# Teacher Lesson Plans - Common Core State Standards

## Teacher Lesson Plans - Common Core State Standards

**Teacher Lesson Plans Common Core State Standards Fourth Edition Volume 1 Daily Lessons for Classroom Instruction MTB4_G3_TG_Vol1_FM_FINAL.indd 1 7/29/13 10:38 PM**

v TLP • Grade 3 Volume 1: Table of Contents Unit 1: Sampling and Classifying Lesson 1: First Names . 1 Lesson 2: Number Line Target . 12 Lesson 3: Kind of Bean . 18 Lesson 4: Who Is Right . 28 Lesson 5: Using Picture Graphs . 33 Unit 2: Strategies Lesson 1: Addition Strategies . 39 Lesson 2: Strategies for Making Tens . 47 Lesson 3: Spinning Sums . 55 Lesson 4: Magic Squares . 66 Lesson 5: Subtraction Facts Strategies .

77 Lesson 6: Spinning Differences . 84 Lesson 7: Workshop: Reasoning from Known Facts . 90 Lesson 8: Assessing the Subtraction Facts . 98 Unit 3: Exploring Multiplication Lesson 1: T-Shirt Factory Problems . 105 Lesson 2: In Twos, Threes, and More . 112 Lesson 3: Multiplication Stories . 121 Lesson 4: Making Teams . 128 Lesson 5: Multiples on the Calendar . 135 Lesson 6: Workshop: Multiplication and Division Stories . 145 MTB4_G3_TG_Vol1_FM_FINAL.indd 5 7/29/13 10:38 PM

vi TLP • Grade 3 Unit 4: Place Value Concepts Lesson 1: Tens and Ones . 151 Lesson 2: Hundreds, Tens, and Ones . 158 Lesson 3: Thousands, Hundreds, Tens, and Ones . 168 Lesson 4: Comparing and Writing Numbers . 182 Lesson 5: Base-Ten Hoppers . 189 Lesson 6: Workshop: Place Value . 196 Lesson 7: Number Sense with Dollars and Cents . 204 Unit 5: Area of Different Shapes Lesson 1: Time to the Nearest Five Minutes . 210 Lesson 2: Measuring Area . 227 Lesson 3: Boo the Blob . 233 Lesson 4: Which Picks Up More . 240 Lesson 5: The Haunted House . 256 Lesson 6: Joe the Goldfish . 262 Lesson 7: Using Number Sense at the Book Sale .

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vii TLP • Grade 3 Unit 6: Adding Larger Numbers Lesson 1: 500 Hats . 276 Lesson 2: The Coat of Many Bits . 285 Lesson 3: Close Enough . 294 Lesson 4: Addition Review . 305 Lesson 5: Addition with Larger Numbers . 320 Lesson 6: Workshop: Addition . 338 Unit 7: Subtracting Larger Numbers Lesson 1: Time Again . 347 Lesson 2: Field Trip . 354 Lesson 3: Subtracting with Base-Ten Pieces . 360 Lesson 4: Paper-and-Pencil Subtraction . 367 Lesson 5: Workshop: Subtraction . 378 Lesson 6: Leonardo the Traveler . 388 Lesson 7: Addition and Subtraction: Practice and Estimation . 401 Lesson 8: Class Party .

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viii TLP • Grade 3 Volume 2: Table of Contents Unit 8: Multiplication Patterns Lesson 1: Lizardland Problems . 420 Lesson 2: Constant Hoppers . 429 Lesson 3: Handy Facts . 436 Lesson 4: Multiplication and Rectangles . 447 Lesson 5: Completing the Table . 461 Lesson 6: Division in Lizardland . 476 Lesson 7: Stencilrama . 484 Lesson 8: Multiplication Number Sentences . 502 Lesson 9: Multiples of Tens and Hundreds . 521 Lesson 10: Workshop: Strategies for Multiplication Facts . 527 Lesson 11: Midyear Test Review . 537 Unit 9: Parts and Wholes Lesson 1: Kid Fractions . 543 Lesson 2: Circle Pieces: Red, Pink, Yellow, Blue .

**551 Lesson 3: Circle Pieces: Red, Pink, Orange, Aqua . 565 Lesson 4: Folding Fractions . 576 Lesson 5: Circles, Fraction Strips, and Number Lines . 589 Lesson 6: Comparing Fractions . 597 Lesson 7: Workshop: Fractions . 609 MTB4_G3_TG_Vol1_FM_FINAL.indd 8 7/29/13 10:38 PM**

ix TLP • Grade 3 Unit 10: Exploring Multiplication and Division Lesson 1: Lemonade Stand . 625 Lesson 2: Operations on a Number Line . 635 Lesson 3: Birthday Party . 641 Lesson 4: Money Jar . 647 Lesson 5: Mr. Green’s Giant Gumball Jamboree . 654 Lesson 6: Walking Around Shapes . 665 Lesson 7: Katie’s Job . 680 Unit 11: Analyzing Shapes Lesson 1: Just Passing Time . 692 Lesson 2: Tangrams . 697 Lesson 3: Tangram Puzzles . 706 Lesson 4: Building with Triangles . 714 Lesson 5: Sorting Shapes . 725 Lesson 6: 3-D Shapes . 736 Lesson 7: Skeletons of 3-D Shapes . 744 Lesson 8: 3-D to 2-D . 752 Lesson 9: Sorting 3-D Shapes .

