Third Grade Content Preview
Unit 11
Energizers (5 min)
Below you will find a new spin on some energizers you may have already used in your classroom. Feel free to continue to use the other energizers listed in Unit 01 by clicking here: http://bit.ly/2evd1Dc.
Fraction Vocabulary with Virtual Number Dice: Use a single dice for a quick vocabulary review.
1 - Denominator
2 - Numerator
3 - Improper Fraction
4 - Mixed Number
5 - Unit Fraction
6 - Free Choice
For each roll of the dice you can ask any of the following questions to the partner groups or partners can ask each other.- Draw a picture that represents ______ and describe how it represents that.
- How are a ____ and ____ similar?
- How are a ____ and ____ different?
- _____ reminds me of ____ because . . .
Opening (5-10 min)
Problem of the Day with Formative Assessments:
With only ten days in this unit and the abundance of Teach Transform activities listed below for Master Fractions, consider using the formative assessments as problem of the day openers for this unit and using the teach transform activities to lead your small group lessons.
https://drive.google.com/open?id=1K99QDy1ikzn1Inq0CzQJsyIJHJLHvBHqV4d9OoFOsJE
Optional Unit 11 Activities
By downloading the resource, the links in the Table of Contents will become active.
The resource is outlined with Bridges and Masters level activities.
Bridges are activities that activate prior knowledge and connect 2nd and 3rd grades. They remind students, in a fun way, about things they already know but may have forgotten. These activities are perfect to begin a unit and are created for small groups and centers.
Most of the activities in this book are Masters. Masters are on-grade-level activities that teach and require students to apply 3rd-grade skills. Some Masters contain scaffolds that help students tackle difficult skills. Some Masters contain challenge questions that require students to think deeply or use their skills in ways they haven’t yet thought of. Use these in regular 3rd-grade math instruction, during intervention or tutoring, and in centers.
3.F.23 Bridge: Introduction to Equivalent Fractions & Comparing Fractions p.187
This activity introduces students to comparing fractions and determining whether they are equivalent or not. It is designed to activate prior knowledge and get students thinking about the size of fractions.
3.F.24 Master: Represent Equivalent Fractions: Denominators of 2, 3, 4, 6, 8 with Area Models p.192
In this activity, students will create equivalent fractions using circles as models. They will work with a partner to generate fractions that are equivalent to the one given in the problem.
3.F.25 Master: Represent Equivalent Fractions p.200
In this activity, students use equivalent fractions in real-life situations to find their answer. The goal is to prompt them to build on their “sense making” ability to think about equivalent fractions as the same portion of the same size whole.
3.F.26 Master: Represent Equivalent Fractions (Number Lines) p.209
In this activity, students will each get a card, then find a partner or group who has a fraction equivalent to theirs.
3.F.27 Master: Represent Equivalent Fractions (Number Lines) p.212
Activity 3.F.27 focuses on more than just equivalent fractions on the number line. It also helps students develop their number sense as it relates to fractions between 0 and 1. Students are given the same point on two different number lines, and then they must partition each number line differently to find two equivalent fractions.
3.F.28 Master: Comparing Fractions When the Denominators are the Same p.221
In 3.F.28, students compare fractions that have the same denominator. The activity is an interactive narrated PowerPoint that can be shown to the whole class, done in small groups, or at centers. The Setting Up For Instruction is written for students to work in small groups.
3.F.29 Master: Comparing Fractions When the Numerators are the Same p.228
In 3.F.29, students compare fractions that have the same numerator. The activity is an interactive PowerPoint that can be shown to the whole class, done in small groups, or at centers. The Setting Up For Instruction is written for students to work in small groups.
3.F.30 Master: Compare Fractions on a Number Line p.234
In 3.F.30 Master, students will work as a class to order fractions on a number line.
Note: The directions given are for using this as a whole class activity. If you wish to have students work in small groups, copy a set of 3.F.30 Master Hash Marks and 3.F.30 Master Fraction Cards for each group, instead of one for the whole class. Ask students to work in small groups on 3.F.30 Master to partition the number lines and compare the
fractions.
Note: This activity includes the fractions for 3.F.30 Master. If you wish to do this with different fractions, write the fractions on sticky notes.
3.F.31 Master: Solve the Problems—Solve the Puzzle p.243
In 3.F.31 Master, if you solve the problems, you will find the answer to a corny joke. The answer to each problem corresponds to a letter in the joke’s punchline. Students will solve the problems and write the corresponding letter in the blank.
1. Guided Math
https://drive.google.com/open?id=1K99QDy1ikzn1Inq0CzQJsyIJHJLHvBHqV4d9OoFOsJE
2. Technology
(Dreambox and istation are an individual campus purchase for 3-5)
3. Review/Preview:
- In the next unit, students will be finding the area of composite figures by decomposing shapes into non-overlapping rectangles. Have students work together to create two rectangles using inch tiles. Then with a partner, they can combine their rectangles to make a composite figure. They can trace around the figure and label the sides appropriately. Now you have some samples of composite figures to use in the next unit.
- Students will also determine the perimeter of polygons with given side lengths as well as by measuring side lengths with both customary and metric measures. Put some shapes at this station and have students measure the perimeter of the shapes. Then have them trace a shape of their choice on a piece of paper, find the perimeter, label all sides except for one and write the perimeter on the inside of the shape. Again, now you have some shapes with a missing side length that you can use at a station for the next unit.
- Create an anchor chart for distinguishing between fluid ounces for measuring liquid volume (capacity) and ounces for measuring weight. Or have students find pictures in magazines to cut out and glue on an index card. On the back of the index card, the students can write if they would measure capacity in fluid ounces or measure ounces for weight based on the picture that they have selected.
- Use this station to also review time as in the next unit the students will be using elapsed time.
Stop the Clock Level 4: time to the minute (flash required)
http://www.teachingtime.co.uk/draggames/sthec4.html
Fluency:
At the fluency station, this is an opportunity to think about what your students need to become more fluid with? What do your students need more opportunity for practice. One suggestion for practice at the fluency station is to set up four problems for review. Use your Go Math resource and find a challenging problem from yesterday, a week ago, a month ago, two months ago. This type of practice helps the retrieval process in remembering content that has been learned previously and have continued practice with various things throughout the year. For example, you can put a white board at this station with a Go Math workbook and tell the students the page number with ONE problem they will complete in their journal, another page number from the last unit with ONE problem, etc. for a total of four problems
Closing (5 min): Relate back to learning and language objectives
- Class Journal
- Personal journal
- Partner talks
- Self assessment