2019-2020 Elementary Mathematics – H.O.M.E. Distance Learning At-A-Glance – Grade 3

GLOBAL GRADUATE

© Houston ISD Curriculum 2019-2020

Page 1 of 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Cycle 2 Week 1

April 13-17, 2020

I can explore time to the minute.

I can use number lines to represent intervals of time.

I can determine the length of two or more intervals of time using a number line.

I can find the end time of an event given the start time and the duration of one or more events.

I can find the start time of an event given the end time and the duration of one or more events.

Ⓢ MATH.3.7C Ⓢ MATH.3.7C Ⓢ MATH.3.7C Ⓢ MATH.3.7C Ⓢ MATH.3.7C Cycle 2 Week 2

April 20-24, 2020

I can summarize my learning about time.

I can use the appropriate tools to measure weights of an object using the customary system of measurement.

I can use concrete and pictorial real-world objects to identify the relative weight within the customary system.

I can find the appropriate units and tools to measure liquid volume using the customary measurement system.

I can find the appropriate units and tools to measure liquid volume using the metric system of measurement.

Ⓢ MATH.3.7C Ⓢ MATH.3.7D Ⓢ MATH.3.7D Ⓢ MATH.3.7E Ⓢ MATH.3.7E Cycle 3 Week 1

April 27 – May 1, 2020

I can find the capacity or the weight of items using appropriate tools and units.

I can determine the value of a collection of coins and bills.

I can understand labor and income.

I can identify the costs and benefits of planned and unplanned spending decisions.

I can understand what credit is and understand the borrower’s responsibility to pay it back to the lender.

Ⓢ MATH.3.7E Ⓢ MATH.3.4C Ⓢ MATH.3.9A Ⓢ MATH.3.9B Ⓢ MATH.3.9D Cycle 3 Week 2

May 4-8, 2020

I can understand the benefits of saving.

I can make decisions involving money matters.

I can understand the relationship between availability and scarcity of resources and cost.

I can find the perimeter of various polygons based on their geometric properties.

I can find the perimeter of various polygons based on their geometric properties.

Ⓢ MATH.3.9E Ⓢ MATH.3.9F Ⓢ MATH.3.9B Ⓡ MATH.3.7B Ⓡ MATH.3.7B

2019-2020 HISD @ H.O.M.E. – Distance Learning

Mathematics – Grade 3

Apri 27 - May 8, 2020 – Week 1

GLOBAL GRADUATE

© Houston ISD Curriculum

2019-2020

Page 1 of 10

Monday – 30 minutes Activity

I can find the capacity or the weight of items

using appropriate

tools and units.

Review the vocabulary for this lesson. Liquid Volume – The amount of space a liquid occupies Weight – A measure of the pull or force of gravity on an object

The chart below gives examples of different items we use to measure liquid volume and weight.

Liquid Volume Weight

Matt sorted the following items into the table below by how the items are measured. Did Matt correctly sort his item? Why or why not?

Liquid Volume Weight

Resources Weight and Liquid Volume Handout

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Image by gadost0 from Pixabay

Image by Loren Biser from Pixabay

Image by Karen Arnold from Pixabay

Water

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StockAgencies is not permitted from Pixabay

Gasoline

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Beans

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Flour

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2019-2020 HISD @ H.O.M.E. – Distance Learning

Mathematics – Grade 3

Apri 27 - May 8, 2020 – Week 1

GLOBAL GRADUATE

© Houston ISD Curriculum

2019-2020

Page 2 of 10

Tuesday – 30 minutes Activity

I can determine the value of a collection of

coins and bills.

Review the value of bills and coins in the table below.

Bills Coins

Ten Dollars $10.00

Quarter 25₵ or $ 0.25

Five Dollars

$5.00

Dime 10₵ or $0.10

One Dollar $1.00

Nickel

5₵ or $0.05

Penny

1₵ or $0.01

To determine the value of a given collection of coins and bills grouping group the bills, then group the coins from greatest value to least value. See the example below.

Step 1: Group the bills together. Then group the same coins together.

Step 2: Find the value of the bills.

Step 3: Find the value of the coins.

Step 4: Combine the value of the bills and coins. The value is $6.28.

