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3 rd Grade Math ExpressionsPowerPoint Presentation

3 rd Grade Math Expressions

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3 rd Grade Math Expressions

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3rd Grade Math Expressions

March 17, 2010

Dr. Monica Hartman

- Study Partners and Homework Helpers (30 Second Speech)
- Routines for Learning the Multiplication Facts (Talking Chips)
- Unit 7 Review
- Unit 8-12 Overview
- Think Central Website
- MCTM Math Vocabulary List
- Closure- Dice Game

What you are going to do:

How are Study Partners and Homework Helpers for learning the basic facts working in your classroom? Share a technique that you found to work best for you and your students.

- Teachers: Write answer on a sticky note and prepare 30 second speech.
- Presenter: Announces Partners
- Presenter: Announces which partner goes first
- Teacher A: Presents 30 second speech
- Teacher B: Presents 30 second speech
- Teachers: Thanks partner and sits down.

Explain a routine for practicing the multiplication and division facts.

- Number off in groups of 4
- Teachers: Each person holds a chip
- Presenter: Tell group what number is going to start
- Teacher: One at a time, place chip in the center each time you talk. You cannot talk again until all team members have placed a chip down.
- Team Share Out: Which routine was easiest for your group? Which was hardest?

- Practice Charts and Study Plans (p.464)
- Signature Sheet, Check Ups for Study Sheets, Study Sheet Answer Strips (p. 476-477)
- Check Sheet, Check Sheet Answer Strips (p. 506)
- Sprints, Signature Sheet (p.510); Multiplication Table with Finger Routine (p. 462-463)

Team Share Out: Which routine was easiest for your group? Which was hardest?

When a new number is introduced a student’s homework page will include a practice chart.

To practice the count-bys, cover the products in the In Order column with a pencil or a strip of heavy paper. Say the count-bys. Sliding the pencil or paper down to see each count-by.

To practice the multiplications and divisions, cover the products in either In Order column or the Mixed Up columns.

Remind students they must study the count-bys and practice the multiplications 5 minutes every night.

Practice Chart

Each day the student will list what they plan to study.

Studying means practicing a column at least 6 times.

When they are done, they should check the items they completed and ask their Homework Helper to sign on the line.

Study Plan

Each day, students use both a class and home study sheet. When ready for a check up, a partner tests the student and lightly marks with a pencil any that are wrong. If all are correct, the partner signs the signature sheet.

Check sheets can be used individually, with partners, or in groups. (See page 506)

Individually, students cover the answer with a strip of paper or a pencil, uncovering the answers as they say them. They can also cover a factor.

In pairs, one student reads the problem and the other student answers.

In groups, one student reads the problem and the other students take turns responding.

To use as a check up, use Check Sheet Answer Strips ( TRB M55) to record answers.

Individually, read the Sprints for 6s on page 666, pausing a few seconds between each one. Students write only the answers. (Sprints for 5s are introduced in Chapter 7 on page 510. )

Student pairs check one another’s work as you read the answer. If the student gets all the answers correct, the partner initials the Signature Sheet.

Take out materials quickly and get started.

Set a timer for 2 or 3 minutes for each partner to test each other.

CheckUp Folder

- Signature Sheet
- Study Sheet (A, B, or C)
- Study Sheet Answer Strips (M54 and M55)
- Dry Erase Marker
- Sheet Protector
- Check Sheets (School and Home)

SKIP

Flips, slides, and turns are 2nd grade

Timing

January and February (26 Days)

Big Ideas

Inverse relationship between multiplication and division

Developing fluency: Multiplication and division with 0-5, 9, and 10

Strategies for Multiplying and Dividing

Sequential Groups on a Number Path

Division on the Math Board

Representing Word Problems

- Repeated Groups Drawing (Lesson 2)
- Array Drawing (Lesson 3)
- Equal Shares Drawing (Lesson 4)
- Area Model (Lesson 10)
- Fast Arrays (Lesson 13)

Repeated Groups Drawing

Note: The number in the circle represents the number of objects in each group.

