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THIRD GRADE Session 1

THIRD GRADE Session 1. Vacaville USD August 26, 2014. AGENDA. Problem Solving and Patterns Math Practice Standards and Effective Questions Word Problems Counting, Place Value, Rounding Addition/Subtraction Strategies Daily Math/Math Talks Concept of Area Multiplication and Division.

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THIRD GRADE Session 1

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  1. THIRD GRADESession 1 Vacaville USD August 26, 2014

  2. AGENDA • Problem Solving and Patterns • Math Practice Standards and Effective Questions • Word Problems • Counting, Place Value, Rounding • Addition/Subtraction Strategies • Daily Math/Math Talks • Concept of Area • Multiplication and Division

  3. Expectations • We are each responsible for our own learning and for the learning of the group. • We respect each others learning styles and work together to make this time successful for everyone. • We value the opinions and knowledge of all participants.

  4. Regina’s Logo How many tiles are needed to make a Size 5? What about a Size 10? a Size 20? A Size 100?

  5. Regina’s Logo What is a strategy that will let you quickly and easily figure out how many tiles you will need for any given size?

  6. Regina’s Logo Recursive • Add 3 each time

  7. Regina’s Logo 3n + 2

  8. Regina’s Logo 3n + 2

  9. Regina’s Logo 2(n + 1) + n

  10. Regina’s Logo 2n + (n + 2)

  11. The Use of Effective Questions

  12. Questioning plays a critical role in the way teachers • Guide the class • Engage students in the content • Encourage participation • Foster understanding

  13. CCSS Mathematical Practices REASONING AND EXPLAINING Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others MODELING AND USING TOOLS Model with mathematics Use appropriate tools strategically OVERARCHING HABITS OF MIND Make sense of problems and persevere in solving them Attend to precision SEEING STRUCTURE AND GENERALIZING Look for and make use of structure Look for and express regularity in repeated reasoning

  14. SMP’s • So how does the use of effective questioning relate to the Standards for Mathematical Practice?

  15. SMP’s and Questions • Your group will receive 16 cards • 8 SMP’s • 8 lists of questions related to the SMP’s • Your job is to match each SMP with the questions designed to support that SMP.

  16. Asking Effective Questions Pick 2 colors... • Use one color to highlight questions that you are already asking. • Use the 2nd color to highlight questions that you would like to ask this year.

  17. Additional Resources • Effective Questions – PBS

  18. Solving Word Problems

  19. Read the entire problem, “visualizing” the problem conceptually • Determine who and/or what the problem is about • Rewrite the question in sentence form leaving a space for the answer.

  20. Draw the unit bars that you’ll eventually adjust as you construct the visual image of the problem • Chunk the problem, adjust the unit barsto reflect the information in the problem, and fill in the question mark.

  21. Correctly compute and solve the problem (show all work!) • Write the answer in the sentence and make sure the answer makes sense.

  22. There are 83 girls and 76 boys in the third grade. How many total students are in the third grade? (Put Together/Take Apart – Total Unknown)

  23. Tanya has 2 bags of apples. If each bag has 3 apples, how many apples does she have? (Multiplication)

  24. Patrick and Lilly start their chores at 5:00 p.m. Patrick finished at 5:31 and Lilly finished at 5:43. How much longer did it take Lilly to finish her chores? (Taken From – Result Unknown)

  25. Caroline, Brian and Marta want to share a box of chocolates so that they each get the same amount. If there are 12 pieces in the box, how many will each child get? (Division – Fair Share)

  26. Red, orange, and blue scarves are on sale for $4 each. Nina buys 2 scarves of each color. How much does she spend altogether?

  27. Standards 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.3

  28. Standards 3This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).

  29. Standards 3This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).

  30. CountingPlace ValueRounding

  31. Counting and Place Value • How do we teach students to count “efficiently”?

  32. Station Activity • Count the number of objects • Group by tens • Groups 10 tens to make hundreds • Locate number on number line • If I count by 100, my number is closest to __ • If I count by 10, my number is closest to __

  33. Standards • What are the place value standards for 3rd grade? • What are students supposed to know and understand from 2nd grade?

  34. Standards 3. NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.

  35. Standards • What are the place value standards for 3rd grade? • What are students supposed to know and understand from 2nd grade?

  36. Supplemental Lessons • Hide Zero Cards • Other questions?

  37. Addition and Subtraction

  38. Standards • What are the addition and subtraction standards for 3rd grade? • What are students supposed to know and understand from 2nd grade?

  39. Standards 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.

  40. Standards • What are the addition and subtraction standards for 3rd grade? • What are students supposed to know and understand from 2nd grade?

  41. Progression • Concrete • Pictorial or Representational • Abstract • Invented and Alternative Algorithms • Traditional Algorithms

  42. Addition Strategies • Solve 56 + 48 at your table using at least 3 different strategies.

  43. Supplemental Lessons • Unit 3 Lesson 1A • Unit 3 Lesson 1B

  44. Standards 3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

  45. Supplemental Lessons • Unit 3 Lesson 3 – Word Problems • Unit 3 Lesson 5 – Adding Larger Numbers (Regrouping Once) – Problem 1 • Unit 3 Lesson 6 – Adding Larger Numbers (Regrouping Twice) – Problem 1 • Unit 3 Lesson 9 – Number Lines

  46. Subtraction Strategies • Solve 96 – 47 at your table using at least 3 different strategies.

  47. Math Talk

  48. 14 23 24 25 34

  49. +6 24 30 64

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