Illustrative math grade 3

 

When we multiply two whole numbers to get a product, each of those numbers is a factor of the product. Grade 3 Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 The Illustrative Mathematics name and logo are not subject to the Creative Commons license and may not be used without The Illustrative Mathematics name and logo are not subject to the Creative Commons license and may not be used without the prior and express written consent of Illustrative Mathematics. The big ideas in grade 3 include: developing understanding of multiplication and division and strategies for May 4, 2016 · Clusters. Explain why the area of a rectangle can be determined by multiplying the side lengths. Activity 2: Each student needs 4 copies of the rectangle from the blackline master. The operation that tells you the total May 24, 2022 · The Story of Grade 3. 2: Bags or envelopes; Quadrilateral Cards Grade 3 (groups of 2) Triangle Cards Grade 3 (groups of 2) A. While students may notice and wonder many things about these products, the patterns in the multiplication table and how the table is structured are the Rediscover the certified Illustrative Mathematics curriculum you know and trust — now enhanced with more tools and features. Students put together what they have learned about drawings, diagrams, expressions, and Students use the information in scaled bar graphs to solve one- and two-step “how many more” and “how many fewer” problems within 100. One way to solve this problem is to first find what percentage 1 kg is of 90, and then multiply by 36. Groups of 3. Activity 1: Create a set of cards from the blackline master for each group of 2. Shape Cards Grade 3 (groups of 2) A. Give students access to colored pencils, crayons, or markers. 1. Solve one- and two-step story problems using addition and subtraction. Problem 2. IM K–5 Math is rigorous, problem-based, and fully aligned to the standards, with coherence across grade bands. Our innovative approach to problem-based instruction empowers teachers to ensure that every child learns grade-level mathematics and develops a positive mathematical identity through engaging, motivative learning experiences. K-5 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 license and may not be used without the prior and express written consent of Illustrative Mathematics. Activity 2: Solve and Reason. The sequence of these problems, the context, and the use of the same factors and product Before this lesson, students named multiples of 10 and 100 that are near given numbers and identified the multiple of 10 or 100 that was closest. The second method records the newly composed tens and The Illustrative Mathematics name and logo are not subject to the Creative Commons license and may not be used without the prior and express written consent of Illustrative Mathematics. “Share with your partner how you used the rectangles to show each expression. In the synthesis, students compare different ways they represent and solve the problem. Monitor for students who: draw diagrams to represent the situations. The first problem also says that “Priya makes an estimate” and “about 400 beads. “Mark or shade each diagram to represent how each student found the area. In this lesson, students work with two-step word problems and decide if a given answer for a two-step problem is reasonable. “Each member of your group should pick one of the situations to read silently. Represent and solve problems that involve the addition and subtraction of fractions and mixed numbers, including measurements presented in line plots. Students notice that multiplying two numbers in any order gives the same product and make use of this observation to find unknown products (MP8). Make sense of your situation and be ready to explain to your group what is happening in your situation. Although there is an opportunity to highlight multiple properties, the focus of this lesson is the commutative property (though students are not expected to name the property). They learn that the area of a shape is the amount of space it covers, and it can be measured by the number of square units that cover it without gaps or overlaps. The story problems are presented in parts, and students are encouraged to represent each part in a way that makes sense to them. The curriculum is available in both print and digital versions. Launch Curriculum. The IM K–5 curriculum provides teachers with coherently sequenced materials based on the standards and research-based learning trajectories to support students’ learning in these early years. The purpose of this warm-up is to elicit the idea that the product of two factors on the multiplication table is found where the row and column of each factor intersect. Michelle was the lead author for grade 7 of the Illustrative Mathematics 6–8 math curriculum. Tell students that their job is to figure out how many cups would be needed in order to stack them to a height of 50 centimeters. Number lines are provided to ensure that if students choose to use two number lines to demonstrate equivalence, they work with the same length interval for 1 unit. Students explore this idea by tiling shapes with squares and counting the Narrative. The Number System. These materials include public domain images or openly licensed images that are copyrighted by their respective owners. 