Ready! Set! Learn! 3rd Grade Math!- On-going

Summer Description- 

Class Experience
This is the first part of 4 in learning a third grade math using common core standards.  Third grade puts a lot of emphasis on multiplication and division.   This first part of third grade math will focus on memorization of multiplication facts.  When students can quickly recall their facts they can solve more complex problems with ease. 

Week 1- 
Learn multiplication facts for 10's, 2's and possibly 3's. 
  - Students will complete memorization practice. 
  -  Students will use a 100's chart to find patterns.  
  -  Students will practice skip counting to help find answers. 
  - Students will answer word problems using multiplication. 

Week 3- 
Learn multiplication facts for 3's, and 5's. 
  - Students will complete memorization practice. 
 -  Students will use a 100's chart to find patterns.  
  -  Students will continue to use arrays to find answers to multiplication questions. 
  -  Students will learn how to use a part part whole chart to find answers to multiplication questions. 
  - Students will answer word problems using multiplication. 

Week 4- 
Learn multiplication facts for 4's, and 9's.  
 - Students will complete memorization practice. 
  - Students will complete memorization practice. 
 -  Students will use a 100's chart to find patterns.  
 -  Students will continue to use  arrays to find answers to multiplication questions. 
 -  Students will continue to use a part part whole chart to find answers to multiplication questions. 
-  Students will learn about factors and use them to solve multiplication equations. 
  - Students will answer word problems using multiplication. 

Week 5- 
Learn multiplication facts for 6's and 11's 
- Students will complete memorization practice. 
  - Students will complete memorization practice. 
 -  Students will use a 100's chart to find patterns.  
 -  Students will continue to use  arrays to find answers to multiplication questions. 
 -  Students will continue to use a part part whole chart to find answers to multiplication questions. 
-  Students will learn about factors and use them to solve multiplication equations. 
  - Students will answer word problems using multiplication. 

Week 6-
Learn multiplication facts for 1's, and 8's   
- Students will complete memorization practice. 
  - Students will complete memorization practice. 
 -  Students will use a 100's chart to find patterns.  
 -  Students will continue to use  arrays to find answers to multiplication questions. 
 -  Students will continue to use a part part whole chart to find answers to multiplication questions. 
-  Students will learn about factors and use them to solve multiplication equations. 
  - Students will answer word problems using multiplication. 

Week 7 - 
Learn multiplication facts for 7's  
- Students will complete memorization practice. 
  - Students will complete memorization practice. 
 -  Students will use a 100's chart to find patterns.  
 -  Students will continue to use  arrays to find answers to multiplication questions. 
 -  Students will continue to use a part part whole chart to find answers to multiplication questions. 
-  Students will learn about factors and use them to solve multiplication equations. 
  - Students will answer word problems using multiplication. 

Week 8- 
Multiplication Mix.  Using all of the facts we have learned students will continue to practice all of their facts playing games and engaging with numbers.   
- This week students will take a small assessment to monitor their progress. 

Week 9 - 10 
Distributive property with multiplication




Description for Spring: 
This is the updated content for the second semester of this course.   

Please note that each meeting starts with a warm up which focuses on fact fluency, for multiplication and division to ensure that all students have these facts memorized however this will not be the focus of this class during the second semester, however it will continue to be reviewed each meeting to make sure all students know their facts and are able to use them to solve real world problems. 

Week 1 - Review multiplication and division 
New Content Rounding to the nearest 10 or 100

Week 2- Using what we already know about multiplication apply it to multiplying larger numbers 10, 20, 30, 40, 50, 60, 70, 80, 90, and 100

Week 3- 7  Fractions 
1/b where b is the number of equal parts 
represent and explain equivalent fractions 
compare fractions using ><=

Week 8-10
Geometry -Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

Week 11 - Review Area and Permitter relate this to geometry 

Week 12 - telling time to the minute 

Week 13 - 14  Graphing with graphs drawn to scale 

Week 15-16 Measuring Volume and Mass 

Week 17-18 Review of 3rd Grade Math 

Week 1 is the week starting on January 10th.  We may be observing Spring Festival, and or Spring break during this semester.  These would last 1 week and depend on travel plans of the teacher.   Notification will happen well in advance. 

