Third Grade Content Preview
Unit 12
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.
Estimation 180: http://www.estimation180.com/days-41-60.html (day 49-62)
The estimation challenges help your students improve their number sense and problem solving skills. Use these estimation 180 directed related to different types of measurement, or use any of these to help your students find reasonableness and build on previous knowledge with a daily challenge.
Here is a handout you can use with your students if interested: http://www.estimation180.com/uploads/1/3/8/8/13883834/02_estimation_180_handout.pdf
Opening (5-10 min)
Problem of the Day with Formative Assessments:
With only twelve days in this unit and the abundance of Teach Transform activities listed below, 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=1EMf6LJxdixHiTjLx-1Eu7W8N71T0VeiZUKomGfl40Ok
Optional Unit 12 Activities
3.MMT.7-Mixed Perimeter and Area Questions p.58
Prior to this activity, perimeter and area have been presented as two separate concepts. In 3.MMT.7, students encounter both area and perimeter problems and are asked to differentiate between the two.
3.MMT.8-Mixed Perimeter and Area Problems p.67
In this mixed set of perimeter and area problems, students will determine whether they need to find perimeter or area, then solve. Additionally, students will find missing side lengths when given a perimeter or an area.
About the Problems: Problem #6 involves advanced arithmetic. Students can guess and check to solve the problem. In order to avoid confusion, Problem #8 gives the picture along with the placement of the string.
3.MMT.9-Mixed Perimeter and Area in Stations p.76
This activity is a set of 5 stations that help students connect and separate perimeter and area.
3.MMT.13-Time p.104
Activity 13 provides practice in finding start and finish times within contexts of fun stories.
About the Problems: The problems in this activity tell a complete story. In other words, these are actual story problems! Time problems are worked into the story to advance the story line. Because 3.1C requires students to select a tool, these activities provide space for tools that are commonly used to tell time: clocks, strip diagrams and number lines. We suggest that you require that students select at least 2 models to solve each problem, and then write their solution in words.
3.MMT.14-Time p.114
Activity 14 provides practice in finding start and finish times within contexts of fun stories.
About the Problems: The problems in this activity tell a complete story. In other words, these are actual story problems! Time problems are worked into the story to advance the story line. Because 3.1C requires students to select a tool, these activities provide space for tools that are commonly used to tell time: clocks, strip diagrams and number lines. We suggest that you require that students select at least 2 models to solve each problem, and then write their solution in words.
3.MMT.15-Time p.124
Activity 15 provides practice in finding start and finish times within contexts of fun stories.
About the Problems: The problems in this activity tell a complete story. In other words, these are actual story problems! Time problems are worked into the story to advance the story line. Because 3.1C requires students to select a tool, these activities provide space for tools that are commonly used to tell time: clocks, strip diagrams and number lines. We suggest that you require that students select at least 2 models to solve each problem, and then write their solution in words.
3.MMT.11 - Composite Area ROBOTS p.96
This activity is a fun project where students create a robot on grid paper and find the composite area of different parts of the robot. (Who says deep math can’t be fun?)
3.MMT.12-Composite Area p.99
In this activity, students find the area of composite figures by decomposing them into rectangles.
3.7D - Liquid volume (capacity) or Weight?
Use this nearpod lesson in a whole group, small group or in a station.
https://share.nearpod.com/M38rPrfUDL
Make sure you are logged in to Nearpod with your DISTRICT email address, not g.hayscisd.net (hit reset password if you are not sure of the password) . Once you have logged in, roll over the Explore tab on the top left and you will find the district library. Click there to access the Nearpod listed above)
Nearpod Lesson on Elapsed Time
Although this lesson is aligned to common core, it also is aligned to the third grade TEKS.
Literature Connection:
1. Guided Math
https://drive.google.com/open?id=1EMf6LJxdixHiTjLx-1Eu7W8N71T0VeiZUKomGfl40Ok
2. Technology
(Dreambox and istation are an individual campus purchase for 3-5)
3. Review/Preview:
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