Resources Counting Bills and Coins Handout

Image by HealthWyze from Pixabay Image by Welcome to all and thank

you for your visit ! ツ from Pixabay

Image of coins is a derivative 1, 2, 3 Math Fonts with permission

Image is a derivative 1, 2, 3 Math Fonts with permission

• You can skip count by 10, 20, 25, 25, 27, 28₵

• You can use addition: 10₵ + 10₵ + 5₵ + 1₵ + 1₵ + 1₵ = 28₵

• The value of the coins is 28₵ or $0.28

Image by Welcome to all and thank

you for your visit ! ツ from Pixabay

Photo by HISD Curriculum using Apple® iPhone

Photo by HISD Curriculum using Apple® iPhone

Photo by HISD Curriculum using Apple® iPhone

Photo by HISD Curriculum using Apple® iPhone

Photo by HISD Curriculum using Apple® iPhone

Image by HealthWyze from Pixabay

Image by HealthWyze from Pixabay Image by Welcome to all and thank

you for your visit ! ツ from Pixabay

$5.00 + $1.00 = $6.00

2019-2020 HISD @ H.O.M.E. – Distance Learning

Mathematics – Grade 3

Apri 27 - May 8, 2020 – Week 1

GLOBAL GRADUATE

© Houston ISD Curriculum

2019-2020

Page 3 of 10

Wednesday – 30 minutes Activity

I can understand labor and income.

Review the vocabulary for this lesson. Labor – Work a person does in exchange for money. Income – Money a person receives in exchange for providing a good or service.

Think of a time you had to work hard on something. What did you do? Did you do your best work?

First, let’s talk about labor. When we think about labor, here are some questions to ask ourselves: Now, let’s think about income. When we think about income, here are some questions to ask ourselves:

Read each sentence below. Write whether it is an example of labor or income and how you know.

Labor Income I know because…

Mr. Morales works 12 hours a week at the grocery store. This is an example of _____

Mrs. Le will be paid $500 a week at her new job. This is an example of _____

Mr. King sells cars. He became a manager at the car lot because he was doing such a good job. This is an example of _____

How is having a job related to having an income?

Income

Will someone

get paid for their work?

How much money does

someone earn?

Labor

How many hours does someone

work?

Does the job require a

special school or training?

Is someone doing a good

job?

Image by HISD Curriculum using MS Word

Image by HISD Curriculum using MS Word

Example: Mrs. Smith went to school where she learned to become a nurse.

Example: Mrs. Smith makes $3,000 a month as a nurse.

2019-2020 HISD @ H.O.M.E. – Distance Learning

Mathematics – Grade 3

Apri 27 - May 8, 2020 – Week 1

GLOBAL GRADUATE

© Houston ISD Curriculum

2019-2020

Page 4 of 10

Thursday – 30 minutes Activity

I can identify the costs and

benefits of planned and unplanned spending decisions.

Review the vocabulary for this lesson. Spending – Using income to acquire goods and services Saving – Putting a part of one’s income aside for later use

Let’s think about spending money two ways.

Planned Spending Unplanned Spending

Planned spending is when we use money for something we know about ahead of time. There are some things we plan to pay each month.

Unplanned spending is when we use money for something that we did not think we had to buy. Sometimes emergencies or accidents happen that cause us to use money.

This is planned spending because Henry’s savings plan of two dollars every week was planned. The cost is Henry is unable to go to the movie with his friends. The benefit Henry will be able to get the action figure he wants.

Practice Identify if each statement is planned or unplanned spending. Use the sentence stems below to justify your thinking.

• “This is _____________________ spending because ______________________. The cost is ________. The benefit ________.”

Statement 1 Molly’s car had a flat tire. As a result of the flat tire, Molly purchased a new tire for $134.76. Molly was upset because she barely had enough money in her savings account to buy the tire. Molly knew she would not be able to get the pair of shoes she wanted.

Statement 2 Carlos just bought a new car and makes monthly payments for it. He saves $103 each week to have enough for his payment at the end of the month. He had to stop going to restaurants on Friday nights and cook his meals at home to save the money.

Statement 3 Ms. William’s dishwasher broke while she was trying to use it to wash the dishes. To fix the dishwasher she spent $258.46 from the money in her savings account. She will have to save more money to be able to purchase her airline ticket to go on vacation.

Example: Henry really wants to buy the new action

figure for his collection. He has been putting

$2 of his allowance into his piggy bank for

three months now. If he keeps saving, he

knows he will be able to buy the figurine in two

more months. Saving for so many months has

been difficult; Henry even had to say “no” to

going out with his friends to the movies.

2019-2020 HISD @ H.O.M.E. – Distance Learning

Mathematics – Grade 3

Apri 27 - May 8, 2020 – Week 1

GLOBAL GRADUATE

© Houston ISD Curriculum

2019-2020

Page 5 of 10

Friday – 30 minutes Activity

I can understand

what credit is and

understand the borrower’s

responsibility to pay it back to the lender.

