## 3rd Grade Unit 1 Lessons - this page!

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## 3rd Grade Unit 1 Lesson Plans

## Lesson 1.1 Numbers and Number Sequences

Mini Lesson:

Put the four categories, Counting, Measuring, Codes and Reference Frames on the board. Give students and example of each and ask them for more examples of these four categories. Next ask them to think of other categories. List them.

Rotations:

1. Teacher led - teacher monitors as students complete journal page 1. Struggling students should use number grids or give them smaller numbers. Have white boards ready to challenge higher students with 5 or 6 digit numbers.

2.Hunting For Numbers - Kids complete math journal page 2 independently

3.Enrichment activity p.22 in the TE. Students create number sequence puzzles at their own comfort level.

4. If needed - Play Addition Top-it

Reflection: Have kids sit in a circle on the floor. Have each one share one example from their number hunt. Ask students "Where do you see math in music

class?"

Put the four categories, Counting, Measuring, Codes and Reference Frames on the board. Give students and example of each and ask them for more examples of these four categories. Next ask them to think of other categories. List them.

Rotations:

1. Teacher led - teacher monitors as students complete journal page 1. Struggling students should use number grids or give them smaller numbers. Have white boards ready to challenge higher students with 5 or 6 digit numbers.

2.Hunting For Numbers - Kids complete math journal page 2 independently

3.Enrichment activity p.22 in the TE. Students create number sequence puzzles at their own comfort level.

4. If needed - Play Addition Top-it

Reflection: Have kids sit in a circle on the floor. Have each one share one example from their number hunt. Ask students "Where do you see math in music

class?"

## Lesson 1.2 Number Grids

Mini - lesson

Display class number grid. Ask "What do you Notice?" Use questions on pp24 -25 in TE if necessary to guide discussion

Rotations:

1. Teacher Led - Students complete journal page 3 with teacher's assisstance.

2. Enrichment activity p 27 in TE. Students create number grid puzzles at thier own level. Have them set a timer for six minutes. They create number grids until timer goes off. The last six minutes they exchange and solve.

3. Bring a variety of ads from home ( Sunday ads work best). Have each group cut and paste examples of numbers on a large piece of paper. Remind them that they need a variety, not just prices.

4. If needed - Students practice addition facts with math sharks or quiz each other with flash cards. I have students in pairs or threes. One person holds up the flashcard the other writes the answer on a white board. They go through ten cards and then change places. They can keep track of how many they got correct with tallies on their whiteboard.

Reflection: What do you now know or notice about numbers that you may have not noticed before?

Display class number grid. Ask "What do you Notice?" Use questions on pp24 -25 in TE if necessary to guide discussion

Rotations:

1. Teacher Led - Students complete journal page 3 with teacher's assisstance.

2. Enrichment activity p 27 in TE. Students create number grid puzzles at thier own level. Have them set a timer for six minutes. They create number grids until timer goes off. The last six minutes they exchange and solve.

3. Bring a variety of ads from home ( Sunday ads work best). Have each group cut and paste examples of numbers on a large piece of paper. Remind them that they need a variety, not just prices.

4. If needed - Students practice addition facts with math sharks or quiz each other with flash cards. I have students in pairs or threes. One person holds up the flashcard the other writes the answer on a white board. They go through ten cards and then change places. They can keep track of how many they got correct with tallies on their whiteboard.

Reflection: What do you now know or notice about numbers that you may have not noticed before?

## Lesson 1.3 Introducing the Student Reference Book

Mini Lesson: Use the Math Message and Math Message Follow up

Rotations:

1. Teacher Led: Journal p.4 Looking Up information in the Student Journal. Help or extend as needed.

2. Play

3. Give Students time to browse through Reference book with a partner. They can place sticky notes on three favorite or interesting facts or sections.

4. Any math game: Suggestions - Addition Top-It, Addition War, Addition or Subtraction Practice.

Reflection: What was your favorite part of the Ref. Bk.? When will you use it?

Rotations:

1. Teacher Led: Journal p.4 Looking Up information in the Student Journal. Help or extend as needed.

2. Play

__Less Than You.__Direction on p. 289 in Student Reference Book3. Give Students time to browse through Reference book with a partner. They can place sticky notes on three favorite or interesting facts or sections.

4. Any math game: Suggestions - Addition Top-It, Addition War, Addition or Subtraction Practice.

Reflection: What was your favorite part of the Ref. Bk.? When will you use it?

