Daily Math Instruction Each teacher is different and will adapt their daily math time to suit their needs and the needs of their :lass, Below you will find some sample daily schedules to get you started. Please feel free to play around with it to determine what works for you. You might choose to complete your math wall at a separate time in the day or move it after your problem solving/activity work. Approximately 60 Minutes Per Day + Math Wall/Number Talk Each Day + Problem Solving 3-5 days per week Number Talk/Math Wall - 20 Minutes Problem Solving/Activity - 30 - 40 Minutes Debrief/Closing - 5 - 10 Minutes Warm Up - 10 Minutes Mini-Lesson - 10 Minutes Problem Solving/Activity - 30 - 40 Minutes Debrief/Closing- 5 - 10 MinutesUnit 1 - Place Value (5 Weeks) Essential Questions: Place Value & Rounding + How does place value connect with rounding? Addition & Subtraction * How can decomposing numbers help with addition and subtraction? Data & Graphing + How can data be represented and interpreted? Unit 2 - Multiplication (6 Weeks) Essential Questions: Multiplication + How can multiplication be represented? * How does an array represent multiplication? + How can multiplication strategies be used to solve problems? + How can the properties of multiplication be used to solve problems? Data & Graphing + How can data be represented and interpreted? Unit 3 - Division (6 Weeks) Essential Questions: Division + How can we model division? + How can we write a math sentence to representa division model? + How can an array represent multiplication and division? Data & Graphing + How can data be represented and interpreted? Unit 4 - Fractions (5-6 Weeks) Essential Questions: Fractions + How are fractions used in problem solving? ‘+ What fractions are on the number line from 0 and 1? * When we compare two fractions, which one has the greater value? + What is the relationship between unit fractions and a unit of 1?Unit 5 - Area and Perimeter (3 Weeks) Essential Questions: Geometry + How do attributes help describe shapes? Perimeter & Area * How are area and perimeter related? © Whatis area? * How does area relate to multiplication and addition? Data & Graphing + How can data be represented and interpreted? Unit 6 - Measurement (3 Weeks) Essential Questions: Measuring Lengths + How can | organize data from % to % inch? Time ‘* What strategies can I use to help me tell and write time to the nearest minute and measure intervals in minutes? + What connections can I make between a clock and a number line? Volume & Mass + How can I determine liquid volume and mass of objects? Data & Graphing + How can data be represented and interpreted?Week 1 - Place Value and Rounding 3,NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100. Week 2 - Using Place Value in Addition 3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Week 3 - Using Place Value in Subtraction 3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Week 4 (Option 1) - Place Value in Addition and Subtraction 3,NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction, Week 4 (Option 2) - Data and Graphing 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. Week 5 - Data and Graphing 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.standard(s) 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100. Essential Question How does place value connect to rounding? Vocabulary (Language of the Discipline) Place Value (ones, tens, hundreds, thousands, ten thousands), Rounding, Digit Resources and Ideas Math Wall/Number Ta * Incorporate Vocabulary + Number Talks by Sherry Parrish + True/False with Rounding + 3 of These Things with place value * Math Strand Fitness By Liberty Deal (TpT) Possible Strategies to Teach Breaking Each Number into its Place Value rature for Literature Based A Coyotes All Around By Stuart J. Murphy Optional Resources Included in Binder Problem Solving Story problems that incorporate rounding from Public Schools of North Carolina Georgia Unit 1 (Lesson 1 - 4) EnageNY Module 2 - Topic C {Lessons 12, 13, & 14) ‘Additional Resources Books Math and Literature Grade 2-3 By Marilyn Burns & Stephanie Sheffield Lessons for Extending Place Value, Grade 3 (Teaching Arithmetic) - By Maryann Wickett & Marilyn Burns Websites + Learnzillion.com (There are preplanned lessons and activities, complete with slides, that you can search by standard) + teachingchannel.com, youcubed.org, http://www.nctm.org/Classroom-Resources/Browse-All/ Technology + Frontrow.com (app & website), Hands-On Hundreds Chart (app)Standard(s) 3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of ‘perations, and/or the relationship between addition and subtraction. How can decomposing numbers help with addition of two-digit and three-digit numbers? Vocabulary (Language of the Disci ‘Addend, Sum, Number Bond, Commutative Property of Addition, Associative Property of Addition, identity Property of Addition Math Wall/Number Talks Resources and Ideas + Incorporate Vocabulary + Number Talks by Sherry Parrish + Choral Skip Counting (Look for Patterns) ‘+ Math Strand Fitness By Liberty Deal (TpT) Possible Strategies to Teach Making Tens, Breaking Each Number into its Place Value, Making Landmark/Friendly Numbers Literature for Literature Based Activities Optional Resources Included in Binder Problem Solving Story problems that incorporate Addition from Public Schools of North Carolina Unit 1 (Lessons 5-9) Eni Module 2- Topic D (Lessons 15, 16, & 17) Additional Resources Books Math and Literature Grade 2-3 By Marilyn Burns & Stephanie Sheffield \ird Grade Math: A Month-to-Month Guide By Suzy Ronfeldt & Marilyn Burns Websites + Learnzillion.com (There are preplanned lessons and activities on this site, complete with slides.) + teachingchannel.com + youcubed.org Technology + Frontrow.com,Standard(s) 3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction, Essential Qu How can decomp. \g numbers help with addition and subtraction of two-digit and three-digit numbers? Vocabulary (Language of the Discipline) Difference, Minuend, Tape Diagram, th Wall/Number Talks Resources and Ideas incorporate Vocabulary + Number Talks by Sherry Parrish * Choral Skip Counting (Look for Patterns) + Math Strand Fitness By Liberty Deal (TpT) Possible Strategies to Teach Counting Up, Compensation Literature for Literature Based Ac Ss ‘Alexander Who Used to Be Rich Last Sunday By Judith Viorst Optional Resources Included in Binder Problem Solving CGI problems - Separate Result Unknown Story problems that incorporate Subtraction from Public Schools of North Carolina Georgia Unit 1 (Lessons 10 - 15) EnageNY Module 2- Topic E (Lessons 18, 19, 20, & 21) Additional Resources Books Math and literature Grade 2-3 By Marilyn Burns & Stephanie Sheffield Third Grade Math: A Month-to-Month Guide By Suzy Ronfeldt & Marilyn Burns Websites + Learnzillion.com (There are preplanned lessons and activities on this site, complete with slides.) ‘+ teachingchannel.com + youcubed.org,Standard(s) 3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Essential Question How can decomposing numbers help with addition and subtraction of two-digit and three-digit numbers? Vocabulary (Language of the Discipline) ‘Sum, Addend, Minuend, Difference, Tape Diagram Math Wall/Number Talks Resources and Ideas * Incorporate Vocabulary ‘+ Number Talks by Sherry Parrish * Choral Skip Counting (Look for Patterns) ‘* Math Strand Fitness By Liberty Deal (TpT) Possible Strategies to Teach Counting Up, Compensation Literature for Literature Based Activities Alexander Who Used to Be Rich Last Sunday By Judith Viorst Optional Resources Included in Binder (These resources can be found in the previous sections of your binder) Problem Solving CGI problems - Separate Result Unknown Story problems that incorporate Subtraction from Public Schools of North Carolina Georgia Unit 1 (Lessons 10 - 15) EnageNY Module 2- Topic E (Lessons 18, 19, 20, & 21) Additional Resources Books Math and Literature Grade 2-3 By Marilyn Burns & Stephanie Sheffield Third Grade Math: A Month-to-Month Guide By Suzy Ronfeldt & Marilyn Burns Websites + Learnzillion.com (There are preplanned lessons and activities on this site, complete with slides.) + teachingchannel.com + youcubed.orgStandard(s) 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. Essential Question How can data be represented and interpreted? Vocabulary (Language of the Discipline) Bar graph, Pictograph. Scale, Data ‘Math Wall/Number Talks Resources and Ideas + Incorporate Vocabulary + Number Talks by Sherry Parrish * Choral Skip Counting (Look for Patterns) + Math Strand Fitness By Liberty Deal (TpT) Possible Strategies to Teach Counting Up, Compensation Literature for Literature Based Activities Lemonadte for Sale By Stuart Murphy Tiger Math By Ann Whitehead Nagda Whose Got Spots By Linda Aber Optional Resources Included in Binder Problem Solving CGi problems - Separate Result Unknown Story problems that incorporate Subtraction from Public Schools of North Carolina Georgia Unit 1 (Lessons 16-19) EnageNY ‘Module 6 Topic A and B (Lessons 1.9) Additional Resources Books ‘Math and Literature Grade 2-3 By Marilyn Burns & Stephanie Sheffield ‘Third Grade Math: A Month-to-Month Guide By Suzy Ronfeldt & Marilyn Burns Websites + Learnzillion.com (There are preplanned lessons and activities on this site, complete with slides.) + teachingchannel.com + youcubed.org Technology + Frontrow.comindard(s) .MD.3 Draw a scaled picture graph and a scaled bar graph to representa 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. Essential Question How can data be represented and interpreted? Vocabulary (Language of the Discipline) Bar graph, Pictograph. Scale, Data Math Wall/Number Talks Resources and Ideas. + Incorporate Vocabulary ‘+ Number Talks by Sherry Parrish + Choral Skip Counting (Look for Patterns) . Fitness By Liberty Deal (TpT) Possible Strategies to Teach Counting Up, Compensation iterature for Literature Based Activities Lemonade for Sale By Stuart Murphy Tiger Math By Ann Whitehead Nagda ‘Whose Got Spots By Linda Aber Optional Resources Included in Binder Problem Solving Story problems that incorporate Subtraction from Public Schools of North Carolina Georgia Unit 1 (Lessons 16 - 19) EnageNY Module 6-Topic A and 8 _(Lessons 1-9) "Additional Resources Websites ‘+ Learnzillion.com (There are preplanned lessons and activities on this site, complete with slides.) + teachingchannel.com + youcubed.org Technology + Frontrow.comWeek 1 - Place Value and Rounding 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.tandard(s) 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100. Essential Question How does place value connect to rounding? Vocabulary (Language of the Discipline) Place Value (ones, tens, hundreds, thousands, ten thousands), Rounding, Digit Math Wall/Number Talks Resources and Ideas * Incorporate Vocabulary ‘+ Number Talks by Sherry Parrish + True/False with Rounding + 3of These Things with place value ‘+ Math Strand Fitness By Liberty Deal (TpT) Possible Strategies to Teach Breaking Each Number into its Place Value Literature for Literature Based Activities Coyotes All Around By Stuart J. Murphy Optional Resources Included in Binder Problem Solving Story problems that ‘orporate rounding from Public Schools of North Carolina Georgia Unit 1 (Lesson 1-4) EnageNY Module 2- Topic C (Lessons 12, 13, & 14) ‘Additional Resources Books Math and Literature Grade 2-3 By Marilyn Burns & Stephanie Sheffield Lessons for Extending Place Value, Grade 3 (Teaching Arithmetic) - By Maryann Wicket & Marilyn Burns Websites + Learmzillion.com (There are preplanned lessons and activities, complete with slides, that you can search by standard) + teachingchannel.com, youcubed.org, http://www. nctm.org/Classroom-Resources/Browse-All/ Technology + Frontrow.com (app & website), Hands-On Hundreds Chart (app)NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 EMA Lesson 12 Objective: Round two-digit measurements to the nearest ten on the vertical number line. ‘Suggested Lesson Structure WH Fluency Practice (9 minutes) . NOTES ON '@ Concept Development (41 minutes) LESSON STRUCTURE: Student Debrief (20 minutes) This lesson does not include an Total Time (60 minutes) 7 ° ‘Application Problem, but rather uses an extended amount of time forthe Problem Set. The Problem Set Fluency Practice (9 minutes) provides n opportunity fr students to ep their newly acquired rounding = Rename the Tens 3.NBT.3 (4 minutes) lianas + Halfway on the Number ine 3.NBTA (5 minutes) Rename the Tens (4 minutes) Materials: (S) Personal white board Note: This activity anticipates rounding in Lessons 13 and 14 by reviewing unit form. Tr (Write 9 ten: S: 90, ——) Say the number. Continue with the following possible sequence: 10 tens, 12 tens, 17 tens, 27 tens, 37 tens, 87 tens, 84 tens, 79 tens. Halfway on the Number Line (5 minutes) Materials: (S) Personal white board Note: This activity prepares students to round to the nearest ten in ths lesson. T: (Project a vertical line with endpoints labeled 10 and 20.) What number is halfway between 1 ten ‘and 2 tens? S15. T: (Write 15, halfway between 10 and 20.) Repeat process with endpoints labeled 30 and 40. T: Draw a vertical number line on your personal white board and make tick marks at each end. COMMON — | 202: tounstnosigt meosramenstothe nee en onthe vert engage"Y be ie Date soreNYS COMMON CORE MATHEMATICS CURRICULUM tesson 12 EER Tr (Write 2 tens and 3 tens.) Label the tick marks at each end and at the halfway point. 5: (Label 20s the bottom point, 30 as the top point, and 25 as the halfway point.) Continue with 90 and 100. Concept Development (41 minutes) Materials: (T) 100 ml beaker, water (S) Personal white board 1: ae A¥aesaes (Show a beaker holding 73 milliliters of water.) This beaker has 73 millliters of water in it. Show the amount on a vertical number line. Draw a vertical umber line, like in today’s Fluency Practice. (Model a vertical number line with tick marks for endpoints and a halfway point.) {Draw.) How many tens are in 73? Ttens! Follow along with me on your board. (To the right of the lowest tick mark, write 70 = 7 tens.) What is 1 more ten than 7 tens? Btens! (Write 80 = 8 tens to the right of the top tick mark.) (Label) ‘What number is halfway between 7 tens and 8 tens? 7 tens and 5 ones, or 75. (Write 75 =7 tens § ones to the right of the halfway point.) Label the halfway point. (label) Let's plot 73 on the number line. Remind me, what unit are ‘we plotting on the number line? Millers! Say “Stop!” when my finger points to where 73 milliliters should be. (Move finger up the number line from 70 toward 75.) Stop! NOTES ON MULTIPLE MEANS OF REPRESENTATION Scafold the drawing and use ofthe umber line. Fist, round water amounts in a beaker. Then, round Usinga picture ofa beaker. Last, guide students to see and draw the number line in isolation. If helpful, students «an shade the water amount onthe umber line unt plotting points is easy. Elegie = 7527 4ens Bones 73=7 tens Zones mb $727 tens (Plot and label 73 = 7 tens 3 ones.) Now that we know where 73 milliliters is, we can round the ‘measurement to the nearest 10 milliliters. Look at your vertical number line. ts 73 milliliters more than halfway or less than halfway between 70 milliliters and 80 milliliters? Tell your partner how you know. number ie EQMMON fee sonst tt nenennitenoratnen en engage” 24 ate: sonsNYS Colamon Cone wrarianaari€s cunmicuLun Lesson 12 ERE) S: 73 milliliters is less than halfway between 70 and 80 milters. | know because 3 is less than 5, and 5 marks NOTES ON is halfway. > 73 is 7 away from 80 but only 3 away MULTIPLE MEANS from 70. (OF REPRESENTATION: For those students who have trouble 73 milliliters rounded to the nearest ten is 70 milliliters. Another way to say itis that 73 mililiters is Corneytoahine hafwey dtronatata about 70 milters. About means that 70 milters is iecaing stents as model. Two not the exact amount. students represent the tens. thi student represents the number thats halfway. A fourth student represents the number being rounded. Discus: Continue with the following possible sequence: 61 centimeters, 38 minutes, and 25 roms, For each example show how the Vertical number ine canbe used even though the cts have we sth ae ig od thonged. Be sre to havea discussion abou the conerton of are cosh tet big rounding numbers thot endin up othe nest ton ee ‘which number would they round? Problem Set (21 minutes) Materials: (5) Problem Set, 4 bags of rice (pre-measured at four different weights within 100 g), 4 containers of water (pre-measured with four different liquid NOTES ON volumes within 100 mt), ruler, meter stick, blank MATERIALS: paper, new pencil, digital scale