Focus Unit 3 Revised 11/3//2015
Instructional Focus Units / Estimated TimeFocus 1 / Introduction to Multiplication and Division / 5 Weeks
Focus 2 / Applying Place Value, Properties and Operations to Add/Sub Multi- Digit Numbers / 4 Weeks
Focus 3 / Develop Understanding of Fractions as Numbers / 5 Weeks
Focus 4 / Develop Understanding of Multiplication and Division / 5 Weeks
Focus 5 / Demonstrating Computational Fluency in Problem Solving / 2 Weeks
Focus 6 / Extending Understanding of Multiplication & Division/Attributes of Geometric Figures / 4 Weeks
Focus 7 / Connecting Data to the Four Operations and Fractions / 4 Weeks
Focus 8 / Extending Understanding of Fractions as Numbers / 3 Weeks
Focus 9 / Understanding measures of Liquid Volume, Weight and Mass. / 3 Weeks
***Based on the standards, not all lessons within the resource may be needed to meet the needs of your students.
Focus 1: Introduction to Multiplication and DivisionStudents begin developing these concepts by working with numbers with which they are more familiar, such as 2s, 5s, and 10s, in addition to numbers that are easily skip counted such as 3s and 4s. Since multiplication is a critical area for grade 3, students will build on these concepts throughout the year, working towards fluency by the end of the year.
Standards
3.OA.A.1
3.OA.A.2
3.OA.A.3
3.OA.A.4
3.OA.B.5
3.OA.B.6
3.OA.C.7
3.OA.D.8
3.OA.D.9
3.MD.C.7 / Estimated Time
5 weeks / Principal Resource
-Fosnot Grocery Stamps and Measuring Strips
AND
-IDS Unit 5, including Common Core Resource 3.1A, 3.5A, 3.5B, 3.7A / Additional Resource
Routines-
-Use mini-lesson in Grocery Stamps & Measuring Strips
-Routines in addition to Ten-Minute math: word problems -equal groups unknown product,
-Fosnot mini-lessons Early Mult/Div. A1 – A10
Notes
**Because there are two principal resources listed in this focus unit, teachers need to determine the best sequencing for their population’s needs. Please note: not all lessons in every resource unit may be needed for every group of students. Please use your professional judgement when planning your instruction.
End of the year 3rd grade fluency expectations –
3.OA.C.7 Multiply/Divide within 100 Fluently –Rote memorization of basic facts is not fluency. Fluency with multiplication facts includes deeper understanding of concepts and flexible thinking.
3.NBT.A.2 Add/Subtract within 1000
Focus 2: Applying Place Value, Properties and Operations to Add/Sub Multi- Digit Numbers
In this focus students increase the sophistication of computation strategies that include place value understanding for addition and subtraction within 1,000. The concept of rounding is introduced to offer the students another strategy to judge the reasonableness (MP.3) of their answers in addition and subtraction situations.
Standards
3.OA.D.8
3.OA.D.9
3.NBT.A.1
3.NBT.A.2
3.MD.A.1 / Estimated Time
4 weeks / Principal Resource
IDS Unit 3 - Include Common Core IDS Book, sessions 1.7A and EXCLUDE session 3.1
Principal resource for
3.MD.A.1 Engage NY – Module 2, Topic A, lessons 1-5 / Additional Resource
-3.NBT.A.1 – Engage NY – Module 2, Topic C, lesson 14
Routines
In addition to Ten-Minute math -Fosnot Mini-lessons in Extending add. & sub. B1-B15
-Number Talks pg. 186-196
-Problem solving: Add To (Join, Result Unknown) Take from (Separate, Result Unknown), Put Together/Take Apart (Part-Part-Whole) and Compare problems. Refer to Table 1, p. 21 (in 2nd grade CCSS). Problems into the 1,000’s for add. & sub. Include multi-step word problems.
