Essential Instructional Activity Alignment Tool
Grade 3 Math
Standard I: Students will understand the base-ten numeration system, place value concepts, simple fractions and perform operations with whole numbers.
Objective 1: Represent whole numbers up to 10,000, comprehendplace value concepts, and identify relationships among whole numbers using base-ten models and symbolic notation.
- Read, write, and represent whole numbers using standard and expanded form.
- Demonstrate multiple ways to represent numbers using models and symbolic representations (e.g., fifty is the same as two groups of 25, the number of pennies in five dimes, or 75 - 25).
- Identify the place and the value of a given digit in a four-digit numeral and round numbers to the nearest ten, hundred, and thousand.
- Order and compare whole numbers on a number line and use the symbols <, >, ≠, and = when comparing whole numbers.
- Identify factors and multiples of whole numbers.
1.1.a. Place value cards, students represent number in expanded and standard form using cards.
1.1.b. Individual Student white boards with class discussion, start with a number like 10 or 12 and then move to higher numbers and money. Activities include the race track(*).
1.1.c. “You are Great” Draw number from hat, show to student and they place the number on a number line. The game comes in when you have students try to make the largest or lowest number. The student must state the number correctly, out loud, to be great!
The neighborhood rounding story –
1.1. d. First, be sure to have a number line posted on the wall, a large number line!
Provide random number on cards and have them order the cards.
Play a money game with IOU and which number do you want me to pay you.
Card game, higher lower.
Hula hoops, group students in hoop by the number. Groups 12 in four hoops or 12 in 3 hoops.
One of these things do not belong. Use number that are multiples of all but one number (e.g., 5,10, 53, 25)
Wacky Factors
Standard I: Students will understand the base-ten numeration system, place value concepts, simple fractions and perform operations with whole numbers.
Objective 2: Use fractions to describe and compare parts of the whole.
- Identify the denominator of a fraction as the number of equal parts of the unit whole and the numerator of a fraction as the number of equal parts being considered.
- Define regions and sets of objectsas a whole and divide the whole into equal parts using a variety of objects, models, and illustrations.
- Name and write a fraction to represent a portion of a unit whole for halves, thirds, fourths, sixths, and eighths.
- Place fractions on the number line and compare and order fractions using models, pictures, the number line, and symbols.
- Find equivalent fractions using concrete and pictorial representations.
Page 498 in Houghton Mifflin Folding activity.
Use the American Flag, classroom, or geometric shape and have students divide these into fractions of the regions.
Use object such as a bag of apples, to divide into fractions of the bag. Or cookies divided into fractions of the batch.
Folding activity or just have student write the fractions.
Be sure to have a number line posted on the wall, a big number line!
Use models of fractions, such as Hershey’s old fashion milk chocolate bars that divide into nice squares.
Use number tiles configured into wholes and then have students find equivalent fractions.
Use card stock to make a tool like on page 510 HM
Quilt, pot holder, Keep the number of pieces of each color to ½ red or ¼ blue or etc.
Standard I: Students will understand the base-ten numeration system, place value concepts, simple fractions and perform operations with whole numbers.
Objective 3: Model problems involving addition, subtraction, multiplication, and division.
- Demonstrate the meaning of multiplication and division of whole numbers through the use of a variety of representations (e.g., equal-sized groups, arrays, area models, and equal jumps on a number line for multiplication, partitioning and sharing for division).
- Use a variety of strategies and tools, such as repeated addition or subtraction, equal jumps on the number line, and counters arranged in arrays to model multiplication and division problems.
- Demonstrate, using objects, that multiplication and division by the same number are inverse operations(e.g.,3 x □ = 12 is the same as 12 ÷ 3 = □ and □ = 4).
- Demonstrate the effect of place value when multiplying whole numbers by 10.
- Write a story problem that relates to a given addition, subtraction, or multiplication equation, and write a number sentence to solve a problem related to the students’ environment
Do skip counting in the school yard, using equal size jumps.
Use a number line to have student skip count and mark the skips.
Write a problem on the board and have students skip count to that number.
Use base ten blocks to model problems.
Fact Families
Base 10 blocks to model this
Bring in egg cartons to model 3x4 and 4x3
Place values place cards (Flip Cards)
Jingle when you multiply.
“Zero, Zero, He’s my Hero!”
This indicator is an activity.
After the students think they have solved the problem in the story, give the a
___O____=____
Standard I: Students will understand the base-ten numeration system, place value concepts, simple fractions and perform operations with whole numbers.
Objective 4: Compute and solve problems involving addition and subtraction of 3- and 4-digit numbers and basic facts of multiplication and division.
- Use a variety of methods to facilitate computation (e.g., estimation, mental math strategies, paper and pencil).
- Find the sum or difference of numbers, including monetary amounts, using models and strategies such as expanded form, compensation, partial sums, and the standard algorithm.
- Compute basic multiplication facts (0-10) and related division facts using a variety of strategies based on properties of addition and multiplication (i.e., commutative, associative, identity, zero, and the distributive properties).
Krypto game is good to play for metal math
Use mental math when walking in line to lunch
Use fact family
HM Page 76 a
Mental math verses calculator
Use a multiplication chart to look for patterns and then move to strategies to calculate the products.