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x TLP • Grade 3 Unit 12: Measurement and Patterns Lesson 1: Using Coordinates . 777 Lesson 2: Using Maps . 785 Lesson 3: Making Predictions from Best-Fit Lines . 794 Lesson 4: Measuring Mass . 803 Lesson 5: Mass vs. Number . 816 Lesson 6: More Patterns in Data . 827 Unit 13: Multiplication, Division, and Volume Lesson 1: Break-Apart Products with Larger Numbers . 837 Lesson 2: More Multiplication Stories . 848 Lesson 3: Multiplication Models and Strategies . 860 Lesson 4: Solving Problems with Multiplication and Division . 871 Lesson 5: Earning Money . 880 Lesson 6: Elixir of Youth . 891 Lesson 7: Measuring Volume of Containers .

903 Lesson 8: Fill It Up . 914 Lesson 9: Measuring Volume of Solid Objects . 926 Lesson 10: End-of-Year Test . 935 MTB4_G3_TG_Vol1_FM_FINAL.indd 10 7/29/13 10:38 PM

1 UNIT 1 Lesson 1 3.MD.B Represent and interpret data. (3.MD.B.3) MP1. Make sense of problems and persevere in solving them. MP2. Reason quantitatively. MP4. Model with mathematics. MP5. Use appropriate tools strategically. This teacher-guided lab is an exploration of the lengths of students’ first names. The class collects and organizes data in a table and graph so students can make predictions and generalizations about a population; specifically, the length of first names. Content in this Lesson • Identifying variables of an investigation. • Collecting, organizing, and graphing data. • Reading a table or bar graph to find information about a data set [E3].

• Making predictions and generalizations about a population from a sample using data tables and graphs [E4].

Assessment in this Lesson Assessment Expectation Assessed Lisa’s Class Graph with Feedback Box Teacher Guide – digital E3. Read a table or scaled graph to find information about a data set. E4. Make predictions and generalizations about a population from a sample using data tables and graphs. Vocabulary in this Lesson • data table • frequency • horizontal axis • most common number • prediction • variable • vertical axis Estimated Class Sessions: 3 First Names First Names TLP • Grade 3 • Unit 1 • Lesson 1 MTB4_G3_TG_U01_FINAL.indd 1 7/29/13 2:00 PM

2 Materials List Materials for Students Daily Practice and Problems Lesson Homework Assessment Student Books Student Guide • First Names Pages 2–6 Student Activity Book • First Names Data Table and Graph Page 3 • Family Names Data Table Page 5 • Family Names Graph Page 7 • Careless Professor Peabody Page 9 Teacher Resources Teacher Guide – digital • DPP Items A–F • Clock • Lisa’s Class Graph 1 each per student Supplies for Students • self-adhesive note Materials for the Teacher • Display of First Names Data Table and Graph page (Student Activity Book) Page 3 • Display of Clock Master (Teacher Guide) • chart paper • Unit 1 Assessment Record Materials Preparation Create a Class Data Table.

**Create a table on chart paper to collect student data. See Figures 2 and 3. Create a Class Graph. Prepare to make a large class graph on chart paper. See Figure 4. Professor Peabody’s Broken Clock. Use the Clock Master to make Professor Peabody’s broken clock for DPP item E. Cut out and attach only the hour hand with a brad. TLP • Grade 3 • Unit 1 • Lesson 1 First Names UNIT 1 MTB4_G3_TG_U01_FINAL.indd 2 7/29/13 2:00 PM**

3 First Names TLP • Grade 3 • Unit 1 • Lesson 1 Teacher Planning Notes Teacher Planning Notes MTB4_G3_TG_U01_FINAL.indd 3 7/29/13 2:00 PM

4 TLP • Grade 3 • Unit 1 • Lesson 1 Developing the Lesson Developing the Lesson Introduce the First Names Investigation. The First Names pages in the Student Guide provide the setting for this investigation: finding the most common numbers of letters in students’ names in order to write a letter to a computer game company. TIMS Tip! This investigation can also be introduced by reading the book Tikki Tikki Tembo by Arlene Mosel, the story of a Chinese boy who has a very long name that causes several misadventures.

To start the discussion, ask: X What data would help us decide how many letters the game company should allow children to type when they enter their first names? (the number of letters in students’ first names) The answers to the following discussion questions are based on the table on the First Names page in the Student Guide. X Number of Letters in First Name will be one of the variables of the investigation. Who has the largest number of letters in their name in the class? (Christopher) X Who has the smallest number of letters, the shortest name? (The shortest name in the class has 4 letters.