measuring grams, Adjust the number of measurement 100 mL beaker, demonstration clock, classroom wall materials at each station (ruler, meter ‘lock stick digital sale, beaker, ‘demonstration clock) depending both ‘on what I available and onthe number lof students working at each station ata ven time, Description: Students move through different stations to ‘measure using centimeters, grams, milters, and minutes as units. Then, they apply learning from the Concept Development to round each measurement to the nearest ten. Students use a ruler, a clock, a beaker, or a drawn vertical number line as tools for rounding to the nearest ten, Directions: Work with a partner and move through the following stations to complete the Problem Set. Measure, and then round each measurement to the nearest ten. * Station 1: Measure and round metric length using centimeters. (Provide the four objects listed in Problem Set, rulers, and meter sticks.) * Station 2: Measure and round weight using grams. (Provide four bags of rice labeled at various weights below 100 grams and digital scales that measure in grams.) = Station 3: Measure and round liquid volume using milliliters, (Provide four containers of various liquid volumes below 100 milliliters and 100 milter beakers for measuring.) * Station 4: (Ongoing, students update the data for this station at Stations 1-3.) Record the exact time you start working at the first station, then the time you finish working at Stations 1, 2, and 3. Then, round each time to the nearest 10 minutes. (Provide demonstration clocks or have students, draw vertical number lines to round.) SQMMON | tmwonsz: Round two-igt mesures tothe net non he vet engage"Y 205. Date: rope [Gna connec 2rd ae, (€1tcmman Cn a Sonreened mennoEMRRBT RARER vessona2’ EQ Prepare students: + Explain how to complete the problems using the | -t=—===—-m——= = examples provided inthe Problem Set. - * Discuss how to perform the measurements at es each station. = el eed + Establish which tools you would like students to wane p= [oe | me use for rounding at each station (or differentiate ee Cos for individual pairs of students.) =D en | ee | em + Clarify that students should ignore the numbers waneee [ane [= ae after the decimal point if scales measure more eee [anew [aaa | ase | accurately than to the nearest gram because students are rounding whole numbers. Note: Making an immediate connection between the actual measurement and the rounded measurement helps students see the value of rounding. This activity cconcretizes the relationship between a given number and its relationship to the tens on either side of it. Students also see that when embedded within specifi, real, and varied measurement contexts, 73 millliters and 73, centimeters (rounded or not) have quite different ‘meanings despite appearing nearly synonymous on the number line. Provide students with the language and ‘guidance to engage in discussions that allow these ideas to surface, Student Debrief (10 minutes) Lesson Objective: Round two-digit measurements to the nearest ten on the vertical number line, ‘The Student Debrief is intended to invite reflection and active processing of the total lesson experience. Invite students to review their work in the Problem Set. They should compare answers with a partner before going. -——————} | = over answers as a class. Look for misconceptions that can, = — be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the = fee | me we lesson. immesrainie [ony | ‘You may choose to use any combination of the ideas below to lead the discussion. ‘Discuss new vocabulary from today's lesson: round and about. EQMMON [imme soriraterneenmsn nescence engage"Y 26 ate sopraTee eer ison EE Why is vertical number line a good tool to use for rounding? How does labeling the halfway point help you to round? How did you round numbers that were the same as the halfway point? ‘What are some real world situations where it would be useful to round and estimate? Exit Ticket (3 minutes) After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you ‘assess the students’ understanding of the concepts that were presented in the lesson today and plan more effectively for future lessons. You may read the questions aloud to the students, ober ne, COMMON = [== forsnoatnenems tenet ena engage” CORE Date: 1027/14 © 2 Smee cine 207NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Problem Set [EEQ Name Date 1. Work with a partner. Use a ruler or a meter stick to complete the chart below. i Ff Length iy Measurement | The object measures between | rounded to (inem) (which two tens). the nearest 10 em Example: My shoe 23cm 20__and__30_em 20em Long side of a desk and cm Anew pencil and cm Short side of a piece of paper and em Long side of a piece of paper and cm 2. Work with a partner. Use a digital scale to complete the chart below. ‘Meastirement | The bag of ice measures between | Weight rounded to the © Vi Gna) (which twotens).. 0) nearest10g | Example: Bag A 8e and__10 108 BagB and e Bag and e BagD and ‘ Bage and COMMON — [isnt fonstvosornassenensonenuenncnential gyn eM ace ow Sane ‘JagNYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Problem Set [EE 3. Work with a partner. Use a beaker to complete the chart below. ah guid volume leaiaslner: Measurement | The container measures between anieaaine (int) (which two tens).. nearest 10 mL Example: Container A | 38mL 30 and__ 49 mt 320ml Container 8 and mt Container ¢ and mt Container D and mt Container E and mt 4. Work with a partner. Use a clock to complete the chart below. (| ‘Actual | The activity measures between ' ‘ time MIG renters) oS Gaatianeet Example: Time we started math | 10:03 —10:00__and _10:10 _ = Time | started the Problem Set and Time |iished Staion 2 and Time | finished Station 2 and Time I finshed Staion3 and ‘Lesson 12: ‘Round two-dight measurements to the nearest ten on the vertical ny §QMMON | oer engage"Y ate: soapsNYS COMMON CORE matHEMaTics cuRcULUM Lesson 12 Exit Ticket [ERE Name Date ‘The weight of a golf ball is shown below. a. The golf ball weighs b. Round the weight of the golf ball to the nearest ten grams. Model your thinking on the number line. ¢. The golf ball weighs about d. Explain how you used the halfway point on the number line to round to the nearest ten grams. sgmmon | ism fomo-etmenzeneithe eet nth engage" ate son7ne'NvS COMMON cORE MATHEMATICS CURRICULUM. Lesson 12 Homework Name Date 1. Complete the chart. choose objects and use a ruler or meter stick to complet the ast two an your own Tenath rounded to Measurament | Theobec measresbetween | ruth ouiaio the ace {incm) (which two tens). 20m Length of desk 66cm and em Width ofdesk | 48m and em width of door | aiem and em and cm and em 2. Gym class ends at 10:27 a.m. Round the 3. Measure the liquid in the beaker to the time to the nearest 10 minutes. nearest 10 milters. Gym class ends at about_am. ‘There are about cniliiters in the beaker. COMMON | iesiz:—toanstostermsaszenensiote erate nthe ny " vam engage’ zea CORE ~ oe ngagtSRRIER RL atuireseTaR Lesson 12 Homework ERED 4. Mrs. Santos’ weight is shown on the scale. Round her weight to the nearest 10 kilograms. Mrs. Santos’ weight is. kilograms. Mrs. Santos weighs about kilograms. 