Common Core Standard: 3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

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Third Grade Math

Domain: Measurement and Data Cluster: Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Common Core Standard: 3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

Essential Vocabulary Task Analysis Learning Activities/Assessments Resources Prior

time, minute, hour, analog, digital, a.m., p.m., o’clock, quarter past, half-past, after/before

Explicit

estimate, time, time intervals, minute, hour, quarter til, elapsed time

 Tell time to the nearest five minutes, using skip counting.

 Tell and write time, using clock models, to the hour.

 Tell and write time, using clock models, to the half hour.

 Tell and write time, using clock models, to the quarter hour.

 Tell and write time, using clock models, to the minute.

 Measure time intervals,

-To make this game, you'll need to print out two game boards and then write the 12 different times two times each on the foam shapes or your own cards (so you'll have 2 sets of 12 times for a total of 24 digital times) AND you need to write "Time is Up!" on 5 shapes/cards.

Student’s work in pairs to play and one partner pulls out a digital time and places it on the matching clock on their board. If they have already covered that time up, they must return the digital time and their turn is over. If they get a "Time is Up!" they have to return one of the times that they already

matched! The winner is the one

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using clock models, number lines, and diagrams, in minutes.

 Solve elapsed time word problems using addition and subtraction of time intervals in minutes.

who fills their card with matched times first.

(Collaborative Group Work) (Scaffolding)

https://docs.google.com/a/ duplinschools.net/file/d/

0ByqNOZyPC_-0MDBhZDczYjMtMjE5NS00NmE 3LWJkNzEtOGZjOTRjMTYyOTQw /edit?hl=en_US

http://www.k-5mathteachingresources.com

http://nlvm.usu.edu/en/nav/ category_g_2_t_5.html

(Virtual Manipulatives)

http://

www.teacherspayteachers.com/ Product/Elapsed-Time-Plan-A-Day-585568

http://

www.teacherspayteachers.com/ Product/Elapsed-TIme-Center-220930

(Elapsed Time with Movie)

http://learnzillion.com/lessons/ 577-solving-elapsed-time-word- problems-to-the-nearest-five-minutes

(Video)

http://studyjams.scholastic.com/ studyjams/jams/math/

measurement/elapsed-time.htm

(Video)

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lessonsets/173

(Video)

http://exchange.smarttech.com/ details.html?id=e754328f-09b5-4076-8f8f-1e95e97b594b

(Video)

http://www.youtube.com/watch? v=yy0NwS8abQA

(Video)

http://

www.teacherspayteachers.com/ Product/Time-Word-Problem-Practice-Sheets-375752

http://

www.teacherspayteachers.com/ Product/3MD1-Elapsed-Time- Common-Core-Assessment--214836

https://docs.google.com/a/ duplinschools.net/file/d/

0B4uRLcHAYbnBYzMyNjgxMTctYz kwOC00NjcxLTkwYWUtYjBlNmM4 YzQ5NWQ4/edit?hl=en_US

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support-files/

elapsedtimewordproblems.pdf

http://

www.teacherspayteachers.com/ Product/Time-Word-Problem-Practice-Sheets-375752

http://

www.teacherspayteachers.com/ Product/Elapsed-Time-Number-Line-FREEBIE-735781

http://www.nsa.gov/academia/ _files/collected_learning/

elementary/geometry/ elapsed_time2.pdf http://

theorganizedclassroomblog.com/ index.php/ocb-store/

view_document/72-elapsed-time-backwards-n-strategy

http://

theorganizedclassroomblog.com/ index.php/ocb-store/

view_document/72-elapsed-time-backwards-n-strategy

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120019056/Elapsed-Time http://pinterest.com/pin/ 180495897538472659/ http://pinterest.com/pin/ 427138345878906065/

http://exchange.smarttech.com/ details.html?id=17e8ca95-0358-4a07-8f6c-678c9c81f45d

http://exchange.smarttech.com/ details.html?id=f19fa007-e9e2-4857-a35a-370401d4fe53