## Lesson 1.4 Tools for Mathematics

Mini Lesson: Have kids come to the floor with white boards and an expo marker and an old sock or kleenex to erase with or paper and pencil. Establis a routine for usin the White boards and markers. My routine is Look & Listen, Think, Write, Hide Board, Show. I set a timer for 3 minutes and let them draw until the timer goes off, if they draw or misuse board after this I take it away. On your demonstation clock or the board display different times. Kids will write the time in digital notation. See Mental Math and Reflexes on p.33 in TE. Next display other "tools" and have kids give suggestion for proper use and care. Explain rotations - give thorough directions for rotation #3 Clock booklet.

Rotations:

1. Teacher Led - Continue practicing time with the white boards, reverse and have kids set the time on small practice clocks.

2. Have students work in pairs or three's to complete journal p. 5. Remind them that they all must have concenus on the answers.

3.Making a Clock Booklet - see Enrichment Activity p 36 in TE. Have 1/2 sheets of paper cut ahead of time, have clock stamps and stamp pads ready.

4. Clock Concentration or Clock Match- this is a 2nd grade game. If you do not have it made up borrow from a second grade teacher.

Reflection- Tell me one thing you understand about telling time or about clocks

Rotations:

1. Teacher Led - Continue practicing time with the white boards, reverse and have kids set the time on small practice clocks.

2. Have students work in pairs or three's to complete journal p. 5. Remind them that they all must have concenus on the answers.

3.Making a Clock Booklet - see Enrichment Activity p 36 in TE. Have 1/2 sheets of paper cut ahead of time, have clock stamps and stamp pads ready.

4. Clock Concentration or Clock Match- this is a 2nd grade game. If you do not have it made up borrow from a second grade teacher.

Reflection- Tell me one thing you understand about telling time or about clocks

## Lesson 1.5 Analyzing and Displaying Data

Mini-lesson - Divide a large chart paper into four columns, title first 2 columns"First Names" and title the last 2 columns "Last Names. Under "First names" write the sub headings "Number of Letters" and "Number of Children", repeat for "Last Names". Take a vote. Ask how many students think that first names will have more letters, how many thiink last names will have more letters. Record predictions.

Next record each childs name information on the chart.

After data has been recorded ask students to come up with methods for checking their predictions. See p. 38 in TE. Tell students they will discuss results during "reflection time. Explain the rotations, review the meaning for median.

Rotations:

1. Teacher Led - Complete journal pp 6 & 7 with students.

2.Math Box p. 8 - Students work in pairs or groups to complete page. Students do the writing/reasoning activity (p. 40 in TE) in their math workbook (see Math Notebook section). Group checks and discusses the answers for mathboxes and comes to a concenus. * Have flashcards or Math Sharks at this rotation for those who complete work early.

3.Have students sit on the floor near Data Chart. Using white boards and calculators pairs find the total letters for the first and last names. One partner reads the numbers as the other enters them in the calculator. They then switch and compare their answers. If they don't match they do the totals again. They record totals on their white boards. Pairs then find the median and record it on their white boards. See Enrichment Activity p.41 in TE.

4. Students play Addition Top-It.

Reflection: Discuss results of the data. Use questions on p.39 in TE - What are the advantages of displaying data in a tally chart or a bar graph?

Next record each childs name information on the chart.

After data has been recorded ask students to come up with methods for checking their predictions. See p. 38 in TE. Tell students they will discuss results during "reflection time. Explain the rotations, review the meaning for median.

Rotations:

1. Teacher Led - Complete journal pp 6 & 7 with students.

2.Math Box p. 8 - Students work in pairs or groups to complete page. Students do the writing/reasoning activity (p. 40 in TE) in their math workbook (see Math Notebook section). Group checks and discusses the answers for mathboxes and comes to a concenus. * Have flashcards or Math Sharks at this rotation for those who complete work early.

3.Have students sit on the floor near Data Chart. Using white boards and calculators pairs find the total letters for the first and last names. One partner reads the numbers as the other enters them in the calculator. They then switch and compare their answers. If they don't match they do the totals again. They record totals on their white boards. Pairs then find the median and record it on their white boards. See Enrichment Activity p.41 in TE.

4. Students play Addition Top-It.

Reflection: Discuss results of the data. Use questions on p.39 in TE - What are the advantages of displaying data in a tally chart or a bar graph?

## Lesson 1.6 Equivalent Names

Have students copy and solve math message on paper, white boards or in math notebooks and bring these to the floor. Complete Math Message Follow - up with the students. Explain Rotations and review rules for playing "Name That Number".

Rotations:

1. Teacher Led - Have Student Reference books available for this rotation. Read pp. 14&15 in Reference Book with students. Students complete journal p. 9 with teacher assisstance.

2. Math Boxes journal p.10 - Students work in pairs to complete page. Students do the writing/reasoning activity (p. 45 in TE) in their Math Notebook. Group checks and discusses their answers and come to a consensus. Have a quick activity like flash cards or Math Sharks available for those who finish early.