0/1200 Mastery points. Use a number line to represent and In this activity, students interpret multiplication expressions and diagrams as the number of groups and amount in each group and match representations of the same quantity. This Number Talk encourages students to use what they learned about products of a whole number and a fraction, the relationship between each pair of factors, and the structure in the expressions to mentally solve problems. The expressions are explicitly chosen to encourage students to use their understanding of the 10 + n structure of teen numbers to subtract (MP7). Synthesis: After the Gallery Walk, lead a discussion comparing, contrasting, and connecting the different representations. 3–5 minutes: independent work time. The purpose of this activity is for students to see that they can start adding from the largest place-value unit or from the smallest and still get the same sum. If that line closes the square, they capture it and shade it in their color. The purpose of this activity is for students to decompose 10 in different ways through a familiar game, Shake and Spill. Engagement. Preview Demo Curriculum. In this unit, students learn to understand and use the terms “rate of change,” “linear relationship,” and “vertical intercept. 5–8 minutes: partner work time. Student Facing. In this lesson, students work with situations that involve lengths to build their understanding that fractions at the same location on a number line are equivalent. Illustrative Mathematics has been providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developers since 2011. Chunk this task into more manageable parts. Represent data using scaled picture and bar graphs. Four friends split the remaining macaroni and cheese equally. The Illustrative Mathematics name and logo are not subject to the Creative Commons license and may not be used without the prior and express written consent of Illustrative Mathematics. The purpose of this activity is for students to interpret a scaled picture graph and write questions that can be asked based on the data represented in a scaled picture graph. The IM May 4, 2016 · 4. Action and Expression. 8: Tools for creating a visual display; none; C. On top of developing fluency with addition and subtraction within 1,000, students need to learn about new topics like multiplication, division, and fractions—topics that may feel big and challenging. NBT Number and Operations in Base Ten. NF. As a former grade 3 teacher, I know first hand how daunting teaching math at this level can be. 16 evenly spaced tick marks. Description: Number line. PLC: Lesson 3, Activity 1, So Many Responses. name of each part. A class picture graph is created, and students make a bar graph using that data. When students use strategies based on place value to add they look for and make use of structure (MP7). Ask students to identify correspondences between the fraction strips and the horizontal axis of the line plot. Here, students learn that sometimes, when we May 4, 2016 · 2. Section A: Fraction Multiplication. They deepen their understanding of slope, and they learn to recognize connections among rate of change, slope, and constant of proportionality, and between linear and proportional The work here allows students to reinforce earlier work on expressing whole numbers as fractions and naming equivalent fractions. Examine the structure of a lesson through the lens of the design features of the curriculum and with a focus on the philosophy and instructional shifts. Clare threw the ball of the length of the gym. In this section, students build on their knowledge of fraction multiplication developed in the previous unit by using area concepts to understand the multiplication of a fraction times a fraction. 3. Give each group a cup, 10 two-color counters, and two recording sheets. Create a set of cards from the blackline master for each group of 4. In one case, they encounter a fraction in hundredths that cannot be written as tenths and consider why this might be. Andre says he kicked the ball farther. Write a division expression representing how much of a pan each friend gets. B. Represent and solve problems involving multiplication and division. 2 minutes: quiet think time. Advances: reading, writing, representing. Unit 7: Angles, triangles, and prisms. Unit 6: Expressions and equations. OA Operations and Algebraic Thinking. MD Measurement and Data. I with this in-depth look at our 6–12 curriculum. 3 Linear Relationships. The understandings elicited here allow students to discuss the relationship between the product of a whole number and a unit fraction and that of a whole number and a non-unit fraction with the same denominator. Answering questions about a graph The purpose of this Number Talk is to elicit strategies students have for multiplying single-digit factors and adding two-digit numbers. Give access to rulers and graph paper. Make a drawing that represents the situation. The purpose of this activity is for students to create a bar graph that includes features that help communicate the data clearly. NF Number and Operations---Fractions. Grade 3 Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 The Illustrative Mathematics name and logo are not subject to the Creative Commons license and may not be used without Narrative. A Represent and solve problems involving multiplication and division. Jada threw the ball of the length of the gym. Students are given fractions in tenths and are to write equivalent fractions in hundredths, and vice versa. Add and subtract data from tables: up to three digits. D Solve problems involving the four operations, and identify and explain patterns in arithmetic. Tyler kicked the ball the length of the playground. The quantities chosen are close to multiples of 