Notes
**Because there are two principal resources listed in this focus unit, teachers need to determine the best sequencing for their population’s needs. Please note: not all lessons in every resource unit may be needed for every group of students. Please use your professional judgement when planning your instruction.
End of the year 3rd grade fluency expectations –
3.OA.C.7 Multiply/Divide within 100 fluently - Rote memorization of basic facts is not fluency. Fluency with multiplication facts includes deeper understanding of concepts and flexible thinking.
3.NBT.A.2 Add/Subtract within 1000
Focus 3: Develop Understanding of Fractions as Numbers
Students have had experience partitioning shapes into fair shares (1.G.3 and 2.G.3) using words to describe the quantity. In this focus students extend this understanding to partition shapes and number lines representing these fair shares using fraction notation. Students learn to view unit fractions as building blocks-understating that every fraction is an iteration of unit fractions. (2/3 = 2 pieces of size one-third)
Standards
3.NF.A.1
3.NF.A.2
3.NF.A.3 3.G.A.2 / Estimated Time
5 weeks / Principal Resource
Engage NY Module 5 Topic A, B, & C
AND
IDS Unit 7 Investigations 1 & 2 / Additional Resource
http://www.k-5mathteachingresources.com/
http://www.illustrativemathematics.org/illustrations
Routines-
-In addition to Ten-Minute math: Problem solving with strong emphasis on fractions in real world context
-Number Talks pgs. 197-216.
Notes
Students develop an understanding of fractions, beginning with unit fractions. Students view fractions in general as being built out of unit fractions, and they use fractions along with visual fraction models to represent parts of a whole. Students understand that the size of a fractional part is relative to the size of the whole. For example, 1/2 of the paint in a small bucket could be less paint than 1/3 of the paint in a larger bucket, but 1/3 of a ribbon is longer than 1/5 of the same ribbon because when the ribbon is divided into 3 equal parts, the parts are longer than when the ribbon is divided into 5 equal parts.
**Because there are two principal resources listed in this focus unit, teachers need to determine the best sequencing for their population’s needs. Please note: not all lessons in every resource unit may be needed for every group of students. Please use your professional judgement when planning your instruction.
End of the year 3rd grade fluency expectations –
3.OA.C.7 Multiply/Divide within 100 fluently - Rote memorization of basic facts is not fluency. Fluency with multiplication facts includes deeper understanding of concepts and flexible thinking.
3.NBT.A.2 Add/Subtract within 1000
Focus 4: Develop Understanding of Multiplication and Division
This focus provides students a solid foundation in solving problems with equal groups and arrays. This is necessary to support future success with measurement problems. It includes multiple experiences to explore the connections between distributive property and multiplying the side lengths to determine area. Students recognize that multiplication strategies can be used to make sense of and solve division problems.
Standards
3.OA.A.3
3.OA.A.4
3.OA.B.5
3.OA.C.7
3.OA.D.8
3.OA.D.9
3.MD.C.7
3.NBT.A.3 / Estimated Time
5 weeks / Principal Resource
Fosnot Muffles and Truffles
AND
Engage NY Module 3, Topic A, B, C, D, E, & F / Additional Resource-
www.k-5mathteachingresources.com/3rd-grade-number-activities.html
http://www.illustrativemathematics.org/illustrations
http://www.insidemathematics.org/index.php/3rd-grade
Routines-
-Fosnot mini-lessons from Muffles and Truffles
-Problem solving refer to CCSS pg. 29 Arrays/area- (unknown product- group size unknown- number of groups unknown).
Notes
During Muffles Truffles make sure to use the term AREA where applicable. Make the connection of multiplication and area.
**Because there are two principal resources listed in this focus unit, teachers need to determine the best sequencing for their population’s needs. Please note: not all lessons in every resource unit may be needed for every group of students. Please use your professional judgement when planning your instruction.
End of the year 3rd grade fluency expectations –
3.OA.C.7 Multiply/Divide within 100 fluently – Rote memorization of basic facts is not fluency. Fluency with multiplication facts includes deeper understanding of concepts and flexible thinking.