3.Play

Reflection: Tell me what you know about equivalent names.

Rotations:

1. Teacher Led - Have Student Reference books available for this rotation. Read pp. 14&15 in Reference Book with students. Students complete journal p. 9 with teacher assisstance.

2. Math Boxes journal p.10 - Students work in pairs to complete page. Students do the writing/reasoning activity (p. 45 in TE) in their Math Notebook. Group checks and discusses their answers and come to a consensus. Have a quick activity like flash cards or Math Sharks available for those who finish early.

3.Play

*Name That Number*

4.Enrichment Activity - Making Name Collection Boxes. See p. 46 in TE. * I use full sheets of construction paper and record a different number on each sheet. I have 3 to 4 kids from each group work on one Name Collection Box.4.

Reflection: Tell me what you know about equivalent names.

## Lesson 1.7 The Language of Chance Events

Mini-Lesson - Pass out Math Message sheets (Math Masters p.17) Have students fill this out and bring it to the floor. Divide a large chart paper into two columns, t.itle them "Sure" and "Not Sure". Contiue with

Rotations:

1. Teacher Led- Discuss and complete journal p. 11

2. Math Boxes journal p.12 - Students work in pairs to complete page. Group checks and discusses their answers and comes to a concensus. Have a quick activity like Clock Concentratiion or Math Sharks for those who finish early.

3. Play Name That Number

4.Race Dice Game -

Go to game page for rules

*Math Message Follow Up (*p.48 in TE) and*Introducing Words and Phrases Associated with Chance Events*(pp. 48 & 49 in TE)Rotations:

1. Teacher Led- Discuss and complete journal p. 11

2. Math Boxes journal p.12 - Students work in pairs to complete page. Group checks and discusses their answers and comes to a concensus. Have a quick activity like Clock Concentratiion or Math Sharks for those who finish early.

3. Play Name That Number

4.Race Dice Game -

Go to game page for rules

## Lesson 1.8 Finding Differences

Mini Lesson - Have kids come to the floor with whiteboards, expo marker and eraser. Write the word "Difference" on the board. Ask kids for all the meanings and list them on the board.. Tell them to day we will be using difference to mean the result of subracting two numbers. Next use the Math Message to pose some differences. KIds write the answers on their white board. Make sure to have the number grid and number line visible. As they write each answer ask several kids to describe how they got their answer.

Explain Rotations

Rotations:

1. Teacher Led - Journal p. 13 - For advanced students see Enrichment Activity on p.54 in the TE.

2. Math box journal p. 14 and other short games for those who finish early

3.Play Number Grid Difference Game

4.Math Master p.22 Skip Counting on the Number Grid.

Reflection- How do you use the number grid?

Explain Rotations

Rotations:

1. Teacher Led - Journal p. 13 - For advanced students see Enrichment Activity on p.54 in the TE.

2. Math box journal p. 14 and other short games for those who finish early

3.Play Number Grid Difference Game

4.Math Master p.22 Skip Counting on the Number Grid.

Reflection- How do you use the number grid?

## Lesson 1.9 Calculator Routines

Mini Lesson - Pass out a calculator to each student. Remind them not to turn them on or paly with them yet. Ask kids what they already know about the calculator. Do Skip Counting with a Calculator p. 56 in TE and Reviewing Place Value Puzzles p.57 in TE.

Explain today's Rotations

1.Teacher Led - Journal p.15. For students who need to be challenged use the Enrichment activity om p.59 in the TE

2.Math Box journal p.16 and Upside Down Calculator Game go to http://www.dr-mikes-math-games-for-kids.com and click on calculator games

3.Play

4. Readiness activity - Finding Counting Pattern on a Number Grid. Have kids do this with a partner. You will need to have a direction sheet telling them what number to start their count from and how to mark it (red x, blue circle, green diagonal line...). Make sure they use their calculators to check their work. Kids who need a challenge can count by a number other than a 10.

Reflestion: Tell me when it is appropriate to use a calculator/ when would you not want to use a calculator?

Explain today's Rotations

1.Teacher Led - Journal p.15. For students who need to be challenged use the Enrichment activity om p.59 in the TE

2.Math Box journal p.16 and Upside Down Calculator Game go to http://www.dr-mikes-math-games-for-kids.com and click on calculator games

3.Play

__directions Student Reference book p. 278__*Beat the Calculator*4. Readiness activity - Finding Counting Pattern on a Number Grid. Have kids do this with a partner. You will need to have a direction sheet telling them what number to start their count from and how to mark it (red x, blue circle, green diagonal line...). Make sure they use their calculators to check their work. Kids who need a challenge can count by a number other than a 10.

Reflestion: Tell me when it is appropriate to use a calculator/ when would you not want to use a calculator?