100 and 10 to encourage students to round as they decide if an answer makes sense. Measure length in centimeters and meters. In this lesson, students are able to apply what they have learned in this section to write equations that represent two-step word problems using a letter for the unknown quantity. Do you agree? Show your thinking. ”. Students learn about area concepts and relate area to multiplication and to addition. Groups of 2. From the table we can see that 1 kg is , so 36 kg is or 40% of 90. The purpose of this activity is for students to match multiplication equations to situations and representations. The purpose of this Number Talk is to elicit strategies and understandings students have for addition within 100. IXL aligns to Illustrative Mathematics! IXL provides skill alignments with IXL skills for each section. MLR8 Discussion Supports. 3: Counters; Folders; Materials from a previous lesson; none; B. Activity 1: A New Subtraction Algorithm. III and IM 9–12 Math™ v. MLR6 Three Reads. Narrative. . Provide access to fraction strips that show fourths and eighths, and invite students to use them to answer question 4. Students estimate answers to two-step problems and determine if each other's solutions make sense after they solve two-step word problems in a way that makes sense to them. 6: Paper clips; What Does It Take to Build the Shapes? (groups of 4) B. Eleventh, 2. Apply concepts of measurement and data to solve problems. 360 is Illustrative Mathematics’ most extensive upgrade to date for our K–12 math curriculum. Lesson 1: Tape diagrams and equations Lesson 2: Truth and equations Lesson 3: Staying in balance Lesson 4: Practice solving equations and representing situations with equations Lesson 5: A new way to interpret a over b Extra practice: Equations Lesson 6: Write expressions where letters stand for numbers Lesson The purpose of this activity is for students to practice comparing fractions with the same denominator while playing a game. They located numbers on a number line and approximated their distance from adjacent tick marks that indicate tens, or from endpoints that mark hundreds. In this section, students make sense of the area of flat shapes. The purpose of this activity is for students to think about how circumference and area of circles apply to real-world situations. Use the diagram to find the value of . Imagine IM’s print and digital solution is driven by student discourse, built around focus, coherence, and rigor, and equips students to thrive. Read the full analysis for Kendall They see that rounding is a useful strategy to estimate the answer to a problem and determine if an answer makes sense. Find the perimeter of two-dimensional shapes, including when all or some side lengths are given. The expressions involve two operations. C Multiply and divide within 100. First, students sort slips based on whether the question is related to the circumference or area of a circle. They solve problems involving the perimeter and area of shapes. Students generate a number and connect two dots that are adjacent to the number. The routine prompts students to read a problem three times for different purposes to support them in making sense of the problem (MP1). They encourage students to look for and make use of structure as they use their understanding of equal-size groups and properties of operations to find products and sums Students write equations with a symbol for the unknown to represent multiplication problems and then solve the problems. A. Represent and solve multiplication problems involving equal groups. Create poster for synthesis: number of equal parts. The first method, which students saw in a previous lesson, records the newly composed tens and hundreds as a 10 or 100 at the top of the problem. 3. For example, the sums in the first table can illustrate Instructional Routines. Engagement: Develop Effort and Persistence. A Develop understanding of fractions as numbers. To make their wish list, students use a supply list that is longer than shown in K-5 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 license and may not be used without the prior and express written consent of Illustrative Mathematics. 2. IM K–12 Math is a problem-based core curriculum built on the principle that all students are capable learners of grade-level mathematics. The purpose of this activity is to reinforce students' understanding of the relationship between multiplication and division by examining different representations of that relationship. Understand a fraction as a number and represent fractions on the number line. Use verbal descriptions along with gestures, drawings, or concrete objects to show how 5. Explain how the drawing shows the division expression. Distribute one set of pre-cut cards to each group of students. Expressions & Equations. Geometry. The purpose of this activity is for students to articulate the relationship between multiplication and division explaining how to solve two different problems using multiplication or division. Arrange students in groups of 2–4. Lesson 16: Design a Carnival Game. Even though the structure of the problems suggests division, students may use their understanding of multiplication or any strategy that makes sense to them to solve the problems. Students use place value understanding to round whole numbers and add and subtract within 1,000. Students analyze and improve a given explanation of how to find a sum, filling in details and using more precise language to explain the calculation more fully (MP3, MP6). The purpose of this activity