EAST ALLEN COUNTY SCHOOLS

Bundle 3

Grade 3

Math

Big Idea: Relationships Solving Problems with Patterns

and Inverse Relationships

Enduring Understandings Essential Questions

Growing and repeating patterns can be identified, described, and extended with words and symbols.

Patterns are used to predict outcomes.

Multiplication and division are based on properties, patterns, and number relationships.

Real-world math problems can be translated into mathematical equations.

Mathematical situations can be represented using variables, expressions, and equations.

When are patterns used in our daily lives? What strategies do you use to identify, extend, or create a pattern? Where in the real world do we see things multiply? Where in the real world do we see things divide? How do mathematicians communicate their thinking about math on paper?

CC/Learning Targets Core Vocabulary Links to Technology *3.2.2 *3.2.3 *3.2.4 *3.2.5 3.2.7. 3.OA.1 3.OA.2

*3.3.1 *3.3.2 *3.3.4 *3.3.5 3.OA.3 3.OA.5

*3.3.6 *3.6.1-3.6.9 3.OA.4 3.OA.6 3.OA.7 3.OA.8 3.OA.9

division multiplication

-Third Grade IXL website for all skills

-My Math Flashcards (app)

-Conundra Math (app) (all operations- challenging)

-Educreation Interactive Whiteboard app -Division!! App -Fun Brain website for all skills

Bundle Performance Task(s) You really want to go on a field trip to Cedar Point, and you have to earn money so that you can attend. In your small group, you need to make a choice between two jobs to make your money: walking dogs and mowing yards. You will earn $3 per walk. If you choose to mow, you will make $6 each time, and you will be expected to mow only four times. You are a true animal lover and really want to walk the dogs. So you have to determine how many times you need to walk the dogs in order to make the same amount as you would if you chose to mow lawns. Write an equation to determine the number of times you would need to walk the dogs. Check your solution by using the inverse relationship. Finally, use manipulatives or draw an illustration to communicate your thinking about solving the problem and share your reasoning with another group on why your solution is reasonable. As an extension, ask students to present their mathematical thinking to the class using the “Poster Method” described in Balanced Math.

Grade 3 Math Bundle 3

Quarter 2 Oct.-Dec.

Recommended Read-Alouds G3 - Bundle 3

Big Idea: Relationships Title Author Relates to…

A Remainder of One Elinor J. Pinczes Division

Cheetah Math Learning About Division from Baby Cheetahs Ann Whitehead Nagda Division

Divide and Ride Stuart J. Murphy Division

Great Divide Pat Hutchins Division

One Hundred Hungry Ants Elinor J. Pinczes Division

One of Each Mary Ann Hoberman Division

The Best Vacation Ever Stuart J. Murphy Division

The Doorbell Rang Pat Hutchins Division

The Rainbow Fish Marcus Pfister Division

The Great Take-Away Louise Mathews Equations

Twelve Ways to Get to Eleven Eve Merriam Equations

Anno’s Counting House Mitsumasa Anno Expressions, Equations

Dinosaur Deals Stuart J. Murphy Expressions, Equations

Ready, Set, Hop! Stuart J. Murphy Expressions, Equations

2x2=BOO! A Set of Multiplication Stories Loreen Leedy Multiplication

Recommended Read-Alouds G3 - Bundle 3

Amanda Bean’s Amazing Dream: A Mathematical Story Cindy Neuschwander Multiplication

Bats on Parade Appelt Multiplication

Each Orange Has 8 Slices Paul Giganti, Jr. Multiplication

Multiplication Made Easy Rebecca Wingard-Nelson Multiplication

The Best of Times: Math Strategies that Multiply Greg Tang Multiplication

The King’s Commissioners Aileen Friedman Multiplication

Two of Everything Lily T. Hong Multiplication

Math Potatoes: Mind Stretching Brain Food Greg Tang Patterns

The Grapes of Math: Mind Stretching Math Riddles Greg Tang Patterns

Math G3 - Bundle 3

CC/Learning Targets Resource of Ideas Evidence of Learning 3.2.2 (3.OA.1) (3.OA.3)

Represent the concept of multiplication as repeated addition. a. Represent the concept of multiplication as equal groups using pictures or objects. b. Represent the concept of multiplication as equal groups using repeated addition. c. Represent the concept of multiplication as a rectangular array. d. Represent the concept of multiplication as equal hops on a number line.

Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each.

Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem

-Five Easy Steps to a Balanced Math Program for Upper Elementary Grades pp. 3-28 -Each Orance Has 8 Slices by Paul Giganti, Jr. -Bats on Parade by Appelt -Amanda Bean’s Amazing Dream: A Mathematical Story by Cindy Neuschwander -The Best of Times: Math Strategies that Multiply by Greg Tang -2x2=BOO! A Set of Multiplication Stories by Loreen Leedy -Two of Everything by Lily T. Hong -The King’s Commissioners by Aileen Friedman -Multiplication Practice -Multiplication Games -Mutliplication Activities -Houghton Mifflin Math website - IDOE Resources -3rd Grade Indiana Math Skills (click on Indiana, then click on 3

rd grade,

scroll down to the indicator of your choice) -How Multiplying Works -Math Multiplication and Division Activities - enVisionMATH Lessons 4.1 - 4.5 Lessons 5.1 - 5.7 Lessons 6.1 - 6.8 Lesson 7.3 Lesson 8.1, 8.6, 8.8 -Houghton Mifflin Math Lessons 8.1 - 8.6 Lessons 9.2 - 9.6 Lessons 21.1 - 21.2, 21.7

- enVisionMATH pp. 112-114, 136-138, 166-168, 186-188, 216-218 -Houghton Mifflin Math Chapter Review/Test pp. 228-229 -Houghton Mifflin Math Chapter Review/Test pp. 256-257 -Students create patterns using symbols or shapes for a pattern to solve -Pocket Day (scroll down to pp. 11-13) -Barnyard Legs (scroll down to p. 14) -Tile Arrays activity from Houghton Mifflin Math p. 208B -Gravity and Weight activity from Houghton Mifflin Math p. 236B -Write number sentences to show how many days in one week, in two weeks, etc. -Daily Math Review

Math G3 - Bundle 3

3.2.3 (3.OA.2) (3.OA.3)

Represent the concept of division as repeated subtraction, equal sharing, and forming equal groups. a. Represent the concept of division as equal sharing. b. Represent the concept of division as forming equal groups. c. Represent the concept of division as repeated subtraction.

Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.

Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem

-Five Easy Steps to a Balanced Math Program for Upper Elementary Grades pp. 3-28 -Divide and Ride by Stuart J. Murphy -The Doorbell Rang by Pat Hutchins -A Remainder of One by Elinor J. Pinczes -One Hundred Hungry Ants by Elinor J. Pinczes -Great Divide by Hutchins -One of Each by Mary Ann Hoberman -The Rainbow Fish by Marcus Pfister -Cheetah Math Learning About Division from Baby Cheetahs by Ann Whitehead Nagda -The Best Vacation Ever by Stuart J. Murphy -Division Practice -Division Activities -Houghton Mifflin Math website -IDOE Resource -3rd Grade Indiana Math Skills (click on Indiana, then click on 3

rd grade,

scroll down to the indicator of your choice) -Math Multiplication and Division Activities - enVisionMATH Lessons 7.1 - 7.6 Lessons 8.1 - 8.9 -Houghton Mifflin Math Lessons 10.1 - 10.2, 10.4, 10.6 - 10.7, 10.9 Lessons 11.3 - 11.5, 11.7 - 11.9 Lessons 22.1 - 22.2

- enVisionMATH pp. 186-188, 216-218 -Houghton Mifflin Math Chapter Review/Test pp. 282-283 -Houghton Mifflin Math Chapter Review/Test pp. 314-315 -Multiply or Divide Tiles activity from Houghton Mifflin Math p. 264B -Daily Math Review

3.2.4 Know and use the inverse relationship -Five Easy Steps to a Balanced Math Program for Upper Elementary - enVisionMATH pp. 186-188,

Math G3 - Bundle 3

(3.OA.7)

between multiplication and division facts. a. Explain the inverse relationship between multiplication and division facts. b. Write a related division fact for a give multiplication fact. c. Write a related multiplication fact for a given division fact.

Grades pp. 3-28 -Houghton Mifflin Math website -IDOE Resource -IDOE Resource -3rd Grade Indiana Math Skills (click on Indiana, then click on 3

rd grade,

scroll down to the indicator of your choice) - enVisionMATH Lesson 7.3 Lesson 8.1 -Houghton Mifflin Math Lesson 10.3 Lessons 11.1 - 11.2

216-218 -Houghton Mifflin Math Chapter Review/Test pp. 282-283 -Houghton Mifflin Math Chapter Review/Test pp. 314-315 -Fact Family Fun activity from Houghton Mifflin Math p. 288B -Daily Math Review

3.2.5 (3.OA.7)

Show mastery of multiplication facts for 2, 5, and 10. a. Show mastery of multiplication facts for two. b. Show mastery of multiplication facts for five. c. Show mastery of multiplication facts for ten.

