Grade 3 Math
Common Core Flexible
Grouping
Monday
2/11/2013
Day: 2
Session
CCSS
Student Friendly
Objective
Mathematical Practice
43
3.MD.8
Students will be able to find the perimeter of polygons by solving for the
unknown when given a problem.
Make sense of problems and persevere in solving them. Reason
abstractly and quantitatively. Use appropriate tools strategically.
Attend to precision.
Can students find the side-length of a rectangle if only one side-length and
the perimeter are given? Can students articulate that perimeter is the
distance around the outside of an object?
SMART Board, math notebook
This standard explores the concept of perimeter as being the distance
around the outside of a particular object, as well as determine unknown
side lengths when given. Students will understand the difference between
perimeter and area; perimeter does not determine area and area does not
determine perimeter. Students will master the ability to calculate the
perimeter of an object by measuring all the sides of an object and adding
those measurements together.
Essential Question
(Revised Blooms)
Materials
Before
During
Spend about five minutes reviewing the warm-up.
Finding the perimeter
Students should be introduced to the terms length and width. You can find
the perimeter by adding the distance around the object, or if it’s a
quadrilateral, 2L + 2W. Remind students of the rules for a square/rectangle.
Squares: all sides are equal, Rectangle: opposite sides are equal. Students
can challenge a partner by making a shape, writing down measurements for
each side, and have the partner determine the perimeter. Or, given a
perimeter, the partner can determine unknown side lengths. Work through
the smartboard slides for supplement. Make sure students understand
perimeter = outside, area = inside.
After
Differentiation
Assessment
Magnet Arts Integration
Math Club Extension
Students then break off into pairs or small groups to solve the practice
problems.
TOTD: 2/11/2013 ticket out the door. Make sure to keep this information
for PEP data.
Flexible groups based on teacher input and formative data.
Exit ticket
Dance: movement to practice on the 1,000 chart, Technology: SMART
Board/TenMarks/Khan Academy
http://www.khanacademy.org/commoncore#grade-3, Music: Mr. Lee’s raps
CMS Unit 6
Grade 3 Math
Common Core Flexible
Grouping
Session
CCSS
Student Friendly
Objective
Mathematical Practice
Essential Question
(Revised Blooms)
Materials
Before
During
Wednesday
2/13/2013
Day: 4
44
3.MD.8
Students will be able to find the perimeter of polygons by solving for
the unknown when given a problem.
Make sense of problems and persevere in solving them. Reason
abstractly and quantitatively. Use appropriate tools strategically.
Attend to precision.
Can students find the side-length of a rectangle if only one sidelength and the perimeter are given? Can students articulate that
perimeter is the distance around the outside of an object?
SMART Board, math notebook
This standard explores the concept of perimeter as being the distance
around the outside of a particular object, as well as determine
unknown side lengths when given. Students will understand the
difference between perimeter and area; perimeter does not determine
area and area does not determine perimeter. Students will master the
ability to calculate the perimeter of an object by measuring all the
sides of an object and adding those measurements together.
Spend about five minutes reviewing the warm-up.
Perimeter word problems
For word problems, students must be familiar with the terms length
and width. Length: how long. Width: how wide. On a rectangle,
length is horizontal and width is vertical. These should not be used as
multiplication. For example, a rectangle with a length of 4 and width
of 5, the perimeter is not 20. That is the difference between perimeter
and area. Work through the smartboard slides for supplement. Make
sure students can still articulate that perimeter = outside.
After
Differentiation
Assessment
Magnet Arts Integration
Math Club Extension
Students then break off into pairs or small groups to solve the
practice problems.
TOTD: 2/13/2013 ticket out the door. Make sure to keep this
information for PEP data.
Flexible groups based on teacher input and formative data.
Exit ticket
Dance: movement to practice on the 1,000 chart, Technology:
SMART Board/TenMarks/Khan Academy
http://www.khanacademy.org/commoncore#grade-3, Music: Mr.