is for students to compare two methods to record newly composed tens and hundreds when using the same algorithm. The part of a picture graph that tells what each picture represents. This method will be discussed in more depth is this lesson's activities. To distribute the string without wasting too much or giving away the actual lengths, consider dividing one ball of string ahead of time into equal spools, enough for every group to get one. A middle school math teacher since 2007, Michelle holds an MEd in Curriculum & Supervision from Pennsylvania State University. This activity uses MLR3 Clarify, Critique, Correct. Answer any clarifying questions from students. Students learn math by doing math. In this activity, students refresh what they know about equivalent fractions in tenths and hundredths. Represent and solve one-step story problems within 100. Learn more about IM 6–8 Math™ v. OUR VISION. Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developers since 2011. Section B Goals. Give students a subset of the cards to start with and introduce the remaining cards once students have completed their initial set of matches. The purpose of this activity is to introduce MLR6, Three Reads, and solve a two-step “how many fewer” problem using data presented in a scaled bar graph. Measure length in feet and inches. Grade 3 math tasks from Illustrative Math. Multiplication and division facts up to 10: find the missing number. It also provides an opportunity to observe student strategies as they work toward becoming fluent in addition within 1,000. Allow individual think time of 3 minutes before students work together in groups. Statistics & Probability. The player to shade in three squares first is the winner. 360. , interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. This work allows teachers to formatively assess students’ fluency with addition and subtraction within 100, a grade 2 expectation. Invite students to generate a list of shared expectations for group work. MLR8. IM 6–8 Math was originally developed by Open Up Resources and authored by Illustrative Mathematics 1–2 minutes: independent think time. Illustrative Mathematics is a nonprofit organization founded on the belief that all students are capable of learning grade-level mathematics. As they make their selections, they keep an estimate of the total by rounding, and use estimation and addition strategies to remain within the budget. Middle School Grade 6 Grade 7 Grade 8. Students draw diagrams to represent the fractional area. Ratios & Proportional Relationships Functions. MLR6 Three Reads: Keep books or devices closed. The purpose of this activity is for students to write and interpret division expressions and equations that represent equal sharing situations. Providing The purpose of this lesson is to introduce problems that involve putting objects into groups of equal size, starting with “how many groups?” problems. g. They then use their insight from the matching activity to generate diagrams for expressions without a match and to find their values (MP2). 8. Students have observed that dividing a whole number by a unit fraction gives the same result as multiplying the whole number by the denominator. Next, each group focuses on one of the questions (#1 through 5). As in the previous lesson, some problems are unknown factor problems which students do not relate to division until a future unit. By Mike Henderson. A pan of macaroni and cheese is full. OA. Time word problems: find the start, end, or elapsed time. use the value of the expression to describe why the expression matches the situation. Record responses on a display and keep visible during the activity. Representation: Access for Perception. 5. The purpose of this Number Talk is to elicit strategies and understandings students have for subtracting. Interpret scaled picture and bar graphs. Use multimodal examples to show the meaning of a symbol. Learn about the resources available around student The purpose of this activity is for students to practice solving multiplication problems in which the unknown amount can be the number of groups, the number in each group, or the total. Arrow begins at the point on the fourteenth tick mark, points to the left, and ends at the point on the tenth tick mark. Lesson 1: Relationships of angles Lesson 2: Adjacent angles Lesson 3: Nonadjacent angles Lesson 5: Using equations to solve for unknown angles. Andre kicked the ball the length of the playground. MLR7 Compare and Connect. Have extra rectangles available for students who need more than one try to fold the rectangles into equal parts. Reason about shapes and their attributes. They persevere to solve two-step word problems, and decide if their answer makes sense (MP1). Describe area as the number of unit squares that cover a plane figure without gaps and overlaps. We can confirm this on a double number line: In general, to find what percentage a number is of another number is to calculate of 100%. Explain how the diagram represents . Our innovative problem-based K–12 curriculum is designed to energize math classrooms and equip students with critical skills, understandings, and practices that can benefit them for a lifetime. G Geometry. Measure the area of rectangles by counting unit squares. Part 1. Students measure and estimate lengths in standard units and solve measurement story problems within 100. 