COMMON CORE MATH DAYS3rd Grade

DAY 1Multiplication and Division

INTRODUCTIONS

Welcome! Please be sure to sign in and get a notebook. Then create a name plate with the following

information: Name School Years teaching math

On one of the charts, indicate your comfort level for teaching the Common Core beginning in August. Place a post-it note on the appropriate chart.

SCHEDULE

● 8:30-9:00 Puzzling Norms Activity (Revisit daily.) ● 9:00-9:30 CCSS Overview & Cookie Dough Task● 9:30-10:30 Standards for Mathematical Practice● 10:30-10:45 Break● 10:45-12:00 Unpacking the Common Core● 12:00-1:15 Lunch● 1:15-2:45 Investigations Connections

(feel free to take a break as needed)● 2:45-3:30 Materials and Activities

COMMON CORE STATE STANDARDS…A QUICK REVIEW/PREVIEW

K 12Number and Operations

Measurement and Geometry

Algebra and Functions

Statistics and Probability

Traditional US Mathematics Approach

Operations and Algebraic Thinking Expressions and Equations

Algebra

Number and Operations—Base Ten

The Number System

Number and Operations—Fractions

K 1 2 3 4 5 6 7 8 High School

COMMON CORE APPROACH

HOW IS THE COMMON CORE ALIGNED VERTICALLY? RETRIEVED FROM ACHIEVETHECORE.ORG

Grade: Priorities in Support of Rich Instruction and

Expectations of Fluency and Conceptual Understanding

K–2 Addition and subtraction--concepts, skills, and problem solving

3–5 Multiplication and division of whole numbers and fractions – concepts, skills, and problem solving

6 Ratios and proportional relationships; early expressions and equations

7 Ratios and proportional relationships; arithmetic of rational numbers

8 Linear algebra

Grade Standard Required

Fluency

K K.OA.5 Add/subtract within 5

1 1.OA.6 Add/subtract within 10

2 2.OA.22.NBT.5

Add/subtract within 20 Add/subtract within 100

3 3.OA.73.NBT.2

Multiply/divide within 100 Add/subtract within 1000

4 4.NBT.4 Add/subtract within 1,000,000

5 5.NBT.5 Multi-digit multiplication

6 6.NS.2,3 Multi-digit division Multi-digit decimal operations

COMMON CORE SHIFTS FOR MATH

● FOCUS- Strongly where the standards focus

● COHERENCE- Think across grades and link to major topics within grades (trajectory)

● RIGOR- In major topics; pursue conceptual understanding, procedural skill and fluency, and application

www.achievethecore.org

THINK ABOUT A PRESENT….

If you took something old from your house and wrapped it in a new box with a shiny bow, does it make it a new gift?

Likewise, taking the old NCSCOS and squeezing it into the new Common Core will not change the face of education.

How do you think the Common Core will change math instruction?

CONTENT EMPHASIS BY CLUSTER

Take a look at the Content Emphasis in 3rd Grade. What do you notice?

What major clusters are in 3rd grade? What clusters support the major

ones?How do major and supporting clusters

differ?

QUICK QUIZ

Using the information that you have so far about the 3rd grade Common Core State Standards, where do you think 3rd grade will primarily focus?

DOMAIN

Operations and Algebraic Thinking

Number and Operations Base Ten

Number and Operations Fractions

Measurement and Data

Geometry

Total

Percentage of the Entire Core

30-35%

5-10%

20-25%

22-27%

10-15%

100%

Old Percentages

20-25%

35-40%

10-12% and 12-15%

12-15%

100%

COOKIE DOUGH TASK

Chocolate Chip Cookie Dough $5 a

tub

Peanut Butter Cookie

Dough $4 a tub

Oatmeal Cookie Dough

$3 a tub

1. Jill Sold 2 tubs of Oatmeal Cookie Dough. How much did she raise?

2. Joe sold 4 tubs of Peanut butter Cookie Dough and 4 tubs of Chocolate Chip Cookie Dough. How much money did he raise in all? Show how you figured it out.

3. Jade sold only Peanut Butter Cookie Dough. She raised $32. How many tubs did she sell? Show how you figured it out.

4. Jermaine’s mother loves oatmeal cookies. She has $20 to spend. What is the greatest number of tubs of oatmeal cookie dough she can buy? Explain how you figured this out.

