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10 days
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Collecting and Displaying Data
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| (1) |
3.MD.3 |
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. |
| (1) |
3.MD.4 |
Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line
plot, where the horizontal scale is marked off in appropriate units-
whole numbers, halves, or quarters. |
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What kind of information can we get from different types of graphs?
Why are graphs helpful?
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Measurement and Data (CCLS Major Supporting Cluster)
Data representation and interpretation
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New or Recently Introduced Terms:
frequent
key
measurement data
scaled graph
Familiar Terms: bar graph
Data
Fraction
line plot
picture graph
Scale
survey
Vocabulary Terms and Definitions.pdf
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Students will be able to:
Draw a scaled picture graph.
Draw a scaled bar graph.
Record several data categories on a graph.
Interpret graph data.
Analyze graph data.
Solve one and two-step problems using graphed data.
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Eureka Math Squared
Brainpop, Jr:
Data
IXL
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- Eureka Mid-Module assesment
- Eureka End of Module assesment
- Exit Tickets
- Sprints
- IXL quizzes
|
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15 days
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NYS Test Prep - Focus on Major Clusters
Standards Recommended for Greater Emphasis:
3.OA.3
3.OA.8
3.NF.3
3.MD.7
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| (2) |
3.MD.7 |
Relate area to the operations of multiplication and addition. |
| (1) |
3.NF.3 |
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. |
| (1) |
3.OA.3 |
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. |
| (1) |
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. |
| (1) |
NY-3.MD.3 |
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one-and two-step “how many more” and “how many less” problems using information presented in a scaled picture graph or a scaled bar graph. |
| (1) |
NY-3.MD.4 |
Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters. |
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Develop focus questions based on the needs of the class determined by ongoing assessments
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CCLS Major Emphasis Clusters
Operations and Algebraic Thinking (40-50%)
Problems involving multiplication and division.
Properties of multiplication and the relationship between multiplication and division.
Multiplication and division within 100.
Problems involving the four operations, and pattern identification and representation in arithmetic.
Numbers and Operations- Fractions (15-25%)
Fractions as numbers.
Measurement and Data (15-25%)
Problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
Geometric measurement: concepts of area and the relationship of area to multiplication and addition.
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Review all vocabulary presented thus far
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Review all skills presented thus far
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NYS Practice Tests
NYS Math Released Questions
Ready NY CCLS
IXL
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NYS Practice Tests
NYS Math Released Questions
Edulastic
Questar Question Sampler
IXL quizzes
|
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20 Days
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Perimeter
Comparing Area and Perimeter
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| (1) |
2.G.2 |
Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. |
| (1) |
2.MD.1 |
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. |
| (1) |
2.MD.2 |
Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. |
| (1) |
2.OA.4 |
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. |
| (1) |
3.MD.5 |
Recognize area as an attribute of plane figures and understand concepts of area measurement. |
| (1) |
3.MD.6 |
Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). |
| (2) |
3.MD.7 |
Relate area to the operations of multiplication and addition. |
| (1) |
Math.MP.2.1 |
Mathematically proficient students make sense of the quantities and their relationships in problem situations. Students bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. |
| (1) |
Math.MP.6.1 |
Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. |
| (1) |
Math.MP.7.1 |
Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. |
| (1) |
Math.MP.8.1 |
Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding (x – 1)(x + 1), (x – 1)(x2 + x + 1), and (x – 1)(x3 + x2 + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. |
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What is perimeter?
How can we use perimeter in our daily lives?
How do you find the perimeter of a shape?
How does perimeter relate to area? How are they different?
How can you use multiplication to find the perimeter of a shape with equal sides?
How can you find an unknown side length?
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Problem Solving with Perimeter
Recording Perimeter and Area Data on Line Plots
Problem Solving with Perimeter and Area
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Diagonal
Perimeter
Regular Polygon
Tessellate
Right Angle
Compose
Decompose
Compare
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Students will be able to:
understand perimeter as a boundary of a shape
measure side lengths to determine perimeter of polygons
solve word problems involving perimeter
compare and contrast the area and perimeter of a given shape
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Eureka Math Squared
Brainpop, Jr:
Perimeter
Area and Perimeter
IXL
|
- Eureka Mid-Module assesment
- Eureka End of Module assesment
- Exit Tickets
- Sprints
- IXL quizzes
|
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8 Days
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Geometry
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| (1) |
3.G.1 |
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g.,
quadrilaterals). Recognize rhombuses, rectangles, and squares as
examples of quadrilaterals, and draw examples of quadrilaterals that
do not belong to any of these subcategories. |
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How does grouping quadrilaterals by attributes, help us see the similarities and differences between the Polygons?
What is an attribute?
What are parallel lines?
What is a polygon with 4 sides?
What is a quadrilateral with at least one set of parallel sides?
What is a quadrilateral with two sets of parallel sides?
What is a quadrilateral with 4 equal sides?
What is an angle that makes square corners?
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Attributes of Two-Dimensional Figures
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New or Recently Introduced Terms:
Diagonal (e.g., the line drawn between opposite corners of a quadrilateral)
Perimeter (the boundary or length of the boundary of a two-dimensional shape)
Regular polygon (a polygon whose side lengths and interior angles are all equal)
Tessellate (to tile a plane without gaps or overlaps)
Tetromino (a shape composed of four squares that are connected so that every square shares at
least one side with another square)
Heptagon (a flat figure enclosed by seven straight sides and seven angles)
Hexagon (a flat figure enclosed by six straight sides and six angles)
Octagon (a flat figure enclosed by eight straight
sides and eight angles)
Parallel (lines that do not intersect, even when extended in both directions)*
Parallelogram (a quadrilateral with both pairs of opposite sides parallel)
Pentagon (a flat figure enclosed by five straight sides and five angles)
Polygon (a closed figure with three or more straight sides, e.g., triangle, quadrilateral, pentagon,
hexagon)*
Quadrilateral (a four-sided polygon, e.g., square, rhombus, rectangle, parallelogram, trapezoid)*
Rectangle (a flat figure enclosed by four straight sides, having four right angles)
Rhombus (a flat figure enclosed
by four straight sides of the same length)*
Right angle (e.g., a square corner)*
Square (a rectangle with four sides of the same length)
Tangram (a special set of puzzle pieces with five triangles and two quadrilaterals that compose a
square)
Trapezoid (a quadrilateral with at least one pair of parallel sides)*
Triangle (a flat figure enclosed by three straight sides and three angles)
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Students use their understanding of geometry from Grade 2 to explore quadrilaterals.
Students use their understanding of the attributes of quadrilaterals to compare other polygons
Students draw shapes based on given attributes.
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Eureka Math Squared
Brainpop, Jr.
IXL
|
- Eureka Mid-Module assesment
- Eureka End of Module assesment
- Exit Tickets
- Sprints
- IXL quizzes
|
