West-Orange Cove ISD
Week 1
Mar 4 - 8
3rd Grade Mathematics – 5th Six Weeks
Learning Standards
3.11 A Use linear measurement tools to estimate and
measure lengths using standard units
Instruction
Major Concepts
Linear measurement
Resources
enVision Math -Topic 16
Key Vocabulary: inch, foot, yard, mile, decimeter, millimeter,
centimeter, meter, kilometer
NOTE: Students should use the STAAR Math Chart
Math background for teachers
 Before using standard units of measurement for length, use
nonstandard units and engage students to estimate the length of
different objects in the classroom.
 Objects have different attributes and some attributes are
measureable.
 The length of any object can be used as a measurement unit for
length, but a standard unit, such as an inch is always the same
length.
enVision Math Tools
Technology: Pearson enVision link for
animated introduction, journal writing,
and review – copy and paste this link:
https://www.pearsonsuccessnet.com
2012 - 2013
Processes:
 Problem Solving Model
 Thinking about learning and making connections
 Use accountable talk by using the language of
mathematics
Math Stations
Assessment
Interventions/Extensions
Number fluency – all
operations
Formal enVision
Topic 16 (length)
Measurement – clocks,
thermometers, rulers,
yardsticks, meter sticks,
tape measures
Number Lines
enVision Games
Have students create their
own set of vocabulary flash
cards with visuals
Begin this week by reviewing and discussing why we have standard units of
measuring – customary system and metric system?
Menus to practice money
When teaching units – inches, feet, yards and millimeter, centimeter, meter
provide practice opportunities and make connections to:
Describe the inverse relationship between the size of the unit and
the number of units needed to equal the length of an object such as
the longer the unit, the fewer needed; the shorter the unit, the
more needed; and (C) represent whole numbers as distances from
any given location on a number line.
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 1
3rd Grade Mathematics – 5th Six Weeks
West-Orange Cove ISD
Activity: Students will estimate and record to the half inch the
following classroom items:
Item
Estimate – Units
(inches)
Actual – Units
(inches)
Estimate – Units
(centimeters)
Actual – Units
(centimeters)
Math book
Student desk
Spiral
Box of markers
Item
2012 - 2013
Interventions/Extensions
Products/Projects
Students will work in small
group with teacher to
practice measuring in
inches and centimeters.
Provide students with strips
of paper that has been cut
different lengths. Students
will measure the strips of
paper. Next ask students to
show you the strip that is
__---- inches long. Repeat.
Students will
estimate then
measure and record
10 items from the
classroom
Math book
Student desk
Spiral
Box of markers
Compare – what do they notice? Why?
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 2
3rd Grade Mathematics – 5th Six Weeks
West-Orange Cove ISD
2012 - 2013
Students will practice estimating and measuring:
Item
Estimate – Units
(Feet)
Actual – Units
(Feet)
Estimate – Units
(Centimeters)
Actual – Units
(Centimeters)
Width of door
Window
Edge of Teacher’s
Desk
Length of bulletin
board
Item
Width of door
Window
Edge of Teacher’s
Desk
Length of bulletin
board
Item
Estimate – Units
(Meters)
Actual – Units
(Meters)
Width of hallway
Length of stage
Length of
classroom
Width of gym
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 3
3rd Grade Mathematics – 5th Six Weeks
West-Orange Cove ISD
Estimate – Units
(Meters)
Item
2012 - 2013
Actual – Units
(Meters)
Width of hallway
Length of stage
Length of
classroom
Width of gym
Activity: Scavenger hunt. Provide students with specific
measurements and then let them find items in the classroom or around
the school with the measurements. Their estimations and accuracy
should be getting much better, if not clear up misconceptions.
Estimate and Measure Length

