3rd Grade Math Planning
October 29, 2018
IReady- How was training?
- Questions, comments and/or concerns
Number Talks- Take a further look. Have you tried yet to promote mathematical discourse?
Share STAAR SE Data
What were our lowest performing SEs? Look at the released test question. Discuss.
Do NOT use the questions on the released test for instruction as it will be our DCA 2.
EDC and DMR- November??
- 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.
- Did you add a number line for rounding?
- October: Continue Rounding
- November Plan: Calendar, counting tape(add squares), use for rounding to the tens practices and review Fast Ten Strategy (p. 15) focus on rhombuses, squares and rectangles this month. Create a Venn Diagram to show the differences and similarities of the 3 shapes. Continue reading the clock and id. even/odd numbers.
- I am thinking of a number that has 49 tens, and 6 ones. What is my number?
- Which tens does today's number fall between? Which ten is it closer to? Where is the midpoint? How do we round today's number to the nearest ten?
- Is a square a rhombus? Is a square a rectangle? Why/why not?
- What are the differences and similarities between rhombuses, rectangles and squares?
- Does rotation affect the shapes' properties?
- What is the next multiple of 3 that will appear?
- Counting Tape Questions: How many multiples of ___ do we have so far? Will we ever hang a multiple of 4 by itself? Explain. Which numbers on the tape are common multiples of 3 and 4? Where will we mark the next 3 multiples of ____? Can you say all of the multiples of 2 through 50 without looking at the counting tape? Can you do the same with multiples of ____?
- When to start Area and Perimeter?
Picking up small group binders on Thursday, November 15th.
Small Group Accommodations
- Mari will come around 2:30 to help us identify our small groups.
- Need to be in place for the November 29th MIF test over multiplication and division. Doubtful for the October 30th test
Unit 5: Numbers to 100,000 October 30th. Preview test. Distribute testing materials.
- new unit to spend more time on larger numbers to 100,000.
- Review anchor chart from unit 1
- Review rounding from EDC. Use phrases such as "closer to" "is about" "is nearly" "approximate". Use empty number lines.
- We will not use the 4th grade chapter I gave you as they are introducing the place value chips. We will keep with what we did in Unit 1, however we will expand to 100,000.
- Key concepts in this unit are: Composing and decomposing, forms(including expanded notation, rounding, comparing, ordering and the relationships found in the base-10 number system.
- Have you tried the rounding game I sent you yet?
1. Which is the closest estimate of _____ +/-______?
2. Why is the word "about", an indication to estimate?
My answer ______ is reasonable because ......
Unit 6: Multiplication Tables 6, 7, 8, 9
- Need to practice more using the number line.
- Finding Relationships in Tables is added in this unit. (I gave you a copy). We will use the Alief lesson and can add in lessons from Motivation Math, like we did last year.
- Should we teach the tables in a different order? Start with the 9's?
- Should we do the multiplication "name tags" again?
- Flashcard games?
- Quick Draw Game/ Treasure Hunt Game/
- Sentence Stems: ___ is ___ times as much as ___. Show example from Sen Teacher. Great for vocabulary cards and much, much more!
- Practice where the answer is in reverse. 36 = 9 X ?
- Students must be able to follow another's process thinking!
- Use the examples on p. 7 and 8
- Add double, relationship and twice to the vocabulary list.
- TEK WALK: 3 Readiness and 7 Supporting standards. Wow!
- 3.4K One and two-step multiplication and division within 100( objects, pictorial models-arrays, area models, equal groups; properties of operations, recall of facts
- 3.5B One and two-step, with arrays, strip diagrams(bar models), and equations
- 3.5E Represent real-world relationships using number pairs in a table and "verbal descriptions?
- 10 X 10 so same for division facts.
- Repeated addition, skip counting, and visual model- see page 5. Create an anchor chart/tree map of the different types. ( I have ordered number lines. Hoping they come in soon!- Remember to count the spaces, not the lines on a number line)
- About the RELATIONSHIPS between multiplication and division.
- Twice, double, __ times as much and relationship needs to be added to vocab.
- Must be able to find the missing factor or product.
- Create a third column/row in tables to show the process(rule or relationship) in the table. Model both horizontal and vertical tables. Remember to practice finding the answer in a reverse fashion. Tricky! And STAR worthy.
- Domino patterns are a great visual for multiplication. (share)
- You tube raps? Games for X flashcards. Skip counting! Greg Tangs "The Best of Times"
- Let's Multiply Game p 166
- 9 trick on fingers and patterns. Use in a table with spatial dots (dice patterns) :)
- Key is to use related multiplication fact to solve division. ? x 9 = 63, so 63 divided by 9 = ?
https://youtu.be/R2IQB9I7zX0
Games and Resources
- Greg Tang's The Best of Times
- Quick Draw
- Oh No 99 and Oh No 0!
- Flashcard games
- Greg tang games
New Area Modeler Boards for the concrete and pictorial!
Unit 7 and 8: Multiplication and Division Test is November 29th
EK Walk:
- Readiness Standards: 3.4(K) 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 facts. 3.5(B) represent and solve one and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations.
- Supporting Standards: 3.4(H) 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. 3.4(I) determine if a number is even or odd using divisibility rules. 3.4(J) determine a quotient using the relationship between multiplication and division. 3.5(D) determine the unknown whole number in a multiplication and division equation relating three whole numbers when the unknown is either a missing factor or product.
- Sharing: Divide total into groups
- Grouping: Divide total by number of items
- CPA- must have conceptual understandings before moving to the abstract. Manipulatives first with lots of hands on experiences.
- Up to 100 on test
- Fair sharing and repeated subtraction
- Partial products/partial quotients. Use multiplication facts. All about the relationships!
- Always check your answer with multiplication.
- Divide tens first with place value language
- Side by side with algorithm(pictorial)
- Use bar models/strip diagrams
- Encourage students to write more than one equation for every problem.
- Quotient(factor), dividend(product), divisor(factor)
- Factor X Factor = Product
- Product divided by Factor = Factor
- Dividend (Product) divided by Divisor (Factor)= Quotient (Factor)
- Use the calendar counting tape to identify even and odd numbers
- Analyze the relationships in the problem. Do not focus on key words.
Chapter Info:
- The RPK page on 215 would be a good anchor chart.
- Students must draw pictures and have manipulatives to solve the Quick Check.
- Double bubble to relate multiplication and division
- "Think X" is the best strategy.
- Only go up to tens on p. 217 8 divided by 4=2 so 80 divided by 4=20 and only problems 1-6 on Let's Practice
- Remainders: sometimes we have "leftovers". You will learn more about that in 4th grade. If you have one left over it is an odd number.
- Make time for the POL on p. 232
- Skip 7-10 on Let's Practice p. 234
- POYTC- ask students to also determine if the quotients are even or odd based on the remainder of 1