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## 3 rd Grade Math Expressions

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**3rd Grade Math Expressions**March 17, 2010 Dr. Monica Hartman**March Agenda**• 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**Routines for Learning Basic Facts:30 Second Speech**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.**Routines for Learning Basic Facts: Talking Chips**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?**Routines for Learning Basic Facts: Talking Chips**• 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?**Routines for Learning Facts:Practice Charts**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**Routines for Learning Facts:Study Plan**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**Routines for Learning Facts:Study Sheet and Signature Sheets**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.**Routines for Learning Facts:Check Sheets**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.**Routines for Learning Facts:Sprints**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.**Routines for Learning Facts:Establish Routine**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)**Unit 6**SKIP Flips, slides, and turns are 2nd grade**Unit 7 Meaning of Multiplication and Division with 0-5, 9,**and 10 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**Unit 7**Strategies for Multiplying and Dividing Sequential Groups on a Number Path Division on the Math Board**Math Talk:Representing Word Problems**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)**Math Talk:Representing Word Problems**Repeated Groups Drawing Note: The number in the circle represents the number of objects in each group. 4 × 6 = 24 24 ÷ 4 = 6**Math Talk:Representing Word Problems**Equal Shares Drawing 24 4 × 6 6 6 6**Math Talk:Representing Word Problems**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.**Math Talk:Representing Word Problems**Area Model 6 4 4 × 6 = 24 Note: The number in the circle represents the number in each row.**Unit 8 – Perimeter and Area**Timing February and March (9 Days) Big Ideas Perimeter and Area • Finding perimeter and area on dot arrays • Developing the algebraic formula**Unit 8 – Perimeter and Area**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.**Unit 8 – Perimeter and Area**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**Unit 8 Area and Perimeter**Lesson 1 Perimeter is measured in linear units Area is measured in square units Use dot paper to show perimeter and area**Unit 8 Area and 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**Unit 8 Area and 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**Rectangles with Perimeter of 12 cm**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.**Rectangles with Perimeter of 22**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.**Rectangles with Perimeter of 22**Compare the shapes of the least and greatest area.**Rectangles with Area of 12 sq cm**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.**Rectangles With the Same Area**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.**Unit 9: Multiplication and Division with 6, 7, and 8**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**Unit 10: Time**Timing April (6 Days) Big Ideas • Read and write time to the nearest minute • Solve real world problems involving elapsed time**Unit 11:Fractions, Decimals, and Division with Remainders**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**Unit 12Three-Dimensional Figures**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 Website**• Think Central Login Page**MCTM Vocabulary List**• Distribute vocabulary lists**Closer Activity: Dice Game**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.**Call or email with any questions**Monica Hartman 810-455-4004 hartman.monica@sccresa.org