Use linear measurement tools such as yardsticks, meter
sticks, and rulers to measure length.
Prompt the students to use customary units to measure objects to the
nearest inch.
Example:
Ask the students, “What is the length of the candle?”
Answer: 2 inches
Prompt the students to use metric units to measure objects to the
nearest centimeter.
Example:
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 4
West-Orange Cove ISD
3rd Grade Mathematics – 5th Six Weeks
2012 - 2013
Ask the students, “What is the length of the eraser?”
Answer: 2 centimeters

Use standard units to estimate lengths.
Prompt the students to estimate the length of objects using customary
and metric measurements.
Example:
Ask the students, “What measurement, in inches, best describes the
length of a sheet of notebook paper?”
Possible Answer: 11 inches
Example:
Ask the students, “What is the best estimate, in centimeters, of the
length of a small paper clip?”
Answer: 3 centimeters
Example:
Prompt the students to predict objects with estimated lengths of 1 foot,
1 inch, 1 meter, or 1 centimeter.
Possible Answers: The length of a small paper clip is about 1 inch, the
length of a book is about 1 foot, the length of a desk is about 1 meter,
and the width of a finger is about a centimeter.
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 5
West-Orange Cove ISD
Week 2
Mar 18 - 22
3rd Grade Mathematics – 5th Six Weeks
Learning Standards
3.11 B Use standard units to find the perimeter of a shape
3.11 C Use concrete and pictorial models of square units to
determine the area of a 2-dimensional surface
(E) Identify concrete models that approximate standard units
for capacity and use them to measure capacity
3.11 F Use concrete models that approximate cubic units to
determine the volume of a given container or other three
dimensional geometric figure
Instruction




Major Concepts
Understanding perimeter
Understanding area
Estimating and measuring area
Understanding volume
Resources
enVision Math -Topic 17 and 18 -2
Key Vocabulary: perimeter, area, square unit, volume, capacity, cup,
pint, quart, gallon
Math background for the teacher:
 The distance around a figure is its perimeter.
 The amount of space inside a shape is its area and is found in
square units
 Connect area with the arrays students did in multiplication.
 Volume is a measure of the amount of space inside of a solid
figure.
 Capacity is a measure of the amount of liquid a container can hold.
Technology: Pearson enVision link for
animated introduction, journal writing,
and review – copy and paste this link:
https://www.pearsonsuccessnet.com
containers of different sizes and shapes
measuring cups (all sizes)
beans, rice, sand, and water for pouring
Activity: Perimeter – Provide students with different sized shoe boxes, food,
boxes, etc. Students will measure and find the perimeter of each. Area:
Students will find the area of the above items (just one surface for area).
Activity: Capacity Estimation

Students will visualize the concept of capacity by estimating
the capacity of various containers. The teacher shows students
empty containers with the capacities of pint, quart, half-gallon
and gallon. The teacher also shows students a large bowl
holding one pint of cereal. Have students estimate how much
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
2012 - 2013
Processes:
 Problem Solving Model
 Thinking about learning and making connections
 Use accountable talk by using the language of
mathematics
Math Stations
Interventions/Extensions
Number fluency – all
operations
Assessment
Formal enVision
Math Assessment
Measurement – clocks,
thermometers, rulers,
yardsticks, meter sticks,
tape measures
Capacity measurement
Center
Number Lines
enVision Games
Have students create their
own set of vocabulary flash
cards with visuals
Menus to practice money
Page 6
West-Orange Cove ISD
3rd Grade Mathematics – 5th Six Weeks
cereal is in the bowl. Then, pour the pint of cereal into the
different containers one at a time to eventually show the kids
what a pint looks like. Then, the teacher will do the same for
the other containers. This is a way for students to see what the
different amounts look like with real objects.
Activity: Contain yourself – students bring in different containers
from home. Then students will use standard units of measurement
(cups, pints, quarts, and gallon) to find out how much their containers
hold. Make a chart to display the data.
2012 - 2013
Interventions/Extensions
Products/Projects
The teacher will provide
students with shapes drawn
on grid paper. Students
will practice finding the
area and perimeter of each.
Students will make
a book of
measurement with
definitions and
examples
Activity: Scavenger Hunt – students will explore the grocery store,
their homes, and school to find things that come in cups, quarts, or
gallons. Make a class chart to display the data.
Length and Perimeter

