1. Eureka Math Parent Workshop
Third Grade
Presented By:
Ms. Vereen
Instructional Lead Teacher

2. What’s Your Child Learning in Third Grade Mathematics?
In grade three, students will continue to build their concept of numbers, developing an understanding of fractions as numbers. They will learn the concepts behind multiplication and division and apply problem-solving skills and strategies for multiplying and dividing numbers up through 100 to solve word problems. Students will also make connections between the concept of the area of a rectangle and multiplication and addition of whole numbers. Activities in these areas will include:
Understanding and explaining what it means to multiply or divide numbers
Multiplying all one-digit numbers from memory (knowing their times table)
Multiplying one-digit numbers by multiples of 10 (such as 20, 30, 40)

3. What’s Your Child Learning in Third Grade Mathematics?
Solving two-step word problems using addition, subtraction, multiplication, and division
Understanding the concept of area
Relating the measurement of area to multiplication and division
Understanding fractions as numbers
Understanding and identifying a fraction as a number on a number line
Comparing the size of two fractions
Expressing whole numbers as fractions and identifying fractions that are equal to whole numbers (for example, recognizing that 3⁄1 and 3 are the same number)
Measuring weights and volumes and solving word problems involving these measurements
Representing and interpreting data

4. Place Value Skills & Strategies
Second Grade
Third Grade
Fourth Grade
-Understand that 100 can be thought of as a bundle of ten tens—called a “hundred”
-Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones (place value)
-Add and subtract numbers through 1000 using what students have learned about place value
-Use place value understanding to round whole numbers to the nearest 10 or 100
-Quickly and accurately add and subtract numbers through 1000
-Use place value understanding to multiply and divide numbers up through 100
-Multiply one-digit whole numbers by multiples of 10 between 10 and 90. For example, 9×80 or 5×60
Use place value understanding to round multi-digit whole numbers to any place
• Use place value understanding to find the product of two multi-digit numbers
• Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right
• Compare two multi-digit numbers based on the meanings of the digits in each place, using the symbols > (more than), = (equal to), and < (less than)

5. Place Value Skills & Strategies
Students understand that 15 tens = 5 tens + 10 tens (or 1 hundred).
Students use their understanding of place value as a strategy for multiplying one-digit numbers by multiples of ten. This will prepare them to multiply two multi-digit numbers in grade four.

6. Fraction Skills & Strategies
Second Grade
Third Grade
Fourth Grade
-Break circles and rectangles into two, three, or four equal parts
-Describe parts of a whole using the words halves, thirds, half of, a third of, etc.
-Describe a whole as two halves, three thirds, four fourths
-Determine a fraction’s place on a number line by defining the length from 0 to 1 as the whole and “cutting it” into equal parts
-Understand two fractions as equal if they are the same size or at the same point on a number line
-Compare the size of two different fractions of the same size object. For example, which is bigger, 1⁄8 of a pizza or 1⁄6 of that same pizza?
-Break down a fraction into smaller fractions with the same denominator, or bottom number, in more than one way(3⁄8 = 1⁄8+1⁄8+1⁄8 = 2⁄8+ 1⁄8)
-Explain why a fraction is equal to another fraction
-Add and subtract mixed numbers (whole numbers mixed with fractions, such as 1 1⁄5) with the same denominators
-Multiply a fraction by a whole number

7. Fraction Skills & Strategies
Using a number line helps students think of a fraction as a number.
Students begin to understand that fractions are sometimes the same quantity as a whole number (8⁄4 = 2) and whole numbers can be expressed as fractions (3= 12⁄4).

8. What is Eureka Math? Math?
A curriculum that connects math to the real world in ways that take the fear out of math and build student confidence.
A presentation of math in a logical progression from Kindergarten through 12th grade.
An approach that allows teachers to know what incoming students have already learned, as well as, ensures that students are prepared for what comes next.

9. What is Eureka Math?
A way to dramatically reduce gaps in student learning, instill persistence in problem solving, and prepare students to understand advanced math.
A cohesive method to the ultimate goal: students who are not merely literate, but fluent, in mathematics.
A methodology that is unfamiliar to those of us who grew up memorizing math facts and formulas, Eureka teaches mathematics as a story to build students’ knowledge logically and thoroughly to achieve deep understanding.

10. Components of a Lesson:
Lesson Study
Components of a Lesson:
Fluency Practice
Application Problem
Concept Development
Student Debrief

11. Lesson Study: Fluency Practice
Daily, substantial, sustained, and supported by the lesson structure
8-12 minutes of easy-to-administer activities
Energetic activities that allow students to see measureable progress
Promotes automaticity – allows students to reserve their cognitive energy for higher-level thinking
Support conceptual understanding and application as well as the mathematical practices
(CLICK TO ADVANCE to BULLETs
Every lesson starts w/ fluency
Time to practice & review – daily basis (we all know that students who don’t have their basic facts down use a lot of their energy before they’ve even gotten to the heart of a problem – we want to free up their brains. )
(CLICK TO ADVANCE THIRD BULLET) The fluency activities in A Story of Units are generally daily, high-paced and energetic, getting students’ adrenaline flowing, and creating daily opportunities to celebrate improvement. From the beginning of the year, students see their accuracy and speed measurably increase both as individuals and as a class. Like opening a basketball practice with team drills and exercises, both personal and group improvements are exciting and prepare the players for the application in the game setting.
(CLICK TO ADVANCE FOURTH BULLET) Fluency promotes automaticity, a critical capacity that allows students to reserve their cognitive resources for higher-level thinking.
(CLICK TO ADVANCE FIFTH BULLET) By encouraging students to recognize patterns and make connections within the lessons, the fluency exercises in A Story of Units support the other two components of rigor as well as the Standards for Mathematical Practice.