5. Azookeeper weighs a chimp. Round the chimp’s weight to the nearest 10 kilograms. The chimp’s weight is__kllograms. ‘The chimp weighs about kilograms. ate ropa (© 24 camnmonCor Soe WA eed omoNE OM (CEE scons a COMMON Amtens va netmemeemenatotemmreteribewria yy gage”1S CoMilow cOne MaTilewaticS Cunniclvute § itesson/43) EER Lesson 13 Objective: Round two- and three-digit numbers to the nearest ten on the vertical number line. ‘Suggested Lesson Structure Fluency Practice (23 minutes) 1 Application Problem (7 minutes) B Concept Development (30 minutes) I Student Debrief (20 minutes) Total Time (60 minutes) Fluency Practice (13 minutes) * Group Counting 3.08.1 (4 minutes) '* Rename the Tens 3.NBT.3 (4 minutes) ' Halfway on the Number Line 3.NBT.1 (5 minutes) Group Counting (4 minutes) Note: Group counting reviews interpreting multiplication as repeated addition. It reviews found strategies for multiplication from Module 1 and anticipates Module 3. Direct students to count forward and backward, occasionally changing the direction of the count. + Threes to 30 = Fours to.40 + Sixes to 60 = Sevens to 70 + Eights to 80 * Nines to 90 ‘As students’ fluency with skip-counting improves, help them make a connection to multiplication by tracking. the number of groups they count using their fingers. SQMMON | towns: fowl we et umierso tere tenon ie vera engage"Y 2013 bate ro7ie (© 20 cammoncer. ne Sane ened mmm EW icon il ens,NYS COMMON CORE MATHEMATICS CURRICULUM Rename the Tens (4 minutes) Materials: (5) Personal white board Note: This activity prepares students for rounding in this lesson and anticipates the work in Lesson 14 where students round numbers to the nearest hundred on the number line. T: (Write 9 tens ) Say the number. S: 90, Continue with the following possible sequence: 10 tens, 20 tens, 80 tens, 63 tens, and 52 tens. Halfway on the Number Line (5 minutes) Materials: (S) Personal white board Note: This activity reviews rounding using a vertical number line from Lesson 12. (Project a vertical line with endpoints labeled 30 and 40.) What number is halfway between 3 tens ‘and 4 tens? S: 35, Ts (Write 35 halfway between 30 and 40.) Continue with the following possible sequence: 130 and 140, 830 and 840, and 560 and 570. Application Problem (7 minutes) ‘The school ballet recital begins at 12:17 p.m. and ends at 12:45 p.m. How many minutes longi the ballet recital? ag minvtes Note: This problem reviews finding intervals of minutes aaa from Topic A and leads directly into rounding intervals of we he minutes to the nearest ten in ths lesson. Encourage re al students to share and discuss simplifying strategies they eee OAH may have used to solve. Possible strategies: Tap ow = Count by ones from 12:17 to 12:20, then by fives to 1248. Count by tens and ones, 12:27, 12:37, plus 8 20 +B = 25 mivtes. minutes. invtes. recital took 22 mi "Subtract 17 minutes from 45 minutes. The ballet SQOMMON | ers: some ma ee ot mmbento ene enon eve engage" 2 ate: sorte © i4cnmancn nc Senegrcmed enoneNYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 EQY4 Concept Development (30 minutes) Materials: (T) Place value cards (S) Personal white board Problem 1: Round two-digit measurements to the nearest ten. t t s: tr: aga Let’s round 28 minutes to the nearest 10 minutes. How many tens are in 28? (Show place value cards for 28) 2 tens! {Pull apart the cards to show the 2 tens‘as 20. Perhaps cover the zero in the ones to clarify the interpretation of 20 as 2 tens.) Draw a tick mark near the bottom of the number line. To the right, label it 20 = 2 tens. (Draw and label 20 = 2 tens.) What is 1 more ten than 2 tens? 3 tens! (Show the place value card for 30 or 3 tens. Again, cover the zero to help clarify.) Drawa tick mark near the top of the number line. To the right, label it 30 = 3 tens. (Draw and label 30 = 3 tens.) ‘What number is halfway between 20 and 30? 251 In unit form, what number is halfway between 2 tens and 3 tens? 2tens 5 ones, (show 2 tens 5 ones with the place value cards). Estimate to draw a tick mark halfway between 20 and 30. Label it 25 = 2 tens 5 ones. {Draw and label 25 = 2 tens 5 ones.) When you look at your vertical number line, is 28 more than halfway or less than halfway between 20 and 30? Turn and talk to a partner about how you know. ‘Then, plot it on the number line. 28 is more than halfway between 2 tens and 3 tens. > a5 <2 tens DOES 2022465 know because 28 is more than 25, and 25 is halfway. NOTES ON I know because 5 ones is halfway, and 8 is more MULTIPLE MEANS than 5. OF ENGAGEMENT: What is 28 rounded to the nearest ten? : ‘Alternatively, challenge students who 30. round with automaticity to quickly ‘Fell me in unit form. round 28 minutes tothe nearest 10, ‘minutes (without the umber line) 2 tens 8 ones rounded to the nearest ten is 3 tens, ‘minaes (wlthour Se number tne) Let's go back to our Application Problem. How would word problem for rounding 17 you round to answer the question, “About how long. milters or 17 minutes. was the ballet recital?” Discuss with a partner. amber he COMMON [imme soto mitctemnmienem merino encracehY ranean ne Sone rn mean Date: ropy/ia 2.0.45‘NS ConmoW cone MATHEMATICS CURRICULUM Lesson 13) St The ballet recital took about 30 minutes. -> Rounded to the nearest ten, the ballet recital took 30 minutes. Continue with rounding 17 mililiters to the nearest ten. (Leave the number line used for this on the board. It will be used in Problem 2.) Problem 2: Round three-digit measurements of milliliters to the nearest ten. [— To round 17 milliters to the nearest ten we drew ‘a number line with endpoints 1 ten and 2 tens. 22 tens a How will our endpoints change to round 1 id hundred 17 to the nearest ten? Turn and talk S: Each endpoint has to grow by 1 hundred. T: How many tens are in 1 hundred (show the place value card of 100)? en Sones. Se (1 tens Sones 10tens. vos tten Mom T: When I cover the ones we see the 10 tens. (Put your hand over the zero in the ones place.) T: What is 1 more ten than 20 tens? S: 1 tens. T: (Show the place value cards for 10 tens and then 11 tens, Le., 100 and 110.) T: (Show 117 with the place value cards.) T: How many tens are in 117? Turn and talk about how you know. S: (Track on fingers) 10, 20, 30, 40, 50, ..110. Eleven tens. -> 17 has 1 ten so 117 has 10 plus 1 tens, 11 tens. > 110 has 11 tens. -> 100 has 10 tens and one ‘more ten is 11 tens. What is 1 more ten than 11 tens? i2tens. What is the value of 12 tens? 120. T: What will we label our bottom endpoint on the number line when we round 117 to the nearest ten? 110= 11 tens. ‘The top endpoint? 120= 12 tens. (Draw and label endpoints on the vertical number line.) How should we label our halfway point? 115 = 11 tens § ones. (Show 11 tens 5 ones with the place value cards.) On your number line, mark and label the halfway point. (Mark and label the halfway point.) t Ss: t t s: t COMMON =| tanto. sntonenagt saber tite neater onthe ve NY oc: CORE’ om Tone engage‘Ws ColuMiGN CORE MATHEMATICS CURRICULUM T: 15117 more or less than halfway between 110 and 120? Tell your partner how you know. 5: It’s closer to 120. 17 is only 3 away from 20, but 7 away from 10. > It’s more than halfway between 110 ‘and 120, above 115. T: Label 127 on your number line now. (Allow time for students to label 117.) What is 117 rounded to the nearest ten? Use a complete sentence. 1117 rounded to the nearest ten is 120. Tell me in unit form with tens and ones. 11 tens 7 ones rounded to the nearest ten is 12 tens, ‘What is 17 rounded to the nearest ten? 20. ‘Again, what is 117 rounded to the nearest ten? 120! A’ Agseae tesson 23) EQ NOTES ON MULTIPLE MEANS OF ACTION AND EXPRESSION: Reduce the small motor demands of plotting points on 2 rumber line by enlarging the number line and offering alternatives to marking with a pencl, such as pacing tickers or blocks Additionally, connect back to vesterdays lesson by using beakers or scales with water or rice. Remember from telling time that a number line is continuous. The models we drew to round 17, mililiters and 127 milliliters were the same, even though they showed different portions of the ‘umber line; corresponding points are 1 hundred milliters apart. Discuss the similarities and differences between rounding within those two intervals with your partner. S:_Allthe numbers went in the same place, we just wrote a 1 in front of them all to show they were 1 hundred more. > We still ust paid attention to the number of tens. We thought about if 17 was. more or less than halfway between 10 and 20. Continue with rounding the following possible measurements to the nearest ten: 75 ml and 175 ml, 2128, 315 ml, and 103 kg. Problem Set (10 minutes) Students should do their personal best to complete the Problem Set within the allotted 10 minutes. Depending on your class, It may be appropriate to modiy the assignment by specifying ‘which problems they work on first. Some problems do not specify a method for solving. Students should solve these problems using the RDW approach used for Application Problems. NOTES ON SYMBOLS: This symbols used to show thatthe answer is approximate: =. Before students start work on the Problem Set call hel attention totand point fut the difference between = and = COMMON [1 tani. sntnee tot nmtesiotereret tenon evra engage"’ 2047 ate: soprhs‘v8 Cohibiow cone warnemarics cunmeuLUM Student Debrief (10 minutes) Lesson Objective: Round two- and three-digit numbers to the nearest ten on the vertical number line. ‘The Student Debrief