COOKIE DOUGH TASK:LOOKING AT STUDENT WORK

Utilize the rubric to score yourself. Then, exchange your work with someone at your table. Score each other’s work using the rubric.

What information did you gain about students’ understanding via the task and rubric?

What would your “next steps” be instructionally after utilizing this task?

STANDARDS FOR MATHEMATICAL PRACTICE

Think about the Cookie Dough task. What mathematical practices were embedded in the task?

Today’s Focus…

Standard 4- Model with Mathematics Standard 7- Look for and Make use of Structure Standard 8- Look for and Express Regularity in

Repeated Reasoning

STANDARDS FOR MATHEMATICAL PRACTICE!

Peruse the MP4, MP7, & MP8 located at the beginning of your Common Core State Standards.

On a sticky note and in your own words… Write a word, phrase, or sentence and/or draw

a picture/caption that best describes each practice.

Post your sticky notes onto the relative charts around the room.

MODEL WITH MATHEMATICS

Calls for students to interact with their everyday world through “play” and to explore the mathematics. Think about size, shape and fit, quantity, and

number. Students should begin to understand that

“mathematics is not just a collection of skills whose only use is to demonstrate that one has them.”

Ensure that the mathematics that students are engaged in helps them see and interpret the world.

A LOOK AT THE REAL WORLD

Sam Houston Elementary School has nearly 1,000 children from kindergarten through 5th grade, with about the same number of students in each grade. No class has more than 25 students, but most classes are close to that. What can you figure out from this information?

How does this problem allow students to Model with Mathematics?

LOOK FOR AND MAKE USE OF STRUCTURE

Think about how students are typically taught to add fractions with a like denominator.

How is that different from the following:If 2 sheep plus 3 sheep is 5

sheep and two hundred plus three hundred equal 5 hundred, then would 2/8 + 3/8 = 5/8

LOOK FOR AND MAKE USE OF STRUCTURE

Without solving the following which symbol would you put in the blank:

(>, <, =)X +5 ________ X + 4How did you know?

This standard involves students thinking about the way things work (mathematical thinking) and applying that to other problems.

LOOK FOR AND EXPRESS REGULARITY IN REPEATED REASONING

Choose three numbers in a row (5, 6, 7 for example).

Compare the middle number times itself to the product of the two outer numbers.

Do this several times, then without solving tell what the answer is to 29 x 31.

Explain the pattern in the problem to a partner.

A CLOSER LOOK AT THE PRACTICES

Looking back at the cookie dough task, what practices were evident?

Watch the following video. Record when and how the

teacher uses practices 4, 7, and 8.

Standards for Mathematical Practice Video

BREAK TIME Timer

UNPACKING THE STANDARDSCritical Area CCSS What does it say in your

own words?By the end, what can

students do?Give an example of a task in a lesson or assessment.

Developing Understanding of multiplication and

division strategies for multiplication and division within 100

3.OA.3- Use multiplication and

division within 100 to solve word problems in

situations involving equal groups, arrays, and

measurement quantities

3.OA.4- Determine the unknown whole number

in a multiplication or division equation relating

three whole numbers.

3.OA.5- Apply properties of operations as strategies

to multiply and divide

3.OA.7- fluently multiply and divide within 100, using strategies such as the relationship between

multiplication and division

TASK #1 - CONSTRUCTING AN ARRAY

•Build a 6 x 3 array using colored tiles (in one color). What is the product (number of tiles)? •Use the 6 x 3 array to build a 6 x 9 array (possibly another color). •How did a 6 x 3 array help you figure out the product of 6 x 9?

TASK #1

TASK #2 – QUICK IMAGESDRAW WHAT YOU SEE. WRITE AN EQUATION.

TASK #3 – COUNTING AROUND THE CLASS

Count around the class by 4’s.

What would be a multiplication equation that would represent 6 people counting by 4’s?

Predict what the 10th person say? the 20th? Turn and tell… Explain your reasoning to a partner.

