3rd Grade Math Planning:
January 28, 2019
Happy 100th Day!!
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
Mari's Accommodations Spreadsheets: confirm on-line testing.
Cool Math Grid Puzzles! Try them out!
Vertical Alignment PLC How did it go? What should 4th grade look like?
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 Fraction activities in Flocabulary and Nearpod
Unit 11: Bar Models with Multiplication and Division. Dig into DMAC. We will add 13 points.
- 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 Preview test if available.
- 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!
Unit 13: Fractions will be tested with Data on February 21st
- Bridget's Webinar - http://alief.adobeconnect.com/p8cmti0sxjy/ Password is Fractions
- Woot Math https://www.wootmath.com/ Terrific Fractions resources.
Greg Tang SatisFraction Games!
- Readiness Standards: 3.3F represent equivalent fractions with denominators of 2, 3, 4, 6 and 8 using a variety of objects and pictorial models including number lines.Students must be able to create using objects, pictures and number lines. Practice by asking for multiple models.
- 3.3H compare (not order) two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models. Students must be able to justify why one fraction is greater or less than another based on number sense and understanding of the whole. Number sense of numerators and denominators.
- Skip the "ordering" lessons.
- Read and clarify the following supporting standards. 3.3A, 3.3B, 3.3C, 3.3D, 3.3E is not listed, 3.3G, 3.6E, and 3.7A.
- Bar models is a great pictorial for fractions.
- Number lines can be turned into bar models!
- Unit means 1. Unit fractions( 1/8, 1/4 etc)
- Lesson 14.1- "The whole is made up of _____ equal parts." Must be able to write in word form as well. Use multiple types of shapes, not just rectangles, squares and circles. Relate to the bar model.
- Lesson 14.2- naming the same parts of a whole is equivalent. Use fraction bars, cuisenairre rods, number lines and pattern blocks. Have students fold paper strips to make it more concrete. Relate to the bar model.
- Lesson 14.3- skip using multiplication to find equivalent fractions. We use pictures. Continue Lesson 14.2 type activities using shapes, rods, pattern blocks, fraction bars, fraction circles, paper strips, bar models and number lines.
- Lesson 14.4 -Comparing Fractions- can only be with the same numerator or the same denominator. Does not specify which fractions as the other TEKS do. And there does not have to be a picture to go with the problem! Use the circle set from last year that the Parent Center cut out for us.) Compare using pictures and number lines. Reuse the 2 dots for identifying the greater number and 1 dot for the lesser to draw the symbol.
- Lesson 14.4 - 3 days- Remember to skip the ordering lessons (p. 136) Build a bar model on top of the number line. Practice counting- "If we counted this, what would it sound like? one-fourth, two-fourths etc" Sentence Stem: _____is the same as _____ lengths(units, pieces) of _____. 3/4 is the same as 3 lengths of 1/4.
- Paper strips can be units of length.
- Come up with 3 different number sentences to make this true. Use alternate ways of writing with word form, number and symbols. 3/4 is greater than 1/2. 3/4 is greater than one-half. Three-fourth is > 1/2.
- Compare 2 fractions with paper strips, p. 133.
- Skip p. 138-139. We do not use X at this time and the fractions must either have like numerators or like denominators. We need to change the problems for pages. 140-147.
- Lesson 14.5- Fractions of a whole or set. Explain the difference between a whole (candy bar) and a set(Skittles). We will not multiply and divided to find the answer as on p. 152. We will focus on bar models.
- Review the anchor chart models from lead teacher.