3.NBT.A.2 Add/Subtract within 1000
Focus 5: Demonstrating Computational Fluency in Problem Solving
Students will focus on problems solving in order to demonstrate fluency with addition and subtraction to 1,000. Include two-step word problems.
Standards
3.OA.A.3
3.OA.C.7
3.OA.D.8
3.OA.D.9
3.NBT.A.2 / Estimated Time
2 weeks / Principal Resource
IDS Unit 8
Teacher links two-step word problems / Additional Resource
http://www.insidemathematics.org/index.php/3rd-grade
http://www.illustrativemathematics.org/illustrations
Routines
-In addition to Ten-Minute math-
Problem solving refer to CCSS 2nd grade pg. 22 compare - difference unknown. Problem solving refer to CCSS 3rd grade pG.A.29 compare unknown product, group size unknown, and number of groups unknown. **2 step word problems must be incorporated**
Notes
**Because there are two principal resources listed in this focus unit, teachers need to determine the best sequencing for their population’s needs. Please note: not all lessons in every resource unit may be needed for every group of students. Please use your professional judgement when planning your instruction.
End of the year 3rd grade fluency expectations –
3.OA.C.7 Multiply/Divide within 100 fluently - Rote memorization of basic facts is not fluency. Fluency with multiplication facts includes deeper understanding of concepts and flexible thinking.
3.NBT.A.2 Add/Subtract within 1000
Focus 6: Extending Understanding of Multiplication & Division/Attributes of Geometric Figures
Students will focus on reasoning with shapes and their attributes, including area and perimeter. The standards in this focus strongly support one another because perimeter, like area, is an attribute of shape. The focus extends student’s understanding of multiplication and division.
Standards
3.MD.C.5
3.MD.C.6
3.MD.C.7
3.MD.D.8
3.G.A.1 / Estimated Time
4 weeks / Principal Resource
IDS unit 4
EXCLUDE investigation 2
Engage NY Module 4, Topics A, B, C & D / Additional Resource
Routines
In addition to Ten-Minute math-
Fosnot Mini-lessons Extending Add & Sub. C7-C12
-Continue problem solving for add/sub. within 1000's or mult/div within 100 **2 step word problems must be incorporated**
-Number Talks pg. 278-285.
Notes
Students recognize area as an attribute of two-dimensional regions. They measure the area of a shape by finding the total number of same-size units of area required to cover the shape without gaps or overlaps, a square with sides of unit length being the standard unit for measuring area. Students understand that rectangular arrays can be decomposed into identical rows or into identical columns. By decomposing rectangles into rectangular arrays of squares, students connect area to multiplication, and justify using multiplication to determine the area of a rectangle.
**Because there are two principal resources listed in this focus unit, teachers need to determine the best sequencing for their population’s needs. Please note: not all lessons in every resource unit may be needed for every group of students. Please use your professional judgement when planning your instruction.
End of the year 3rd grade fluency expectations –
3.OA.C.7 Multiply/Divide within 100 fluently - Rote memorization of basic facts is not fluency. Fluency with multiplication facts includes deeper understanding of concepts and flexible thinking.
3.NBT.A.2 Add/Subtract within 1000
Focus 7: Connecting Data to the Four Operations and Fractions
In this focus students will represent and interpret data in various formats (line plot, tables and bar graphs, etc…) that includes measurement of lengths with whole numbers and fractions. Students will solve one and two step “how many more” and “how many less” problems using the date presented in these graphs.
