
- Readiness Standard 3.8A- summarize a data set with multiple categories using a frequency table, dot plot, pictograph or bar graph with scaled intervals
- Frequency tables shows how often an item, a number, or a range of numbers occurs. Frequency means how often.
- Tally marks are often used
- Most often it is dots that are used. They are recorded vertically above the number line to indicate frequencies. They may represent one count or multiple counts.
- Supporting Standard 3.8B- solve one and two-step problems using categorical data represented with a frequency table, dot plot, pictograph or bar graph with scaled intervals.
- Students need to collect, organize and display their own data to personalize and make more send of the data.
- Use both vertical and horizontal graphs
- Pictographs should include symbolism of more than one and halves. (smile face equals 4 so half of a smiley face equals 2)
- Bar graphs should include scaled intervals and missing bars
- Find time to represent the same data on all four types of graphs. Possibly could demonstrate on a tree map as an anchor chart
- Students must label!!
- Should a graph be added to EDC like we did last year?
- Bar graphs are used to compare data, line plots show how data is spread out.
- Use highlighters to highlight the keys, draw lines from the bars to the vertical axis and important data
- Explain that we do not use pictographs when the data is large or too many items.
- Use grid line simultaneously with vertical axis
- Can use math reference charts to draw straight lines from the bar to the axis.
- If a bar ends between any two numbers on the axis, then students draw a dotted line from the top of that bar to the axis
- Review "twice as much"
- "or" means to put together p. 96 in MIF
- Is so easy to confuse the numbers with the labels when reading a line plot. Students must label! Can label numbers in word form to avoid confusion. p. 99 in MIF
- Line plots don't always start on zero.
- Sometimes there is an outlier
- Students must cross out the numbers after they use them to keep organized and from making mistakes. P. 101in MIF . Print the Let's Practice. (from last year)
- Lots of great workbook pages for sub folder as well!