What is the value of this activity? (p. 155, lesson 1.3)

TASK #3 – COUNTING AROUND THE CLASS

WHAT DOES FLUENCY REALLY MEAN? Efficiency implies that the student does not get bogged

down in too many steps or lose track of the logic of the strategy. An efficient strategy is one that the student can carry out easily, keeping track of subproblems and making use of intermediate results to solve the problem.

Accuracy depends on several aspects of the problem-solving process, among them careful recording, knowledge of number facts and other important number relationships, and double-checking results.

Flexibility requires the knowledge of more than one approach to solving a particular kind of problem, such as two-digit multiplication. Students need to be flexible in order to choose an appropriate strategy for the problem at hand, and also to use one method to solve a problem and another method to double-check the results. Retrieved from http://investigations.terc.edu/library/bookpapers/comp_fluency.cfm

HOW IS FLUENCY WITH MULTIPLES FOSTERED IN YOUR CLASSROOM?

TASK #4 – NUMBER LINES FOR MULTIPLICATION

Use a sentence strip or piece of adding machine tape to create a number line from 0 to 30.

Above the line, represent skip counting by 5.

Below the line, represent skip counting by 6.

What do you notice?

TASK #4 – NUMBER LINES FOR MULTIPLICATION

TASK #4 – NUMBER LINES FOR MULTIPLICATION

TASK #4 – NUMBER LINES FOR MULTIPLICATION

AUTHENTIC ASSESSMENT PROBLEM-PERFORMANCE TASK

You want to rearrange the furniture in some room in your house, but your parents do not think it would be a good idea. To help persuade your parents to rearrange the furniture you are going to make a two dimensional scale model of what the room would ultimately look like.

http://jfmueller.faculty.noctrl.edu/toolbox/examples/seaver/rearrangeroomtask.htm

MULTIPLICATION AND DIVISION- CGI

Use the chart provided to sort the problems by problem types that students encounter.

When you are done, check your work via Table 2 (p. 89 or 32) in the Common Core.

Next, remove the cards and write new problems with your group that correlate with the problem types.

CGI

What are some of the Benefits of exposing students to different problem types (CGI)?

Which problem type are students least exposed to?

Which type supports the Common Core’s rigor requirement?

LUNCH TIME!

Take a brain break….Enjoy your lunch! We will reconvene at 1:15 pm.

INVESTIGATIONS CONNECTIONS

Math Workshop:Product GameFactor PairsArranging ChairsCGI ProblemsMath Playground

Use the template to record your thoughts as you work your way through the various games and activities within Investigations.

SELECTED RESPONSE (SR) SAMPLE TEST ITEM

SBAC

Marcus has 36 marbles. He is putting an equal number of marbles into 4 bags. For 1a–1d, choose Yes or No to indicate whether each number sentence could be used to find the number of marbles Marcus puts in each bag.

1a. 36 x 4 Yes No

1b. 36 ÷ 4 Yes No

1c. 4 x □ = 36 Yes No

1d. 4 ÷ □ = 36 Yes No

CONSTRUCTED RESPONSE (CR) SAMPLE TEST ITEM

SBAC

A roller skating team has 10 members. Each team member has 2 skates. Each skate has 4 wheels. What is the total number of skate wheels that the team has?

wheels

EXTENDED RESPONSE (ER) SAMPLE TEST ITEM

SBAC

Brandon learned that, beginning at age 2, children grow about 6 centimeters per year. Brandon’s brother is 2 years old today and 80 centimeters tall.

Brandon wants to estimate what his brother’s height would be at age 7. Use pictures, math, or words to explain the work needed to find his brother’s height.

Brother’s height at age 7 will be about centimeters.

PERFORMANCE TASKS (PT) SAMPLE TEST ITEM

SBACIdeal Tasks

– Reflect a real-world task and/or scenario-based

problem – Require students to engage in 1 or more

Standards for Mathematical Practice – Allow for multiple approaches – Take time (one or more class periods) to solve.