is intended to invite reflection and active processing of the total lesson experience. Inwite students to review thelr solutions for the Problem Set. They should check work by comparing answers with a partner before going over answers as a class. Look for ‘misconceptions or misunderstandings that can be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the lesson, You may choose to use any combination of the ideas below to lead the discussion. + What is the same and different about Problems 4(¢) and 1{4)? Did you solve the problems ifferentiy? Why or why not? + Look at Problem 2(f). Did the zero in 405 make the problem challenging? Why? + How did our fluency activities Rename the Ten and Halfway on the Number Line help with our rounding work today? + Think back to yesterday’s activity where we measured and then rounded at stations. How did ‘that work help you envision the units we worked with today on the number line? Exit Ticket (3 minutes) After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you assess the students’ understanding of the concepts that were presented in the lesson today and plan more effectively for future lessons. You may read the questions aloud to the students. ‘somber ine. SQMMON [sem sore inmserominnommmimamnst encracehY CORE bate: royeia 2.0.18NYS COMMON CORE MATHEMATICS CURRICULUM Name Lesson 13 Problem Set Date 1. Round to the nearest ten. Use the number line to model your thinking. T a 32e _ b. 36= | 35 « d.162= | e. 278= f. 405 = | v found two-and the sgt rumbers tothe nenest tenon the vert pusber ie, sopra OE ere conom nt engage™ 2«19NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Problem Set [ERED 2. Round the weight of each item to the nearest 10 grams. Draw number lines to model your thinking. Number Line Round to the nearest 10 grams is 142 grams 3. Carl's basketball game begins at 3:03 p.m. and ends at 3:51 p.m. ‘a. How many minutes did Carl's basketball game last? '. Round the total number of minutes in the game to the nearest 10 minutes. meh: tno net mtr ene SQMMON sor engage™ om ae (rstcmman an Som mn mena 2.620v5 Common cone marieMarics CuaRicuLUM Lesson 13 Exit Ticket! ERED Name Date 1. Round to the nearest ten. Use the number line to model your thinking. a. 26=_ b. 276 2. Bobby rounds 603 to the nearest ten. He says tls 610. Is he correct? Why or why not? Use a number line and words to explain your answer. COMMON — | tenis, tani ons tee cetmmberiotenaratenndevenal ny comm Scorn engage (mamma Saya mene,NYS COMMON CORE MATHEMATICS CURRICULUM Name Date 1. Round to the nearest ten. Use the number line to model your thinking. Lesson 13 Homework a a3 bas so 4s Tis 40 _ 4 17. e. 189 tase. 4 1 tesnit; Rami nd eet nant te nee eon te we SQMMon ere engage™ owe he © mcomecinn Sna t enNYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Homework [Et] 2. Round the weight of each item to the nearest 10 grams. Draw number lines to model your thinking. Item Number Line Round to the nearest 10 grams or% Cereal bar: 45 grams Loaf of bread: 673 grams 3. The Garden Club plants rows of carrots in the garden. One seed packet weighs 28 grams. Round the total weight of 2 seed packets to the nearest 10 grams. Model your thinking using a number line. SQMMON [tmnt sacar mneternntamrammmrntsl eneraceMY —2¢23 ate soprns © a:4cammonCor ne Sone termed comment Fee is cmmin tinhaton icone eee,Lesson 14 Objective: Round to the nearest hundred on the vertical number line. Suggested Lesson Structure i Fluency Practice (21 minutes) Application Problem (9 minutes) 1 Concept Development (30 minutes) I Student Debrief (10 minutes) Total Time (60 minutes) Fluency Pra (11 minutes) * Sprint: Find the Halfway Point 3.NBT.1 (9 minutes) * Rename the Tens 3.NBT.3 (2 minutes) Sprint: Find the Halfway Point (9 minutes) daterials: (S) Find the Halfway on the Number Line Sprint Note: This activity directly supports students’ work with rounding by providing practice with finding the midpoint between two numbers. Rename the Tens (2 minutes) Note: This activity prepares students for rounding in today’s lesson. T: (Write 11 tens =___.) Say the number. Ss: 110. Continue with the following possible sequence: 11 tens, 19 tens, 20 tens, 28 tens, 30 tens, 40 tens. Application Problem (9 minutes) Materials: (S) Place value mats, place value disks (13 hundreds, 10 tens, 8 ones) Students model the following on the place value chart: = 10tens = 10 hundreds FIM COMMON | eet agg eeeeentetn net engage" ncaa atcamen cone tment omer mE Dect une= 1Btens = 13 hundreds = 13 tens and 8 ones = 13 hundreds 8 tens 7 ones Note: This problem prepares students for the place value knowledge necessary for Problem 2 in this lesson. They will need to understand that there are 13 hundreds in 1387. Through discussion, help students explain the difference between the total number of hundreds in 1387 and the digit in the hundreds place. Use the Hide Zero cards to reinforce this, discussion if necessary (shown below to the right). Concept Development (30 minutes) Materials: (T) Hide Zero cards (S) Personal white boards Problem 1: Round three-digit numbers to the nearest hundred, T: We've practiced rounding numbers to the nearest ten, Today let's find 132 grams rounded to the nearest hundred. How many hundreds are in 132 grams? (Show Hide Zero cards for 132.) L hundred! (Pull apart the cards to show the hundred as 100.) T: Drawa tick mark near the bottom of the number line. To the right, label it 100 = 1 hundred. (Draw and label 100 = 1 hundred.) ‘What is 1 more hundred? 2hundreds! (Show the Hide Zero card for 200 or 2 hundreds.) T: Drawa tick mark near the top of the number line. To the right, label 200 = 2 hundreds. (Draw and label 200 = 2 hundreds.) ‘What number is halfway between 100 and 200? 150! 1 hundred 5 tens. (Show with the Hide Zero cards). S: (Draw and label as 150= 1 hundred 5 tens.) mn gi" 0:8 canmencom neonate omnes son 4 Date: ays eT Round tothe nearest hundred on the vertical number lin. eae Drawn representation of place value mat and disks showing 13 hundreds 8 tens 7 ones: hundreds _| tens ‘00000 (0000 00000 oo 000 In unit form, what number is halfway between 1 hundred and 2 hundreds? Estimate to draw a tick mark halfway between 100 and 200. Label it 150 = 1 hundred 5 tens, engage" 2<2bei akinesia ER : When you look at your vertical number line, is 132 more than halfway or less than halfway between 100 and 200? Turn and talk to a partner. S; 132 is less than halfway between 1 hundred and 2 hundreds. > | know because 132 is less than 150, and 150 is halfway. > | know because 5 tens is halfway, and 3 tens is less than 5 tens. 132 rounded to the nearest hundred is? S: 100, Tell me in unit form. S:L hundred 3 tens 2 ones rounded to the nearest hundred is 1 hundred. Continue with rounding 250 grams and 387 milliliters to the nearest hundred. (Leave the number line for 387 miililiters on the board. It will be used in Problem 2.) Problem 2: Round four-digit numbers to the nearest hundred. T: To round 387 milliliters to the nearest hundred, we drew a number line with endpoints 3 hundreds and 4 hundreds. Suppose we round 1,387 milters to the neo nearest hundred. How many hundreds are in 1,387? IULTIPLE MEANS FOR ENGAGEMENT: S: 13 hundreds. Support students asthe locate pot T: What is 1 more hundred? See ee ‘on the number tne by allowing them Si 14 hundreds. to.count by tens and markall points 7: (Draw vertical number line with endpoints labeled 13 ‘between 1200 and 1400. hundreds and 14 hundreds next to the number line for Alternatively, challenge students to 387.) Draw my number line on your board. Then, offer three other numbers similar to work with your partner to estimate and label the 2146 that would be rounded to 2100. halfway point, as well as the location of 1,387. S: (Label 13 hundreds § tens.) 7 ood hundreds saifarie © Svhwcen 1 hundegsorlénunateds? re stoaede tes Tor hl es. S: It’s more than halfway. T: Then what is 1,387 milliliters rounded to the nearest sorahandes ters assoets hundieds Bens hundred? S: Ud hundred. 