3rd Grade Math Content Training Session 1 Dawn Elliott 3rd Grade Math Teacher Astatula Elementary elliottd@lake.k12.fl.us

Topic 8 Task IlustrativeMathematics.org 3.NBT.1.1 In third grade, students "use place value understanding to round whole numbers to the nearest 10 or 100" (3.NBT.A.1). The purpose of this task is for students to practice rounding numbers to the nearest ten, connect the rules for rounding with location on the number line, and to introduce the idea of rounding to the nearest 100. This task naturally builds towards 3.NBT, 4.NBT Rounding to the Nearest 100 and 1000 which provides a transition between third and fourth grade rounding expectations since fourth graders are expected to "use place value understanding to round multi-digit whole numbers to any place" (4.NBT.A.3). That task, in turn, builds towards 4.NBT R rounding to the Nearest 1000. 10-15 min. for independent work, partner work, & group sharing IlustrativeMathematics.org 3.NBT.1.1

8 lies between 0 and 10. 5 is exactly half-way between 0 and 10, and 8 is between 5 and 10. So 8 is closer to 10 than to 0 on the number line and so it rounds up to 10. 32 lies between 30 and 40. 35 is exactly half-way between 30 and 40, and 32 is between 30 and 35. So 32 is closer to 30 than 40 on the number line and so it rounds down to 30. 79 lies between 70 and 80. 75 is exactly half-way between 70 and 80, and 79 is between 75 and 80. So 79 is closer to 80 than 70 on the number line and it rounds up to 80. 50 is exactly half-way between 0 and 100. 8 rounds down to 0 because it is closer to 0 than to 100 on the number line. 50 is exactly half-way between 0 and 100. 32 rounds down to 0 because it is closer to 0 than 100 on the number line. 50 is exactly half-way between 0 and 100. 79 rounds up to 100 because it is closer to 100 than 0 on the number line.

8 Mathematical Practices Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.   7- Students must use the value of the number to place it on the number line-place value structure

Summarizing Activity: Exit Ticket Third Grade Content Training Learning Goal: Participants will gain a deeper understanding of content taught in the first quarter and will plan collaboratively for instruction aligned to the Math Florida Standards. Agenda Examine resources to unpack/understand the standards Practice and plan for teaching of strategies Plan for the use of tasks and the teaching of strategies to align with the standards 2 minutes Next Steps: Share your plans with your team. Bring feedback from 1st Quarter plans and tasks in October. Bring questions/ideas for 2nd Quarter Topics in October. Summarizing Activity: Exit Ticket

Celebrations! Ahead of state by 1%. The state grew by 3% and we grew by 4%. % of students who scored a 3, 4 or 5.

Today’s Focus Acknowledge to teachers, that we know you will be a couple days into the division topic when we meet for the next training. So hopefully you can bring ideas for division to the next training.

Look at standards-discuss any questions/reflections

EngageNY Math Studio Talk (1:10 – 5.18) min. in video Next video link starts at 5:19

Connections Wiring Diagram located @ Achievethecore.org then Coherence Map The A in the standard correlates to a 1 in our standards, B=2, C=3, etc…

CRA Concrete: Manipulatives Representational: Drawings and Visual Models Abstract: Numbers and equations Look at Topic 9. How could you sequence the topic to ensure that you are using the CRA Method? In this topic we are Fluently adding & subtracting within 1,000. Concrete- use base ten to model add. & subtraction Representational- Draw a picture of the base ten blocks, # lines, place value charts Abstract-Standard Algorithm, Break Apart, Mental Math

We want students to be in the abstract area-but they will start in concrete and progress as they are able