Use standard units to find the perimeter of a shape.
Provide the students string, color tiles, centimeter cubes, paper clips, or
other objects to use to measure the distance around an object or region.
Example:
Prompt students to place string around the perimeters of their desks,
stretch the string out straight, then measure the length of the string to
determine the perimeters of their desks.
Example:
Gloria needed to purchase border for the picture frame shown below.
Use a ruler to measure the sides of the picture frame in inches. What is
the perimeter of the picture frame to the nearest inch?
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 7
West-Orange Cove ISD
3rd Grade Mathematics – 5th Six Weeks
2012 - 2013
Prompt the students to use 1-inch cubes or color tiles to represent the
border around the picture frame. Relate color tiles or cubes to marks
on a ruler. Measure the perimeter of the picture frame with a ruler or
yardstick and compare.
Answer: 24 inches
Example:
Sally measured the sides of her grandmother’s rectangular garden in
steps. Two of the sides were 8 steps long, and two of the sides were 7
steps long. What is the perimeter of the garden in steps?
Prompt the students to use a picture to represent the measurements of
the garden or to act out the problem by stepping off the measurements
in the classroom or on the playground. Prompt the students to
determine the perimeter of the garden.
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 8
West-Orange Cove ISD
3rd Grade Mathematics – 5th Six Weeks
2012 - 2013
Answer: 30 steps
Example:
Alonzo measured the perimeter of a trapezoid and found it to be 17
inches. If two sides are 5 inches long and one side 4 inches long, what
is the length of the remaining side?
Prompt the students to add the lengths of the three sides and subtract
the total from 17.
Answer: 3 inches
Area Of Two-Dimensional Surfaces

Use concrete and pictorial models of square units to determine
the area of two-dimensional surfaces.
Example:
Ask the students, “What is the area of the shape?”
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 9
West-Orange Cove ISD
3rd Grade Mathematics – 5th Six Weeks
2012 - 2013
Prompt the students to determine the area of the two-dimensional
surface by counting the number of square units inside the shape.
Answer: 9 square inches.
Example:
Prompt the students to use concrete models such as square tiles to
measure the area of their textbooks.
Example:
Prompt students to trace various objects on inch or centimeter grid
paper to measure the area of the object.
Example:
Ask the students, “What is the area of the shaded portion of the
figure?”
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 10
West-Orange Cove ISD
3rd Grade Mathematics – 5th Six Weeks
2012 - 2013
Prompt the students to reproduce the figure using 1-inch square tiles or
1-inch squares of paper (some cut in half diagonally). Prompt the
students to put two half-squares together to form a whole and then
count the number of squares to determine the area of the figure.
Prompt the students to count all of the whole-shaded square units.
Prompt the students to count two half-shaded square units as one
whole-shaded square unit.
Answer: 23 square feet
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 11
West-Orange Cove ISD
Week 3
March
26 - 29
3rd Grade Mathematics – 5th Six Weeks
Learning Standards
3.11 D Identify concrete models that approximate standard
units of weight/mass and use them to measure weight/mass
3.11 F Use concrete models that approximate cubic units to
determine the volume of a given container or other three
dimensional geometric figure



Major Concepts
Understanding capacity
Understanding mass/weight
Understanding volume
Instruction
Key Vocabulary: volume, cubic unit, capacity, cup, pint, quart,
gallon, weight, ounce, pound, ton, milliliter, liter, mass, gram,
kilogram
Math background for the teacher:






