Grade 3 Unit 7 Geometry and Measurement Mathematics

Transcription

1 Number of Days: 18 Unit Goals Stage 1 Traditional: April 27 May 20; Track B: June 8 July 1 (17 days) Unit Description: In Unit 7 the students reason with shapes and their attributes, including perimeter and area. The standards in this unit strongly support one another because perimeter, like area, is an attribute of a shape. Materials: geoboards, graph paper, color tiles, Standards for Mathematical Practice Transfer Goals Students will be able to independently use their learning to SMP.1 Make sense of problems and Make sense of never-before-seen problems and persevere in solving them. persevere in solving them. Construct viable arguments and critique the reasoning of others. SMP.2 Reason abstractly and Making Meaning quantitatively. UNDERSTANDINGS ESSENTIAL QUESTIONS SMP.3 Construct viable arguments and Students will understand that Students will keep considering critique the reasoning of others. Perimeter and area are attributes of plane How can we use area to compare SMP.4 Model with mathematics. figures. rectangles with the same perimeter? SMP.5 Use appropriate tools. Shared attributes can define a larger What are some ways to describe twodimensional shapes? SMP.6 Attend to precision. category. SMP.7 Look for and make use of structure. SMP.8 Look for and express regularity in Quadrilaterals can be described by the types When and why should we estimate? repeated reasoning of sides and angles. Estimation can be used to solve problems. Standards for Mathematical Content Clusters Addressed KNOWLEDGE Acquisition SKILLS Students will know Students will be skilled at and/or be able The definition of the academic vocabulary to Measurement and Data words such as: polygon, plane figure, Describe, classify, and draw various 3.MD.C Geometric measurement: quadrilateral, rhombus, trapezoid, polygons including quadrilaterals. understand concepts of area and parallelogram, right angle, parallel sides and Recognize rhombuses, rectangles, and relate area to multiplication and to perpendicular sides. squares as examples of quadrilaterals. addition. Find the perimeter and area of rectangles 3.MD.D Geometric measurement: recognize to compare rectangles with the same perimeter as an attribute of plane perimeter and different areas or with the figures and distinguish between same area and different perimeters. linear and area measures. Geometry 3.G.A Reason with shapes and their attributes

2 Standards for Mathematical Practice Assessed Grade Level Standards SMP.1 SMP.2 SMP.3 SMP.4 SMP.5 SMP.6 SMP.7 SMP.8 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. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning Standards for Mathematical Content [m] 3.MD.C 3.MD.7 Geometric measurement: understand concepts of area and relate area to multiplication and to addition. Relate area to the operations of multiplication and addition. a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. b. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a b and a c. Use area models to represent the distributive property in mathematical reasoning. d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non- overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems. [a] 3.MD.D Geometric measurement: recognize perimeter as an attribute of and distinguish between linear and area measures. 3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. [s] 3.G.A Reason with shapes and their attributes. 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. Key: [m] = major clusters; [s] = supporting clusters; [a] = additional clusters

3 Evidence of Learning Stage 2 Assessment Evidence Unit Assessment Students will complete selected response and constructed response items to indicate level of mastery/understanding of the unit standards as outlined in this guide. [m] 3.MD.C The student finds the area of a rectangle with whole-number side lengths. [a] 3.MD.D The student solves real world and mathematical problems requiring the student to find the perimeter of a polygon or using the perimeter (and the other side lengths), to find the length of one side. The student solves real world and mathematical problems requiring the student to construct two rectangles with the same perimeter and different areas, or with the same area and different perimeters. [s] 3.G.A The student identifies, draws, and classifies shapes (e.g., rhombuses, rectangles, and others) according to their attributes (e.g., having four sides) and recognizes that shared attributes can define a classification category. For selected content, students will need to Solve complex problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies. Clearly and precisely construct viable arguments to support their own reasoning and critique the reasoning of others. Formative Assessment Opportunities Go Math! Show What You Know Classroom Challenges Go Math! Performance Task Go Math! Chapter Assessment Review/Test Go Math! Getting Ready for SBAC Go Math! Standards Practice Book - Homework Quizzes Smarter Balanced Mathematics Interim Assessment Block (IAB) It s All About the Facts Supplemental materials In-class projects Exit slips Recorded Teacher Observations Writing activities Access Using Formative Assessment for Differentiation for suggestions. Located on the LBUSD website M Mathematics Curriculum Documents.