Topic 9 Task Wanda’s Method: Wanda did this problem in her head: 98 + 34 She took 2 away from 34 and added it to 98. What problem did she turn 98 + 34 into? Can you do that problem in your head? What do you get? _____ Complete worksheet 1 independent then discuss w/partner 2 & 3 use Sage & Scribe (see notes from Melisa’s training) 1.The teacher should give the student the Wanda’s Method worksheet and explain the first problem in which Wanda’s method is introduced. 2.The teacher should give the student the opportunity to apply Wanda’s method in the second problem. If the student struggles, the teacher offers guidance and feedback. 3.Ask the student to review the four problems in #3 looking for any problems to which Wanda’s method can be applied. Ask the student to complete these problems, explaining his or her strategy. MFAS on CPALMS 3.NBT.1.1

Wanda’s Method Video 3 min. Call out the lack of attending to precision ex: teacher saying one ninety nine instead of one hundred ninety-nine. Student also needs to say seventy and not 7 plus 0. Hit pause when I hear this then resume video

8 Mathematical Practices Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.   3-making sense of Wanda’s thinking 8-applying to strategy to other problems

Look at standard discuss questions/reflections

EngageNY Math Studio Talk EngageNY Math Studio Talk: Common Core Instruction for 3.NBT & 3.NF This video shows strategies for using place value understanding and properties of operations to perform multi-digit arithmetic. On Topic 9 Blueprint under Professional Development Resources (5:18 – 9:52) min. in video

Topics 8 & 9 Ideas Collaborative Time: Take time to share instructional strategies & tasks that have been successful in your classroom. Teaching Ideas-activity shown is in their blueprint-CRA Method is demonstrated in this activity Manipulatives Activities

Topic 1 Task Many problems can be solved in different ways. Decide if the following word problem can be solved using multiplication. Explain your thinking. Then solve the following problem. Mel is designing cards. She has 4 different colors of paper and 7 different pictures she can glue on the paper. How many different card designs can she make using one color of paper and one picture? IlustrativeMathematics.org 3.OA .1.3

Here’s One Way This can be solved by multiplication, because for each of the four colors, there are seven different pictures from which to choose, so 7 pictures on the first color + seven pictures on the second color + 7 pictures on the third color + 7 pictures on the fourth color gives four groups of seven or 4×7

8 Mathematical Practices Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.   2-making sense btw the relationship of the quantities 3-students need to explain

Topic 1 Thinking Map CRA –We will be adding to this Map through topics 1-3

Look at standard discuss questions/reflections

The Progression of Multiplication Approx. 5 min. Pause during video to allow for processing/discussion

Topic 1 Ideas Collaborative Time: Take time to share instructional strategies & tasks that have been successful in your classroom. Teaching Ideas Manipulatives Activities

Topic 2 Task Lesson 2-2 in Pearson 3.OA.4.9

Solutions

8 Mathematical Practices Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning.   3-the students need to explain

Topic 2 Thinking Map We added red highlights to the map

Look at standard discuss questions/reflections

Topic 2 Ideas Collaborative Time: Take time to share instructional strategies & tasks that have been successful in your classroom. Teaching Ideas Manipulatives Activities

Next Steps Share your plans and content knowledge with your grade level teams Bring feedback, ahas or uh-ohs when we meet in October Bring ideas or questions for 2nd Quarter Topics for our October training

Summarizing Activity: Exit Ticket Third Grade Content Training Learning Goal: Participants will gain a deeper understanding of content taught in the first quarter and will plan collaboratively for instruction aligned to the Math Florida Standards. Agenda Examine resources to unpack/understand the standards Practice and plan for teaching of strategies Plan for the use of tasks and the teaching of strategies to align with the standards 2 minutes Next Steps: Share your plans with your team. Bring feedback from 1st Quarter plans and tasks in October. Bring questions/ideas for 2nd Quarter Topics in October. Summarizing Activity: Exit Ticket

Need 5 min. to complete

We are happy to… Support you In PLCs By modeling lessons By helping to plan problem based learning lessons and tasks By providing additional content or standards help Have your CRT or Math Coach contact Melissa Carli to schedule additional support. carlim@lake.k12.fl.us (352) 253-6872