10: none; Info Gap: A May 4, 2016 · 3. They also continue to work toward fluency goals of the grade. About IM v. They explain the relationships between the dividend and the numerator and divisor and the denominator. During the synthesis, the teacher records equations that students found during the activity, and students make connections between equations. MD. describe the relationship between the dividend and divisor using language such as “groups of”. Grade 3 Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 The Illustrative Mathematics name and logo are not subject to the Creative Commons license and may not be used without The IM K–5 Math certified curriculum is rigorous, problem-based, and fully aligned to the standards, with coherence across grade bands. Each Illustrative Mathematics lesson has four phases, from pre-unit practice modules to cool downs, focusing students’ attention on definitions, notations, and graphical conventions contributing to the development of real numbers. She received the Huntsman Award for Excellence in Education in 2013. Check in with your partner if you have questions. Students reason about shapes and their attributes, with a focus on quadrilaterals. Available for BTS 2024 for Grades K–8 and BTS 2025 for high school An expression has at least 2 numbers and at least one math operation (such as addition, subtraction, multiplication and division). They also represent and solve two-step word problems using addition, subtraction, and multiplication and assess the reasonableness of answers. Illustrative Mathematics. “Take some quiet time to try this algorithm. Students use scaled bar graphs that they created in the previous lesson that contain data about the favorite time of the year. Students make explicit connections between the factors and the number of groups or the number of objects in each group and between the product and the total number of objects. This collection includes a variety of content and practice standard based math tasks for 3rd grade students. Unit 3. Solve problems involving perimeter and area, in and out of context. Students spin a spinner for the numerator of their fractions and then locate and label the fractions on a number line to determine which fraction is greater. Section A Goals. They are encouraged to use their current understanding of math, their lived experiences, and the world around them as resources for problem solving. Sixth, 1. Understand multiplication in terms of equal groups. Unit Goals. Students may write all the products as fractions, including the ones greater than 1. During the synthesis, focus attention on similarities and differences between picture and bar graphs. The purpose of this activity is for students to make a wish list of items for the classroom with a $1,000 budget. “Take turns sharing your understanding of the situation you chose. 4. Clare says she threw the ball farther. The new algorithm in this lesson draws attention to how place value can be used to record less digits in each place value position. Lesson 7: Building polygons (part 2) Lesson 10: Drawing triangles (part 2) Lesson 11: Slicing solids Lesson 12: Volume of right prisms Required Preparation. The purpose of this activity is for students to use data presented in scaled bar graphs to solve one-step “how many more” and “how many fewer” problems. Grade 8. The purpose of this warm-up is to elicit observations about patterns in addition tables containing sums of two-digit addends that are multiples of 10. Launch. They also represent and solve two-step word problems using the four operations. This warm-up prompts students to examine a diagram representing equal groups of non-unit fractions. K–5 Math. Section C Goals. B Understand properties of multiplication and the relationship between multiplication and division. Interpret products of whole numbers, e. IM v. Create and analyze line plots that display measurement data in fractions of a unit ( ). Each table is partially filled out to show certain behaviors of the sums and highlight some properties of operations. Section D Goals. Activity. Students may draw diagrams to help them make sense of these relationships (MP1). This understanding prepares students to use the standard algorithm for addition, which calls for starting with the ones. Students consolidate and solidify their understanding of various concepts and skills related to major work of the grade. The purpose of this activity is for students to represent and solve two-step story problems. For example, students learn that the diagrams below can Section A: Concepts of Area Measurement. This condensed notation also changes the steps of the algorithm because students don't write the numbers in expanded form to start or add up the partial differences at the end. Routines and Access. Grade 3 - Operations and Algebraic Thinking. First tick mark, 0. Students learn about and use the relationship between multiplication and division, place value understanding, and the properties of operations to multiply and divide whole numbers within 100. Use various strategies to add and subtract fractions and mixed numbers with like denominators. The first three problems have the unknown in each of those locations. IM K–5 Math is highly rated by EdReports for meeting all expectations across all three review gateways. For the warm-up activity, each group of 2 students needs scissors and more string than necessary for their assigned unit of length. Supports accessibility for: Conceptual Processing, Visual-Spatial Processing. ” 5–7 minutes: independent work time; If students have questions about the notation used to record the decomposition of a hundred or ten into more tens or ones, consider asking: Narrative. Sixteenth, 3. zo yc uy mt fx ty nm yn lu fs