ACRE: ACCOUNTABILITY AND CURRICULUM

REFORM EFFORT

LEARN MORE ABOUT THE FUTURE OF NORTH CAROLINA PUBLIC SCHOOLS’ ASSESSMENT PROGRAM BY VISITING

THE N.C. PUBLIC SCHOOLS WEBSITE (DPI)

3rd-ccssm-pd-062012-dp 2nd revision.pptx

The Doorbell Rang

by Pat Hutchins

THE DOORBELL RANG BY PAT HUTCHINS

Task: Grandma came at the end of the story and brought a tray of more cookies to share. If Grandma brought 5 dozen cookies over when she came, and the number of children was doubled, how many cookies would each child get? Explain how you got your answer.

Extension: Switch solutions with another group and determine whether their solution or your solution is a more efficient way to solve the problem. What is your reasoning?

EACH ORANGE HAD 8 SLICES

Foldable Activity! Fold paper hot dog style and place it like a tent in

front of you . Cut the front part of the tent into fourths. Create 4 of your own story problems similar to those

in the story. Write the problems on the front flaps. Flip up the foldable page and write the equation

(including a symbol for the unknown). Also, write other related problems using the unknown.

Switch your foldable with a partner and solve the problems on the back of the foldable. Use a different strategy for each problem. Return foldable.

Look at how they solved your problems and determine if their work is correct. Let your partner know what you think and why.

HOMEWORK

Read “Teaching in Grades 3 and 4: How is each common core state standard for mathematics different from each old objective?”

Why must we look at the unpacking documents?

Why should we look at the crosswalk documents?

What are the differences between the old standards and the new Common Core?

What are the implications for task work?Why focus on the Standards for Mathematical

Practice?

IT’S PRESENT TIME…

You will receive….The Doorbell RangEach Orange Has 8 Slices

EXIT CARDS!

What is something you learned today that is new and/or different?

How do you plan to use it?

DAY 2Numbers and Operations Fraction

Mayor Mason has raised money for a new park that is 800 yd by 800 yd. He divides the park into various sections:He starts by dividing the park into 4 square sections.The NE section is divided into 8 equally-sized triangular

sectionsThe NW section has 2 triangular sections and 2

rectangular sections, and all 4 sections are the same size

The southeast section has 16 equally sized square sections

The southwest section has 2 equally-sized triangular sections that together make up 1/3 of the section, 4 equally-sized rectangular sections that together make up 1/6 of the section, and equally-sized rectangles that make up the rest of the southwest section.

For each section, find its area as a fraction of the entire region.

A CLOSER LOOK AT THE READING….

What is the importance of looking at the old standards? Looking at the unpacking ,what has changed in 3rd grade with regards to fraction development?

How does the CCSS differ from the NCSCOS with regards to teaching and expectations?

According to p. 501, what are the implications for task work within the common core?

According to the article, what are the implications for the Standards for Mathematical Practice?

STANDARDS FOR MATHEMATICAL PRACTICE

Standard 2- Reason Abstractly and Quantitatively

Standard 5- Use Appropriate Tools Strategically Standard 6- Attend to Precision

Peruse above SMP in your CCSS. Summarize each on a sticky note using a

picture/caption, phrase, or sentence. Post onto charts.

GALLERY CRAWL!

REASON ABSTRACTLY AND QUANTITATIVELY

Write as many numerical expressions as you can that describe the tiles in this figure.

Did you have- 1+2+3+4+3+2+1 or 1+3+5+7 or 10 +6What about this? 8 + 8

How many busses are needed for 99 children if each bus seats 44?

If the child can solve and get 2 r 11, 2 ¼ or 2.25, they have AN answer. But if they can take that answer and reason/interpret that 3 buses are needed, then they are reaching this standard (MP2).

MRI

Math Reasoning Inventory SiteMath Reasoning Inventory

HOW DID YOUR PARTNER RESPOND?

Converted to common denominators Compared to 1/2 or 50%, or 1 or 100%

(e.g., 5/6 is more than 1/2 and 3/8 is less than 1/2)

Explained that eighths are smaller than sixths and there are fewer eighths

Converted to decimals or percents Gave other reasonable explanation Guessed, did not explain, or gave

faulty explanation

USE APPROPRIATE TOOLS STRATEGICALLY

Requires the classroom to be comprised of choice tools readily available for problem solving

Calls for students to develop the ability to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations

Think about the following tools: Number line, hundreds board, color tiles When would it be helpful to use these and when

might it be limiting?