12. Lesson Study: Fluency Practice
Fluency activities serve a variety of purposes:
Maintenance: Staying sharp on previously learned skills
Preparation: Targeted practice for the current lesson
Anticipation: Building skills to prepare students for the in-depth work of future lessons
In fluency work, all students are actively engaged with familiar content. This provides a daily opportunity for continuous improvement and individual success.

13. Lesson Study: Application Problems
Application problems are either after the fluency exercises and before the conceptual development or after the conceptual development and before the student debrief
Application problems are commonly 7-12 minutes
The Read, Draw, Write (RDW) process is modeled and encouraged through daily problem solving
Application problems can be powerful formative assessments
Students problem solve independently, choosing appropriate strategies and skills, even when not prompted by their teacher

14. Lesson Study: Concept Development
Constitutes the major portion of instruction and generally comprises at least 20 minutes of the total lesson time. 
Builds toward new learning through intentional sequencing within the lesson and across the module.
Often utilizes the deliberate progression from concrete to pictorial to abstract, which compliments and supports an increasingly complex understanding of concepts.
Accompanied by thoughtfully sequenced problem sets and reproducible student sheets.

15. Lesson Study: Student Debrief
Encourages students to articulate the focus of the lesson and the learning that has occurred.
Promotes mathematical conversation with and among students.
Allows student work to be shared and analyzed.
Closes the lesson with daily informal assessment known as Exit Tickets.
Language
Journal entry
Exit ticket
Most important – stdts held accountable, teachers get valuable feeback
Tchrs can use exit tkt responses to plan
could be refresher the next morning if not enough time, or repeat exact question again to see if stdts remember
Did you learn what we meant for you to?
You can change numbers and repeat questions…
Like the other lesson components, the Student Debrief section includes sample dialogue or suggested lists of questions to invite the reflection and active processing of the totality of the lesson experience.  The purpose of these talking points is to guide teachers’ planning for eliciting the level of student thinking necessary to achieve this.  Rather than ask all of the questions provided, teachers should use those that resonate most as they consider what will best support students in reaching self-articulation of the focus from the lesson’s multiple perspectives.
Rather than stating the objective of the lesson at its beginning, we wait until the dynamic action of the lesson has taken place.  Students then reflect back on it to analyze the learning that occurred, articulate the focus of the lesson, and make connections between parts of the lesson, concepts, strategies, and tools on their own.  We recognize or introduce key vocabulary by helping students appropriately name the learning they describe.
Sharing and analyzing high quality work gives teachers the opportunity to model and then demand authentic student work and dialogue. Conversation constitutes a primary medium through which learning occurs in the Student Debrief.  Teachers can prepare students by establishing routines for talking early in the year.  For example, “pair-sharing” is an invaluable structure to build for this and other components of the lesson.  During the debrief, teachers should circulate as students share, noting which partnerships are bearing fruit, and which need support.  They might join struggling communicators for a moment to give them sentence stems.  Regardless of the scaffolding techniques that a teacher decides to use, all students should emerge clear enough on the lesson’s focus to either give a good example or make a statement about it.
“Exit Tickets” close the Student Debrief component of each lesson.  These short, formative assessments are meant to provide quick glimpses of the day’s major learning for students and teachers.  Through this routine, students grow accustomed to showing accountability for each day’s learning and produce valuable data for the teacher that becomes an indispensable planning tool.

16. Helping Your Child Learn Outside of School
Play math games with your child. For example, “I’m thinking of two numbers whose product is between 20 and 30. How many pairs can you think of that would satisfy this problem?” Have your child explain the solutions. How does he or she know that all the number pairs have been identified?
Encourage your child to write or describe numbers in different ways. For example, what are some different ways to make 1450? 1450 = 1 thousand, 4 hundreds, 5 tens, and 0 ones, or , 14 hundreds and 50 ones, 13 hundreds + 15 tens, etc.
Use everyday objects to allow your child to explore the concept of fractions. For example, use measuring cups to have students demonstrate how many 1⁄3’s are in a whole, how many 1⁄4 cups you need to make 11⁄4 cups, and how many times you have to refill a ½ cup measure to make 1½ cups.
Encourage your child to stick with it whenever a problem seems difficult. This will help your child see that everyone can learn math.
Praise your child when he or she makes an effort and share in the excitement when he or she solves a problem or understands something for the first time.

17. Partnering with Your Child’s Teacher
Don’t be afraid to reach out to your child’s teacher—you are an important part of your child’s education. Ask to see a sample of your child’s work or bring a sample with you. Ask the teacher questions like:
Is my child at the level where he/she should be at this point of the school year?
Where is my child excelling?
What do you think is giving my child the most trouble? How can I help my child improve in this area?
What can I do to help my child with upcoming work?