Transitioning to the Common Core State

Standards – Mathematics

3rd Grade Session 3Pam Hutchison

pam.ucdmp@gmail.com

AGENDA

Multi-Step Word Problems Review Math Practice Standards Line Plots Measurement Elapsed Time

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.

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?

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?

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.

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.

CCSS Mathematical Practices

REASONING AND EXPLAINING2. Reason abstractly and quantitatively3. Construct viable arguments and critique the reasoning of others

MODELING AND USING TOOLS4. Model with mathematics5. Use appropriate tools strategically

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SEEING STRUCTURE AND GENERALIZING7. Look for and make use of structure8. Look for and express regularity in repeated reasoning

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?

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.

Line Plots

| | | | | | | | |

0 1 2 3 4

2

1

21

211

212

213

Interpreting a Line Plot

How many straws were measured? What is the smallest and greatest

measurement on the chart? Were the straws measured to the

nearest inch?

Let’s make a line plot for the data.

Drawing Line Plots

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 _______.

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.

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……?

Line Plots

Activities are modified from Engage NY Module 6 Lessons 6 and 7

Additional lessons are available.

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.

Engage NY Module 2-BMeasuring 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.

Engage NY Module 2-BMeasuring 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.

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

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

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.

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.