The weight of an object is a measure of how heavy it is.
The mass of an object is how much matter is in it.
Mass is measured by using a balance comparing a known amount
of matter to an unknown amount of matter. Weight is measured on
a scale.
Students begin to grasp the concept of weight by holding objects
and stating which is heavier or lighter.
Teach students how to read a scale and a balance.
Teach students the difference between a scale and a balance and
when it is appropriate to use each.
Resources
enVision Math -Topic 18
Math Tools
Technology: Pearson enVision link for
animated introduction, journal writing,
and review – copy and paste this link:
https://www.pearsonsuccessnet.com
Scales
2012 - 2013
Processes:



Problem Solving Model
Thinking about learning and making
connections
Use accountable talk by using the language of
mathematics
Math Stations
Interventions/Extensions
Number fluency – all
operations
Assessment
Formal enVision
Math Assessment
Measurement – clocks,
thermometers, rulers,
yardsticks, meter sticks,
tape measures
Balances
Capacity measurement
Center
Manipulatives to weigh
Number Lines
enVision Games
Have students create their
own set of vocabulary flash
cards with visuals
Menus to practice money
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 12
West-Orange Cove ISD
3rd Grade Mathematics – 5th Six Weeks
2012 - 2013
Products/Projects
Interventions/Extensions
Students will work with the
teacher to weigh and record
the weight of items.
Students will work with the
teacher to find the mass of
items using a balance.
Students will make
a chart to record the
weight (estimated
and actual) of items
in the classroom.
Identify Concrete Models that Approximate Standard Units of
Weight/Mass
Weight – the measure of the force (due to gravity) that is acting on an
object.
Mass – the measure of the amount of matter in an object.

Identify concrete models that approximate standard units of
weight/mass
Example:
Prompt the students to identify that a slice of bread has an
approximate weight/mass equal to 1 ounce.
Weight/Mass:
Approximately
1 ounce
Example:
Prompt the students to identify that a loaf of bread has an approximate
weight/mass equal to 1 pound.
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 13
3rd Grade Mathematics – 5th Six Weeks
West-Orange Cove ISD
2012 - 2013
Weight/Mass:
Approximately
1 pound
Example:
Prompt the students to identify that a piece of paper has an
approximate weight/mass equal to 1 gram.
Weight/Mass:
Approximately
1 gram
Example:
Prompt the students to identify that an encyclopedia has an
approximate weight/mass equal to 1 kilogram.
Weight/Mass:
Approximately
1 kilogram
Measure Weight/Mass Using Concrete Models that Approximate
Standard Units of Weight/Mass

Measure weight/mass using concrete models that approximate
standard units of weight/mass.
Example:
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 14
West-Orange Cove ISD
3rd Grade Mathematics – 5th Six Weeks
2012 - 2013
Ask the students, “If a piece of paper has a weight/mass equal to
approximately 1 gram, about how many grams equal the mass/weight
of a peanut?”
Prompt the students to determine the number of pieces of paper it
takes to equal the weight/mass of the peanut.
Possible Answer: 5 grams
Example:
Ask the students, “About how many ounces equal the weight/mass of a
lime?”
Prompt the students to use scales to determine the number of slices of
bread needed to equal the weight/mass of a lime.
Possible Answer: 3 ounces
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 15
West-Orange Cove ISD
3rd Grade Mathematics – 5th Six Weeks
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
2012 - 2013
Page 16
3rd Grade Mathematics – 5th Six Weeks
West-Orange Cove ISD
Week 4 & 5
Apr 1 - 12
Learning Standards
3.8 Geometry and spatial reasoning. The student uses formal
geometric vocabulary. The student is expected to
(A) identify, classify, and describe two- and three-dimensional geometric
figures by their attributes. The student compares two-dimensional
figures, three-dimensional figures, or both by their attributes using
formal geometry vocabulary.
(3.9) Geometry and spatial reasoning. The student recognizes
congruence and symmetry. The student is expected to (A) identify
congruent two-dimensional figures; and
(C) identify lines of symmetry in two-dimensional geometric figures.
Instruction