Five students have 4 letters in their name: Dana, Seth, Katy, Ivan, and Eric.) X What number of letters do you think is most common? (seven) Why? (There are more students in the class (10) that have 7 letters in their names than any other number of letters.) X What might influence the length of a name? (Possible response: The length of a name might be different if you are using nicknames instead of names given at birth.) Your students will probably give a variety of responses to the last question. It should become obvious that a definition of “length of name” must be agreed upon. While a study of first and last names is feasible, it is more straightforward to focus on the number of letters in a first name.

Define the Variables. Have the class discuss and choose a definition of the variable Number of Letters in First Name. It is important that the definition be explicit enough to handle all the names in the class, including two-part first names such as Mary Pat. Students should realize that agreeing on a definition is like agreeing on rules for a game. The rules themselves are less important than everyone agreeing on the same rules. The class may decide to allow nicknames or they may agree to use only the names given at birth as data. Either rule is valid as long as it is used consistently. Lesson 1 2 SG • Grade 3 • Unit 1 • Lesson 1 First Names Elizabeth and Miguel like to play computer games.

One day, they were playing Math-o-Rama. They tried to type their first names, but the game let them type only five letters.

What number of letters should players be able to type for their names? Elizabeth and Miguel asked their classmates to help them find out. Students wrote their first names on small slips of paper. Then they wrote the number of letters in their names. They put the information in a data table. Here is the data that Elizabeth and Miguel recorded. First Names Letters in First Name Student Guide — Page 2 3 First Names SG • Grade 3 • Unit 1 • Lesson 1 Elizabeth and Miguel made a graph of their data. Elizabeth #L = 9 Seth #L = 4 Dana #L = 4 Katy #L = 4 Ivan #L = 4 Eric #L = 4 Eric #L = 4 Eric #L = 4 Eric #L = 4 L Number of Letters in First Name Frequency of Letters in First Name S Number of Students “Can you see a pattern?” asked Miguel.

“Yes,” said Elizabeth. “No one has a first name with one, two, or three letters.” “That is right!” said Miguel. “And only two kids have more than seven letters in their first name.” You will carry out an investigation called First Names. You will collect data with your class and graph it. First, you will find the number of letters in your classmates’ first names. Then, you will look for patterns in the data. Later, you will use the information to write a letter to a game company about the number of letters that a computer game should allow for a player’s name.

What first names will your class use? Some children in your class might use shortened names, like “Bob” for “Robert.” Others might have two-part names, like “Mary Pat.” Some children might even use nicknames, like “Digger.” Discuss and decide with your class what you mean by “first name.” Student Guide — Page 3 MTB4_G3_TG_U01_FINAL.indd 4 7/29/13 2:00 PM

5 TLP • Grade 3 • Unit 1 • Lesson 1 You must also establish a notation for the variable Number of Letters in First Name. Here again, agreeing is more important than what is agreed upon. We use L to stand for Number of Letters in First Name.

The class can either follow our notation or make up their own. Collect the Data. The next step is to gather the data. To do this, students write their first names on self-adhesive notes, count the letters, and show L by writing “L 5 ” below their names as shown in Figure 1.

JASON L = 5 SETH L = 4 MELISSA L = 7 JORDAN L = 6 Figure 1: Sample notes showing a first name and the number of letters method An efficient way to collect this data is to draw a data table on chart paper and have students arrange their self-adhesive notes on it. See Figure 2. Seth L = 4 Jamie L = 5 Peter L = 5 Jason L = 5 Jason L = 5 Colin L = 5 Aesis L = 5 Brian L = 5 Joseph L = 6 Andrew L = 6 Jordan L = 6 Merley L = 6 Darius L = 6 Zachary L = 7 Dana L = 4 Katy L = 4 Ivan L = 4 Eric L = 4 Number of Letters in First Name Names of Students 1 2 3 4 5 6 7 8 9 10 11 Amanda L = 6 Miguel L = 6 Samuel L = 6 Kristin L = 7 Anthony L = 7 Melissa L = 7 Kenneth L = 7 Kathryn L = 7 Jeffrey L = 7 Melissa L = 7 Nicolas L = 7 Natasha L = 7 Elizabeth L = 9 Christopher L = 11 L Figure 2: A sample data table 4 SG • Grade 3 • Unit 1 • Lesson 1 First Names Collect Write your first name and the number of letters in your name on a slip of paper like those below.

Discuss with your class what the variable L stands for. Put the class data in a table like the one below. Letters in First Name Discuss with your class how you might make the table easier to read. Then copy the class data onto the data table on the First Names Data Table and Graph page in the Student Activity Book.

Graph Discuss with your class how to make a class graph of your data. Which variable will you graph on the horizontal axis ? Which variable will you graph on the vertical axis ( )? Use the data table to make a bar graph on the First Names Data Table and Graph page. Student Guide — Page 4 TIMS Tip! Since both variables are numerical (Number of Letters and Number of Students), it is best to avoid using N to stand for either variable. Content Note A variable in an experiment is an attribute or quantity that changes or varies. Every experiment has at least two main variables. In this lab, the two main variables are the Number of Letters in First Name and the Number of Students.

