3rd Grade Math Lesson Plans
Monday
Target the Question
Tuesday
Mult. Timed Test
Wednesday
Problem Solving –
Compare Fractional
Parts (3.2B)
Thursday
Mult. Timed Test
Friday
Problem Solving –
Describe Fractional
Parts (3.2C)
Date: March 24-28, 2014
Anticipatory Set/Hook: Teacher will show BrainPop video “Polygons”.
We will / Objective: We will identify, classify, describe and compare 2D and 3D figures by their attributes using formal
geometry vocabulary.
I will /Product/Task: I will define a polygon and be able to give examples.
Academic Language: Polygon, Triangle, Quadrilateral, Pentagon, Hexagon, Octagon, Heptagon, Side , Vertex, Edge,
Face, Symmetry, Trapezoid, Parallelogram, Rectangle, Rhombus, Square, Congruent, Translation, Reflection, Rotation
 Envision Topic 14-5: Introduce Polygons: Page 318 can be used to intro the vocabulary
 Students draw an example of each shape and identify the number of sides and the number of vertices (See
chart on Page 319).
 Have students complete independent or guided problems on pages 318-319 (could be completed using the
drawings).
 In math journals, have students define what a polygon is and give examples.
Assessment: student responses
Anticipatory Set/Hook: Review vocabulary from yesterday.
We will / Objective: We will identify, classify, describe and compare 2D and 3D figures by their attributes using formal
geometry vocabulary.
I will /Product/Task: I will define a quadralateral and be able to give examples.
Academic Language: Polygon, Triangle, Quadrilateral, Pentagon, Hexagon, Octagon, Heptagon, Side , Vertex, Edge,
Face, Symmetry, Trapezoid, Parallelogram, Rectangle, Rhombus, Square, Congruent, Translation, Reflection, Rotation
 Envision Topic 14-7: Introduce quadrilaterals: Page 322 can be used to into the vocabulary:
 Students draw examples of the quadrilaterals in a graphic organizer to demonstrate the relationship among the
figures. Note: Draw the organizer first using info from text, then students can use this to complete Pages 322323.
 In math journals, have students define what a quadrilateral is and give examples.
Assessment: student responses
Anticipatory Set/Hook: Teacher will show BrainPop video “Transformation”.
We will / Objective: We will identify, classify, describe and compare 2D and 3D figures by their attributes using formal
geometry vocabulary.
I will /Product/Task: identify congruent figures and lines of symmetry.
Academic Language: Polygon, Triangle, Quadrilateral, Pentagon, Hexagon, Octagon, Heptagon, Side , Vertex, Edge,
Face, Symmetry, Trapezoid, Parallelogram, Rectangle, Rhombus, Square, Congruent, Translation, Reflection, Rotation
 Envision Topic 15-1: Introduce Congruent Figures: Page 334
 Envision Topic 15-2: Introduce Line Symmetry: Page 338
Assessment: student responses
Anticipatory Set/Hook: Review discussion of 3 dimensional shapes and discuss vocab (faces, edges, vertices) as they
pertain to these shapes.
We will / Objective: We will identify, classify, describe and compare 2D and 3D figures by their attributes using formal
geometry vocabulary.
I will /Product/Task: I will classify and descrbie geometric figures.
Academic Language: Polygon, Triangle, Quadrilateral, Pentagon, Hexagon, Octagon, Heptagon, Side , Vertex, Edge,
Face, Symmetry, Trapezoid, Parallelogram, Rectangle, Rhombus, Square, Congruent, Translation, Reflection, Rotation
 Investigations Unit 9 Session 1.1: Sorting Polyhedra. SAB pg. 3 & 4
 Investigations Unit 9 Session 1.2: What’s My Shape. SAB PG. 7
Assessment: student responses
Anticipatory Set/Hook: Review discussion of 3 dimensional shapes and discuss vocab (faces, edges, vertices) as they
pertain to these shapes.
We will / Objective: We will identify, classify, describe and compare 2D and 3D figures by their attributes using formal
geometry vocabulary.
I will /Product/Task: I will classify and descrbie geometric figures.
Academic Language: Polygon, Triangle, Quadrilateral, Pentagon, Hexagon, Octagon, Heptagon, Side , Vertex, Edge,
Face, Symmetry, Trapezoid, Parallelogram, Rectangle, Rhombus, Square, Congruent, Translation, Reflection, Rotation
 Investigations Unit 9, Session 1.3: Building Polyhedra
 Have students create a chart with 4 columns in their math notebooks so that they can record the name &
picture of the shape, the # of faces, # of edges, and # of vertices of 3-D shapes.
 With a partner, students will build geometric figures from marshmallows (or gummy bears) and toothpicks.
(Each table should build a triangular prism, rectangular prism, cube and square pyramid…if extra
time/students build hexagonal or octagonal pyramid also.) Explain to students that they cannot bend or break
toothpicks as these will represent the # of edges in the geometric figure. They should be able to arrive at the
conclusion they can only build polyhedra. Nonpolyhedra figures will not work (i.e. sphere, cylinder, etc.)
 Using pictures and models students will complete the chart they created in their math notebooks. Ask
students which figures were they able to construct? Which were they not able to construct? Why? Do they
notice any similarities between all objects they were able to construct and those that they weren't?
Assessment: student responses