3rd Grade Math Planning
October 1, 2018
IReady- use the Standard View for small groups to build from where kids are.
- Questions
- Reports and Data
- How to assign another test
- When to use and when to use DreamBox?
Number Talks
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-Suggestion for October?
- 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 we need to add a number line and do rounding?
- October:
Unit 2: +to 10,000 and Unit 3 Subtraction: Tested together on September 19th. How did it go? Do we need to curve?
- TEK Walk-Compose and decompose numbers to 100,000 (rename game. We only focus up to 10,000.
- One and two step problems within 1,000. Not enough problem solving in this unit. Add problems from Fast Focus? Or make up 1 and 2 step problems with kids names in them? Can use the examples on page 5.
- Must also be able to represent with pictorial models, number lines and equations
- Describe base ten value systems relationships.
- Must be able to use place value to understand and explain large numbers.
- Formal algorithm comes last. Do not send home as homework. Parents will intervene.
- Use CPA: first use base ten blocks, then pictorial with pictures of base ten blocks and then number sentences both horizontal and vertical. Use the grid paper and train them on how to use it correctly.
- Bring in the strip diagrams/bar models.
- Use number lines to justify solutions.
- Model how to use grid paper correctly and how to check subtraction answers with +.
Unit 4: Bar Models with Addition and Subtraction- Test is October 3rd. Review the test
- TEK Walk-
- Both 3.4 A and 3.4 B are readiness standards
- Whole numbers to 1,000.
- Do students understand the formal algorithm? If not need to draw base ten pictures side-by-side (pictorial). Really don't need to understand the formal algorithm until STAAR.
- If students need extra support in small groups, use the paper strip diagrams (concrete) in addition to them drawing (pictorial) and number lines (pictorial). If they need more support, try unifix cubes.
- Must identify the parts and whole, what is the known and unknown? Need to figure out where to put the question marks. "What do I know about this problem? What am I trying to figure out? What do I need to consider?"
- Focus on the relationship between addition and subtraction.
- Should recognize part-whole , adding on sets, comparing, and taking away models from 2nd grade. Equal parts will be introduced this year. Create anchor charts or tree maps to illustrate the different types.
- Students must label each piece of the bar model. Missing information should be labeled with a question mark or a short description of the missing information.
- Important to illustrate as many problems as necessary, one step at a time, using bar models, writing each step down as you proceed so that students see the connection between the bar model representation and the numerical representation of each step.
- Take the numbers out of the problem! Cover them up so students can focus on the problem.
- Small groups is the key to success for this unit.
- We can look at the STAAR problems at PLC or look at them now. We cannot use as they will be used on the DCAs.
- Can use the examples on p. 4 in curriculum documents.
- Check Practice book and Enrichment books for more problems or use Fast Focus, Motivation Math, etc.
- Create an anchor chart for the key words for addition and subtraction but do not teach kids to rely on them. Such as altogether, total, in all, more than, less than, few than, difference.
- Wow! Look at the Let's Practice on p. 126.
- Lots of workbook pages. POYTC is good!
Unit 5: Numbers to 100,000 This unit will be tested with Unit 6: Multiplication Tables on October 30th.
- 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. (Do you need 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
Maggie
- Share new place value mat strategy :)
Games and Resources
- Greg Tang's The Best of Times
- Quick Draw
- Oh No 99 and Oh No 0!
- Flashcard games
- Greg tang games