A second definition for the term is a symbol that can stand for a variable. In the Lesson Guide, we have chosen to use L to stand for Number of Letters in First Name and S for Number of Students. In this lesson, it is important to model the correct use of the term variable during class discussions while accepting students’ language in discussions.

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6 TLP • Grade 3 • Unit 1 • Lesson 1 Organize the Data. Once you have the raw data, use the following prompt to begin a discussion: X What do you notice about our data table? What patterns do you see? (Students may notice that no one has a first name with only one letter, that many people have first names that have five or six letters, or that there are few very long or very short names.) After a general discussion, pose specific questions that can be answered directly from the raw data. In your questions, try to use “number of letters” to familiarize students with variable terminology: X Who has the longest name? What is the number of letters in that name?

X Who has the shortest name? What is the number of letters in that name? X Does anyone have a first name with eight letters? X How many students have first names with six letters? five letters? X What number of letters is most common in first names? X Do more than half the students have names with either six or seven letters? Adding a third column to the table with the total number of names in each row will clarify the data. See Figure 3. Review the titles of the first two columns and the information contained in them. Ask: X What information will we put in the third column? (The number of students with each number of letters.) X What title should we give it? Why? (Number of Students works best.

Titling the column “Students” insufficiently describes how the information in that column differs from that in the second column.) X Would N for Number of Students be a good choice to represent this variable? Why or why not? (N might seem logical because it is the first letter of the word number, but this would be confusing because N could also refer to “Number of Letters in First Name.”) When the data table is complete, ask students to work with a partner to answer the following questions using the added information: X If you add all the numbers in the last column, what should they total? What does that number represent? (The sum should equal the number of students in the class.

Finding the sum and comparing it to the class size is one way to check to see if the data gathering is accurate.) X Do more than half the students have names with either five or six letters? (This is a multistep problem that can be solved different ways. Possible response: First I would add the number of students with either 5 or 6 letters, and then I would add the number of students for all the other number of letters. I can then compare my two answers to see if the number of students with 5 or 6 letters is more than half.) TIMS Tip!

Save the class graph for use in Unit 3 Lesson 1 T-Shirt Factory Problems. Students solve problems that involve the number of letters in their names. Seth L = 4 Jamie L = 5 Peter L = 5 Jason L = 5 Jason L = 5 Colin L = 5 Aesis L = 5 Brian L = 5 Joseph L = 6 Andrew L = 6 Jordan L = 6 Merley L = 6 Darius L = 6 Zachary L = 7 Dana L = 4 Katy L = 4 Ivan L = 4 Eric L = 4 Names of Students 1 2 3 4 5 6 7 Amanda L = 6 Miguel L = 6 Samuel L = 6 Kristin L = 7 Anthony L = 7 Melissa L = 7 Kenneth L = 7 Kathryn L = 7 Jeffrey L = 7 Melissa L = 7 Nicolas L = 7 Natasha L = 7 Number of Students 7 8 10 5 Number of Letters in First Name L S Figure 3: A portion of a modified data table MTB4_G3_TG_U01_FINAL.indd 6 7/29/13 2:00 PM

7 TLP • Grade 3 • Unit 1 • Lesson 1 Graph the Data. Now that there are two variables, Number of Letters in First Name (L) and Number of Students (S), a graph can be made. The class makes one poster-size graph, and each student makes a graph using the First Names Data Table and Graph page in the Student Activity Book. Ask students to record the Number of Students (S) in the table. Introduce the graph by drawing attention to the elements of a graph, such as the vertical and horizontal axes and the labels for these axes using a display of the First Names Data Table and Graph page.

One way to make a class graph is simply to move the self-adhesive notes onto a labeled graph on a piece of chart paper.

Place the self- adhesive notes on the vertical grid lines rather than in the spaces between them so there will be less confusion later when students make point graphs. Figure 4 shows a graph of the data presented in Figures 2 and 3. Help students read the graph by asking: X Which numbers show the number of letters in the names—those on the horizontal axis or those on the vertical axis? (horizontal axis) X What do the numbers on the vertical axis show? (Number of Students) Seth #L = 4 Jordan #L = 6 Dana #L = 4 Katy #L = 4 Ivan #L = 4 Eric #L = 4 Eric #L = 4 Eric #L = 4 Eric #L = 4 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 11 Dana L = 4 Eric L = 4 Ivan L = 4 Katy L = 4 Seth L = 4 Zachary L = 7 Kristin L = 7 Anthony L = 7 Melissa L = 7 Kenneth L = 7 Kathryn L = 7 Jeffrey L = 7 Melissa L = 7 Nicolas L = 7 Natasha L = 7 Elizabeth L = 9 L Number of Letters in First Name Frequency of Letters in First Name S Number of Students Joseph L = 6 Andrew L = 6 Merley L = 6 Amanda L = 6 Miguel L = 6 Jordan L = 6 Darius L = 6 Jason L = 5 Colin L = 5 Brian L = 5 Samuel L = 6 Peter L = 5 Jason L = 5 Aesis L = 5 Jamie L = 5 Christopher L = 11 Figure 4: Graphing the data on a bar graph 3 Copyright © Kendall Hunt Publishing Company Name Date First Names SAB • Grade 3 • Unit 1 • Lesson 1 First Names Data Table and Graph Complete the table.