7 Continue using the following possible sequence: 1,582; 2,146; sae B nde 3,245. Problem Set (10 minutes) Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some classes, it may be appropriate to modify the assignment by specifying which problems they work on first. Some problems do not specify a method for solving. Students solve these problems using the RDW approach used for Application Problems. Il COMMON | tot funda the ears hundred nthe ea number in CORE Date: ans engage™ 2.0.26 ©: coeen cay Senate commoner becditheond .Student Debrief (10 minutes) NOTES ON MULTIPLE MEANS. Lesson Objective: Round to the nearest hundred on the vertical FOR ENGAGEMENT: number line, ‘The daily Debrief, 2s well as think ‘The Student Debrief is intended to invite reflection and active poir-share, support English language processing of the total lesson experience. Invite students to learners’ language acquisition, offering review their solutions for the Problem Set. They should check them an opportunity to tak about work by comparing answers with a partner before going over math ideas in English and actively using answers as a class. Look for misconceptions or the language of mathematics. misunderstandings that can be addressed in the Debrief. Guide Check for understanding of vocabulary students in a conversation to debrief the Problem Set and such as rounding, halfway, and nearest. Post a word bank with picture ces. Make a word web soliciting ‘other words they know that have = Have students share their explanations for Problem 4, similar meanings. Discuss superlatives particularly if there is disagreement. when reviewing nearest = What strategies did you use to solve Problem 32 * Hows the procedure for rounding to the nearest hundred the same or different for three-digit and four-digit numbers? = How is rounding to the nearest hundred different from rounding to the nearest ten? process the lesson. You may choose to use any combination of the questions below to lead the discussion, “ETE TIN SQMMON | see gygemenoretnntet nme sea mtr COMMON | preset engage” 22 ers canmon Ca eam een nner beso shane ounie an Exit Ticket (3 minutes) After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you assess the students’ understanding of the concepts that were presented in the lesson today and plan more effectively for future lessons. You may read the questions aloud to the students. smtereae | supose Seater pent ~“@@+ 7 @ nem aye aoe MENS SM engage” ae THN COMMON | ce found tte newest hundred the vera umber ie engage” 2028 eas canmen com neonate ment Thaw ted underNYS COMMON CORE MATHEMATICS CURRICULUM. A # Correct Write the number that is halfway between the two numbers. f 0 10 23 | 280 290 2 10 20 | 2 | 580 590 3 20 30 25 | 590 580 4 70 80 | 2 | 30 40 5 80 70 27 |_ 930 940 6 40 50 28 70 60 7 50 40 29| 470 460 8 30 40 30 90 100 9 | 40 30 | 31 | 890 900 10 70 60 32 | 990 1000 cs 60 70 33 | 1000 1010 7z| 80 90 | 34| 70 80 13] 90 100 | 35 | 1070 1080 14} 100 90 36 | 1570 1580 15} 90 80 37 | 480 490 16} 50 60 38 | 1480 1490 17 |_150 160 | 39 | 1080 1090 18} 250 260 | 40| 360 350 19 |_750 760 | 41 | 1790 1780 20| 760 750 | 42 | 400 390 21 80 90 43 | 1840 1830 22| 180 190 | 44 | 1110 1100 © Bill Davidson TI, COMMON | soe teste naresthatesonh vert mtr CORE are} Date: engage" 229 en camen dem eames ammo on = ain cams shone 3.0 nerd areNYS COMMON CORE MATHEMATICS CURRICULUM B Improvement # Correct ‘Write the number that s halfway between the two numbers. 1 10 20 23 | 270 280 2 20 30 24 | 670 680 3 30 40 25 | 680 670 4 60 70 26 20 30 5 70 60 27 | 920 930 6 50 60 28 60 50 7 60 50 29 | 460 450 8 40 50 30 90 100 9 50 40 31 | 890 900 1o| 80 70 32 | 990 1000 1 70 80 33_| 1000 1010 72| 80 90 34 20 30 13 | 90 100_| 35 | 1020 1030 14 |_ 100 90 36 | 1520 1530 15 | 90 80 37 | 380 390 16| 60 70 38 | 1380 1390 17 |_ 160 170 | 39 | 1080 1090 18 | 260 270 | 40| 760 750 19 |_560 570 | 41 | 1690 1680 20 | 570 560 | 42 | 300 290 2 70 80 43 | 1850 1840 22} 170 180 | 44 | 1220 1210 © Bill Davidson TR ESRMON | se (es canmon ca a rarer ment Round tothe nearest hundred on the vertical number line. maps engage™ 2<20Name Date 1. Round to the nearest hundred. Use the number line to model your thinking. a 13 b. 286 150 c 3208, d. 1,320 e. 1,572 «=. f. 1,250. 1 , COMMON | teson24: round tothe nearest hundred on the vertzl number ine. n MN cox Bae ia engage” .s0vmeretnsn 2.0.31Is COMMON Cone WATEMATiCs ConnicutuM "Lesson 14 Problem Set) EEPY a. Shauna has 480 stickers. Round the number of stickers to the nearest hundred. There are 525 pages in a book. Round the number of pages to the nearest hundred, c. Acontainer holds 750 mL of water. Round the capacity to the nearest 100 mL. d. Glen spends $1,297 on a new computer. Round the amount Glen spends to the nearest $100. . The drive between two cities is 1,842 km, Round the distance to the nearest 100 km. 3. Circle the numbers that round to 600 when rounding to the nearest hundred. 3827 550 639 681 713 603 4. The teacher asks students to round 865 to the nearest ten. Christian says that Alexis disagrees and says itis 87 tens. Who is correct? Explain your thinking, im COMMON | tesson14: Round to the nearest hundred on the vertical number line, CORE Date mapa engage” 2.032 (Os enmon Came Sonera ommonertonName Date 1, Round to the nearest hundred. Use the number line to model your thinking, a 13% b. 761= ‘There are 685 people at the basketball game. Round the number of people to the nearest hundred. TER SQMMON | sso tortion emethunie ont ea nanter te GQMMON | seronse suns engage” 2<33Name 1. Round to the nearest hundred. Date Use the number line to model your thinking. a 156 b. 342= 150 C6855 d. 804= e, 260= f. 1260 mn sBie" | = Round tothe nearest hundred on the vertical number line. Taps engage” 2.0.342. Complete the chart. Luis has 217 baseball cards. Round the number of cards Luis has to the nearest hundred. b. There were 462 people sitting in the audience. Round the number of people to the nearest hundred. c. Abottle of juice holds 386 milliliters. Round the capacity to the nearest 100 milliliters. d.Amath textbook weighs 727 grams. Round the weight to the nearest 100 grams. e. _Joanie’s parents spent $1,260 on two plane tickets. Round the total to the nearest $100. 3. Circle the numbers that round to 400 when rounding to the nearest hundred, 4, There are 525 pages in a book. Julia and 368 342 420 492 449 is 520. Kim says itis 53 tens. Who is correct? Explain your thinking. (0m cononcon nome mel mene COMMON | tsson4: Round tothe nearest hundred on the vertical number ne. CORE ate: ryalt3 464 engage round the number of pages to the nearest ten. Julia says it NY 2.035Ones Tens Hundreds Thousands in con leton 1: Round tathe nearest hundred onthe verte umber re e ge” 2036 ‘aie Cen An earnest 39 ote (2m mon cam Same ee comment Bi Se:Georgia Department of Education ‘Common Core Georgia Performance Standards Framework Teacher Edition hid Grade Mathematics Unit 1 ‘Task Type Task Name onan tales. Content Addressed Standard(s) | thieeOther Ways eatolcing Tas Place Value, Addition and | MCC.3.NBT.1 ariel Growp Subiraction MCC.3.NBT.2 Constructing Task | Rounding numbers to the nearest @quer WhoteSmall Group Task 10 MCC.3.NBT.1 Constructing Task Rounding, Using estimation and | MCC.3.NBT.1 ‘ShakepRatdtesand Roll | 4, pSiall Group Task ‘mental math with addition | MCC.3.NBT.2 Practice Task ; | The Great Round Up! pele oes Place Value, Rounding MCC.3.NBT.1 , Constructing Task | Using and sharing mental math Mental Mathemati onstructing Tas soatoues MCC.3.NBT.2 >. Constructing Task 7 . oe Perfect 50 eee rescaa | Mental Math with sums of 100 | MCC.3.NBT2 Constructing Task | Mental Math with combinations of | jac Take 1,000 Partner’Sall Group Task 100 ae *Pig 3-Act Task ‘Addition/Subtraction Problem Piggy Bank Whole Group Solving MCC.3.NBT.2 Let's Think About, Scaffolding Tasks Individually, Pais, or Addition, Subtraction MCC.3.NBT.2 ‘Small Group Task ‘The Power of Constructing Task Commutative, Identity and Properties Individual/Partner Task ‘Associative Properties MCC.3.NBT.2 Elementary Formative FAL Assessment Lesson Individual task Strategies for Subtraction MCC.3.NBT.2 ‘Take Down! Practice Task Subtraction MCC.3.NBT.2 Constructing Task | Addition/Subtraction Problem | MCC.3.NBT.1 ‘Happy to Bat Healthy ‘ Happy to Bat Healthy | j,yidual/Pariner Task Solving MCC.3.NBT.2 ’ Constructing Task | —Addition/Subtraction Problem 5 ; Held Day Eun Individual/Pariner Task Solving MCC.3.NBT.2 LHave a Story. You Constructing Task Understanding and writing eELateae addition and subtraction word | MCC.3.NBT.2 Have a Story Individual/Partner Task problems MATHEMATICS GRADE 3 UNIT 1: Number and Operations