http://www.youtube.com/watch? v=MpbWNIO0JJI

http://www.oswego.org/ocsd-web/games/BangOnTime/ clockwordres.html

http://www.time-for-time.com/ swf/myclox.swf

http://www.fi.edu/time/Journey/ JustInTime/min_quiz.html

http://

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default.htm

http://www.k-5mathteachingresources.com/ support-files/

elapsedtimewordproblems.pdf Third Grade Math

Domain: Measurement and Data Cluster: Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Common Core Standard: 3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1_{Add, subtract, multiply, or divide to solve one-step word problems involving masses or} volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

measure, standard units

Explicit

liquid volume, mass, metric, gram (g), kilogram (kg), liter (L), milliliter (mL)

Introductory

convert

 Recognize that larger units can be subdivided into equivalent units (partition).

 Weigh classroom objects to understand size and weight.

 Fill containers to understand volume.

-Students choose a container and fill it until they think it is a liter. Then they will pour it into a liter container to check their

estimation. They will repeat this activity with different shaped containers. Record in table.

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 Estimate and measure liquid volumes and masses of various objects using metric units.

 Tell that 1,000 grams are in 1 kilogram.

 Tell that 1,000 milliliters are in 1 Liter.

 Solve one-step word problems involving liquid volume or mass using math operations.

-Weigh it Twice:

The students will work with a partner. Select five small

classroom objects to weigh on the balance scales. Measure each object twice, first using paper clips and then using grams (g). Record your findings in a three column table with the headings: Object, Non-Standard Unit (Paper Clips), Standard Unit (Grams)

(Collaborative Group Work) (Scaffolding) (Writing to Learn)

http://www.k-5mathteachingresources.com/ support-files/weigh-it-twice.pdf

-Work with a partner or small group. Estimate how many counters it will take to balance a small book. Check your estimate using the balance scale. Use pictures, numbers or words to show your findings. Repeat with other objects. (Collaborative Group Work) (Writing to Learn)

-Gather approximately eight food items that have boxes or

containers that show their mass,

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and then use masking tape to hide these measurements. After

allowing students the opportunity to hold gram and kilogram weights in their hands, pass around the food items, allowing the children to decide which items are heavier or lighter than others. They rank the items from “1” being the items with the smallest mass to “8”, which they have ranked as the largest mass. After all the items have been ranked, then take off the masking tape to reveal the mass of each item, or allow students to use scales to

determine the masses. Students then record the actual masses and compare to their estimates.

(Collaborative Group Work) (Scaffolding) (Questioning) (Writing to Learn)

moreorlessthanaliter.pdf

http://www.youtube.com/watch? v=p3WplGVyxJk

http://www.youtube.com/watch? v=6q98k4ybJKw

http://www.youtube.com/watch? v=MXXKpsZgBFI

http://exchange.smarttech.com/ details.html?id=a30b3a74-d7b5-42be-ad21-b699380f88e8

http://www.livebinders.com/ play/play?id=456049

http://

www.teacherspayteachers.com/ Product/Third-Grade-Mass-and-Volume-test-584752

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media/get/NTA5MzQ2Ng== http://www.lauracandler.com/ filecabinet/math/PDF/

MetricMeasurementShowdown.p df

Domain: Measurement and Data Cluster: Represent and interpret data.

Common Core Standard: 3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

picture graph, bar graph, data,

survey, results, title, label, category, symbol

Explicit

 Identify the parts of picture and bar graphs and data tables in order to interpret data.

 Collect data after posing a question and record

-Have groups of students decide on a survey question and the 3 choices. They then survey other classes. They then construct a picture graph and a scaled bar graph. Next, they will write questions using the question

http://

www.amathsdictionaryforkids.co m

http://www.ixl.com

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http://www.k-interpret, interval, scale, scaled picture graph, scaled bar graph, horizontal, vertical

results on a data table.