ATTEND TO PRECISION The focus of this standard is not only about

accurate calculations (correct answer), but about precision of communication in: Speech Written symbols, and In specifying the nature and units of quantities

Standards for Mathematical Video- 2

WHAT DO THESE PRACTICES LOOK LIKE?

In the task, how and when did you use these practices? What kinds of questions could you ask to make students aware of these practices?

What standards were evident in the video?

Critical Area CCSS What does it say in your own words?

By the end, what can students do?

Give an example of a task in a lesson or assessment.

Developing understanding of

fractions, especially unit fractions (fractions with

numerator 1)

3.NF.1- Understand a fraction 1/b as the

quantity formed by 1 part when a whole is

partitioned into b equal parts; understand a fraction a/b as the

quantity formed by a parts of size 1/b

3.NF.2- Understand a fraction as a number on

the number line; represent fractions on a number line

diagram

3.NF.3- Explain equivalences in special

cases, and compare fractions by reasoning

about their size

BREAK TIME

Timer

FACT OR FICTION?

Fraction concepts are difficult.

Our students (and many adults) struggle with fraction concepts.

What we have been doing isn’t working.

The Common Core is grounded in research about how students come to understand fraction concepts.

BIG IDEA….

The first goal in the development of fractions should be to help children construct the idea of fractional parts of the whole- the parts that result when the whole or unit has been partitioned into equal sized portions or fair shares. – John Van de Walle

LET’S PARTITION!

With your partner, fold one plate so that each of you get the same amount.

Did you get equal amounts? How do you know? Prove it!

FOLD AND FOLD AGAIN!

You and your partner would like two pieces each.

So, fold another plate so each of you get two equal pieces.

How did you fold the plate? Did you each get equal shares? How do you know? Prove it!

What do we call these equi-sized portions?

How is the process of folding halves similar/different from folding fourths?

HOW DO WE MAKE FOURTHS?

“Half of a half” concept

STUDENTS NEED TO PARTITION UNMARKED REGIONS (NO LINES ALREADY DRAWN).

WHY?

PRE-PARTITIONED REGIONS LEAD TO A COMMON MISCONCEPTION:

¼

1/3

DIVIDING THE ROOM

You want to share the space in your school closet between you and three other teachers. On grid paper, draw three 6x4 rectangles and label them a. b. and c. Divide each “closet” according to the directions below:a) 2 sections are rectangles and 2 sections

are different shaped rectanglesb) 2 sections are rectangles and 2 sections

are triangles

c) You have 4 different shaped regions

DIVIDING THE ROOM

ARE YOU HUNGRY YET?

Take a brain break….be back here at 1:15! Enjoy your lunch!

SCHOOL CARNIVAL

Marilyn is serving strawberry ice cream. Each scoop contains 1/4 of a cup. By the end of her first shift, she has scooped out 4 servings. How much ice cream has she served?

Solve the School Carnival tasks on your table.

Represent your solutions on a number line and model each with an equation.

Glow sticks are a popular carnival prize. A box of glow sticks weighs ¼ of a pound. If I am carrying 7 pounds, how may boxes am I carrying?

The water balloon booth has ¾ of a gallon of water left. They need to fill 5 balloons. How much water should they use for each balloon?

SOLUTIONS

PARTITIONING

K-2: Regions

3: Regions and Number lines

4: Strengthen Number lines, regions beginning to fade

5: Number lines

PARTITIONING A NUMBER LINE

Make a number line from 0 to 2.

Put the following fractions on the number line

1/6, 2/6, 5/6, 6/6, 8/6, 11/6Describe your process to the person sitting across

from you.

Prove that the fractions are in the correct location.

PARTITIONING A NUMBER LINE

Using your number line, solve:You need 1 5/6 yards of ribbon for a

school project. You find 5/6 in your closet, and ask your mom to buy 5/6 more.

Do you have enough? If not, how much more do you need? If so, how much ribbon will you have left over? Be able to explain using your number line.

PARTITIONING A NUMBER LINE

Create another number line 0 to 2 Plot the following numbers:

1/3, 3/4, 4/3,

2/3 , 3/2

In between each of your fractions, plot another fraction (you should have 9 fractions)Describe your process to

the person sitting across from you.