in Base Ten Georgia Department of Education Dr. John D. Barge, Stale School Superintendent July 2014 Page 13 of 121 All Rights ReservedGeorgia Department of Education Common Core Georgia Performance Standards Framework Teacher Edition Third Grade Mathemates Unit 1 Here? ‘The Information Scaffolding Tasks MCC.3.MD.3 ae mate Individually, Pairs, or Data and Graphing Statio, ‘eel Cap Tack MCC.3.MD.4 to ; Constructing Task , _ | MCC.3.MD.3 Isa Data Partyt Constructing Task, | Data, graphing, problem solving | icc. NBT.2 Task MCC.3MD3 ‘What's Your Favorite? Constrveting ;, | Data, graphing, problem solving | MCC.3.NBT.1 mane “ MCC.3.NBT.2 iffoldi sks . Cut and Plot! ee Measurement, data, graphing | MCC.3.MD.4 Culminating Task: Calminating Task: | performance Task subtract _, | MCC.3.NBT.1 ‘What's the Story Performance Task | agition, Subtraction, Rounding | 44cC3NBT2 MATHEMATICS GRADE 3 UNIT I: Number and Operations in Base Ten Georgia Department of Education Dr. John D. Barge, State School Superintendent July 2014 Page 14 of 121 Al Rights ReservedGeorgia Department of Education ‘Common Core Georgia Performance Standards Framework Teacher Edition ‘Third Grode Mathematics Unt 1 SCAFFOLDING TASK: THREE OTHER WAYS (Adapted from Student Centered Mathematics volume 2, Van de Walle) This task provides an opportunity for students to decompose numbers in multiple ways. This will help them easily manipulate numbers as needed in computation, as well as understand the value of digits in numbers when rounding. STANDARDS FOR MATHEMATICAL CONTENT MCC.3.NBT. 1 Use place value understanding to round whole numbers to the nearest 10 or 100. MCC.3.NBT. 2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationships between addition and subtraction. STANDARDS FOR MATHEMATICAL PRACTICE (SMP) ‘Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. ‘Attend to precision. Look for and make use of structure, Look for and express regularity in repeated reasoning. era aeye BACKGROUND KNOWLEDGE In Second Grade, students read, write and compare numbers to 1000. This task builds on that previous understanding. COMMON MISCONCEPTIONS ‘As students enter third grade, they are expected to know numbers up to 1000 (CCSSO, 2010). Here the issue is not one of connecting a count-by-ones concept to a group of 1000, but rather seeing how a group of 1000 can be understood as a group of 10 hundreds as well as 100 tens and 1000 single ones, Asa means of introducing thousands as groups of 10 hundreds and also 100 tens, consider the following estimation activity. (Van de Walle, page 160) MATHEMATICS GRADE 3 UNIT 1: Number and Operations in Base Ten Georgia Department of Educetion Dr. John D. Barge, Sate School Superintendent July 2014 Page 16 of 121 All Rights ReservedGeorgia Department of Education ‘Common Core Georgia Performance Standards Framework Teacher Edition Third Grade Mathematic Unit 1 ESSE! QUESTIONS © How can I decompose numbers using place value in multiple ways? * Can decomposing numbers help with addition and subtraction of two-digit numbers? * How does place value connect with regrouping in addition and subtraction? MATERIALS # base-ten blocks ‘© attached game boards GROUPING Students work in groups or pairs. NUMBER TALK (SMP 1, 2, 3, 6, and 8) In the third grade overview, the importance of giving students opportunities to mentally compute and explain computational strategies is discussed. Number Talks is an excellent way to do this. Beginning your lesson daily with between 5 and 15 minutes of time dedicated to students sharing the authority of determining whether answers are accurate, and are expected to think through all solutions and strategies carefully (Parrish, 2010). During a Number Talk, the teacher is not the definitive authority. The teacher is the facilitator and is listening and learning for and from the students’ natural mathematical thinking. The teacher writes a problem horizontally on the board in whole group or a small setting, The stuclents mentally solve the problem and share with the whole group HOW they derived the answer. They must justify and defend their reasoning. The teacher simply records the students thinking and poses extended questions to draw out deeper understanding for all. The effectiveness of numbers talks also has a lot to do with the routines and environment that is established. Students must be given time to think quietly without the pressure of their peers. To develop this, the teacher now should establish a signal of some sort to identify that one has a strategy to share. One way to do this is to place a finger on their chest indicating that they have one strategy to share, If they have two strategies to share, they place out two fingers on their chest and so on. Number Talk problem possible student responses: 47 + 33 | Possible Strategy #1- Possible Strategy #2 40 +30=70 and 7+3=10 |47+30=77 Then 70 + 10 = 80 Then 77 +3 = 80 16-9 |76-10=66 Started on 76 on the number line and counted back 9 to 67 Then 66+ 1 =67 MATHEMATICS GRADE 3 UNIT I: Number and Operations in Base Ten Georgia Department of Education Dr. John D. Barge, State School Superintendent July 2014 Page 17 of 121 All Rights ReservedGeorgia Department of Education ‘Common Core Georgia Performance Standards Framework Teacher Edition Third Grade Mathematics Unit 1 TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION This task will help students understand that numbers can be decomposed in multiple ways to help them be able to easily manipulate them as needed in computation. PARTI Van de Walle Activity 10.5 Three Other Ways (SMP 1, 2, 4, and 5) Students work in groups or pairs. First, they show 463 on their desks with base-ten materials in the standard representation. Next, they find and at least three other ways of representing this number and record on a piece of paper or their math journal. ‘A variation is to challenge students to find a way to show amount with a specific number of pieces. “Can you show 463 with 31 pieces?” (There is more than one way to do this.) Students can get quite involved with finding all the ways to show a three-digit number. PART I (SMP I, 2, 3, 4, and 5) Students will work in small groups of 2 or 3. Students will cut out the sheets of provided cards, Students will play a game of WAR using these cards. ‘They will pass out all the cards to the players in their group. Each student will flip over the top card in their stack. The students will each calculate the number represented by their card. The student with the largest value will get to collect all the cards that are flipped up. Play will continue until all cards have been flipped up and compared. The student that has the most cards at the end is the winner. Or students can create their own game board and play the game. FORMATIVE ASSESSMENT QUESTION! ‘How can you find all the ways to decompose a number? When would you need to decompose a number to help you solve a problem? DIFFERENTIATION Extension Van de Walle adapted Activity 10.7 Base-Ten Riddles, p. 161 (SMP 1, 2, 4, 6, 7, and 8) «Base ~ Ten Riddles can be presented orally or in written form. In either case, students should use base-ten materials to help solve the riddles. The examples here illustrate a variety of different levels of difficulty. Have students write new riddles when they complete these. © Thave 23 ones and 4 tens. Who am I? Thave 4 hundreds, 12 tens, and 6 ones. Who am I? Lhave 30 ones and 3 hundreds. Who am I? Tam 45. [have 25 ones. How many tens do I have? Iam 341, [have 22 tens. How many hundreds do I have? Ihave 13 tens, 2 hundreds, and 21 ones. Who am I? If you put 3 more hundreds with me, I would be 1150. Who am I? Ihave 23 hundreds, 16 tens, and 2 ones. Who am I? 0000000 MATHEMATICS GRADE 3 UNIT 1: Number and Operations in Base Ten Georgia Department of Education Dr. John D. Barge, State School Superintendent July 2014 Page 18 of 121 All Rights ReservedGeorgia Department of Education ‘Common Core Georgia Performance Standards Framework Teacher Edition Third Grade Mathematics Unit 1 Intervention Start with showing mixed arrangements of base-ten materials and having students give the base-ten name (4 hundreds, 3 tens, and 8 ones) and the standard name (438). Vary the arrangement from one example to the next by changing only 1 type of piece. That is, add or remove only ones or only tens or only hundreds. It is