3rd Grade

resources each month:

Garland's Gems:

Garland Session 6/4/19:

• Resources for Number Talks:

1. Steve Wyborney Cube Conversations Start at #41-60 (if needed you can start with #35-40)
2. Which Object Doesn’t Belong? https://wodb.ca

Numbers #1: 9, 16, 25, 43

We can put these on Seesaw for the students to answer at a station to show and verbally record their mathematical thinking.

3. Watch 5x9 is more than 45 (Video)

*Show at parent night at the beginning of the year!

https://www.stevewyborney.com/?p=542

Show this one day. Show again the next day, just a portion and have them build the area model he speaks about.

Do they understand each of the 5 rows is a group therefore it is a set.

The next day, repeat what was said, redraw the model. Where do you see that when you have 45 divided by 9 you also have 1 ninth.

Next day- go back repeat up to where left of yesterday and short amount more, have them create the model, a number line.

Next day- continue to go over this daily layering a new portion of it until they own all of the connections.

The next week put it in a station 6x7, 7x8 or another challenging fact.

I want you to go back and think about the video we watched and everything that went into 5x9. I want you to repeat all of those things for this fact.

4. Fact of the day during transitions- every time in the room there is a transition ask students questions about the fact of the day, use the video above for question ideas.

5. Mashup Math Book

Two Truths and One Lie, pages 11-12

• Multiplication/Division Word Problem Solving Practice with Jenga Comprehension Tower:

*The students will fold their construction paper into 6 squares and record the following:

In top left square (yellow): Show thinking using an array

In top middle square (green): Record the inverse operations

In top right square (red): Draw a strip diagram

In bottom left square (blue): Draw a number line

In bottom middle square (pink): Draw an area model

In bottom right square (purple): Show using repeated addition/subtraction

• Games to Explore: (we have these in the math closet)

1. Money Bags Game

2. Swish

3. Clumsy Thief

• Use Rekenreks to model thinking during Number Talks:

Ex. Show 9 groups of 5

Ex. 47- What is the compliment of 100? Show me on your rekenrek. (47 + 53 = 100)

Ex. 81- What is the compliment of 100? Show me on your rekenrek (81 + 19 = 100)

Ex. Show me how to solve 48 / 6 (write all related facts)

Ex. Show me how to solve 9 x 8 (write all related facts)

*Remember to do and undo!!

• Introduce expanded notation early on! This is the first time students have been exposed to expanded notation. It should be read as "groups of."
• Start with 2 digit numbers, then move into 3 digit numbers, 4 digit numbers in the low thousands, and then 5 digit numbers in the 10 thousands. (Remember we are studying place value to 100,000)
• Do and undo!! Always remember to write the 4 fact families or number bonds for each equation!
• Use 100 chart grid paper to show money (ex. 1 quarter, 3 dimes, 4 nickels, and 6 pennies- what is the total amount you have? Show your thinking on grid paper)
• Utilize the Lead4ward Playlist for new strategies to implement in the classroom
• Math In Practice Chapter 1 Resources:

A Trip to the Movies page 16-17

Each Orange Had 8 SLices page 17

Roll It Arrays with spinner, 10 sided dice, counters, 100-beaded rekenrek, color tiles, grid paper, cuisenaire rods and open number lines page 20-21

Array Picture Cards page 21 and 34

Roll and Jump page 23

Talk About It/Write About It page 24

Formative Assessment on page 30

Pick A Problem page 31

Pick A Card page 39

Talk About It/ Write About It page 40

Eliminate It! Page 41

• Three Act Math Task: Piles of Tiles
• 3.7B Performance Task Cards

When they begin they are going to be looking at each of the different shapes. You want them to sort them into what they think will be the greatest to least area and perimeter. This is done BEFORE they actually work the problems. Then you have them determine the area as efficiently as possible, and discussing the related facts. Do the same with perimeter. Students should not only use addition, they MUST show it in various ways.

• Math in Practice Chapter 2 Resources:

Talk About it/Write About It page 49

Over and Under page 49-50 (students have choice of dice, 6, 10, 12 sided)

Formative Assessment page 51

Talk About It/Write About It page 51

Simplify It page 51

Spin and Split page 58

Agree/Disagree page 59

• Problem Based Learning with Rubrics: Candy Store, MLK March, and How Does Your Garden Grow?
• Math In Practice Chapter 3 Resources:

Utilize page 67

Telling Time for the 5 facts page 81-82; Judy clock

Choose various stations to develop differentiation and accountability

• Region 4 Closing the Distance, Grade 3, with Comprehension Tower with Jengas from Lead4ward playlist

Used to represent division and show relationshipis between numbers using base ten blocks and grid paper. This starts at a teacher station and then will be moved to student stations. It can also be utilized for arrays and equations.

• Remember to keep students in productive struggle.

*Problem #1: E has 24 seashells. How do we know there are 24 seashells there? She separated the shells into 4 equal groups. Let’s think a min. What did we start with? What is the action being performed? So when we see we are separating what are the 2 operations we know about as 3rd graders? I need to know how to represent the # of seashells E put into each group? Why do you think in that array there are 4 rows? So the number of rows is the divisor. That being the case, where do I find the quotient? 1 of the rows, 1 fourth of the array? When you divide the array into 4 equal groups you are dividing it into fourths? How would I divide it into 6ths? I’m wondering, do you think there is truly as equal group when I look at each row? If it is not arranged neatly, make it organized on grid paper- that is your job as a student. What’s another related fact for that representation? 4 groups of _ is 24.

Do not just ask for answers they must be prodded. Use the synonyms.

Students can be given color tiles to build it. Cuisenaire Rods can also be used as the step after color tiles.

1. How did you solve it

Looking at “strip diagram” but also a type of part part part part part whole diagram. We must build their confidence in area models so everything must have an area model.

Questions:

Why do you think there are 6 rectangles in that diagram? What do you notice about those 6 rectangles in that diagram? Do you think we will be talking about unequal groups or equal groups? So I am already down to 2 choices for operations as a 4rd grader. What does that mean, that each table seats 12 students? Are the tables or the students designating a group? The way this diagram is built- each table is a group. What is the size of every group? 12 Looking at that diagram, what are you going to do? Have them build it with the manipulative of their choice.

Have math congress to talk about what students created. What did you do? How is yours like _? How is yours different than _? What is the related division fact for this problem? That is another related division problem?

• Problem #2: I need us to figure out what we are going to do with #2 because man, that model looks different, but I’m not sure why. What are you noticing first? Where will I put those 36 pounds, the total, in the diagram? It’s the whole amount of dough I have. Without even looking at the words, just looking at the diagram, just thinking about analyzing the diagram, what do you think is happening to the dough? What is a synonym for divided? What is another? Look for fair share, because it is the term used on 1st and 2nd and they can use it to make the transition. Do ya’ll still agree that we are dividing? Why do they have 9 little parts in there? I’m confused because I never see 9 in the question. I do not care if you use base ten blocks or money, but I need you to model for me what is happening. I need you to think about how many rows, how many groups.

Questions: Could you put at least 2 pounds in each group?

How many pounds of dough were you comfortable putting into groups first? You need to spend time with this analysis

What did you realize from your first step? Have them do the related facts. They need to record what they need to access the work.

• Ideas for Closing:

Rock N Roll Vocabulary: related facts (inverse operations), synonym for ____, area model, distributive property, strip diagram, partial quotient, rational number

• What zone are you in?

Comfort Zone vs Growth Zone graphic