Use the table to make a bar graph. 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8 9 10 11 Frequency of Letters in First Name Frequency of Letters in First Name S Number of Students Student Activity Book — Page 3 MTB4_G3_TG_U01_FINAL.indd 7 7/29/13 2:00 PM

8 TLP • Grade 3 • Unit 1 • Lesson 1 Explore the Data. At this point, you have two representations of the same data: a data table and a graph. Questions 1–5 of the Explore section in the Student Guide can be answered by reading either the data table or graph. Encouraging multiple solutions lets every student access the problem in different ways and using different representations. Point out that solutions by different methods should agree. If a graph shows that ten people have names with seven letters and a data table shows that there are only nine such names, something is wrong. Ask groups to show how they used each tool to answer Questions 1–5.

Assign Questions 6–13 in the Student Guide. These questions ask students to extend their interpretation of the data and to make predictions. Ask small groups of students to prepare to share their solutions to one or more problems with the whole class. Question 6 asks students to compare the graph and the data table. The graph and the data table contain the same information in different forms. Both show the number of students who have a given number of letters in their first names. The data table shows the Number of Letters in First Name in the first column and the Number of Students with those numbers of letters in the second column.

The graph shows the Number of Letters in First Name on the horizontal axis and the Number of Students on the vertical axis. The height of each bar shows the number of students for a given number of letters. Here are some sample student responses to this question taken from Content Note Interpreting data in tables and graphs. Students often have problems distinguishing between variables in an investigation, especially when both of the main variables are numerical. Discussing the Explore questions will help students learn to interpret the graph and data table correctly. Students need to understand when they are talking about Number of Letters and when they are talking about Number of Students.

The following sample dialog of a class discussing Questions 1–4 is based on the data in Figures 3 and 4. Student responses are adapted from a video of a classroom discussion.

Teacher: How many letters are in the longest name? Maya: There are 11. Teacher: Eleven what? Maya: 11 letters. Teacher: How do you know? Where did you look to find that answer? Maya: I looked at the numbers at the bottom of the graph and went across and saw that the last one that went up to a line was 11. Teacher: What do the numbers that go along the bottom of the graph tell you? [Maya looks confused.] Are they the Number of Letters or Number of Students? Jackie: Number of Letters in our names. Teacher: How many letters are in the shortest name? Where can you look to find the answer?

Jacob: Four letters.

I looked at the numbers at the bottom of the graph. Teacher: How did you know it was the shortest? Jacob: Because you look on the graph or the table. Nobody has one, two, or three letters in their names. Then five people have four letters. Teacher: What is the most common number of letters in our names? What is the most common name length? Linda: The number seven. Teacher: Seven what? Linda: Seven letters. Teacher: How do you know? Linda: Because I picked seven and went across and because I looked and seven was the tallest bar.

Teacher: How many students have seven letters in their names? How do you know? Where do you look to find out? Come and show us. Linda: Ten students. You look at the data table and look for the most number of students, and you see it’s ten, and you go over here, and you see that it is seven letters. Teacher: How many students have names with six letters in their names? How do you know? Keenya: You look at the graph where it says Letters and go to where the 6 bar stops, then go up to see the number is 8. Teacher: Where do you go to see the number 8? What does it tell you? Keenya: You go to the left where it says Number of Students.

5 First Names SG • Grade 3 • Unit 1 • Lesson 1 Explore Use your data to answer the following questions about the first names in your class. 1. How many letters are in the longest name? 2. How many letters are in the shortest name? 3. What is the most common number of letters? 4. How many students have names with four letters? 5. How many students have names with five letters? Discuss Discuss Discuss the following questions with your group. Be prepared to discuss your answers with the class. 6. Compare the graph and the data table. How are they alike? How are they different?

7. What is the shape of the graph? Why does it have this shape? 8.

Which bars are the same height? Why? 9. Why aren’t there bars above every number on the horizontal axis? What does this mean? Student Guide — Page 5 MTB4_G3_TG_U01_FINAL.indd 8 7/29/13 2:00 PM

9 TLP • Grade 3 • Unit 1 • Lesson 1 a video of students working in groups: Group A “They are alike because they give the same information. They are different because one has rows of numbers and one has bars with numbers and letters.” Group B “They are alike because the graph and the data table have the same data. They have the same stuff in them. They are different because of the different ways of showing the data.” Question 7 asks students to discuss the shape of the graph. While students may describe the shape as stair steps or as a mountain, it is more important to recognize why the bars form that shape.