Review the vocabulary for this lesson.

Let’s read about Mr. Matthews to find out why he asks a bank for a loan.

One day, Mr. Matthews saw a new car for sale for $45,999. He wanted to buy it. He needed the car to go to work and to get home. He did not have enough money to buy the car. He knew he would have to use credit to buy the car. He went to the bank and asked to borrow money. The person at the bank decided to give him a loan to buy the car. Mr. Matthews promised to pay it back, plus a little more. The extra money he pays is called interest.

Identify if you would use credit for each statement. Then answer the questions below.

Statement 1 Cooper and his family went to a restaurant for dinner. Cooper’s final bill was $45.75.

Statement 2 Sophia is buying a new home. The cost of the home is $300,000.

Statement 3 Michael took his three kids to the corner store for a snack. His total purchase was $9.50.

Who will use credit? What is their responsibility to the lender?

Credit – Money that a bank will allow a person to use and then pay back in the future Loan – An amount of money that is given to someone for a period of time with a promise

that it will be paid back, usually with interest

Interest – A charge that is paid to a lender in return for allowing an individual to borrow a

given amount of money

Mr. Matthews would use credit because the

car is $45,999. I know that he will have to

make payments over a long period of time.

He will also have to repay the bank the

money he borrowed plus interest.

Guiding Questions:

• When is it better to use credit and not cash?

• When should you use credit?

• What is interest?

2019-2020 HISD @ H.O.M.E. – Distance Learning

Mathematics – Grade 3

April 27 - May 8, 2020 – Week 2

GLOBAL GRADUATE

© Houston ISD Curriculum

2019-2020

Page 6 of 10

Monday – 30 minutes Activity / Task

I can understand the

benefits of saving.

Review the vocabulary for this lesson.

Let’s look at an example.

Reason for Saving Plan

Bike • Saving money from allowance

• Doing chores

Read each scenario and create a savings plan.

Scenario Saving Plan

Liam is in high school and wants to go to college. College costs a lot of money. Liam will need to save money. Liam plans to do yard work every Saturday for his neighbor and save all the money he earns. What else can Liam do to save money?

Reason for Saving Plan

Paige wants to go on a vacation to Hawaii. She needs to save $600 to pay for her airline ticket. Paige plans to save $50 each month from her paycheck. What else can Paige do to save money?

Reason for Saving Plan

Benefit: A good or helpful result or effect

Saving: Putting a part of one’s income aside for later use

Thom loves to ride his bike. He tells his mom that his bike is getting small. They go to the

store and find a bike that costs $97. His mom tells him that he needs to create a plan to

save money to purchase the bike. What could Thom do to save money to purchase the

bike?

Guiding Questions

• What are you saving for?

• What steps can you take to save money?

• Why is it important to have a savings plan?

Thom’s Saving Plan

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2019-2020 HISD @ H.O.M.E. – Distance Learning

Mathematics – Grade 3

April 27 - May 8, 2020 – Week 2

GLOBAL GRADUATE

© Houston ISD Curriculum

2019-2020

Page 7 of 10

Tuesday – 30 minutes Activity / Task

I can make decisions involving

money matters.

Review the vocabulary for this lesson.

Example:

Read each scenario below. Determine the money decision being made. Explain how you know.

Scenario Money Decision How do you know?

John works the cash register at the grocery store each day. At the end of the week his manager gives him a check to pay him for his work.

After John gets paid, he goes to the bank to deposit his check because he isn’t going to use it right now.

Each month Rebecca gives $10 to a homeless shelter. She knows that the shelter uses the money to help homeless people in her neighborhood who don’t have enough food to eat.

Mr. Franklin bought a new house last month. He uses part of his paycheck to pay a little bit towards what he owes for his house.

Michaela and Robbie Jones love to go to the movies on Friday night. They buy tickets, popcorn, and drinks.

Cooper goes to the shoe store every month. He buys a new pair of shoes and a new pair of

socks. What type of money decision is Cooper making?

Money Decisions

Credit: Money that a bank will allow a person to use and then pay back in the future

Charitable Giving: Donating money to people in need and they do not pay you back

Income: Money a person receives in exchange for providing a good or service

Saving: Putting a part of one’s income aside for later use

Spending: Using income to acquire goods and services

I know that when I buy shoes, I pay the

cashier with money from my wallet.

Cooper is spending money.

