By the end of this section, students will be able to define shapes by their attributes, and find the area of a rectangle using multiple strategies.  Students will build an understanding of the distributive property of multiplication to use to find area and to extend to the derived facts, such as x3.

Suggested Weeks: 6-7 Weeks

Teacher Tips:

• The geometry standard supports their understanding of perimeter and area by understanding shapes and their attributes.

• Students will apply knowledge of multiplication and addition to solve area and perimeter problems.  This is a great time to introduce the distributive property and commutative property.  

• Revisit all multiplication and division fact sets introduced to this point (x/÷ 2, 5, 10, 1, and 0)  and extend to x/÷ 3, 4, 8 (using x2 facts) & 6

sample pretest

Essential Learning Outcomes (ELO)

⊡Students will be able to categorize shapes based on their attributes. (3.G.1, SMP5, SMP7, SMP8)

∎Students will be able to reason abstractly, quantitatively, and model to understand concepts of area and relate area to multiplication and addition precisely. (3.MD.5, 3.MD.6, 3.MD.7, SMP2, SMP4, SMP5, SMP6, SMP7)

∎Students will be able to model, reason abstractly, quantitatively, understand and apply properties of multiplication and division. (3.OA.5 & OA.7, MP1, MP6, MP7)

🌕Students will be able to reason abstractly, quantitatively, and model to understand concepts of perimeter as an attribute of plane figures and distinguish between linear and area measures. (3.MD.8, SMP2, SMP4, SMP5, SMP6, SMP7) 

Learning targets

• I can categorize and compare shapes in different groups and define their attributes. (3.G.1) (Focus on quadrilaterals such as square, rhombus, rectangle, parallelogram )

• I understand the basic unit used to measure area. (3.MD.5a)

• I can find the area of a plane figure using tiles and label using square units. (3.MD.5b)

• I can find the area of a plane figure by counting unit squares. (3.MD.6)

• I can tile a rectangle to find the area and show that it is the same as multiplying the sides (length time width). (3.MD.7a)

• I can find area using length times width in real-world story problems. (3.MD.7b)

• I can represent whole-number products as rectangular areas in mathematical reasoning. (3.MD.7b)

• I can divide a larger rectangle, using the distributive property, into two smaller rectangles to find the area.  (3.MD.7c. )

• I can decompose a shape into non-overlapping rectangles to find area accurately in real world problems. (3.MD.7d)

• I can solve word problems to find the perimeter of a plane figure by adding side lengths. (3.MD.8)

• I can use the known lengths of a plane figure to find the unknown lengths.  (3.MD.8)

• I can show the perimeter or area of rectangles that have the same perimeter and different areas. (3.MD.8)

• I can show the perimeter or area of rectangles that have the different perimeter and same areas. (3.MD.8)

• I can solve multiplication problems using the properties of operations (Commutative and Distributive). (Formal terms are not required for student knowledge) (3.OA.5)

• I can use strategies to fluently multiply and divide within 100 (3.OA.7) (Expectation is that by the end of third grade, students know their multiplication and division facts)

∎ Major Content           ⊡ Supporting Content           🌕 Additional Content

Computational Number Talks/Strings (minimum 3 days a week) to work on computational strategies.

3rd grade number talk guide printable & 3rd grade number talks 

Add/Subt within 1000  &  Mult/Div Strategies within 100

Choose which strategy students need to practice.  You may find that they need many, so start with one for a week or so, then move onto another.  You are looking for efficient strategies, not mastery of all strategies.  Students may find they prefer one strategy over another or change strategies for different problems.  The goal is that they are flexibly using efficient strategies and are able to reason about numbers to fluently compute.

Addition Strategies  (Review if needed)

Break apart by place value 2- and 3-digit 

Chunking (break apart one number)   More multiples of ten

Friendly number   one away 

Compensation  up to 25 

Doubles/near  Within 100

Subtraction Strategies  (Main focus is subtraction strategies)

Count up/think addition 3-digit numbers

Removal     2-digit regroup

Adjust to create easier problem Smaller numbers

Keep constant distance/difference Adjust by 1 or 2

Multiplication Strategies  

foundational facts & commutative property  math flips x2,5,10 commutative  

using doubles math flips x4,6,8 doubles       math flips x3/x6   

MUST DO/Core Resources:  

Ready Teacher Toolbox         Lesson 6: Multiply with 3, 4, & 6 -Sessions 1-5

      Lesson 8: Use Order and Grouping to Multiply -Sessions 1-5

Assessment Tasks       3.OA.5       Frayer Model Assessment        Proficiency Rubrics      3.OA.5                   IAR sample questions    

CAN DO/Additional Resources:

Math in Practice        3.OA.5  Module 2 pp48, 52-57    Math in Practice lesson slides and Essential Question Guide      MIP Resource folder      

Open Middle tasks Printable activities & Centers                 Nearpod Math lessons

Prior knowledge/Just in Time support     &     Enrichment RTTB   Lessons 6 How Many Creatures & Lesson 8 Arranging Desks

Interactive manipulatives

MUST DO/Core Resources:  

Ready Teacher Toolbox         Lesson 15: Multiply to Find Area -Sessions 1-4

      Lesson 16: Add Areas -Sessions 1-4

Assessment Tasks   3.MD.7     3.OA.5       Frayer Model Assessment        

Proficiency Rubrics     3.MD.7     3.OA.5                   IAR sample questions    3.MD.7

CAN DO/Additional Resources:

Math in Practice   3.MD.5, MD.6, & MD.7    Module 14         3.MD.8 Module 15        3.OA.5  Module 2 pp48, 52-57    

Math in Practice lesson slides and Essential Question Guide      MIP Resource folder      

Open Middle tasks Printable activities & Centers                 Nearpod Math lessons

Prior knowledge/Just in Time support     &     Enrichment RTTB   Lessons 15  Designing a Garden  &  Lesson 16 Tile Design

Interactive manipulatives

“Closure in a lesson does not mean to pack up and move on. Rather, it is a cognitive activity that helps students focus on what was learned and whether it made sense and had meaning.” How the Brain Learns Mathematics (2007) P. 104

There are many ways to wrap up and reflect the day's activities but this step is often overlooked or rushed.  Purposely plan and allow time for students to have closure each day (even if it means setting a timer or daily alarm so you don't run out of time).

Ideas for closure activities

Prior knowledge

2.G.1   Color Tile Shapes   Geoboard Quadrilaterals

2.G.2   Which Pictures Represent One Half?   Partitioning Squares    Ways of Looking at a Half

Nearpod Math lessons

Enrichment

• Inside Mathematics Problem Solving- leveled problems

These are activities to give students mixed, spaced practice based on the big ideas for 3rd grade math.

Introduce Multiplication and Division (3rd  Q1)

• Missing Numbers with Multiplication

• Division Missing Numbers Equations

• MLC Math at Home problem solving & games

Time to hour, half hour, and five minutes (1st/2nd)

• Time Bingo  (hour/half hour)

• Time Bingo  (to five minutes)

• MLC Math at Home problem solving & games

Spiral Practice

These resource sheets are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.   Please select pages carefully based on your students' needs. 

You may have students work on these with a partner, independently with an answer key to self-check (tip: use sheet protectors), or as a journal response.   It is not necessary to have students complete a page every day- the intent is to have opportunities to spiral concepts for mixed practice, not do "busy" work.

3rd grade word problems