Lee’s raps
CMS Unit 6
Grade 3 Math
Common Core Flexible
Grouping
Thursday
2/14/2013
Day: 5
Session
CCSS
Student Friendly
Objective
Mathematical Practice
45
3.MD.5; 3.MD.6; 3.MD.7
Students will be able to find the area of polygons by counting unit squares
and utilizing multiplication.
Make sense of problems and persevere in solving them. Reason
abstractly and quantitatively. Use appropriate tools strategically.
Attend to precision.
What does the length/width of a rectangle describe about the squares
covering it? How do the squares covering a rectangle compare to an array?
How is multiplication used to count the number of objects in an array?
SMART Board, math notebook
This standard explores the concept of area in greater depth. While
perimeter is understood as the amount of space around an object, area is
distinguished as being the amount of space that exists within an object.
This standard has many parts: Students should be able to find the areas of
rectangles by multiplication. They should then be able to connect arbitrary
whole number multiplication to an area model, and to use the model to
understand the distributive property of multiplication. Finally, students
should be able to find areas of rectilinear figures by decomposing them into
rectangles.
Essential Question
(Revised Blooms)
Materials
Before
During
Spend about five minutes reviewing the warm-up.
Finding the area
Students should understand that area, as opposed to perimeter, is the
amount of space inside an object. We call them square units. In order to
find the area, you count the number of squares inside the object. Students
should utilize multiplication to find the area by multiplying the length and
width. They should be familiar with using the distributive property. For
example, a rectangle with an area of 3x12 can be calculated as 3 x (10+2),
or 3x10 + 3x2 = 36. Guide students into understanding that perimeter =
count the outside (addition), area = count the inside (multiplication). Work
through the smartboard slides for supplement.
After
Differentiation
Assessment
Magnet Arts Integration
Math Club Extension
Students then break off into pairs or small groups to solve the practice
problems.
TOTD: 2/14/2013 ticket out the door. Make sure to keep this information
for PEP data.
Flexible groups based on teacher input and formative data.
Exit ticket
Dance: movement to practice on the 1,000 chart, Technology: SMART
Board/TenMarks/Khan Academy
http://www.khanacademy.org/commoncore#grade-3, Music: Mr. Lee’s raps
CMS Unit 6
Grade 3 Math
Common Core Flexible
Grouping
Friday
2/15/2013
Day: 6
Session
CCSS
Student Friendly
Objective
Mathematical Practice
46
3.MD.5; 3.MD.6; 3.MD.7
Students will be able to find the area of polygons by counting unit squares
and utilizing multiplication.
Make sense of problems and persevere in solving them. Reason
abstractly and quantitatively. Use appropriate tools strategically.
Attend to precision.
What does the length/width of a rectangle describe about the squares
covering it? How do the squares covering a rectangle compare to an array?
How is multiplication used to count the number of objects in an array?
SMART Board, math notebook
This standard explores the concept of area in greater depth. While
perimeter is understood as the amount of space around an object, area is
distinguished as being the amount of space that exists within an object.
This standard has many parts: Students should be able to find the areas of
rectangles by multiplication. They should then be able to connect arbitrary
whole number multiplication to an area model, and to use the model to
understand the distributive property of multiplication. Finally, students
should be able to find areas of rectilinear figures by decomposing them into
rectangles.
Essential Question
(Revised Blooms)
Materials
Before
During
Spend about five minutes reviewing the warm-up.
Area word problems
For word problems, students must be familiar with the terms length and
width. Length: how long. Width: how wide. On a rectangle, length is
horizontal and width is vertical. Students should use multiplication for this.
They also need to understand a shape can have a different perimeter and
area. You should not use multiplication for perimeter. Work through the
smartboard slides for supplement.
After
Differentiation
Assessment
Magnet Arts Integration
Math Club Extension
Students then break off into pairs or small groups to solve the practice
problems.
TOTD: 2/15/2013 ticket out the door. Make sure to keep this information
for PEP data.