The bars represent the number of students with very short names on the left and very long names on the right. These names are not as common as names with five, six, or seven letters. The tall bars in the middle represent the length of the most common names. Possible answers for Questions 8–13 are in the answer key. Summarizing the Lesson Summarizing the Lesson To bring the ideas of the lesson together, ask students to review the first two pages in the Student Guide. In a class discussion, ask them to compare Elizabeth and Miguel’s data to your class data. Ask: X What is the most common number of letters in Elizabeth and Miguel’s data? How do you know? (Possible responses: Seven letters because it looks like the most names in the seven row of the data table.

The tallest bar is for seven letters on the bar graph.) X Is it easier to tell how many students have seven letters in their names from Elizabeth and Miguel’s data table or their graph? Why do you think so? (Possible response: The graph is easier because it is easy to pick out the tallest bar and then look where it stops on the left. If the bar reaches ten, then the number is ten.) X What do you think they should do to their data table to make it easier to read? (Possible response: They should add a third column and count the names.) X What should the title of the third column be? (Number of Students) 6 You make predictions every day.

Predictions are statements based on what you know and the patterns you see.

When the temperature is cold and you see big, dark clouds in the sky, you might predict snowy weather. If you have a bag with more red jelly beans than any other color, you might predict that the next bean you pull from the bag will be red. People look at patterns to see what is most likely to happen. Then they make predictions based on that information. 10. Pretend a new student is coming to class. What can you predict about the length of his or her name? Explain your thinking. 11. How would the graph change if you added all the third-grade classes in your school?

12. Elizabeth and Miguel are discussing Question 11.

Do you agree with Elizabeth or Miguel? Explain your thinking. 13. How would the graph change if everyone in class added two names from their family? Discuss. 14. What number of letters should computer games allow for first names? Write a letter to the TIMS Game Company to let them know. Describe the investigation you did. Include the results that helped you reach your decision. SG • Grade 3 • Unit 1 • Lesson 1 First Names Student Guide — Page 6 MTB4_G3_TG_U01_FINAL.indd 9 7/29/13 2:00 PM

10 TLP • Grade 3 • Unit 1 • Lesson 1 X Look at Miguel and Elizabeth’s graph and our class graph. How are they alike? How are they different? (Answers will vary. However, students should notice where the tall bars and short bars are located on each graph. There will likely be very short bars for the longest and shortest names. The tall bars will likely center around five, six, or seven letters. Students may also compare the most common number of letters for Elizabeth and Miguel’s data (seven) to the most common number of letters in the class data.) Refer students to and discuss Question 14 in the Student Guide.

This question returns to Elizabeth and Miguel’s original question about a computer game, “What number of letters should players be able to type for their names?” Students should consider both the range of the numbers of letters in the names as well as the most common number of letters.

Distribute the Lisa’s Class Graph Assessment Master from the Teacher Guide. Ask students to complete Questions 1–5 using the graph at the top of the first page. Ongoing Assessment Use the Lisa’s Class Graph Assessment Master and the Feedback Box from the Teacher Guide to assess students’ abilities to describe a data set by interpreting a graph [E3] and to make predictions and generalizations about a population using a graph [E4]. Homework and Practice X Assign the Family Names Data Table and Family Names Graph pages in the Student Activity Book after completing the lab in class. There are two parts to the assignment that can be done on successive nights.

Using the Family Names Data Table, each student collects family first names. On the second evening, he or she graphs the data on the Family Names Graph. Students can also write about how their family graphs compare with the class graph.

X Assign the Careless Professor Peabody page in the Student Activity Book. This page provides practice reading a bar graph. X Assign DPP items A–F. Bits A and C involve partitioning numbers and Task B asks students to write a story for a number sentence. DPP Bit E and Task F provide practice with telling time. Math Facts. DPP Task D asks students to analyze an incorrect solution to a subtraction math fact question. 5 Copyright © Kendall Hunt Publishing Company Name Date First Names SAB • Grade 3 • Unit 1 • Lesson 1 Family Names Data Table Homework Dear Family Member: Help your child collect at least ten first names from your immediate or extended family.

Count the number of letters in each name. Write each family member’s first name in the Names of Family Members column next to the corresponding number of letters in the name. For example, “James” would be written in the row with “5.” Thank you for your cooperation.

Collect at least ten ﬁrst names from your family. Count the number of letters in each name. Write each name in the corresponding row. 1 2 3 4 5 6 7 8 9 10 11 L Number of Letters in First Name Names of Family Members Student Activity Book — Page 5 7 Copyright © Kendall Hunt Publishing Company Name Date First Names SAB • Grade 3 • Unit 1 • Lesson 1 Family Names Graph Homework Dear Family Member: In class, we collected data on the number of letters in our first names. We displayed this data in a bar graph. Now, your child is using the data from your Family Names Data Table to create a new bar graph.

Ask your child how this graph compares to the graph made in school.

Thank you for your help. Graph the data from your Family Names Data Table. Use the dotted lines to help you draw the bars. 11 10 9 8 7 6 5 4 3 2 1 1 2 3 4 5 6 7 8 9 10 11 L Number of Letters P Number of People Family Names Student Activity Book — Page 7 MTB4_G3_TG_U01_FINAL.indd 10 7/29/13 2:00 PM

11 TLP • Grade 3 • Unit 1 • Lesson 1 Extensions X Explore the number of letters in full names. (This variable must be defined by the group.) The distribution of Number of Letters (L) for full names will be shifted to the right on the graph and will be more spread out than the first names distribution, allowing some interesting comparisons.