4 Learning Plan Stage 3 Suggested Sequence of Key Learning Events and Instruction Core Resources: Days Learning Target Expectations Go Math! Daily Daily 90 minutes per week (Schools/ grades with ST Math) I will know basic math facts by... I can use mental math strategies by... I will persevere in problem solving as I play interactive games to help me understand math. 1 I can investigate 2 5 I can describe 6 7 I can describe, classify and Saying them orally. Writing fact families. Using multiple strategies. Participating in daily Number Talks. Communicating my reasoning. Students will participate in ST Math to Develop long term problem solving skills. Visualize math concepts. Make connections between concepts and across grades. Classifying and reasoning with shapes and their attributes Defining their attributes. Identifying types of angles (right angles). Defining types of lines (parallel lines). Number of sides and angles. **Use these lessons to expose students to the different attributes of plane shapes. These lay the foundation for geometry in later grades. Counting the sides and angles. Finding right angles. Maintaining Fluency Through Fact Families Go Math! Strategies and Practice for Skills and Facts Fluency Daily Routines: Fluency Builder Lessons: 11.8, 12.3, 12.6, 12.7 Number Talks Strategies and Problem Sets Grs. 2-5 ST Math Objectives Shapes Shape Riddles Task: Implementing the Common Core State Standards through Mathematical Problem Solving Task 6.1: Shape Riddles pgs Lesson 12.1: Describe Plane Shapes pgs. 505A 508 Lesson 12.2: Describe Angles in Plane Shapes pgs. 509A 512 Lesson 12.3: Identify Polygons pgs. 513A 516 Lesson 12.4: Describe Sides of Polygons pgs. 517A 529 Mid-Chapter Checkpoint pgs Lesson 12.5: Classify Quadrilaterals pgs. 523A Supplemental Resources: Books, Internet, Curriculum Intranet (LBUSD Math Intranet - Instructional Tools Elementary - Gr. 3) HSP Resource Book- Daily Facts Practice pgs. TR118 TR126 Games (Intranet Resources) Basic Facts Game: How Close to how-to-close-100/ ST Math Tips Bring JiJi into your classroom. Access trs.stmath,com (keyword search: classroom lesson) Engage, Explore and Evaluate Problems Good Questions for Math Teaching pgs : # 1 9 pgs ; # 2, 3, 5 Which Shape Task Mystery Shapes Task Road Signs Task Patterned Paper Task Quadrilateral Flipbook Compare Shapes- Writing Activity

5 Learning Plan Stage 3 Suggested Sequence of Key Learning Events and Instruction Core Resources: Days Learning Target Expectations Go Math! compare quadrilaterals 8 9 I can classify I can compare the perimeter and area of two rectangles I can use my understanding of perimeter and area I can continue to use my understanding of perimeter and area to solve real world problems by... Looking at opposite sides of quadrilaterals. Drawing quadrilaterals on graph paper. Defining attributes. Naming the figures. Using Venn diagrams. Using square tiles. Drawing rectangles on graph paper. Using addition and multiplication. FORMATIVE ASSESSMENT LESSON Jessica s Shapes Comparing rectangles with the same area and different perimeter and same perimeter and different area. Drawing rectangles to prove my reasoning. Comparing rectangles with the same area and different perimeter and same perimeter and different area. Distinguishing between linear and area measures. Communicating my reasoning. Lesson 12.6: Draw Quadrilaterals pgs. 527A Lesson 12.8: Problem Solving: Classify Plane Shapes pgs. 535A 538 Lesson 12.9: Investigate Relate Shapes, Fractions, and Area pgs. 539A 542 Critical Area Geometry: Project Make a Mosaic pgs Lesson 11.9: Same Perimeter, Different Area pgs. 487A 490 Lesson 11.10: Same Area, Different Perimeter pgs. 491A 494 FAL, Jessica s Shapes (Intranet Assessment) Supplemental Resources: Books, Internet, Curriculum Intranet (LBUSD Math Intranet - Instructional Tools Elementary - Gr. 3) Exit Ticket Quadrilaterals Classroom Challenge Flower Pots Quiz #1 Jessica s Shapes - FAL, Teacher Guide Differentiated Activities Read Spaghetti and Meatballs for All! Area and Perimeter - Spaghetti and Meatballs for All! Activity 17 Unit Assessment 18 Performance Task Stained Glass Art pgs. AG D Performance Task - Critical Area: Geometry Making Quilts AG190 AG196H We would appreciate feedback on this unit. You can copy and paste this link into your browser or go on the math internet to Curriculum Documents Unit Guide. Click on the link at the top of the page.