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3rd Grade Math

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Christine Mazzocchi

on 31 July 2013

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Transcript of 3rd Grade Math

3rd Grade Math
Expectations & Procedures
1. Respect others
2. Include others
3. Clean up after yourself
4. Be prepared
5. Be positive

***Every Day Procedure
1. Drop off homework & Backpack
2. Work on "Do-Now" quietly
STATE STANDARDS OUTLINE
From Mathematics Standards of Learning for Virginia Public Schools-February 2009

LESSON PLAN: “Graphapalooza”
March 17 2014
Unit 3.17: Applications of Data

Classroom Layout
AUGUST
3.1
•read and write six-digit numerals and identify the place value and value of each digit
•round whole numbers, 9,999 or less, to the nearest ten, hundred and thousand
•compare two whole numbers between 0 and 9,999, using symbols (>, <, or =) and words (greater than, less than, or equal to)
3.2
•recognize and use the inverse relationships between addition/subtraction and multiplication/division to complete basic fact sentences
•use these relationships to solve problems
SEPTEMBER
3.3
•name and write fractions (including mixed numbers) represented by a model
•model fractions (including mixed numbers) and write fractions’ names
•compare fractions having like and unlike denominators, using words and symbols (>, <, or =)
OCTOBER
3.4
•estimate solutions to and solve single-step and multistep problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping
3.5
•recall multiplication facts through the twelves table, and the corresponding division facts
OCTOBER CONT.
3.6
•represent multiplication and division, using area, set, and number line models, and create and solve problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or less
3.7
•add and subtract proper fractions having like denominators of 12 or less
NOVEMBER
3.8
•determine, by counting, the value of a collection of bills and coins whose total value is $5.00 or less, compare the value of the bills and coins, and make change
3.11
•tell time to the nearest minute, using analog and digital clocks
•determine elapsed time in one-hour increments over a 12-hour period
3.12
•identify equivalent periods of time, including relationships among days, months, and years, as well as minutes and hours
3.13
•read temperature to the nearest degree from a Celsius thermometer and a Fahrenheit
Rewards
Jar of Marbles
Consequences
Warning
DECEMBER
3.9
•estimate and use U.S. Customary and metric units to measure:
(1)length to the nearest ½ inch, inch, foot, yard, centimeter, and meter
(2)liquid volume in cups, pints, quarts, gallons, and liters
(3)weight/mass in ounces, pounds, grams, and kilograms
(4)area and perimeter
JANUARY
3.10
•measure the distance around a polygon in order to determine perimeter
•count the number of square units needed to cover a given surface in order to determine area
3.14
•identify, describe, compare, and contrast characteristics of plane and solid geometric figures (circle, square, rectangle, triangle, cube, rectangular prism, square pyramid, sphere, cone, and cylinder) by identifying relevant characteristics, including the number of angles, vertices, and edges, and the number and shape of faces, using concrete models
FEBRUARY
3.15
•identify and draw representations of points, line segments, rays, angles, and lines
3.16
•identify and describe congruent and noncongruent plane figures
MARCH
3.17
•collect and organize data, using observations, measurements, surveys or experiments
•construct a line plot, a picture graph, or a bar graph to represent the data
•read and interpret the data represented in line plots, bar graphs, and picture graphs and write a sentence analyzing the data
APRIL
3.18
•investigate and describe the concept of probability as chance and list possible results of a given situation
MAY
3.19
•recognize and describe a variety of patterns formed using numbers, table and pictures, and extend the patterns, using the same or different forms
3.20
•investigate the identity and the commutative properties for addition and multiplication
•identify examples of the identity and commutative properties for addition and multiplication
STATE STANDARDS OUTLINE
From Mathematics Standards of Learning for Virginia Public Schools-February 2009

Objective
: Students will be able to graph and analyze data.
Materials Needed
: Sticky notes, poster board, scrap paper, lined paper (for write-up), pencils, markers, and stickers
Previous Knowledge
: Studied examples of data collections and graphs, and with learned how to analyze graphs.

Outline of session (45 minutes long)

Opening
: -“Our Class’s Favorite
Colors”
-As the students walk in, hand
each a sticky note to place on the
graph
-Analyze the graph together
-Tell them they will
now be creating their own.
(10 minutes)
Introduction:
-Introduce the project
-Hand out the instructions .
-Assign each type of graph evenly to the students.
(6 minutes)

Activity
: Work on project. (25 minutes)

Closing:
-Check in with students:
-Which graph they are using
-Appropriate survey topics are appropriate
-Remind them to check timelines
-Homework: ask friends and families
-We will continue this tomorrow. (4 minutes)
Post-Class
Differentiation:
Offer one-on-one extra help during class time, extra examples, checkpoints with the teacher.

*For our English Language Learner, we provided a direction set in Spanish, a dictionary, and assigned him a picture graph, along with providing additional assistance

Cross Curriculum Connections
: The write-up analysis of the graphs can be applied to English courses.

Possible Problems:
Students might not use time wisely; not follow all of the instructions; not pick an appropriate topic for the graph they have been assigned.

ASSESSMENTS
Pre-Assessment
Formative Assessment
We will complete a Fist-to-Five assessment after the first week of introductory material and examples, to check for a basic understanding before diving into analysis.
Post-Assessment
Yellow Card
Red Card
Bibliography
http://www.google.com/search?gs_rn=21&gs_ri=psy-ab&cp=6&gs_id=l&xhr=t&q=line+graph&bav=on.2,or.r_cp.r_qf.&bvm=bv.49478099,d.dmg&biw=1433&bih=756&um=1&ie=UTF

http://www.google.com/search?client=safari&rls=en&q=picture+graph&oe=UTF-8&um=1&ie=UTF-

http://www.google.com/search?gs_rn=21&gs_ri=psy-ab&cp=6&gs_id=l&xhr=t&q=line+graph&bav=on.2,or.r_cp.r_qf.&bvm=bv.49478099,d.dmg&biw=1433&bih=756&um=1&ie=

http://www.google.com/search?client=safari&rls=en&q=leprechaun&oe=UTF-8&um=1&ie=UTF-8&hl=en&tbm=

http://www.google.com/search?client=safari&rls=en&q=pot+of+gold&oe=UTF-8&um=1&ie=UTF-8&hl=en&tbm=isch&source=og&sa=

http://www.google.com/search?client=safari&rls=en&q=jar+of+marbles&bav=on.2,or.r_cp.r_qf.&bvm=bv.49641647,d.aWc,pv.xjs.s.en_US.Ny

Mathematics Standards of Learning for Virginia Public Schools-February 2009
Verbal Praise
March Bulletin Board!
Favorite Colors
Red Orange Yellow Green Blue Purple Pink
1 sticky note = 1 vote
Full transcript