X The class might change the definition of name length. For example, they could count the number of syllables or the number of vowels instead of the number of letters.

X The class can collect additional first names from, for example, another third-grade class. They can add these names to those already collected, or they could treat them separately. The following question explores what might happen if geographic location or culture were changed: X The Tikki Tikki Tembo story gives one interpretation of why Chinese names are shorter than names in other cultures. How might the graph be different for a third-grade class in China? Draw the new graph. 9 Copyright © Kendall Hunt Publishing Company Name Date First Names SAB • Grade 3 • Unit 1 • Lesson 1 Homework Careless Professor Peabody Professor Peabody lost his First Names data table.

Use the graph to make a new data table. L Number of Letters S Number of Students 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 8 9 10 11 L Number of Letters Frequency of Letters in First Name Frequency of Letters in First Name S Number of Students 1 2 3 4 5 6 7 8 9 10 11 Student Activity Book — Page 9 MTB4_G3_TG_U01_FINAL.indd 11 7/29/13 2:00 PM

12 This lesson introduces students to the class number line and their desk number line. These tools will be used by the class throughout the year. Students discuss the similarities and differences between the class number line and their desk number line. They play a game to practice addition and keep score using a number line. Content in this Lesson • Practicing addition. • Representing whole number sums on a number line [E6]. Assessment in this Lesson Assessment Expectation Assessed Observe Number Line Target Game Student Activity Book Page 11 E6. Represent whole number sums on number lines.

3.NBT.A Use place value understanding and properties of operations to perform multi-digit arithmetic. (3.NBT.A.2) MP2. Reason quantitatively. MP6. Attend to precision. Estimated Class Sessions: 1 TLP • Grade 3 • Unit 1 • Lesson 2 Number Line Target Number Line Target Lesson 2 MTB4_G3_TG_U01_FINAL.indd 12 7/29/13 2:00 PM

13 Materials List Materials for Students Daily Practice and Problems Lesson Homework Assessment Student Books Student Guide • Number Line Target Page 7 Student Activity Book • Number Line Target Game Page 11 • Number Line Target Game Boards Page 12 • Number Line Target Game Page 11 Teacher Resources Teacher Guide – digital • DPP Items G–H • Number Line Target Game Boards optional • Number Lines 0–30 2 per student • Number Lines 0–100 2 per student • Home Practice Parts 1–2 Supplies for Students • desk number line (0–100) Supplies for Student Pairs • scrap paper • paper clips, centimeter connecting cubes, or beans to use as markers Materials for the Teacher • Display of Number Line Target Game Boards (Student Activity Book) Page 12 • class number line (0–130) • Unit 1 Assessment Record Materials Preparation Number Lines.

Display the class number line (0–130) where all students can see it and can reach it with a pointer. Tape a number line (0–100) on each student’s desk for use throughout the year. Number Line Target Game Learning Center. Place scrap paper, game markers, and the game directions in a learning center to provide targeted practice. Laminate copies of the Number Line Target Game Boards Master so students can record the moves in a round with a non-permanent marker then wipe them clean for the new round (optional).

Number Line Target TLP • Grade 3 • Unit 1 • Lesson 2 MTB4_G3_TG_U01_FINAL.indd 13 7/29/13 2:00 PM

14 Teacher Planning Notes Teacher Planning Notes TLP • Grade 3 • Unit 1 • Lesson 2 Number Line Target MTB4_G3_TG_U01_FINAL.indd 14 7/29/13 2:00 PM

15 Before the Lesson Prepare to display and discuss DPP item G: Skip Counting on the Number Line. Developing the Lesson Developing the Lesson Part 1. Introduce the Number Line Compare Number Lines. Direct students’ attention to the class number line and the number lines on their desk.

Use the following discussion prompts to compare them: X Tell me what you see when you look at the class number line. (It is a line and it has all the numbers from 0 to 130. The numbers are written below dots or points.) X Describe what you see when you look at the number lines on your desk. (It is a line and it has all the fives and tens from 0 to 100. The numbers are written below marks on the line. The biggest marks are for the tens; there are medium marks for the fives, and smaller marks for the rest of the numbers.) X How are the two number lines the same? How are they different? (Possible responses: They are both lines with numbers in order.

The class number line goes up to 130 and my desk number line goes only to 100. The class number line has dots and all the numbers are written below the dots. The desk number line has only the fives and tens written under marks. The numbers for the tens are darker than the numbers for the fives.) X Are all the other counting numbers represented on your desk number line? If so, how? (Possible responses: The numbers are not written, but there are little marks for them. You have to think about what numbers go where for the numbers that are not fives or tens because they are not written below the little marks.) X Is 28 on your number lines? If so, how can you find it? (Possible response: Yes, just go three marks past 25.) X Show me 28 on your desk number line.