Major Concepts
Identify 3-D/solid figures by
name
Identify 3-D/solid figures by
attribute
Identify shapes as they relate
to three-dimensional figures
Identify and classify
polygons
Identify and classify
quadrilaterals
Recognizes symmetry and
congruence
Resources
enVision Math –Topic 14 and 15
Key Vocabulary: solid figure, polygon, rectangular prism, cube,
pyramid, cylinder, cone, sphere, face, edge, vertex, vertices, point,
triangle, side, octagon, quadrilateral, pentagon, hexagon, trapezoid,
parallelogram, rectangle, rhombus, and square
Math background for teacher:






Geometry is the study of shapes in space and spatial relationships.
Geometry connects to the students’ world around them.
Although there is a hierarchy of instruction that progresses through 5
levels of instruction known as the van Hiele Levels (0 – 4). Levels 3
and 4 are typically taught at the high school level.
o Level 0 – Visualization – classes of shapes
o Level 1 – Analysis – Properties of shapes
o Level 2 – Informal Deduction - relationships among
properties
o Level 3 – Deduction – deductive systems of properties
o Level 4 – Rigor – analysis of deductive systems
Students should recognize the difference between 1, 2, and 3
dimensional shapes.
One dimensional shapes are lines – they only have length
Two dimensional shapes have length and width (they are flat)
Technology: Pearson enVision link for
animated introduction, journal writing,
and review – copy and paste this link:
https://www.pearsonsuccessnet.com
geometric figures
pattern blocks
tangrams
Geoboards
http://www.mathsisfun.com/s
hape.html
2012 - 2013
Processes:
 Problem Solving Model
 Thinking about learning and making connections
 Use accountable talk by using the language of
mathematics
Math Stations
Interventions/Extensions
Number fluency – all
operations
Assessment
Formal enVision
Math Assessment
Measurement – clocks,
thermometers, rulers,
yardsticks, meter sticks,
tape measures
Capacity measurement
Center
Number Lines
enVision Games
http://www.bgfl.org/bgfl/custo
Have students create their
m/resources_ftp/client_ftp/ks2
own set of vocabulary flash
/maths/3d/index.htm
cards with visuals
http://www.mathplayground.c Menus to practice money
om/geoboard.html
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 17
West-Orange Cove ISD



3rd Grade Mathematics – 5th Six Weeks
Three dimensional shapes have length, width, and depth (they are
solids)
Some shapes can be combined to make new shapes.
Shapes can be decomposed into other shapes.
2012 - 2013
Interventions/Extensions
Products/Projects
Students will work with the
teacher to identify attributes
of shapes
Students will make
a chart to record
shapes and
attributes
Activity:
Shape sorts- (use geometric shapes file in the curriculum docs 2nd
semester file)




