Transitioning to the Common Core State Standards – Mathematics 3 rd Grade Session 3

1. Transitioning to the Common Core State Standards – Mathematics3rd Grade Session 3 Pam Hutchison pam.ucdmp@gmail.com

2. AGENDA • Multi-Step Word Problems • Review Math Practice Standards • Line Plots • Measurement • Elapsed Time

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.

4. Earning Money Ms. Jones’s class is trying to earn $130 to provide food for the rescue animals at the local shelter. They already earned $90 at a penny drive. The class has two ways they could raise the rest of the money. They could sweep the lunch room for $10 per week or pick up trash in the school yard for $8 per school day. Which job should the class do to earn the money the fastest?

5. Packs of Juice Boxes Each of the 20 students in Mr. Morgan’s class sent in a pack of juice boxes for the third grade party. Some packs came with six juice boxes and some came with four juice boxes. If there was a total of 104 juice boxes, how many four-packs and how many six-packs of juice boxes were there?

6. Multi-Step Word Problems There are 60 seconds in 1 minute. Use a tape diagram to find the total number of seconds in 5 minutes and 45 seconds.

7. Multi-Step Word Problems Hannah has $500. She buys a camera for $435 and 4 other items for $9 each. Now Hannah wants to buy speakers for $50. Does she have enough money to buy the speakers? Explain.

8. CCSS Mathematical Practices REASONING AND EXPLAINING 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others OVERARCHING HABITS OF MIND 1. Make sense of problems and perseveres in solving them 6. Attend to precision MODELING AND USING TOOLS 4. Model with mathematics 5. Use appropriate tools strategically SEEING STRUCTURE AND GENERALIZING 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning

9. Math Practice Standards Using the MP descriptions from the 2nd Grade Flipbook, describe how you are developing each of these practices in your students. • Be ready to share an example for each of the 8 Math Practices Standards. • Which standard is the hardest to implement?

10. MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.

11. Line Plots 4 1 3 2 | | | | | | | | | 0 1 2 3 4

12. Interpreting a Line Plot

13. How many straws were measured? • What is the smallest and greatest measurement on the chart? • Were the straws measured to the nearest inch?

14. Let’s make a line plot for the data. • Drawing Line Plots

15. Our Line Plot • Now, we are going to gather our own data and make a line plot • At your table, measure the straws you were given to the nearest ¼ inch. • Who thinks they have the shortest straw? • The shortest straw is ________. • Who thinks they have the longest straw? • The longest straw is _______.

16. Our Line Plot • First, what will be a good title for our line plot? • Now we need to determine the scale for our line plot. • What’s does our first measurement need to be? • What is our last measurement need to be? • What size intervals do we need? (inch, ½ inch, ¼ inch, …) • Okay, let’s draw our line plot.

17. Our Line Plot • Now we need to put data on our line plot. • Each group, send 1 person with the data from your table. • Record the data for your table on the line plot. • Tell me some things you notice from the line plot. • Who can tell me……?

18. Line Plots • Activities are modified from Engage NY Module 6 Lessons 6 and 7 • Additional lessons are available.

19. MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).6 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

20. Engage NY Module 2-B Measuring Weight and Liquid Volume in Metric Units • Lesson 6: Build and decompose a kilogram to reason about the size and weight of 1 kilogram, 100 grams, 10 grams, and 1 gram. • Lesson 7: Develop estimation strategies by reasoning about the weight in kilograms of a series of familiar objects to establish mental benchmark measures. • Lesson 8: Solve one-step word problems involving metric weights within 100 and estimate to reason about solutions.

21. Engage NY Module 2-B Measuring Weight and Liquid Volume in Metric Units • Lesson 9: Decompose a liter to reason about the size of 1 liter, 100 milliliters, 10 milliliters, and 1 milliliter. • Lesson 10: Estimate and measure liquid volume in liters and milliliters using the vertical number line. • Lesson 11: Solve mixed word problems involving all four operations with grams, kilograms, liters, and milliliters given in the same units.

22. Engage NY • Fluency Practice • Designed to promote automaticity of key concepts • Daily Math is another form of fluency practice • Application Problem • Designed to help students understand how to choose and apply the correct mathematics concept to solve real world problems • Read-Draw-Write (RDW): Read the problem, draw and label, write a number sentence, and write a word sentence

23. Engage NY • Concept Development • Major portion of instruction • Deliberate progression of material, from concrete to pictorial to abstract • Student Debrief • Students analyze the learning that occurred • Help them make connections between parts of the lesson, concepts, strategies, and tools on their own

24. Module 2 Topic A Time Measurement and Problem Solving • Lesson 1: Explore time as a continuous measurement using a stopwatch. • Lesson 2: Relate skip-counting by 5 on the clock and telling time to a continuous measurement model, the number line. • Lesson 3: Count by fives and ones on the number line as a strategy to tell time to the nearest minute on the clock.

25. Module 2 Topic A Time Measurement and Problem Solving • Lesson 4: Solve word problems involving time intervals within 1 hour by counting backward and forward using the number line and clock. • Lesson 5: Solve word problems involving time intervals within 1 hour by adding and subtracting on the number line.