 Analyze the data to determine the number scale/intervals.

 Draw scaled picture and bar graphs to represent multi- categorical data.

 Solve one- and two- step problems by interpreting the data on the graphs using “how many less” and how many more” questions.

stems “how many more” and “how many less”. They then exchange papers and solve questions. (Collaborative Group Work) (Scaffolding)

(Questioning)

- Get together with your team members. Give each person a role: leader/speaker, writer, voting slip passer, voting slip collector. Chose a team name and a theme for your survey. Decide on the survey questions and choices. Pass out the voting slips and collect them. Use the data to make a pictograph. See link for more details: (Collaborative Group Work) (Writing to Learn) (Questioning) (Scaffolding)

http://www.k-5mathteachingresources.com/sup port-files/team-data-project.pdf

- Give each student an snack size pack of Skittles/M&Ms. Students will sort the candy by color and create a bar graph and pictograph to match their data. See the link for more details: (Collaborative Group Work) (Writing to Learn)

5mathteachingresources.com http://nces.ed.gov/nceskids/ http://www.woodlands-junior.kent.sch.uk/maths/ data.htm - Graphs

http:// www.freeholdtwp.k12.nj.us/ gassner/factpower/ readaloud.htm http://illuminations.nctm.org/ LessonDetail.aspx?id=U114

The Great Graph Contest by Loreen Leedy http://www.mathsframe.co.uk/ resources/category/ 3.MD.3._Draw_a_scaled_picture_ graph_and_a_scaled_bar_graph.a spx (Bar Graphs) http://www.bbc.co.uk/schools/ teachers/ks2_activities/maths/ interpreting_data.shtml

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(Questioning) (Scaffolding) http://www.teacherspayteachers. com/Product/Skittles-Division-Graphing-533385

http://gwydir.demon.co.uk/jo/ numbers/pictogram/

pictogram.htm

(Pictograph)

http://www.k-5mathteachingresources.com/ support-files/buttonbargraph.pdf

(Bar Graph)

buttonpictograph.pdf

(Pictograph)

collectingandrepresentingdata.pd f

(Bar Graph)

http://studyjams.scholastic.com/ studyjams/jams/math/data-analysis/pictograph.htm

(Video)

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studyjams/jams/math/data-analysis/bar-graphs.htm

(Video)

http://exchange.smarttech.com/ search.html?

q=pictographs#type=SMART %20Notebook%20lessons http://

www.mathworksheetsland.com/ 3/23graphsets/matching.pdf http://

www.mathworksheetsland.com/ topics/graphing/

readingbargraphs/guided.pdf http://

www.mathworksheetsland.com/ topics/graphing/

readingbargraphs/ip.pdf

http://jcps.jefferson.kyschools.us/ AngelUploads/Content/

Ongoing_143H_Analytical_Applie dSciences_Math/_assoc/

6F632361BA37448BAFB4B35E6C4 36F90/

Cookie_Sales_Pictograph.pdf

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http://www.k-5mathteachingresources.com/ support-files/jakessurvey.pdf

(Bar Graph)

http://

www.teacherspayteachers.com/ Product/Everglades-Insect-Graph-567822

(Bar Graph Worksheet)

http://

www.teacherspayteachers.com/ Product/Bar-Graph-Freebie-682109

http://

www.teacherspayteachers.com/ Product/More-Bar-Picture-Graphs-Freebie-687600 https://docs.google.com/a/ duplinschools.net/file/d/0B-orThff_zb4YTk5NjYwNmItNWE2M S00NjVkLTlmMmQtMjFlYWQwOD UyMGIy/edit

(Pictograph Cut and Paste)

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%20Graph-1.pdf

(Bar Graph Worksheets)

http://commoncoresheets.com/ Math/PictoGraphs/Charts%20to %20Pictographs/Charts%20to %20Pictographs-1.pdf

(Pictograph Worksheets)

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Common Core Standard: 3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

line plot, data, length, inch

Explicit

scale, scaled graph, horizontal scale, line plot, quarter inch, half inch

 Measure objects to the nearest inch (whole number).

