Content Area: Math Course: 3rd Grade Unit: Multi-Step PS and Strip Diagrams, Ordered Pairs TEKS Assessment Guiding Questions/ Specificity
Instructional Unit: 3rd Instructional Period Days to teach: 27 Vocabulary Instructional Strategies
Resources/ Weblinks
3.5 Algebraic reasoning. The student applies mathematical process standards to analyze and create patterns and relationships. The student is expected to: 3.5A represent oneand two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations. 3.5B represent and solve one-and twostep multiplication and division problems within 100 using arrays, strip diagrams, and equations. Readiness
Connect steps of problems to strip diagrams.
Understand multiplication for joining and division is for separating (inverse operations) Recognize that the commutative property works in mult., but not division
Q1 Kesha has 58 foam balls. She takes 4 balls to play a game. She places the rest in bags that each hold 9 balls. How many bags does she use? A)7 , because 58+4 = 62 And 62 ÷9 = 7 B) 6 because 58 – 4 = 54 And 54 ÷9 = 6 Q. 2 Which strip diagram below shows 64 people divided into 8 lines?
Strip diagram equation
Model a problem showing the pictorial model as a strip diagram, an array. Write an equation for the model.
Graph paper Centicubes
Guide students in identifying multiplication and division in pictures and word problems.
Exemplar Lesson
Think Blocks website or apps Promethean Planet #25733, # 29416
MM p. 183-190
Students match word problems to the correct pictorial model and equation. Partners work together solving problems with multiplication and division situations and write an equation to represent their solution.
1 8/1/2016
Content Area: Math Course: 3rd Grade Unit: Multi-Step PS and Strip Diagrams, Ordered Pairs TEKS Assessment Guiding Questions/ Specificity
Instructional Unit: 3rd Instructional Period Days to teach: 27 Vocabulary Instructional Resources/ Strategies Weblinks
2 8/1/2016
Content Area: Math Course: 3rd Grade Unit: Fractions TEKS
Guiding Questions/ Specificity
Assessment
Instructional Unit: 3rd Instructional Period Days to teach: 27 Vocabulary Instructional Strategies
Resources/ Weblinks
3.3 Number and operations. The student applies mathematical process standards to represent and explain fractional units. The student is expected to: 3.7 Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement. The student is expected to: Recognize that Investigate different Fraction bars 3.3(A) represent Julie drew 10 faces. Fraction shaded parts do not fractions including ½ of the faces she fractions greater Numerator Fraction towers have to be adjacent to drew were smiley denominators of 2, than zero and less Denominator Fraction chart each other 3, 4, 6 and 8, using faces. Choose the than or equal to one fraction bars. group that has ½ of with denominators Distinguish between Flipchart: the faces smiley the numerator and of 2, 3, 4, 6, and 8 “Teaching Fractions Demonstrate equal faces. denominator in using concrete shares using each of on a Number Line” concrete models. objects and pictorial the following A) models, including denominators: 2, 3, Hands on Standards Recognize fractions 4, 6 and 8, by are represented by strip diagrams and p. 44-45 equal size parts of a folding paper into B) number lines; whole or by a set of equal parts. MM p. 39-53 objects 3.3(B) determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line; 3 8/1/2016
Content Area: Math Course: 3rd Grade Unit: Fractions TEKS
3.3(C) explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a nonzero whole number;
3.3(D) compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b;
Guiding Questions/ Specificity Explain difference between unit fraction and any other fraction.
May have improper fractions to decompose.
Assessment
Q1 (3.3C) Bailey colored 1/3 of the stars on her paper. Could the following show what Bailey has on her paper? A. No, two should be colored and three not colored. B. Yes, one is colored and two are not. Q2 (3.3D) Which fraction is represented by the sum of these unit fractions? ¼+¼+¼ A. B. C. D.
3/4 2/4 1/4 4/1
Instructional Unit: 3rd Instructional Period Days to teach: 27 Vocabulary Instructional Strategies
Unit fraction Compose Decompose
(3.3C) Demonstrate how to use the Geo-board to partition shapes into different numbers of equal parts.
Resources/ Weblinks
Geo-boards Fraction bars/strips
MM p. 55-62
Partition shapes into different denominators using Geo-boards or Geoboard app. (3.3D) Demonstrate, using a Hershey’s candy bar, to tell students that he/she ate 1/b each day for 3 days and then ask students what was the sum of the parts that were eaten? Demonstrate how many 1/b pieces make up a whole, and write an addition sentence to represent the model.