Prove that the fractions are in the correct

location.

WHY NUMBER LINES?Easier to divide the whole into equal parts because only length is involved.

Addition and subtraction are much more easily modeled.

Multiplication and Division are more easily modeled.

UNIT FRACTIONS

Unit fractions are the basic building blocks of fractions, in the same sense that the number 1 is the basic building block of whole numbers.

Every fraction is a piecing together of unit fractions (2/5 is 2 copies of the unit fraction 1/5).

3NF

2. Understand a fraction as a number on the number line; represent fractions on a number line diagram.

 Represent a fraction 1/b on a number line diagram by

defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

 Represent a fraction a/b on a number line diagram by

marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

SYMBOLIC REPRESENTATION OF FRACTIONS

Students must be able to think about fractions in a different way than when they are working with whole numbers.

The number 34 is viewed as representing a specific quantity. When the same digits (3 and 4) are used in the number ¾, the digits are representing a part/whole relationship.

WHY ARE FRACTIONS DIFFICULT?

Read page 109-110 in Unit 7.What are the big ideas in fraction

development?How does the investigations work

from this unit aid in developing students’ understanding?

INVESTIGATIONS CONNECTIONS

“Tangrams Triffle” Task (from DPI’s Week-by-Week Essentials…)

Fractions on a Number Line Fraction Cookie Game Making Fraction Sets-

Take 1 of each color sheet Fold the pieces to represent halves, thirds, fourths,

sixths, and eighths Cut out 1 piece from each and compare the unit

fractions, what do you notice?

ASSESSMENTIf 8 people share 4 brownies equally,

how much will each person get?Show how you figured this out.

What fraction concepts are assessed in this task? What MP are evident?

IT’S PRESENT TIME…

Vanna, show them what they will receive….

Beyond Pizzas and Pies

BEYOND PIZZAS AND PIES

What do you notice is important about fraction development for the third grade? (section importance regarding unit fractions)

Read pages 61-67 independently. Activity 1—Pattern Block Fractions

What are some ways to incorporate these tasks within your classroom?

HOMEWORK

Read Chapter 7 of Beyond Pizzas and PiesThink about real life examples that can be used in your classroom

EXIT CARDS!

What is something you learned today that is new and/or different?

How do you plan to use it?

DAY 3Measurement and Data

PEN FOR PUGSY

Lily’s mom agreed to adopt a new puppy for the family. Before Lily can bring Pugsy home, she needs to build an exercise pen for him in the backyard. Lily has 36 ft. of fencing. Find all of the rectangular pens that Lily can make.

Use the Lily’s Backyard sheet in your binder to solve this problem.

Questions:How many different pens can Lily make?What is true about the perimeters of all of the pens?

How do you know?What do you notice about the area measurements?

A CLOSER LOOK AT THE READING HOMEWORK….

Group Project! Create a poster that best summarizes yourassigned reading section. Some ideas…

Create a comic strip cartoon. Compose and sing a song. Role Play! Poetry Slam!

STANDARDS FOR MATHEMATICAL PRACTICE

Standard 1- Make Sense of problems and persevere in solving them

Standard 3- Construct Viable Arguments and Critique the Reasoning of Others

STANDARDS FOR MATHEMATICAL PRACTICE

Peruse the MP1 & MP3 located at the beginning of your Common Core State Standards.

On a sticky note and in your own words…

Write a word, phrase, or sentence and/or draw a picture/caption that best describes each practice.

Post your sticky notes onto the relative charts around the room.

MAKE SENSE OF PROBLEMS AND PERSEVERE IN SOLVING THEM

Problem Solvers must: Figure out the right question to be asking What relevant experience we have What additional information we might need And know where to start

In addition we must have the stamina to continue even when progress is hard, but enough flexibility to try alternative approaches when progress seems too hard

MAKE SENSE OF PROBLEMS AND PERSEVERE IN SOLVING THEM

How does this questioning approach aid in developing this skill for our students: Eva had 36 green pepper seedlings and 24

tomato seedlings. She planted 48 of them. What questions could be figured our from that information?

CONSTRUCT VIABLE ARGUMENTS AND CRITIQUE THE REASONING OF OTHERS

In writing we say, show don’t tell. However, this standard require our students to Show and Tell.

