3rd Grade Math Planning
August 20, 2018
New Materials!
- Visual Area Modelers: How can we use these in the classroom?
- Bar Model Sets: How to best organize so that they do not get mixed up.
- 2 D shape sets
Student Learning Objective: PLC planning on Friday, August 24th. Be prepared to share.
Well Above Typical: Students justify accurately to almost all of the questions, with no errors, both orally and in written form. Students are able to solve both one and two-step problems using multiple strategies.
Above Typical: Students justify accurately to most of the questions with minimal errors in both forms. Students are able to solve both one and two-step problems using only one strategy.
Typical: Students justify accurately to some of the questions with minimal errors in both forms. Students are able to solve one-step and some two-step problems with minimal errors.
Below Typical: Students justify accurately to some of the questions either orally or in written form. Students are able to solve one-step problems with minimal errors.
Well Below Typical: Students justify accurately to very few questions in either of the forms. Students need prompting to solve one-step problems.
EDC and DMR- Design plan
- Geometry and Measurement Focus throughout the year.
- September Plan: Calendar, counting tape(do you have enough hearts for September?), Daily Depositor, 2-D anchor chart, and continue even and odd.
- Refurbished pieces coming soon!
Unit 1 Numbers to 10,000 Assessment-August 28th (Read to the whole group) Preview the test
- Accommodations
- Highlighters
- Grid Paper
- Copies
- Reteach/Retest
- What do they do when they are finished? No reading books!
- When do you go over the test?
- DMAC/Grading
- Scoring should be listed as a positive and not a negative. Score how many they got correct, not how many they got wrong.
- We will read the test to the entire class for the first test only.
Math Stations:
- share Donna Boucher's Place Value game
- When to use Place Value Menus
- Marilyn Burn's Digit Place Game
Quality Questioning and Sentence Stems:
- What do you know and what can you find out about the number____?
- How many numbers can you write with a __ in the _____place?
- How many numbers can you make using the digits 1,2,3,4? You can only use each digit once.
- How many ways can you rename/decompose the number______?
- I wrote down a number with a zero in it but I cannot remember what it was. I know it was between 500 and 800. What could it be?
- Can your represent the number ___ in as many different ways as you can, with pictures and numbers?
Small Groups Binder: Begin September 10th
- Share forms-remember the dates!
- Turn in to specialists in October
Unit 2: +to 10,000 and Unit 3 Subtraction: Test Sept. 7th Should we attach grid paper?
Unit 2: Addition to 10,000
- TEK Walk-Compose and decompose numbers to 100,000 (rename game. We only focus up to 10,000.
- One and two step problems within 1,000. Not enough problem solving in this unit. Add problems from Fast Focus? Or make up 1 and 2 step problems with kids names in them? Can use the examples on page 5.
- Must also be able to represent with pictorial models, number lines and equations
- Describe base ten value sytems relationships.
- Must be able to use place value to understand and explain large numbers.
- Formal algorithm comes last. Do not send home as homework. Parents will intervene.
- Use CPA: first use base ten blocks, then pictorial with pictures of base ten blocks and then number sentences both horizontal and vertical. Use the grid paper and train them on how to use it correctly.
- Bring in the strip diagrams/bar models.
- Use number lines to justify solutions.
- Model how to use grid paper correctly and how to check subtraction answers with +.