 Identify that a whole unit can be broken into

smaller equal parts.

 Identify halves and fourths on a ruler.

 Measure in halves and fourths on a ruler.

 Create a number line using one half and one-quarter inch marks.

 Collect data of objects measured in quarter, half, and whole units.

 Graph measurement data on a horizontal line plot using whole

-Students will measure using interactive website when the object does not start at leading edge. (Scaffolding)

http://www.thatquiz.org/tq-9/

Measuring Penny by Loreen Leedy http:// www.amathsdictionaryforkids.co m http://www.ixl.com http://www.k-5mathteachingresources.com http://www.to14.com/game.php? id=4d486a31e9586

(Interactive Line Plot)

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numbers, halves, or quarters.

(Create your own measurement worksheets)

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addition.

Common Core Standard: 3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.

A. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. B. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

square, rectangle, plane figures, nonstandard units, standard units, attribute, side

Explicit

attribute, irregular figures, area, square unit, tiling, side length, gap, overlap, square inch

 Partition a rectangle into rows and columns of the same size squares and count to find the total number of them.

 Measure area using standard and

nonstandard units.

 Recognize that any size square can be used as a unit of measure called “a square unit.”

 Identify and use square units to measure area.

 Recognize that plane figures can be covered with square units.

http://maccss.ncdpi.wikispaces.net/ Third+Grade (Area and Perimeter Unit)

http://www.mathplayground.com/ area_perimeter.html

Bigger, Better, Best by Stuart Murphy

Pigs on a Blanket by Amy Axelrod

http://

www.amathsdictionaryforkids.com http://www.ixl.com

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 Demonstrate using square units within plane figures without gaps or overlaps.

 Use one inch square counting tiles to cover items found within the classroom.

 Record findings on grid paper and record areas in square inches.

PerimeterExplorer/

(Perimeter)

http://www.shodor.org/ interactivate/activities/ AreaExplorer/

(Area)

http://www.funbrain.com/poly/ index.html

(Perimeter and Area)

http://www.youtube.com/

watch?v=KwXBMGdSWmI

(Perimeter Activity)

exchange.smarttech.com/

details.html?id=ab5da823-4b40-4416-8bf4-4c336534eacc

http://exchange.smarttech.com/ details.html?id=1d5c6552-b21b-4c5b-ba67-e2051ed41bc4

http://www.youtube.com/watch? v=FGILTRNf4O

http://www.eduplace.com/math/ mw/practice/3/practice/17_4.pdf

(Area Worksheet)

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teaching/g/area.php

(Video)

http://www.mathopenref.com/ rectanglearea.html

(Interactive Area)

http://hotmath.com/hotmath_help/ topics/convert-units-of-area-and-volume.html

(Examples of Measuring Area)

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Domain: Measurement and Data Cluster: Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Common Core Standard: 3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

row, column

Explicit

area, square unit, square cm, square m, square in., square ft,

improvised units, rectilinear figures

 Identify square inches.

 Determine the area of a 2-dimensional shape (rectangle, square, rectilinear figure) by counting smaller regions within the shape.

 Communicate their process of finding the area of a figure using square units.

 Explain that an

improvised unit is “two halves” make a whole (triangle, irregular figures).

 Identify unit squares as

http://

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being square cm, square m, square in., square ft, and improvised units (half units).

 Determine the correct unit of measurement (customary and/or metric) to describe the area, when given a word problem.

 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units-half units).

details.html?id=83112573-f8d8-4d64-a55a-e019908f0b8b

exchange.smarttech.com/

details.html?id=867321d3-9a78-453f-9ed5-79e9ef6fe758

http://www.mathatube.com/ geometry-area-of-rectangles.html, (Video for Area)

http://www.mathatube.com/ geometry-area.html

(Video for Area)

http://www.eduplace.com/math/ mw/practice/3/homework/17_4.pdf

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Domain: Measurement and Data Cluster: Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Common Core Standard: 3.MD.7 Relate area to the operations of multiplication and addition.

A. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

B. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

C. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.

D. Recognize area as additive. Find areas of rectilinear figures by decomposing them into overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

area, row, column, array, addition, multiply, unit of measurement (customary/ metric)

Explicit

length, width, tiling, side length, multiplication, division,

decomposing, product, area, square unit,

 Measure area by

counting unit squares in metric and customary units.

 Arrange tiles within a rectangle.

 Multiply side lengths to show the same area.

 Explain that area equals length times width (not in to be memorized as a formula).

http://

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distributive property, represent

 Determine the area of a rectangle with whole-number sides by tiling and multiplying side lengths to show that the area is the same.

 Draw rectangular

pictures, identifying and labeling side lengths.

 Multiply the lengths of the sides to find area.

 Solve real-world problems involving rectangles with whole- number side lengths using multiplication.

 Construct an array with square unit objects (Ex.: 4 times 5).

 Divide (with a ruler or other straight edge) the array into two smaller arrays (Decomposing).

http://www.ixl.com

http://www.k-5mathteachingresources.com http://www.ixl.com/math/grade-3/ area-of-rectangles,

(Interactive Website)

http://www.aaastudy.com/ geo78_x7.htm

(Baseball Game for Area)

http://www.factmonster.com/ math/knowledgebox/player.html? movie=sfw41374

(Baseball Game for Perimeter)

http://www.eduplace.com/math/ mw/practice/3/practice/17_2.pdf

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 Find the area of the two smaller arrays and add to compare to the original array

(Distributive Property).

 Demonstrate how to record this information as the distributive property.

4x3+4x2=20 4(3+2)=20 4x5=20

 Build a rectilinear

figure.

 Investigate multiple ways of breaking (decomposing) the figure into two parts to find the area.

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suggested to see the rectilinear figure as one whole with a missing part, which would result in subtracting.)

 _{Communicate the}

process used to find the area of the rectilinear figure.

 Find the area of more complex rectilinear figures by subdividing the shape into multiple smaller rectangles.

 Prove your answer and create an alternate strategy to obtain the same answer.

 Apply the above

strategies to solve real-world problems, given side length

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Domain: Measurement and Data Cluster: Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Common Core Standard: 3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

Essential Vocabulary

Task Analysis Learning Activities/Assessments Resources

Prior area, polygon, attribute, plane figure Explicit attribute, perimeter, plane figure, linear, area, polygon, side length, dimensions Introductory symmetry

 Explain that perimeter is a measurement of length around a figure.

 Explore different ways of understanding perimeter (Ex.: walking around the perimeter of the room, tracing around a shape, measuring with string).

 Find the perimeter of objects using addition of side lengths and recognize the patterns that exist in finding the sum of the lengths and widths of rectangles.

Videos, stories and songs to teach Grade 3 students how to calculate the perimeter of Polygons: (Scaffolding) http://

www.onlinemathlearning.com/ polygon-perimeter.html

http://

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 Use geoboards, tiles, and graph paper to find all possible rectangles that have a given perimeter and record all possibilities with pictures and labels.

 Compile the possibilities into an organized list or table.

 Use objects or pictures to find the missing length or width (symmetry).

 Justify and communicate their solutions using words, diagrams, pictures, and numbers.

 Discuss how perimeter and area are different.

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 Compile the possibilities into an organized list or table.

 Justify and communicate their solutions using words, diagrams, pictures, and numbers.

 Connect the results in the chart created above (area) to the commutative

property of multiplication.

 Discuss the differences of perimeter within the same area, using the chart above.

 Find all of the areas of a rectangle given a fixed perimeter.

 Compare the areas of rectangles given a fixed perimeter.

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 Find the perimeter of a polygon given side lengths.

 Use clues to determine whether to find the area or the perimeter to solve a problem and then