## Lesson 1.10 Money

Mini Lesson - You will need real coins for the students to handle. Put kids in groups of 2 -4. Give each group 1 quarter, 1 dime, 1 nickle and 1 penny. Ask them to observe the front of the coin - "Heads" - teacher writes down what they notice, repeat with the back or "Tails" and lastly the rim. Continue this with the dime, nickle and penny. Use your Teacher's Reference book pp.163 and 164 to enlighten the kids with money facts. For example: Did you know the design on the rim of the quarter and nickle makes it easier to distinguish by touch. Next within these groups have students do the math message and math message follow up. Continue to

Explain Rotations

1. Teacher led - Journal p. 17 & 18

2. Math Box - journal p. 19. Have students write a response to the following: Explain how you found the median in Problem 2. I have them write in their math journal - "I found the median in Problem 2... .

3. Play Name That Number (remember for a more challenging game instead of using 2 cards and 1 operation have students use as many cards and operations as they can to name a number.

4. Play Coin Top-It see p. 66 in TE or for more advanced students do the enrichment activity on p. 66 in the TE

Reflection: What do you know about money that you didn't know before?

*Reviewing Dollars*__p. 62 - 63 in the TE.__*and Cents Notations*Explain Rotations

1. Teacher led - Journal p. 17 & 18

2. Math Box - journal p. 19. Have students write a response to the following: Explain how you found the median in Problem 2. I have them write in their math journal - "I found the median in Problem 2... .

3. Play Name That Number (remember for a more challenging game instead of using 2 cards and 1 operation have students use as many cards and operations as they can to name a number.

4. Play Coin Top-It see p. 66 in TE or for more advanced students do the enrichment activity on p. 66 in the TE

Reflection: What do you know about money that you didn't know before?

## Lesson 1.11 Solving Problems with Dollars and Cents

Mini lesson: Students need their Reference Books, have them solve the Math Message. Next, ask them what they notice about the Stationery Store Poster (p. 214 in Ref. Book). Use pp. 68 & 69 in the TE to guide the discussion.

1. Mini Lesson - * Note: If you do not already have the play money fron Math Masters pp 399 - 402 cut out have students cut it out for morning work, during snack or the day before. You can also use play money from the Dollar Store.*

Teacher Led - Simulating a Shopping Trip p. 70 in TE and journal p. 20

2. Have students work in pairs to complete journal p. 21. Those who finish early can continue

3. Math Box journal p. 22 Have students write a response to the following: Explain how you figured out what the date will be in two weeks for Problem 6 (Writing and Reasoning p.71 in TE). I have students use their math notebooks.

4.Play

1. Mini Lesson - * Note: If you do not already have the play money fron Math Masters pp 399 - 402 cut out have students cut it out for morning work, during snack or the day before. You can also use play money from the Dollar Store.*

Teacher Led - Simulating a Shopping Trip p. 70 in TE and journal p. 20

2. Have students work in pairs to complete journal p. 21. Those who finish early can continue

__game from Lesson 1.9__*Upside Down Calculator*3. Math Box journal p. 22 Have students write a response to the following: Explain how you figured out what the date will be in two weeks for Problem 6 (Writing and Reasoning p.71 in TE). I have students use their math notebooks.

4.Play

__Reflection: Give me examples when to use estimation/when to use exact answers.__*Spinning for Money*

## Lesson 1.12 Patterns

Mini Lesson: See Readiness activity p. 77 in TE. Put problems 1,2 and 3 from Math Masters p.29 on the board or make a transparency. As a whole class do problem 1. Draw an In and Out Box - ask students to help put these numbers in the In and Out form. Next - Draw a single Frames and Arrows diagram - ask how the students will enter these numbers in this form. Ask What they notice about all three exercises. Repeat with Problems # 2 & 3 , Math Master p. 29

Rotations:

1. Teacher Led: Math journal p. 23 and 24. Have white boards, expo markers and erasers ready. Students who are struggling may benefit from writing out patterns, students who need challenge can solve more difficult problems dictated by the teacher.

2. Math box: journal p. 25

3.Students make and solve their own Frames and Arrows Puzzles. Use Math Master p.27 or they can create their own using Pattern Block Template (see Enrichment activity P.77 in the TE.

4.Play

Rotations:

1. Teacher Led: Math journal p. 23 and 24. Have white boards, expo markers and erasers ready. Students who are struggling may benefit from writing out patterns, students who need challenge can solve more difficult problems dictated by the teacher.

2. Math box: journal p. 25

3.Students make and solve their own Frames and Arrows Puzzles. Use Math Master p.27 or they can create their own using Pattern Block Template (see Enrichment activity P.77 in the TE.

4.Play

__Reflection: What do you know now about patterns in numbers__*Number Grid Difference*