Common Core Standards to be covered during the next semester are: 

Solve problems involving measurement and estimation.
CCSS.MATH.CONTENT.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.
CCSS.MATH.CONTENT.3.MD.A.2
Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 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.2
Represent and interpret data.
CCSS.MATH.CONTENT.3.MD.B.3
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
CCSS.MATH.CONTENT.3.MD.B.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.
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
CCSS.MATH.CONTENT.3.MD.C.5
Recognize area as an attribute of plane figures and understand concepts of area measurement.
CCSS.MATH.CONTENT.3.MD.C.5.A
A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area.
CCSS.MATH.CONTENT.3.MD.C.5.B
A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
CCSS.MATH.CONTENT.3.MD.C.6
Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
CCSS.MATH.CONTENT.3.MD.C.7
Relate area to the operations of multiplication and addition.
CCSS.MATH.CONTENT.3.MD.C.7.A
Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
CCSS.MATH.CONTENT.3.MD.C.7.B
Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
CCSS.MATH.CONTENT.3.MD.C.7.C
Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
CCSS.MATH.CONTENT.3.MD.C.7.D
Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
Geometric measurement: recognize perimeter.
CCSS.MATH.CONTENT.3.MD.D.8
Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

Reason with shapes and their attributes.
CCSS.MATH.CONTENT.3.G.A.1
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
CCSS.MATH.CONTENT.3.G.A.2
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

Use place value understanding and properties of operations to perform multi-digit arithmetic.¹
CCSS.MATH.CONTENT.3.NBT.A.1
Use place value understanding to round whole numbers to the nearest 10 or 100.
CCSS.MATH.CONTENT.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.
CCSS.MATH.CONTENT.3.NBT.A.3
Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.



New Description for fall: 

Class Experience
This is the first part of 4 in learning a third grade math using common core standards.  Third grade puts a lot of emphasis on multiplication and division.   This first part of third grade math will focus on memorization of multiplication facts.  When students can quickly recall their facts they can solve more complex problems with ease. 

Week 1- 
Learn multiplication facts for 10's, 2's and possibly 3's. 
  - Students will complete memorization practice. 
  -  Students will use a 100's chart to find patterns.  
  -  Students will practice skip counting to help find answers. 
  - Students will answer word problems using multiplication. 

Week 3- 
Learn multiplication facts for 3's, and 5's. 
  - Students will complete memorization practice. 
 -  Students will use a 100's chart to find patterns.  
  -  Students will continue to use arrays to find answers to multiplication questions. 
  -  Students will learn how to use a part part whole chart to find answers to multiplication questions. 
  - Students will answer word problems using multiplication. 

Week 4- 
Learn multiplication facts for 4's, and 9's.  
 - Students will complete memorization practice. 
  - Students will complete memorization practice. 
 -  Students will use a 100's chart to find patterns.  
 -  Students will continue to use  arrays to find answers to multiplication questions. 
 -  Students will continue to use a part part whole chart to find answers to multiplication questions. 
-  Students will learn about factors and use them to solve multiplication equations. 
  - Students will answer word problems using multiplication. 

Week 5- 
Learn multiplication facts for 6's and 11's 
- Students will complete memorization practice. 
  - Students will complete memorization practice. 
 -  Students will use a 100's chart to find patterns.  
 -  Students will continue to use  arrays to find answers to multiplication questions. 
 -  Students will continue to use a part part whole chart to find answers to multiplication questions. 
-  Students will learn about factors and use them to solve multiplication equations. 
  - Students will answer word problems using multiplication. 

Week 6-
Learn multiplication facts for 1's, and 8's   
- Students will complete memorization practice. 
  - Students will complete memorization practice. 
 -  Students will use a 100's chart to find patterns.  
 -  Students will continue to use  arrays to find answers to multiplication questions. 
 -  Students will continue to use a part part whole chart to find answers to multiplication questions. 
-  Students will learn about factors and use them to solve multiplication equations. 
  - Students will answer word problems using multiplication. 

Week 7 - 
Learn multiplication facts for 7's  
- Students will complete memorization practice. 
  - Students will complete memorization practice. 
 -  Students will use a 100's chart to find patterns.  
 -  Students will continue to use  arrays to find answers to multiplication questions. 
 -  Students will continue to use a part part whole chart to find answers to multiplication questions. 
-  Students will learn about factors and use them to solve multiplication equations. 
  - Students will answer word problems using multiplication. 

Week 8- 
Multiplication Mix.  Using all of the facts we have learned students will continue to practice all of their facts playing games and engaging with numbers.   
- This week students will take a small assessment to monitor their progress. 

Week 9 - 10 
Distributive property with multiplication

 
 Week 11 -12 
We will focus on geometry.  
- Students will divide shapes into equal parts. 
- Students will work on fractions of a whole number to get ready for division. 
- Students will find the characteristics of geometric shapes. 

Students will be exposed to the following standards:  (Some of these standards run year long and will not be mastered during the first 8 weeks) 

CCSS.MATH.CONTENT.3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
CCSS.MATH.CONTENT.3.OA.A.2
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
CCSS.MATH.CONTENT.3.OA.B.5
Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
CCSS.MATH.CONTENT.3.OA.B.6
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
CCSS.MATH.CONTENT.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.
CCSS.MATH.CONTENT.3.OA.D.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.
CCSS.MATH.CONTENT.3.G.A.2
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
CCSS.MATH.CONTENT.3.G.A.1
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.