3rd Grade Math Planning
December 17, 2018
IReady-Growth Monitor Progress
- Look at student data and reports
- Any celebrations? Setbacks?
Prepare your students for the Winter Diagnostic
DCA Data and Comparison
- Share comparison and district reports.
- What are our strengths? Weaknesses?
- Take aways?
EDC and DMR- December/January: Please refer to Discussion Questions at the bottom of the Smore
- December
- Sentence Stems posted on EDC: The area inside is ___. The perimeter around is ___?
- Quality Question posted on EDC: If I covered an object with ____ color tiles, what might the object be? Using ____ square tiles, how many different rectangles can you make? Can you find somethings that have a greater/less area than your desk top? It is possible to draw letters of the alphabet on grid paper. How many letters can you make and what is their area? Perimeter? I have drawn a shape on my grid paper with a perimeter of____. What might my shape look like?
- PLAN: Begin the discussion on page 79 explaining the definitions of area and perimeter and provide vocabulary cards. 2 times a week. Use color tiles and inch grid paper first, then can go to the card stock colored squares and then finally to coloring it in with a marker. Record different ways to make the area with today's date. TEK 3.6 C-(R). In December we will use the area/perimeter arrays only pictures to show length times width.
- January
We will continue our December plan and then will add on the 4th grade's April EDC for measurement when we are ready. We will then move into composite figures and 3.7B(R)- determine the perimeter of a polygon or a missing length when given perimeter and the remaining side lengths in a problem. Pentominoes are great figures to use, as well as geoboards. Refer to Motivation Math pages 255-262.
- When should we add the new interactive measurement benchmark cards, and math reference chart posters?
SLO Goal Tracker-update: How did it go?
- Are you using the bar model questions in small groups?
We will use this question to test students in December.
Rees Elementary has 289 girls, 329 boys , and 75 adults. How many more students are there than adults at Rees Elementary?
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
Brenda will share how she uses Edpuzzle in her classroom.
Small Group Differentiation
- How do you differentiate? Is it the same lesson, 3 different times?
- Ways to differentiate: Questioning, materials, scaffold, pacing, sequence, numbers, etc.
- Mary Peterson: February 28th, Strengthen Your Guided Math Instruction: Strategies to Differentiate Math Instruction Using Small Group Instruction and Math Work Stations.
Unit 9: Geometry Dig into Data in DMAC
- Review 2-D anchor chart. Begin 3-D anchor charts.
- 4th grade does not have any 3-D TEKS! Third grade is responsible.
- Please add congruent and heptagon to the vocabulary list.
- Do not need to spend a lot of time, but do need to teach right angles.
- Skip the parallel and perpendicular lines lesson. Can save that for sub folder or after STAR.
- have lots of PFL resources. Let me know if you need lessons to cover particular vocab.
- Use Anglegs, geoboards (also Math Learning Center App/Website),
- Pyramids are not in our TEKS
- Triangular prisms are missing from EDC, please add them.
- Emphasize examples and non-examples
- practice sorting quadrilaterals into subcategories based on their attributes
- expose students to both regular and irregular shapes
- Id both regular and right angled trapezoids
- a cube is a special rectangular prism
- a square is a special rectangle
- Quality Questions:
- Which shape is NOT a _____________ or a _________________?
- Which of the following does NOT describe this figure?
- How would you describe this figure?
Brenda's Ed Puzzle for PFL. Thank you Brenda!
Unit 10: PFL (5 days)- Tested with Bar Models on the 22nd
3.9B Describe the relationship between the availability of scarcity of resources and how that impacts cost
3.9C Identify the costs and benefits of planned and unplanned spending decisions
3.9D Explain that credit is used when wants or needs exceed the ability to pay and this it is the borrower's responsibility to pay it back to the lender, usually with interest
3.9E List reasons to save and explain the benefit of a savings plan, including for college
3.9F Identify decisions involving income, spending, saving, credit, and charitable giving
Bethany's Turn and Talk
Brenda's PFL Google Slides for Vocabulary. Thank you Brenda!
Unit 11: Bar Models with Multiplication and Division. Test is Jan. 22nd with PFL. Preview test.
- 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.
- Share Bridget's MIF webinar video
Bar Modeling with Multiplication and Division, please click on the link below and type the password Models when prompted. Please forward to anyone who would like to view the session.
http://alief.adobeconnect.com/p85jla29eu5/
Look at process standards
remember to use strip diagram and bar model
- students must be able to draw and label them but also use a bar model that has already been drawn and may have labels
- Have them prove their answers with 2 different strategies
- Use multiplication to check their division
- Practice problems where students have to choose the operation