Wayne RESA

Unit PlannerEDM4 Math 3

Wayne Resa - Math / Grade 3 / Mathematics / EDM4 Math 3 / Week 1 - Week 3
5 Curriculum Developers
Unit Abstract

In this unit, children recall how to use a variety of math tools to solve problems and tell time to the nearest minute. This unit also lays the foundation for developing multiplication and division strategies. Elapsed time (Lessons 1-6 and 1-11) are moved to Unit 2.​ Parts of Lesson 1-12 are moved in practice opportunities for upcoming units. Lesson 1-13 is moved to Unit 4. The following big ideas will be covered in this unit:

 

- Estimation helps to see whether or not our answers are reasonable.

- Rounded numbers are approximate and not exact.

- Multi-digit numbers can be built up or taken apart in a variety of ways. These parts can be used to create estimates in calculations rather than using the exact numbers involved.

- Multiplication is related to addition and involves counting groups of like size and determining how many there are in all.

- Division can be interpreted as fair sharing

- Charts, tables, and bar graphs are used to display data.

- Graphs are used to compare data.

- An analog clock can be used to tell time to the nearest minute.

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Expectations/Standards
MI: Mathematics
MI: Grade 3
Operations & Algebraic Thinking
3.OA.A. Represent and solve problems involving multiplication and division.
3.OA.C. Multiply and divide within 100.
3.OA.C.7. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
Number & Operations in Base Ten
3.NBT.A.1. Use place value understanding to round whole numbers to the nearest 10 or 100.
3.NBT.A.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.
Measurement & Data
3.MD.A. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
3.MD.A.1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
Practice Standards

 

Students will have opportunities to:

  • Model real-world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations (MP. 4)

  • Use mathematical models to solve problems and answer questions (MP.4)

  • Choose appropriate tools (MP.5)

  • Use tools effectively and make sense of your results (MP.5)

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Concepts from Previous Units

- Addition determines the whole in terms of the parts. Subtraction determines the missing part.
- Addition and subtraction are inverse operations.
- Flexible methods of computation for addition and subtraction involve decomposing and composing numbers in a variety of ways.
- Multiplication is related to addition and involves counting groups of like size and determining how many there are in all.
- Repeatedly adding the same quantity, using a grouping picture or forming a rectangular array are strategies for representing repeated addition equations.
- Arrays are a way of representing both repeated addition and skip counting.
- The length of time can be measured using standard units such as, seconds, minutes, hours, and days.
- An analog clock can be used to tell time to the nearest five minutes.
- Bar graphs and picture graphs are used to display data.

Connections to Upcoming Units

- Some problem solving situations require more than one operation to solve and find the solution.
- Place value strategies that were used for 2 digit addition and subtraction problems can be applied to 3 digit addition and subtraction problems.
- Multiplication and division have an inverse relationship.
- Division can be interpreted as repeated subtraction.
- Division names a missing factor in terms of the known factor and the product.
- The duration of an event is called elapsed time and it can be measured.

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Key Terms / Vocabulary

array, bar graph, close-but-easier numbers, column, data, differences, division, division symbol, elapsed time, equal grouping, equal groups, equal shares, equal sharing, essay, estimate, fact family, factors, fact triangle, gram, kilogram, mass, masses, mathematical model, multiplication, multiplication symbol, number grid, open number line, pan balance, precise, product, round, row, strategy, weight, zero, reasonable, tens, hour, minutes, interval, unknown, equation

 

Bold: Listed in teacher's EDM4 edition

Normal Font: not listed in teacher’s edition as a vocabulary word but will be helpful for students in explanations

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Lesson Plan Sequence

The following lesson plan sequence is obtained from Everyday Mathematics 4. Each lesson is aligned with a learning objective to inform the teachers on what students should be able to at the end of the lesson. The student objective informs the students of their learning goals for the day and it should be reviewed before, during and at the end of the lesson. Each lesson includes a mathematics task that should be implemented to meet the learning objectives. Teachers can select from the practice opportunities to reinforce the learning goals of the day.

Gr 3 - Unit 1 - Math Tools, Time, & Multiplication
Monitoring Student Work Tool
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Language Support

The following language supports are for English Language Learners but could also be used to support any struggling learner in mathematics. The strategies are obtained from the SIOP model. The language objectives will support students' academic language development. The sentence stems and starters provides the support many students need to be able to participate in discussions and writing about mathematics.

Language Objectives and Sentence Stems
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