Flexible groups based on teacher input and formative data.
Exit ticket
Dance: movement to practice on the 1,000 chart, Technology: SMART
Board/TenMarks/Khan Academy
http://www.khanacademy.org/commoncore#grade-3, Music: Mr. Lee’s raps
CMS Unit 6
Grade 3 Math
Common Core Flexible
Grouping
Monday
2/18/2013
Day: 1
Session
CCSS
Student Friendly
Objective
Mathematical Practice
47
3.NF.1
Students will be able to develop an understanding of fractions as numbers
by identifying the amount of equal parts within a shape.
Make sense of problems and persevere in solving them. Reason
abstractly and quantitatively. Use appropriate tools strategically.
Attend to precision.
Can students match a fraction with its word name and picture
representation? Are students able to create a specified fraction using
pictures or manipulatives and then write it in the form of a/b? Can students
use appropriate vocabulary to name the specific parts of a fractional
number (denominator and numerator)?
SMART Board, math notebook
This particular skill introduces students to the notion that partial numbers
exists between those whole numbers. Students need practice identifying
fractions with their appropriate word name and picture representation. To
help with conceptualizing fractions as parts of a whole, students will use
fraction manipulatives to compare portions of a circle or rectangle and its
whole counterpart. In this manner, students can better understand that
fractions are pieces of a whole.
Essential Question
(Revised Blooms)
Materials
Before
During
Spend about five minutes reviewing the warm-up.
Fraction pictures
Fractions are equal parts of a whole thing. The numerator is the top number
(some of the equal parts), and the denominator is the bottom number (all
the equal parts). Students will need to visualize this first through pictures of
polygons. The whole thing is the circle or rectangle. There can be
individual parts (that are equal in size) inside the shapes. Students should
get in the habit of first counting the number of parts and making it the
denominator. Next, count the number of parts shaded in and make it the
numerator. Guide students in how to read the fraction as well. Work
through the smartboard slides for supplement.
After
Differentiation
Assessment
Magnet Arts Integration
Math Club Extension
Students then break off into pairs or small groups to solve the practice
problems.
TOTD: 2/18/2013 ticket out the door. Make sure to keep this information
for PEP data.
Flexible groups based on teacher input and formative data.
Exit ticket
Dance: movement to practice on the 1,000 chart, Technology: SMART
Board/TenMarks/Khan Academy
http://www.khanacademy.org/commoncore#grade-3, Music: Mr. Lee’s raps
CMS Unit 7
Grade 3 Math
Common Core Flexible
Grouping
Session
CCSS
Student Friendly
Objective
Mathematical Practice
Essential Question
(Revised Blooms)
Materials
Before
During
Tuesday
2/19/2013
Day: 2
48
3.NF.1
Students will be able to develop an understanding of fractions as numbers
by identifying the amount of equal parts within a shape.
Make sense of problems and persevere in solving them. Reason
abstractly and quantitatively. Use appropriate tools strategically.
Attend to precision.
Can students match a fraction with its word name and picture
representation? Are students able to create a specified fraction using
pictures or manipulatives and then write it in the form of a/b? Can
students use appropriate vocabulary to name the specific parts of a
fractional number (denominator and numerator)?
SMART Board, math notebook
This particular skill introduces students to the notion that partial
numbers exists between those whole numbers. Students need
practice identifying fractions with their appropriate word name and
picture representation. To help with conceptualizing fractions as
parts of a whole, students will use fraction manipulatives to compare
portions of a circle or rectangle and its whole counterpart. In this
manner, students can better understand that fractions are pieces of a
whole.
Spend about five minutes reviewing the warm-up.
Fraction pictures
Continued from 2/18/2013 lesson.
After
Differentiation
Assessment
Magnet Arts Integration
Math Club Extension
Students then break off into pairs or small groups to solve the
practice problems.
TOTD: 2/19/2013 ticket out the door. Make sure to keep this
information for PEP data.