Students will randomly select a shape and tell their partner 3
interesting things they notice about it.
Students will randomly select 2 shapes and tell their partner how
they are alike and how they are different.
Randomly assign each group a shape. The task is s for students to
select all the other shapes that follow the same sorting rule as
their assigned shape – based on a rule that students decide for
example curved lines or straight lines, etc. .
Students share their sorting rule with the class. Students then race
to draw another shape that follows the same rule.
What’s my shape? - Give one person in each group a shape in a folder or
envelop. Other members of the group will ask them questions to guess
the shape. The holder of the folder can only answer yes or no to attribute
questions. Students asking the questions should put the shapes into piles
based on the yes and no answers to narrow possibilities.
Activity: Students use geoboards to make 2 dimensional shapes.
Describe Two- and Three-Dimensional Geometric Figures
 Describe two- and three-dimensional geometric figures with
attributes such as the number of sides and vertices.
TAKS Mathematics Preparation
Book: Grade 3, “Shapes and
Solids.”
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
TAKS Mathematics
Preparation Book: Grade 3,
“Shapes and Solids-
Page 18
West-Orange Cove ISD
3rd Grade Mathematics – 5th Six Weeks
Prompt the students to describe attributes of two- and three-dimensional
geometric figures.
Evaluate.”
TEXTEAMS Mathematics Institute
Grades 3-5, “Geo-Solids Grab
Bag.”
Example:
Ask the students, “How can this two-dimensional geometric figure be
described?”
2012 - 2013
Rethinking Elementary
Mathematics for Grades 3-5,
“Sorting Task Cards: Sorting
Containers.”
TAKS Mathematics
Preparation Book: Grade 3,
“Objective 3: Geometry
and Spatial Reasoning –
Selected Response
Questions.”
www.mathbenchmarks.org
Possible Answer: The hexagon has six sides, six vertices, and is a closed
figure.
Example:
Ask the students, “What are the attributes and geometric terms that
describe the two-dimensional geometric figure shown below?”
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 19
West-Orange Cove ISD
3rd Grade Mathematics – 5th Six Weeks
2012 - 2013
Possible Answer: The square has
4 sides that are equal in length and
4 right angles. A square is a polygon because it is a closed figure made
with straight lines. A square is a quadrilateral because it has 4 sides and 4
angles. A square is a parallelogram because it has
2 pairs of congruent sides and 2 pairs of parallel sides. A square is a
rectangle because it has
4 right angles and 2 pairs of congruent sides. A square is a rhombus
because it has 4 congruent sides.
Example:
Ask the students, “Which two-dimensional geometric figure best
represents the shaded face on the three-dimensional geometric figure?”
Answer: A triangle
 Describe three-dimensional geometric figures with attributes such
as the number of faces, edges, and vertices.
Prompt the students to describe the attributes of three-dimensional
geometric figures, such as the number of faces, edges, and vertices.
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 20
West-Orange Cove ISD
3rd Grade Mathematics – 5th Six Weeks
2012 - 2013
Example:
Ask the students, “How can we describe the number of faces, vertices and
sides shown on the three-dimensional geometric figure?”
Possible Answer: The three-dimensional geometric figure has 5 faces, 9
edges, and 6 vertices. Two faces are shaped like triangles, and 3 faces are
shaped like rectangles.
Identify Two- and Three-Dimensional Geometric Figures
www.mathbenchmarks.org
 Identify two-dimensional geometric figures such as triangles,
quadrilaterals, pentagons, hexagons, and octagons.
Example:
Display two-dimensional geometric figures, such as triangles,
quadrilaterals, pentagons, hexagons, and octagons. Prompt the students
to identify each two-dimensional geometric figure.
Ask the students, “How can we identify each two-dimensional geometric
figure?”
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 21
West-Orange Cove ISD
3rd Grade Mathematics – 5th Six Weeks
2012 - 2013
Answer: Pentagon, Hexagon, and Quadrilateral/Parallelogram
 Identify quadrilaterals such as square-rectangles, rectangles,
trapezoids, rhombi, and parallelograms.
Example:
Distribute a set of cards to the students that show the following twodimensional geometric figures: Square-rectangle, rectangle, trapezoid,
rhombi, and parallelogram; distribute another set of cards with the names
of each two-dimensional geometric figure. Prompt the students to match
each two-dimensional geometric figure with its corresponding name.
Sample cards:
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 22
West-Orange Cove ISD
3rd Grade Mathematics – 5th Six Weeks
2012 - 2013
 Identify three-dimensional geometric figures such as cones,
cylinders, cubes, prisms, and pyramids.
Example:
Display three-dimensional geometric figures, such as cones, cylinders,
cubes, prisms, and pyramids. Prompt the students to identify each threedimensional geometric figure.
Ask the students, “How can we identify each three-dimensional geometric
figure?”
Answer: Square Pyramid, Rectangular Prism, and Cone
 Identify two- and three-dimensional geometric figures in everyday
situations.
Example:
Give the students a list of two- and three-dimensional geometric figures
and prompt the students to find objects in the classroom that have the
same shape.
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 23
West-Orange Cove ISD
Possible Answers:
Two- or ThreeDimensional
Geometric
Figures
1. Squarerectangle
1.
Possible Two- or ThreeDimensional Geometric Figures
Square-rectangle
2.
Cylinder
3.
Cube
4.
Circle
3rd Grade Mathematics – 5th Six Weeks
2012 - 2013
Classroom Object
Border around
chalkboard
2. Cylinder
Glue stick
3. Cube
Alphabet block
4. Circle
Face of a clock
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 24
West-Orange Cove ISD
3rd Grade Mathematics – 5th Six Weeks
2012 - 2013
Compare Two- And Three-Dimensional Geometric Figures By Their
Attributes
 Compare two- and three-dimensional geometric figures using
formal geometric vocabulary.
Prompt the students to use attributes to compare two- and threedimensional geometric figures.
Example:
Ask the students, “How are the two-dimensional geometric figures alike,
and how they are different?”
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 25
3rd Grade Mathematics – 5th Six Weeks
West-Orange Cove ISD
2012 - 2013
Possible Answer: Both the rhombus and the trapezoid have 4 sides and 4
vertices. The rhombus has 2 pairs of parallel sides, but the trapezoid has
only 1 pair of parallel sides.
Example:
Ask the students, “How can the three-dimensional geometric figures be
arranged in order from the three-dimensional geometric figure with the
least number of vertices to the three-dimensional geometric figure with
the greatest number of vertices?”
Answer:
0
vertices
1
vertex
6
vertices
8
vertices
 Use attributes of two- and three-dimensional geometric figures to
create sets of examples and nonexamples.
Example:
Prompt the students to design a three-dimensional geometric figure that
would NOT belong with the set of three-dimensional geometric figures.
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 26
West-Orange Cove ISD
3rd Grade Mathematics – 5th Six Weeks
2012 - 2013
Possible Answer:
Identify Congruent Two-Dimensional Figures
 Identify congruent two-dimensional figures.
TAKS Mathematics Preparation
Book: Grade 3, “Congruence and
Symmetry.”
TEXTEAMS Mathematics Institute
Grades 3-5, “Geoboard Activities
Part 3.”
Example:
TAKS Mathematics
Preparation Book: Grade 3,
“Objective 3: Geometry
and Spatial Reasoning –
Selected Response
Assessments.”
www.mathbenchmarks.org
Ask the students, “Which two-dimensional figures appear to be
congruent? How do you know?”
Answer: Figures 1, 4, and 5 are congruent because each figure is the
same size and same shape.
Example:
Prompt the students to select the pair of two-dimensional figures that are
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 27
West-Orange Cove ISD
3rd Grade Mathematics – 5th Six Weeks
2012 - 2013
congruent and explain their thinking.
1.
2.
3.
4.
Answer: Pair 1 is congruent because the figures are the same size and
the same shape.