Standard II: Students will use patterns, symbols, operations, and properties of addition and multiplication to represent and describe simple number relationships.
Objective 1: Create, represent, and analyze growing patterns.
- Create and extend growing patterns using objects, numbers, and tables.
- Describe how patterns are extended using manipulatives, pictures, and numerical representations.
Objective 1:
xx / xxxx / xxxxxx
What is the sum / 2 / 6 / 12
What comes next in this pattern?
Write a running sum
- Unifix cubes, explore the cubes and construct/create patterns and share with the class to have the class try to identify the pattern. Have student make a pattern with missing pieces and have them identify these
- 2, 4, 6 , what would be the 5th number in the pattern.
- Have students stare at the multiplication table and find patterns to share with other students.
- Have student apply patterns to some project at home (e.g., cooking, drapes, brick patterns, buildings, streets)
Standard II: Students will use patterns, symbols, operations, and properties of addition and multiplication to represent and describe simple number relationships.
Objective 2: Recognize, represent,and simplifysimple number relationships using symbols, operations, and properties.
- Represent numerical relationships as expressions, equations, and inequalities.
- Solve equations involving equivalent expressions (e.g., 6 + 4 = ∆ + 7).
- Use the >, <, and = symbols to compare two expressions involving addition and subtraction (e.g., 4 + 6 □ 3 + 2; 3 + 5 □ 16 - 9).
- Recognize and use the commutative, associative, distributive, and identity properties of addition and multiplication, and the zero property of multiplication.
8 + __ = 5 + 6
8 + ∆ = 5 + 6
Use the balance scale with equations
Three Dice and one blank and student throw equations
______= ______
8 5
7 + 3 ∆ 3 + 2
Commutative Property – use expression like commuting home and work- work and home 3 + 7 is the same as 7 + 3
Associative Property – use expression like
2 + 4 + 7 = (2 + 4) + 7 = 2 + (4 + 7)
Make a ten race track
Distributive Property - 3( 3 + 4) = 9 + 12 = 3x7
Standard III: Students will describe and analyze attributes of two-dimensional shapes.
Objective 1: Describe and compare attributes of two-dimensional shapes.
- Identify, describe, and classify polygons (e.g., pentagons, hexagons, octagons).
- Identify attributes for classifying triangles (e.g., two equal sides for the isosceles triangle, three equal sides for the equilateral triangle, right angle for the right triangle).
- Identify attributes for classifying quadrilaterals (e.g., parallel sides for the parallelogram, right angles for the rectangle, equal sides and right angles for the square).
- Identify right angles in geometric figures, or in appropriate objects, and determine whether other angles are greater or less than a right angle.
Standard III: Students will describe and analyze attributes of two-dimensional shapes.
Objective 2: Demonstrate the meaning of congruence through applying transformations.
- Demonstrate the effect of reflection, translation, or rotation using objects.
- Determine whether two polygons are congruent by reflecting, translating, or rotating one polygon to physically fit on top of the other.
Ask, what is the largest square you can make on the ge0-board, what is the largest pentagon, etc. Show me a triangle with two acute angles, right angle,
Use pencils or licorice to help student visualize triangle and then classify triangles based on attributes of triangles. ( angles, length of sides).
Standard IV: Students will select and use appropriate units and measurement tools to solve problems.
Objective 1: Select and use appropriate tools and units to estimate and measure length, weight, capacity, time, and perimeter of two-dimensional figures.
- Describe the part-whole relationships (e.g., 3 feet in a yard, a foot is 1/3 of a yard) between metric units of length (i.e., centimeter, meter), and among customary units of length (i.e., inch, foot, yard), capacity (i.e., cup, quart), and weight (i.e., pound, ounce).
- Measure the length of objects to the nearest centimeter, meter, half- and quarter-inch, foot, and yard.
- Measure capacity using cups and quarts, and measure weight using pounds and ounces.
- Identify the number of minutes in an hour, the number of hours in a day, the number of days in a year, and the number of weeks in a year.
- Describe perimeter as a measurable attribute of two-dimensional figures, and estimate and measure perimeter with metric and customary units.
Standard IV: Students will select and use appropriate units and measurement tools to solve problems.
Objective 2: Solve problems involving measurements.
- Determine simple equivalences of measurements (e.g., 30 inches = 2 feet and 6 inches; 6 cups = 1½ quarts; 90 min. = 1 hr. 30 min.).
- Compare given objects according to measurable attributes (i.e., length, weight, capacity).
- Solve problems involving perimeter.
- Determine elapsed time in hours (e.g., 7:00 a.m. to 2:00 p.m.).
Standard V: Students will collect and organize data to make predictions and identify basic concepts of probability.
Objective 1: Collect, organize, and display data to make predictions.
- Collect, read, represent, and interpret data using tables, graphs, and charts, including keys (e.g., pictographs, bar graphs, frequency tables, line plots).
- Make predictions based on a data display.
Standard V: Students will collect and organize data to make predictions and identify basic concepts of probability.
Objective 2: Identify basic concepts of probability.
- Describe the results of events using the terms “certain,” “likely,” “unlikely,” and “impossible.”
- Conduct simple probability experiments, record possible outcomes systematically, and display results in an organized way (e.g., chart, graph).
- Use results of simple probability experiments to describe the likelihood of a specific outcome in the future.