Appropriate representations will help students to defend or justify their answers.

Example:How many different 5” tall towers of 1” cubes can be

made, using exactly one white cube and four blue cubes?

How could students construct an argument via this question?

WHAT DOES THIS LOOK LIKE?

While perusing the video, think about what occurred in the task that allowed students to use the standards for mathematical practice?

Standards for Mathematical Practice Video 3

BREAK TIME

Timer

AREA OR PERIMETER? AGREE/DISAGREE?

1. Jess is building a frame to fit a picture he painted. The picture measures 18 inches by 15 inches. About how much wood will Jess need to make the frame?

2. Sam is building a wire fence around his vegetable garden. The garden measures 3 yards by 6 yards. How much fencing will he need?

3. Nora is buying carpet for her living room. The living room measures 12 feet by 15 feet. How much carpet does Nora need to purchase?

4. Tanya is buying a dry erase board for her bedroom wall. The board measures 75 centimeters by 100 centimeters. How much of her wall will be covered by the board?

5. Jordan is buying a new couch for her living room. The couch measures 3 feet wide by 9 feet long. How much of her living room floor will be taken by the couch?

6. Chris is buying wallpaper border for his bathroom. The bathroom measures 2 meters by 3 meters. How much wallpaper border does Chris need to buy?

Critical Area CCSS What does it say in your own words?

By the end, what can students do?

Give an example of a task in a lesson or

assessment.

Developing understanding of

structure of rectangular arrays and of area

3.MD.5-Recognize area as an attribute of

plane figures and understand concepts of area and measurement

3.MD.6- Measure areas by counting unit squares

3.MD.7- Relate area to the operations of multiplication and addition

DEVELOPING AREA AND PERIMETER- COMMON CORE UNIT

Directions- Go to 2-3 activities listed below. Identify the standard and mathematical practices for each. Think about how each can be extended. What are the connections between area and

perimeter- what generalizations do want students to make?

Area and Perimeter Activities- DPI Unit Breaking Apart Arrays 2 Finding Areas of complex figures Perimeter Parade Routes Robotic Racing Pedaling for pennies

LUNCH TIME!

Take a brain break….be back here at 1:15!

Enjoy your lunch!

Critical Area CCSS What does it say in your own words?

By the end, what can students do?

Give an example of a task in a lesson or

assessment.

Solve problems involving measurement

and estimation of intervals of time, liquid volumes, and masses of

objects

3.MD.1 Tell and write time to the nearest

minute and measure time intervals in

minutes

3.MD.2- Measure and estimate liquid volumes and masses of objects using standard units of grams, kilograms, and

liters.

3.MD.4- Generate measurement data by

measuring lengths using rulers marked

with halves and fourths of an inch.

LINE PLOT, ELAPSED TIME, PROBLEM SOLVING

● Make Inch Rulers. Label inches. (Use colored paper.)

● Measurement Line Plot- See binder.● Solve word problems.● Elapsed Time on the Number Line

EOG Review Lessons on Elapsed Time

IT’S PRESENT TIME…

Vanna, show them what they will receive…. Dual Dial Platform Scale Volume Liter Containers (ha! Ha! These will

arrive to you at your school) Elementary Balance

DUAL-DIAL PLATFORM SCALE AND LITER VOLUME SETS

Read 3.MD.2 and unpacking for that standard independently.

What do you think is the most important to take away from that standard?

Solve problems from K-5 Math Teaching Resources Go to site to view resource:

http://www.k-5mathteachingresources.com Create word problems for this standard to be

posted on wiki/emailed to use in the upcoming year!

ELEMENTARY SCHOOL BALANCE Draw the following table in your journal:

Use your balances to find 3 or 4 objects to measure and fill in the chart.

Discuss what you notice about the connection between the units of measure. Support your findings.

Communicate your findings and explain the connections. Gallery walk!!! (Do you agree /disagree with other

groups?)

Object Kg G Mg

EXIT CARDS!How has your math content knowledge been

broadened as a result of the STEM Institute?

How is teaching and assessing the CCSSM different from teaching and assessing the NCSCOS?

How will Investigations help you meet the expectations of the CCSSM?