Flexible groups based on teacher input and formative data.
Exit ticket
Dance: movement to practice on the 1,000 chart, Technology:
SMART Board/TenMarks/Khan Academy
http://www.khanacademy.org/commoncore#grade-3, Music: Mr.
Lee’s raps
CMS Unit 7
Grade 3 Math
Common Core Flexible
Grouping
Thursday
2/20/2013
Day: 4
Session
CCSS
Student Friendly
Objective
Mathematical Practice
49
3.NF.2
Students will be able to develop an understanding of fractions as numbers
by identifying the amount of equal parts on a number line.
Make sense of problems and persevere in solving them. Reason
abstractly and quantitatively. Use appropriate tools strategically.
Attend to precision.
Are students able to name fractions on a number line? Are students able to
mark on a number line where a specified fraction would be found?
SMART Board, math notebook
This particular skill introduces students to the notion that partial numbers
exists between those whole numbers. Students need practice identifying
fractions with their appropriate word name and picture representation. To
help with conceptualizing fractions as parts of a whole, students will use
fraction manipulatives to compare portions of a circle or rectangle and its
whole counterpart. In this manner, students can better understand that
fractions are pieces of a whole.
Essential Question
(Revised Blooms)
Materials
Before
During
Spend about five minutes reviewing the warm-up.
Fractions on a number line
Fractions are equal parts of a whole thing. The numerator is the top number
(some of the equal parts), and the denominator is the bottom number (all
the equal parts). Using a number line will give students a better
understanding that fractions are numbers between whole numbers. Finding
the fraction on a number line requires lots of practice. First, determine how
many parts there are between the whole numbers (including the ending
whole number). The total number of parts is the denominator. The
numerator is where the point is on the number line. Combine this with
pictures of a rectangle to help students visualize this concept. Work
through the smartboard slides for supplement.
After
Differentiation
Assessment
Magnet Arts Integration
Math Club Extension
Students then break off into pairs or small groups to solve the practice
problems.
TOTD: 2/20/2013 ticket out the door. Make sure to keep this information
for PEP data.
Flexible groups based on teacher input and formative data.
Exit ticket
Dance: movement to practice on the 1,000 chart, Technology: SMART
Board/TenMarks/Khan Academy
http://www.khanacademy.org/commoncore#grade-3, Music: Mr. Lee’s raps
CMS Unit 7
Grade 3 Math
Common Core Flexible
Grouping
Session
CCSS
Student Friendly
Objective
Mathematical Practice
Essential Question
(Revised Blooms)
Materials
Before
During
Friday
2/21/2013
Day: 5
50
3.NF.2
Students will be able to develop an understanding of fractions as numbers
by identifying the amount of equal parts on a number line.
Make sense of problems and persevere in solving them. Reason
abstractly and quantitatively. Use appropriate tools strategically.
Attend to precision.
Are students able to name fractions on a number line? Are students
able to mark on a number line where a specified fraction would be
found?
SMART Board, math notebook
This particular skill introduces students to the notion that partial
numbers exists between those whole numbers. Students need
practice identifying fractions with their appropriate word name and
picture representation. To help with conceptualizing fractions as
parts of a whole, students will use fraction manipulatives to compare
portions of a circle or rectangle and its whole counterpart. In this
manner, students can better understand that fractions are pieces of a
whole.
Spend about five minutes reviewing the warm-up.
Fractions on a number line
Continued from 2/20/2013 lesson.
After
Differentiation
Assessment
Magnet Arts Integration
Math Club Extension
Students then break off into pairs or small groups to solve the
practice problems.
TOTD: 2/21/2013 ticket out the door. Make sure to keep this
information for PEP data.
Flexible groups based on teacher input and formative data.
Exit ticket
Dance: movement to practice on the 1,000 chart, Technology:
SMART Board/TenMarks/Khan Academy
http://www.khanacademy.org/commoncore#grade-3, Music: Mr.
Lee’s raps
CMS Unit 7