4 8/1/2016
Content Area: Math Course: 3rd Grade Unit: Fractions TEKS
3.3(E) solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8;
Instructional Unit: 3rd Instructional Period Days to teach: 27 Vocabulary Instructional Strategies
Guiding Questions/ Specificity
Assessment
Connect concepts of division and fractional parts.
Jake and James both ate some pie. The shaded part shows the part that they ate.
Model, by using a box of crayons, to partition the total amount to a certain number of students.
What fraction of the pie did each boy eat?
Students will roleplay partitioning different classroom items among their group.
Resources/ Weblinks
Box of crayons, markers, items, etc. Paper candy bar models MM p. 71-78
A) 6/8 B) 3/8
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Content Area: Math Course: 3rd Grade Unit: Fractions TEKS
3.3(H) compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models.
Readiness
Guiding Questions/ Specificity
Assessment
Analyze whole objects and fractional parts using comparison terminology (less than one whole or equal to one whole or greater than one whole) Analyze whole object or sets of objects s in a problem situation to compare fractional parts using comparison words terminology (less than ()).
Instructional Unit: 3rd Instructional Period Days to teach: 27 Vocabulary Instructional Strategies
Numerator Denominator
Demonstrate comparing fractions using fraction bars. Small group- create fraction strips or use tiles and compare the given fractions. Guide student to justify their comparisons.
Jordan and Melissa had equal-size personal pizzas. Jordan ate 2/3 of her pizza. Melissa ate 2/4 of her pizza. Which statement about their pizzas is true?
Jordan
Melissa
Resources/ Weblinks
Fraction Bars Learn zillion 102 And 103
MM p. 87-94 Exemplar Lesson
Give each group a word problem with two fractions and have them compare with objects, pictures, words, and symbols.
A Jordan ate more than Melissa because thirds are bigger than fourths.
6 8/1/2016
Content Area: Math Course: 3rd Grade Unit: Fractions TEKS
3.3(F) represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines
Assessment
Guiding Questions/ Specificity Generates models of equivalent fractions.
Equivalent Numerator Denominator
Construct multiple whole object concrete models of a given fraction that use different denominators.
Model building equivalent fractions using fraction bars or circles. Create a flipbook representing fractions that are equivalent.
Readiness
3.3(G) explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model
Instructional Unit: 3rd Instructional Period Days to teach: 27 Vocabulary Instructional Strategies
What number does point L best represent on the number line below? L 20
21
A. 21 ¼ B. 21 ½
22
Think AloudEach student creates a number line with fractions on a sentence strip. Guided Practice Give students a fraction and have them display an equivalent fraction various tools.
Resources/ Weblinks
Fraction towers Fraction circles Learn zillion 616 Hands on Standards p. 48-49 New HOS p. 80-83
MM p. 79-86 Exemplar Lesson
7 8/1/2016
Content Area: Math Course: 3rd Grade Unit: Fractions TEKS
3.7(A) represent fractions of halves, fourths, and eighths as distances from zero on a number line;
Guiding Questions/ Specificity Locate and name points on a number line according to increments other than 1 (skip counting).
Assessment
Which point on the number line represents ¾?
Instructional Unit: 3rd Instructional Period Days to teach: 27 Vocabulary Instructional Strategies
Halves Fourths Eighths
Do Think Aloud and decide how to label number lines with different fractional increments.
Resources/ Weblinks
Fractional Number Lines New HOS p. 68-75 MM p. 247-254
Justify thinking with shoulder partner.
8 8/1/2016
Content Area: Math Course: 3rd Grade Unit: Fractions TEKS
Guiding Questions/ Specificity
Assessment
Instructional Unit: 3rd Instructional Period Days to teach: 27 Vocabulary Instructional Strategies
Resources/ Weblinks
3.6 Geometry and measurement. The student applies mathematical process standards to analyze attributes of twodimensional geometric figures to develop generalizations about their properties. The student is expected to: 3.6(E) decompose two congruent twodimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape.
Unit fraction is one part of the total fractional parts.
For Example: Partition a shape into 4 parts with equal area and describe the area of each part as ¼ of the area of the shape.
Decompose Congruent Equal Shares
Model taking two congruent figures and show a variety of ways to partition into fourths.
Paper 2D figures
MM p. 239
Work in pairs to decompose models into different equal shares. Express as unit fractions.
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