Identify two-dimensional figures that are NOT congruent.
Example:
Ask the students, “Which set of two-dimensional figures are NOT
congruent?”
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 28
West-Orange Cove ISD
3rd Grade Mathematics – 5th Six Weeks
2012 - 2013
Answer: The triangles are not congruent.
Create Two-Dimensional Figures with Symmetry
TEXTEAMS Mathematics Institute
grades 3-5, “Geoboard Activities
Parts 1 & 2.”
TAKS Mathematics
Preparation Book: Grade
3, “Congruence and
Symmetry - Evaluate.”
Rethinking Elementary
Mathematics for Grades 3-5,
“Pattern Block Task Card F:
Symmetry.”
TAKS Mathematics
Preparation Book: Grade 3.
“Objective 3: Geometry
and Spatial Reasoning
Selected Response
Questions.”
 Use concrete models to create two-dimensional figures with lines of
symmetry.
Example:
Prompt the students to select a concrete model such as a pattern block.
Prompt the students to trace around the pattern block on paper. Prompt
the students to fold the two-dimensional figure in half. Prompt the
students to draw a line along the fold.
www.mathbenchmarks.org
Possible Pattern Block:
Ask the students, “How do we know that we created a line of symmetry?”
Possible Answer: “We know that we have a line of symmetry because
when we folded the two-dimensional figure in half, the two halves we
created are mirror images of each other.”
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 29
West-Orange Cove ISD
3rd Grade Mathematics – 5th Six Weeks
2012 - 2013
Example:
Prompt the students to fold a piece of paper and draw a two-dimensional
figure along the fold. Prompt the students to cut along the figure’s lines
and then unfold the paper to see the cutout.
Ask the students, “How do we know that we created a line of symmetry?”
Possible Answer: “We know that we created a line of symmetry because
each side of the two-dimensional figure is a mirror image of the other
side.”
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 30
West-Orange Cove ISD
3rd Grade Mathematics – 5th Six Weeks
2012 - 2013
Example:
Provide the students with geoboards and rubber bands. Prompt the
students to create two-dimensional figures with lines of symmetry.
Possible Answers:
TAKS Mathematics
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 31
West-Orange Cove ISD
3rd Grade Mathematics – 5th Six Weeks
Identify Lines of Symmetry
TAKS Mathematics Preparation
Book: Grade 3, “Congruence and
Symmetry.”
2012 - 2013
Preparation Book: Grade 3,
“Congruence and
Symmetry – Evaluate.”
 Identify lines of symmetry in two-dimensional geometric figures.
www.mathbenchmarks.org
Example:
Ask the students, “Does this two-dimensional geometric figure have a line
of symmetry?”
TEXTEAMS Mathematics Institute
Grades 3-5, “The ABC’s of
Symmetry.”
TEXTEAMS Mathematics Institute
Grades 3-5, “The Most Expensive
Name.”
Prompt the students to draw a vertical line down the center of the twodimensional geometric figure.
Prompt the students to fold the two-dimensional geometric figure along
the line. If the two sides of the two-dimensional geometric figure create a
mirror image of each other, the figure has a line of symmetry.
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 32
West-Orange Cove ISD
3rd Grade Mathematics – 5th Six Weeks
2012 - 2013
Answer: The two-dimensional geometric figure has a line of symmetry.

