Third Grade Rocks with Mrs. Morelos & Mrs. DeLorenzo

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Current Unit: Things That Come in Groups

Students should be able to:

1.  Draw, label and solve a picture that represents a given multiplication
problem.

Example:

Given multiplication problem: 3 X 4

Students could draw three cars with four wheels.

Words:  I drew three cars with four wheels.  There are 12 wheels in all.  I
counted by 4’s 3 times (4, 8, 12).

Numbers:  3 X 4 = 12

*Students should also understand the repeated addition sentence that
correlates with the above problem  4 + 4 + 4 = 12,   NOT  3 + 3 + 3 + 3 = 12.

2.  Complete and explain the rule for given patterns.

Example pattern:  5, 10, _____, 20, 25

Sample explanation:  Add 5 each time to get to the next number, or the pattern
is skip counting by 5’s starting at 5 ending on 25.

3. Draw, label and write a multiplication sentence for all the ways (arrays)
to arrange a given number in equal groups.

Example number:  12

Students should draw and label:
	1.  1 group of 12 (1 X 12)
	2.  2 groups of 6 ( 2 X 6 )
	3.  3 groups of 4 ( 3 X 4 )
	4.  4 groups of 3  ( 4 X 3 )
	5.  6 groups of 2  ( 6 X 2 )
	6.  12 groups of 1 ( 12 X 1 )

4.  Start with a given number and break it down into equal groups identifying
a division sentence that correlates with the problem.

Example:  If I have $50 and spend $5 each week.  How many weeks will go by
until my money is all gone?

50 ÷ 10 = 5

5.  Multiple one digit by two digits multiplication problems.

Example:  12 X 5

Students could figure out the above problem by counting by 5’s 12 times or
adding 10 fives times and then adding 2 five times.  There are many strategies
that students could use to solve the above problem.

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Combining and Comparing

Graded tests were sent home the week of Nov. 30th.

At the end of this unit, students should be able to.....
(We will also continue to review these concepts throughout the year)

1. Solve multi-digit adding and subtracting story problems.

Example:
Mrs. DeLorenzo has 123 papers to grade.  She has graded 56 so far.  How many
papers does she have left to grade?  ____________

Note:  There are many different strategies that students can use to solve this
problem.  Please encourage your child to use a strategy that works best for
them and that they are able to explain their chosen strategy.   Examples
strategies that we have been working on in class can be found under the Math
Strategies link.

2. Add given amounts of money and make change.

Example:  
Mrs. Martucci bought three books at the book store.  The books cost $1.20,
0.50⊄ and 0.79⊄  How much money did she spend in all?____________

If Mrs. Martucci paid with $5.00, how much change did she receive?

3.  Create a line plot with given data.  Plots should include labels and at
least two true observations.

4.  Find elapsed time using a calendar and a clock.
Example #1:  The movie starts at 3:00 and ends at 5:00, how much time has passed?
*Students will also be expected to read the time on an analog clock.  
Example #2: Students should be able to read a calendar and find elapsed time
in weeks.

5.  Rewrite addition sentences using subtraction sentences and vice versa.
Examples: A. 34 + 23 = 57  (57 - 34 = 23  or  57 - 23 = 34)
          B. 54 - 12 = 42  (12 + 42 = 54  or  42 + 12 = 54)

6.  Choose the correct number sentence to match a given story problem.

Example: I had 25 pieces of candy in my trick or treat bag after walking on
the first block.  I went on three more blocks and now I have 45.  How many
more pieces did I get after the first block?
Which addition sentence represents this problem?

a.  25 + 45 = N		b.   25 + N = 45		c.  N = 25 + 45

7.  Solve given number sentences.

?  +  14 > 18

a.  ? = 4		b.  ? = 2		c.  ? = 5

8.  Match a set of data to a choice of given graphs.
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Past Unit: Up and Down the Number Line

Goals: develop the concept of net change; relate adding/subtracting and
positive/negative as inverses; find missing values in a problem; recognize
that order in net change does not matter; develop strategies for adding long
sequences of changes

Up and Down the Number Line- Sample Problems to Practice

1.  What is the net change for this set of changes?

-2 +2 -6 -3 -5

Net Change:_______

*Be able to explain or write how you figured this out.

Example:  	-2 and  + 2 = 0, - 6 - 3 = -9 -5= -14

There are many different ways to solve this problem. This is just one sample
of how to explain your work.

2.  Order a series of positive and negative numbers in order from least to
greatest or greatest to least.

-10, 5, -3,  6, -3,  20

3.  Fill in the correct sign: greater than (>), less than (<) or equal to (=)

a.  20 _____ - 30		b.  -10 _____  5 	c.  14 _____ 10

4.  Fill in the blanks with the correct numbers.

a.  14 = _____ + 10		b.  2 X  _____= 10 	c.  20 - ____= 15

5.  Change over time story problems

Example: Jim put $10 in the bank on day one.  After 4 days, there was $17 in
the bank. What is the net change from day one to day four? Explain how you
figured this out.

___________________________________________________________________________________________________________________________________________________________________________________________________
1st Unit: Mathematical Thinking at Grade 3

Graded Math Tests were sent home on 9/23.

Key Ideas Addressed and Covered In and Throughout 1st Unit:
Symmetry, doubles, halves, review addition and subtraction facts, reading and
graphing daily temperatures in Celsius and Fahrenheit, sorting and classifying
information; collecting, representing, and recording data; describing data;
developing strategies to add and subtract, explore the characteristics and
behavior of odd and even numbers.

Sample Problems:

Double 24.  Explain what it means to double a number.

What is half of 34?  Explain what half means.

Explain what happens if you add an even to an even, an odd to an odd, or an
even to an odd.

Create and trace a symmetrical drawing with pattern pieces.

Be able to list different categories of a given set of data.

Be able to create a graph with a given set of data.  The graph should include
a title, labels and symbols that represent more than one object. It could be a
bar graph, line plot, pictograph, etc.

Identify the mode of a given set of data. The mode is the number in a set of
data that appears "the most."

Throughout this unit, we will also review adding and subtracting two digit
numbers, the concept of multiplication/division, and elapsed time.

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Third Grade Rocks with Mrs. Morelos & Mrs. DeLorenzo

Current Math Unit