-Houghton Mifflin Math website -IDOE Resource -3rd Grade Indiana Math Skills (click on Indiana, then click on 3

rd grade,

scroll down to the indicator of your choice) -Crickweb Math Teacher's Toolkit (click on tables tester, or click on double dutch counting machine) - enVisionMATH Lessons 5.1, 5.4 - 5.5 -Houghton Mifflin Math Lessons 8.3, 8.5 - 8.6

- enVisionMATH pp. 136-138 -See Appendix -Houghton Mifflin Math Chapter Review/Test pp. 228-229 -Multiplication Top-It activity from Houghton Mifflin Math p. 202D -Soccer Math activity from Houghton Mifflin Math p. 230D -Daily Math Review -Play a game of Around the World -Play a game of I Have-Who Has

3.2.7

Use estimation to decide whether answers are reasonable in addition and subtraction problems. a. Determine whether answers are

-Five Easy Steps to a Balanced Math Program for Upper Elementary Grades pp. 3-28 -Houghton Mifflin Math website -3rd Grade Indiana Math Skills (click on Indiana, then click on 3

rd grade,

-enVisionMATH pp. 60-62 -Houghton Mifflin Math Chapter Review/Test pp. 104-105 -Houghton Mifflin Math Chapter Review/Test pp. 132-133

Math G3 - Bundle 3

reasonable in addition and subtraction problems using rounding, front-end estimation and convenient (sometimes called friendly or compatible) numbers.

scroll down to the indicator of your choice) -Comparing Numbers Activity (click on comparing numbers or click on estimate) -Math Songs - enVisionMATH Lessons 2.6 - 2.7, 2.9 -Houghton Mifflin Math Enrichment p. 67 Lessons 4.2, 4.9 Lesson 5.3

-Match numbers with estimated answers -Observe students playing Roll and Play activity from Houghton Mifflin Math p. 72D -Daily Math Review

3.3.1 Represent relationships of quantities in the form of a numeric expression or equation. a. Identify an expression and an equation. b. Write an expression and an equation with an unknown quantity (variable) to match a given situation.

-Five Easy Steps to a Balanced Math Program for Upper Elementary Grades pp. 3-28 -Ready, Set, Hop! by Stuart J. Murphy -Anno’s Counting House by Mitsumasa Anno -Dinosaur Deals by Stuart J. Murphy -Houghton Mifflin Math website -Indiana Resource -IDOE Resource -3rd Grade Indiana Math Skills (click on Indiana, then click on 3

rd grade,

scroll down to the indicator of your choice) - enVisionMATH Lesson 7.4 Lessons 8.6, 8.8

- enVisionMATH pp. 186-188, 216-218 -Students create simple expressions or equations for partners to solve -Daily Math Review -Quiz -Have students create numeric expressions or equations for a partner to solve

3.3.2 Solve problems involving numeric equations. a. Solve for an unknown quantity (variable) when given an equation.

-Five Easy Steps to a Balanced Math Program for Upper Elementary Grades pp. 3-28 -Ready, Set, Hop! by Stuart J. Murphy -Anno’s Counting House by Mitsumasa Anno -The Great Take-Away by Louise Mathews

-Students create simple expressions or equations for partners to solve -Daily Math Review -Quiz - enVisionMATH pp. 186-188,

Math G3 - Bundle 3

-Twelve Ways to Get to Eleven by Eve Merriam -Dinosaur Deals by Stuart J. Murphy -Houghton Mifflin Math website -Indiana Resource -IDOE Resource -3rd Grade Indiana Math Skills (click on Indiana, then click on 3

rd grade,

scroll down to the indicator of your choice) - enVisionMATH Lesson 7.4 Lessons 8.6, 8.8 - 8.9 -Houghton Mifflin Math Lesson 9.8

216-218 -Houghton Mifflin Math Chapter Review/Test pp. 256-257 -Have students create numeric expressions or equations for a partner to solve

3.3.4 (3.OA.5) (3.OA.7)

Understand and use the commutative and associative properties of multiplication.