Standards
3.MD.B.3
3.MD.B.4
3.OA.A.3
3.OA.C.7
3.OA.D.8
3.OA.D.9
3.NBT.A.2 / Estimated Time
4 weeks / Principal Resource
-IDS Unit 2 Include Common Core Book, session 2.3A and exclude sessions 2.3 - 2.7
4.MD.B.4 - Engage NY Module 6, Topic B / Additional Resource
http://illuminations.nctm.org/LessonDetail.aspx?id=U149
Routines
In addition to Ten-Minute math-
Fosnot mini-lessons extended Add and Sub. C24-C32
-Problem solving into the 1,000’s for add. & sub. **2 step word problems must be incorporated** refer to Table 1, pg. 21 (in 2nd grade CCSS) problem solving using multiplication and division refer to pg. 29 in 3rd grade CCSS.
Notes
**Because there are two principal resources listed in this focus unit, teachers need to determine the best sequencing for their population’s needs. Please note: not all lessons in every resource unit may be needed for every group of students. Please use your professional judgement when planning your instruction.
End of the year 3rd grade fluency expectations –
3.OA.C.7 Multiply/Divide within 100 fluently - Rote memorization of basic facts is not fluency. Fluency with multiplication facts includes deeper understanding of concepts and flexible thinking.
3.NBT.A.2 Add/Subtract within 1000
Focus 8: Extending Understanding of Fractions as Numbers
Students will develop a conceptual understanding of equivalence. Multiple types of models and representations should be used to help students develop this understanding. Students will apply their understanding of equivalence to compare fractions. As a result students will develop conceptual understanding of fraction comparisons and practice reasoning about size. Students defend their reasoning and critique the reasoning of others using both visual models and their understanding of the structure of fractions.
Standards
3.NF.A.2
3.NF.A.3 3.G.A.2 / Estimated Time
3 weeks / Principal Resource
Engage NY Module 5 Topic D, E, & F / Additional Resource
Teaching Student Centered Mathematics 3-5 pgs. 131-152
http://www.insidemathematics.org/index.php/3rd-grade
Routines
-Continue 2 step word problems. Integrate fractions into word problems (use the book Extending Children’s Mathematics Fractions and Decimals for word problems examples)
Notes
Students are able to use fractions to represent numbers equal to, less than, and greater than one. They solve problems that involve comparing fractions by using visual fraction models and strategies based on noticing equal numerators or denominators.
**Because there are two principal resources listed in this focus unit, teachers need to determine the best sequencing for their population’s needs. Please note: not all lessons in every resource unit may be needed for every group of students. Please use your professional judgement when planning your instruction.
End of the year 3rd grade fluency expectations –
3.OA.C.7 Multiply/Divide within 100 fluently - Rote memorization of basic facts is not fluency. Fluency with multiplication facts includes deeper understanding of concepts and flexible thinking.
3.NBT.A.2 Add/Subtract within 1000
Focus 9: Understanding measures of Liquid Volume, Weight and Mass.
In this focus students will solve problems involving measurement and estimation of liquid volumes and masses of objects. Solve one-step word problems involving all four operations with grams, kilograms, liters, and milliliters given in the same units.
Standards
3.MD.A.2
3.NBT.A.1
3.NBT.A.2 / Estimated Time
3 weeks / Principal Resource
IDS Unit 9 - ONLY Common Core IDS Book, sessions 4A.1 - 4A.3
3.MD.2- Engage NY Module 2, Topic B / Additional Resource
http://www.illustrativemathematics.org/illustrations
http://www.k-5mathteachingresources.com/3rd-grade-measurement-and-data.html
Routines
In addition to Ten-Minute Math-
-Problem solving involving masses and volumes that are given in the same units
Notes
**Because there are two principal resources listed in this focus unit, teachers need to determine the best sequencing for their population’s needs. Please note: not all lessons in every resource unit may be needed for every group of students. Please use your professional judgement when planning your instruction.
End of the year 3rd grade fluency expectations –
3.OA.C.7 Multiply/Divide within 100 fluently - Rote memorization of basic facts is not fluency. Fluency with multiplication facts includes deeper understanding of concepts and flexible thinking.
3.NBT.A.2 Add/Subtract within 1000
Table 1: Common addition and subtraction situations.6