Identify two-dimensional geometric figures that do NOT have a
line of symmetry.
Example:
Ask the students, “Which two-dimensional geometric figure does NOT
have a line of symmetry? How do you know?”
A.
D.
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 33
West-Orange Cove ISD
C.
3rd Grade Mathematics – 5th Six Weeks
2012 - 2013
E.
Answer: Figure C does not have a line of symmetry because the vertical
line does not divide the figure into 2 parts that are mirror images of each
other.

Identify symmetry in everyday two-dimensional geometric figures.
Example:
Prompt the students to identify the number of lines of symmetry in
everyday two-dimensional geometric figures.
Ask the students, “How many lines of symmetry does the letter “H” have?
The pentagon?
Answer:
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 34
West-Orange Cove ISD
3rd Grade Mathematics – 5th Six Weeks
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
2012 - 2013
Page 35
3rd Grade Mathematics – 5th Six Weeks
West-Orange Cove ISD
Week 7 & 8
Apr 15 – 20
Learning Standards
Major Concepts
Review
Review
Apr 22 - 26
Instruction
Resources
2012 - 2013
Processes:
 Problem Solving Model
 Thinking about learning and making
connections
 Use accountable talk by using the language of
mathematics
Math Stations
Assessment
The next two weeks are to be used for review and STAAR testing.
Remember to celebrate the students’ accomplishments.
TEKS 3.14, 3.15, and 3.16 are incorporated into all concepts and taught every day
Page 36