Apply properties of operations as strategies to multiply and divide.

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

-Five Easy Steps to a Balanced Math Program for Upper Elementary Grades pp. 3-28 -Multiplication Made Easy by Rebecca Wingard-Nelson -Houghton Mifflin Math website -IDOE Resource -3rd Grade Indiana Math Skills (click on Indiana, then click on 3

rd grade,

scroll down to the indicator of your choice) - enVisionMATH Lesson 4.3 Lesson 6.6 -Houghton Mifflin Math Lesson 8.8 Lesson 9.8

- enVisionMATH pp. 112-114, 166-168 -Houghton Mifflin Math Chapter Review/Test pp. 228-229 -Houghton Mifflin Math Chapter Review/Test pp. 256-257 -Students create examples for partner or class to decide which property they used -Daily Math Review

Math G3 - Bundle 3

3.3.5 Create, describe, and extend number patterns using multiplication. a. Extend number patterns using multiplication. b. Create number patterns using multiplication. c. Describe the patterns created and extended using multiplication.

-Five Easy Steps to a Balanced Math Program for Upper Elementary Grades pp. 3-28 -The Grapes of Math: Mind Stretching Math Riddles by Greg Tang -Math Potatoes: Mind Stretching Brain Food by Greg Tang -Number Sequencing -Finding the Next Number -Houghton Mifflin Math website -IDOE Resources -3rd Grade Indiana Math Skills (click on Indiana, then click on 3

rd grade,

scroll down to the indicator of your choice) -Comparing Numbers Activity (click on patterns, counting stick, snowflake sequences, or cheeky monkey number sentences) -Math Pattern Activities - enVisionMATH Lesson 4.5 Lessons 5.1 - 5.5 -Houghton Mifflin Math Lesson 1.5 (Find a Number Pattern) Lessons 9.1, 9.5

- enVisionMATH pp. 112-114, 136-138 -Houghton Mifflin Math Chapter Review/Test pp. 256-257 -Students create examples for partner or class to decide which property they used -Draw to Count By activity from Houghton Mifflin Math p. 202D -Count Up activity from Houghton Mifflin Math p. 204D -Daily Math Review -Students create patterns using symbols or shapes for a pattern to solve

3.3.6 Solve simple problems involving a functional relationship between two quantities. a. Solve simple problems involving a functional relationship between two quantities.

-Five Easy Steps to a Balanced Math Program for Upper Elementary Grades pp. 3-28 -Number Sequencing -Finding the Next Number -Houghton Mifflin Math website -IDOE Resources -3rd Grade Indiana Math Skills (click on Indiana, then click on 3

rd grade,

scroll down to the indicator of your choice)

- enVisionMATH pp. 136-138, 186-188 -Daily Math Review -Quiz

Math G3 - Bundle 3

- enVisionMATH Lesson 5.7 Lesson 7.4 -Houghton Mifflin Math Lesson 21.8 Lesson 22.8

3.6.1-3.6.9

Problem Solving -The Problem Solver 3: Activities for Learning Problem-Solving Strategies -Five Easy Steps to a Balanced Math Program for Upper Elementary Grades pp. 29-69, 131-139 -3rd Grade Indiana Math Skills (click on Indiana, then click on 3

rd grade,

scroll down to the indicator of your choice) - enVisionMATH Lesson 4.5 Lesson 6.9 Lessons 7.4, 7.6 Lessons 8.5, 8.9 -Houghton Mifflin Math Lesson 18.4 (Make it Simpler with Multistep Problems) Lesson 19.3 (Act It Out)

-See Problem Solving Template in Appendix -Problem Solver Activities -Evidence in a math journal -Observation of students participating in Poster Method problem solving

3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = ÷ 3, 6 × 6 = ?.

-Houghton Mifflin Math Lesson 10.3 Lesson 11.2

3.OA.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32

-Houghton Mifflin Math Lesson 10.3 Lesson 11.2

Math G3 - Bundle 3

when multiplied by 8.

3.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.

3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

-Houghton Mifflin Math Multiplication; Lessons 8.1,8.3, 8.4, 8.6, 9.3, 9.5

Correlating CC/Learning Targets Teacher Notes

3.1.1 3.1.2 3.2.1 3.2.8 3.3.3 3.4.6

3.4.7 3.NBT.2 3.5.1 3.MD.4

Five Easy Steps to a Balanced Math Program for Upper Elementary Grades pp. 71-96