4 × 6 = 24 24 ÷ 4 = 6

Equal Shares Drawing

24

4 ×

6

6

6

6

Array Drawings

Fast Arrays

6

24

4

4 × 6 = 24

6 × 4 = 24

Note: The number in the circle represents the number of objects in a row.

Area Model

6

4

4 × 6 = 24

Note: The number in the circle represents the number in each row.

Timing

February and March (9 Days)

Big Ideas

Perimeter and Area

- Finding perimeter and area on dot arrays
- Developing the algebraic formula

M.UN.03.05 Know the definition of area and perimeter and calculate the perimeter of a square and a rectangle given whole number side lengths.

M.UN.03.06 Use square units in calculating area by covering the region and counting the number of square units.

M.UN.03.07 Distinguish between units of length and area and choose a unit appropriate in the context.

M.UN.03.08 Visualize and describe the relative size if one square inch and one square centimeter.

M.TE.03.09 Estimate the perimeter if a square and rectangle in inches and centimeters; estimate the area of a square and rectangle in square inches and square centimeters.

M.PS.03.13 Solve contextual problems about perimeters of rectangles and areas of rectangles

Lesson 1

Perimeter is measured in linear units

Area is measured in square units

Use dot paper to show perimeter and area

Lesson 1

Perimeter is measured in linear units

Area is measured in square units

Use dot paper to show perimeter and area

Lesson 2

Explore area of rectangles with the same perimeter

Explore same area with a different perimeter

Lesson 1

Perimeter is measured in linear units

Area is measured in square units

Use dot paper to show perimeter and area

Lesson 2

Explore area of rectangles with the same perimeter

Explore same area with a different perimeter

Lesson 3

Formulas use base and height terms

Perimeter and area of squares

On centimeter dot paper, draw all the possible rectangles with the perimeter of 12 cm and sides whose lengths are whole numbers.

Find the area.

Compare the shapes of the least and greatest area.

On centimeter dot paper, draw all the possible rectangles with the perimeter of 22 cm and sides whose lengths are whole numbers.

Find the area.

Compare the shapes of the least and greatest area.

Compare the shapes of the least and greatest area.

On centimeter dot paper, draw all the possible rectangles with the area of 12 sq cm and sides whose lengths are whole centimeters.

Label the lengths of the two adjacent sides.

Find the perimeter.

Compare the shapes of the least and greatest perimeter.

The rectangle with the least perimeter has sides that are almost the same length.

The rectangle with the greatest perimeter is long and skinny.

Timing

March and April (19 Days)

Big Ideas

- Recall basic facts 0 -10
- Write multiplication equations to represent repeated groups, arrays, and area models
- Relate repeated addition and multiplication and multiplication and division equations.
- Solve word problems

Timing

April (6 Days)

Big Ideas

- Read and write time to the nearest minute
- Solve real world problems involving elapsed time

Timing

April, May, June (25 lessons)

NOTE: Lessons 1 – 5 are a nice introduction

Big Ideas

- Write and find a fraction of a whole and a number or a part of a set
- Add, subtract, and compare fractions
- Write equivalent fractions

Timing

June (7 Days)

Big Ideas

- Identify and describe cubes, various prisms, cones, various pyramids, cylinders, and spheres
- Draw 2-D views from 3-D models

- Think Central Login Page

- Distribute vocabulary lists

What you are going to do: Review today’s session

- Presenter: Get groups into 4’s and number off
- Presenter: Tells teams which number goes first
- Teachers: One at a time, roll the dice and respond to the statement that correlates to the number on your dice.
- Name one thing I am going to use when I get back to my classroom.
- List two strategies you can use to solve a problem.
- Name something you learned from someone else.
- Name something I am still struggling with.
- Name a strategy you are excited about.
- Name a change you are going to make in you math lesson.

Monica Hartman

810-455-4004

hartman.monica@sccresa.org