Guiding Questions:

• What money decision is being made?

• What are some examples of the times that you or your family made decisions about money?

2019-2020 HISD @ H.O.M.E. – Distance Learning

Mathematics – Grade 3

April 27 - May 8, 2020 – Week 2

GLOBAL GRADUATE

© Houston ISD Curriculum

2019-2020

Page 8 of 10

Wednesday – 30 minutes Activity / Task

I can understand the

relationship between

availability and scarcity of

resources and cost.

Review the vocabulary for this lesson.

Item Supply

(Amount Available to Consumers)

Demand (Number of

Consumers That Want This Item)

Impact on Cost of the Item

Fuel

Low Price I have more fuel than people

want – the price will drop.

Fuel

High Price I have limited fuel, but people want more – the price will rise.

Let’s look at an example.

Read each scenario below. Circle if the item is scarce or available. Explain how you know and how it affects the price of the item.

Scenario Circle One How do you know and how does it affect price?

A new movie came out last week. Tickets were sold out everywhere.

Are tickets scarce or available?

Scarce

or

Available

In February, you can find heart-shaped candy shaped in every store. There is enough for everyone.

Are heart-shaped candies scarce or available

Scarce

or

Available

Scarcity of Resources: A limited amount of materials available to produce a

good or service which can result in a higher price for the consumer

Availability of Resources: When materials needed to produce a good or a

service are in abundance, generally resulting in lower prices to consumers

Mrs. Smith went to the grocery store every day this week. Each time she went, the store was

sold out of bottled water.

I know that the demand is high for water

because the store is sold out every time Mrs.

Smith goes to the store. Bottle water is

scarce. I know that if bottled water is in high

demand and there is not enough to restock

the shelves, the price of the water will rise.

Guiding Questions

• How does the scarcity of resources of impact cost?

• How does the availability of resources impact cost?

• Why is it important to understand the relationship between supply and demand?

2019-2020 HISD @ H.O.M.E. – Distance Learning

Mathematics – Grade 3

April 27 - May 8, 2020 – Week 2

GLOBAL GRADUATE

© Houston ISD Curriculum

2019-2020

Page 9 of 10

Thursday – 30 minutes Activity / Task

I can find the perimeter of

various polygons

based on their geometric properties.

Review the vocabulary for this lesson. Perimeter: The distance around a figure (measured in one-dimensional length)

Let’s look at an example of finding the perimeter of a triangle.

I know a triangle has three sides. To find the perimeter of the triangle, I need to add the lengths of all three sides. I am going to add 26 feet, 74 feet, and 57 feet to get the perimeter of the triangle.

P = 26 + 74 + 57 P = 157 feet

Find the perimeter for the shapes below.

Perimeter = ____________________

The lengths of all sides of this octagon are the same. Perimeter = ____________________

Perimeter = ____________________

8 m

8 m

13 m

13 m

13 m

34 ft 34 ft

78 ft

78 ft

26 ft

57 ft

6 cm

Image created by HISD Curriculum using MS Word

Image created by HISD Curriculum using MS Word

Image created by HISD Curriculum using MS Word

Image created by HISD Curriculum using MS Word

2019-2020 HISD @ H.O.M.E. – Distance Learning

Mathematics – Grade 3

April 27 - May 8, 2020 – Week 2

GLOBAL GRADUATE

© Houston ISD Curriculum

2019-2020

Page 10 of 10

Friday – 30 minutes Activity / Task

I can find the perimeter of

various polygons

based on their geometric properties.

Read the following number story.

Sophia built a rectangular garden. The length of the garden measured 48 inches and the width measured 36 inches. What is the perimeter of Sophia’s garden?

Sketch: I can draw a picture of the garden and label the measurements. I know that the opposite sides of a rectangle are congruent. Therefore, if the length is 48 inches, the opposite side length is 48 inches. If the width is 36 inches, the opposite side width is 36 inches. To find the perimeter, I can add all four measurements: 48 + 36 +48 + 36 = 168. The perimeter of the garden is 168 inches.

Read the problem below. Draw a sketch and determine the perimeter.

Problem Representation Solution

Jayden has a rectangular backyard. The length of one side measures 23 feet and the width measures 17 feet. What is the perimeter of Jayden’s backyard?

On the way to the gas station, Allison noticed that a stop sign was an octagon. She found that the length of one of the sides is 12 inches. All side-lengths are the same. What is the perimeter of the stop sign?

The perimeter of this figure is 21 meters.

What is the length of the missing side in meters?

48 in.

m 36 in.

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