important for students with disabilities to see counterexamples, so actively point out that some students wrote 200803 for 283, and ask them whether that is correct. These conversations allow students to explore their misunderstandings and focus on the place-value system more explicitly. (Van de Walle, p. 161) MATHEMATICS GRADE 3 UNIT 1: Number and Operations in Base Ten Georgia Department of Education Dr. John D. Barge, State School Superintendent July 2014 Page 19 of 121 Al Rights Reserved‘Common Core Georgia Performance Standards Framework Teacher Edition Georgia Department of Education Third Grade Mathemaris Unit 1 I Declare War! Game Board 13 tens 18 tens 2 hundreds 60 tens 12 ones 27 ones 20 tens 11 ones 1 hundred 600 ones 3 hundreds 100 tens 10 tens 34 tens 36 ones 70 tens 2 hundreds 39 tens 28 tens 13 ones 34 tens 34 ones 45 ones 19 ones 45 tens 46 tens 8 hundreds 60 tens 18 ones 8 ones 17 ones 400 ones 25 tens 2 hundreds 20 tens 31 tens 25 ones 51 tens 3 hundreds 4 hundreds 2 hundreds 10 ones 30 tens 2 tens 21 tens 6 ones 18 ones 6 hundreds 3 hundreds 3 hundreds 5 hundreds 3 tens 20 tens 41 tens 36 ones 21 ones 22 ones 25 ones MATHEMATICS GRADES UNTT I Number nd Operon Base Ten eorgia Department of Education Dr Join Barge Stat Shoe Superintendent July 2014 Page 20 of 121 All Rights ReservedGeorgia Department of Education ‘Common Core Georgia Performance Standards Framework Teacher Edition ‘Third Grade Mathematics Unit I Declare War! Student Game Board MATHEMATICS GRADE 3 UNIT 1: Number and Operations in Base Ten Georgia Department of Education Dr. John D. Barge, State School Superintendent July 2014 Page 21 of 121 All Rights ReservedGeorgia Department of Education ‘Common Core Georgia Performance Standards Framework Teacher Edition Thid Grade Mathematics Unit | SCAFFOLDING TASK: “THE ISLAND HOP!” This task is an introductory lesson for rounding. Students build this understanding using a number line. STANDARDS FOR MATHEMATICAL CONTENT. MCC.3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100. STANDARDS FOR MATHEMATICAL PRACTICE (SMP) 1, Reason abstractly and quantitatively. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4, Model with mathematics. 5, Use appropriate tools strategically. 6. Attend to precision. 8. Look for and express regularity in repeated reasoning. BACKGROUND KNOWLEDGE This will be the students” first experience with the estimation strategy of rounding. Prior to Kindergarten students have had experience reasoning through the ideas of more and less, and shorter and longer. In kindergarten students began working with benchmark numbers and estimating with ‘measurement. This continued through second grade. Rounding is used to simplify computation in a story, chart or conversation and should be context specific. “To round a number simply means to substitute a nice number that is close, so that some ‘computation can be done more easily.” For example, if you are talking about the amount of time it takes you to do homework, most people will not say 57 minutes, they will say about an hour. The first MATHEMATICS GRADE 3 UNIT I: Number and Operations in Base Ten Georgia Department of Education Dr, John D. Barge, tate Schoo! Superintendent July 2014 Page 22 of 121 All Rights ReservedGeorgia Department of Education ‘Common Core Georgia Performance Standards Framework Teacher Edition Tard Grade Mathematics Unit number is a precise amount of time. The second number refers to an approximate amount of time for better communication. (Van de Walle p. 47) COMMON MISCONCEPTIONS The use of terms like “round up” and “round down” confuses many students. for example, the number 37 would round to 40 or they say it “rounds up”. The digit in the tens place is changed from 3 to 4 (rounds up). This misconception is what causes the problem when applied to rounding down. The number 32 should be rounded (down) to 30, but using the logic mentioned for rounding up, some students may look at the digit in the tens place and take it to the previous number, resulting in the incorrect value of 20. To remedy this misconception, students need to use a number line to visualize the placement of the number and/or ask questions such as: “What tens are 32 between and which one is, it closer to?” Developing the understanding of what the answer choices are before rounding can alleviate much of the misconception and confusion related to rounding. (Adapted from Ohio Department of Education Model Curricula) ESSENTIAL QUESTIONS + How are digits in a number related? + What can we learn about the value of a number by examining its digits? + What is an effective way to estimate numbers? MATERIALS. © Sidewalk Chalk + Number line, or 0-99 chart GROUPING Students should work in groups of 3 or 4. NUMBER TALK (SMP 1, 2, 3, 6, and 8) In the third grade overview, the importance of giving students opportunities to mentally compute and explain computational strategies is discussed. Number Talks is an excellent way to do this. Beginning your lesson daily with between 5 and 15 minutes of time dedicated to students sharing the authority of determining whether answers are accurate, and are expected to think through all solutions and strategies carefully (Parrish, 2010). During a Number Talk, the teacher is not the definitive authority. The teacher is the facilitator and is listening and learning for and from the students” natural mathematical thinking. The teacher writes a problem horizontally on the board in whole group or a small setting. The students mentally solve the problem and share with the whole group HOW they MATHEMATICS GRADE 3 UNIT 1: Number and Operation Georgia Department of Education Dr, John D. Barge, State School Superintendent July 2014 Page 23 of 121 All Rights Reserved Base TenGeorgia Department of Education ‘Common Core Georgia Performance Standards Framework Teacher Edition Third Grade Mathematics Unit 1 derived the answer. They must justify and defend their reasoning. The teacher simply records the students thinking and poses extended questions to draw out deeper understanding for all. The effectiveness of numbers talks also has a lot to do with the routines and environment that is established. Students must be given time to think quietly without the pressure of their peers. To develop this, the teacher now should establish a signal of some sort to identify that one has a strategy to share. One way to do this is to place a finger on their chest indicating that they have one strategy to share. Ifthey have two strategies to share, they place out two fingers on their chest and so on. Number Talk problem possible student responses: 29 + 8 | Possible Strategy #1- Possible Strategy #2 29 can become 30 and take 1 from 8 reducing it to 7. | 20 plus 17 54 +8650 + 80 + 10= ‘Add 6 to 54 to get 60. Then 60 + 80 = 140 Number talks often have a focus strategy such as “Making Tens”, or “Compensation”. You may start with a number string such as 7 +3. Once students discuss their strategies for this expression, a closely related one can follow. (7-+4,7 +2, 7 +5). Students will begin to develop relationships between the expressions within the number string. Below is a video link of a third grade Number Talk. http:/Avww.youtube.com/watch?v=O+ INNISIist=PLA80594C7CF447011 ‘TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION Part I (SMP 1,3, 4,5 and 6) ‘The teacher will begin the lesson outside on the sidewalk. S/he will introduce the decade numbers. The teacher may have the students count by 10s to 100. As the students are counting the teacher will use sidewalk chalk to draw “islands” on the sidewalk. Be sure to leave enough room in between each decade number to make the tick marks for the numbers in between. ‘Next, the class will discuss what can go in between the decade numbers. Have the groups of students, using sidewalk chalk, record the numbers that are in between the decade numbers. Please note that the measurement between the numbers will probably not be equal. As long as they do not skip any numbers it should be fine. The teacher will now set the stage for rounding, You can start by asking a series of questions: ‘+ What is estimating? «Does anyone know why we estimate? MATHEMATICS GRADE 3 UNIT I: Number and Operations in Base Ten Georgia Department of Education Dr. John D. Barge, State School Superintendent July 2014 Page 24 of 121 All Rights Reserved