How should I count from 25? (Start at 25. Then on 26, say 26, then 27, 28.) Ask a student to point to 28 on the class number line and compare the location of where he or she is pointing to 28 on his or her desk number lines.

Skip Counting on the Number Line. Display and discuss DPP item G. As the class works through the questions, have one student model on the class number line while students use their desk number lines. TLP • Grade 3 • Unit 1 • Lesson 2 TIMS Tip! Use a pointer or meterstick if the class number line is hanging higher than can be easily reached. 11 Copyright © Kendall Hunt Publishing Company Name Date Number Line Target SAB • Grade 3 • Unit 1 • Lesson 2 Number Line Target Game This game is for two players. The object of the game is to be the player that covers the sum equal to or greater than the target number.

Materials: • Number Line Target Game Boards • game markers Directions 1.

Player 1 chooses a target number. Start with a small number, such as 20, and play on Game Board 1. 2. Player 1 covers a number and then Player 2 covers a number. Players track the sum of the covered numbers using the number line. 3. Take turns covering numbers. The winner covers the number that makes the sum equal to or greater than the target number. Variation Play the game using Game Board 2 with a larger target number, such as 100. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 + 5 + 6 + 4 + 8 Student Activity Book — Page 11 MTB4_G3_TG_U01_FINAL.indd 15 7/29/13 2:00 PM

16 TLP • Grade 3 • Unit 1 • Lesson 2 Part 2. Play Number Line Target Model the Game. Display the game markers and Game Board 1 of the Number Line Target Game Boards page in the Student Activity Book. Referring to the rules on the Number Line Target Game page in the Student Activity Book, demonstrate how to play Number Line Target. Start by circling a target number, such as 20, on the number line. Working with a volunteer, alternate choosing and covering numbers on the game board and showing the sum of the numbers covered on the number line. A completed number line for a game with a target number of 20 is shown in Figure 1.

Player A covered a 9, Player B covered a 3, and then Player A covered an 8. The winner is the player who covers the number that makes the sum equal to or greater than the target number. Therefore, each player should carefully select numbers so that his or her opponent will not be able to reach or exceed the target number.

Play the Game. Organize the class into pairs to play a few rounds with Game Board 1. Students can record their moves on a copy of the Number Lines 0–30 Master or they can sketch a number line on scrap paper. As students play, check to see that they recorded their moves correctly. After they have learned to record their moves using pencil and paper, they can play by simply moving a marker on the number line on the game board. Once students have played the game a few times with Game Board 1, tell them to play the game with Game Board 2. Students can first record their moves on the Number Lines 0-100 Master or sketch number lines showing only the fives and tens from 0 to 100.

When students are comfortable recording their moves, they can use a marker to track the sums on their desk number lines. Meeting Individual Needs Students can think of adding as hopping on the number line. To solve a problem such as 5 plus 3 they start at 5, then make 3 hops to 8. A common mistake is to include the starting point when they count hops, saying “5, 6, 7” and landing on 7 as the answer. Remind them that to solve 5 1 3, they should start at 5, then hop one move to 6, a second move to 7, and a third move to 8.

12 Copyright © Kendall Hunt Publishing Company Name Date SAB • Grade 3 • Unit 1 • Lesson 2 Number Line Target Number Line Target Game Boards 10 15 25 35 45 55 65 75 85 95 5 20 30 40 50 60 70 80 90 100 Game Board 1 Game Board 2 1 2 3 4 5 6 7 8 9 5 5 10 10 20 20 30 30 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Student Activity Book — Page 12 TIMS Tip! Laminate the Number Line Target Game Boards so students can record their number line moves with a non-permanent marker then wipe them clean for the next round. Ongoing Assessment Observe students as they are playing the Number Line Target Game.

Note their ability to add whole numbers using a number line [E6]. Put the Number Line Target Game in a learning center to provide targeted practice.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 + 9 + 3 + 8 Figure 1: Keeping track of sums for the game with a target of 20 MTB4_G3_TG_U01_FINAL.indd 16 7/29/13 2:00 PM

17 TLP • Grade 3 • Unit 1 • Lesson 2 Summarizing the Lesson Summarizing the Lesson Play a game of Number Line Target with a student and ask him or her to explain his or her choices of numbers. Discuss strategies for moving on the number line. Use prompts similar to the following: If a student chooses 20 when the sum is at 30, ask: X How can you move 20 on the number line without counting each one? (Possible response: I count two more tens, 40, 50.) If a student chooses 30 when the marker is on 25, ask: X How can you move 30 on the number line without counting each one? (Possible response: I count by tens starting at 25.

I know that they will all end in 5, so 35, 45, 55.) Refer students to the vignette on the Number Line Target page in the Student Guide. After describing the game plays between Tanya and Jerome, ask student pairs to discuss Questions 1–3. Homework and Practice X Students can take home the Number Line Target Game Board and related directions from the Student Activity Book and play the game with their families.

X Assign Home Practice Parts 1 and 2. X Assign DPP items G and H. DPP Bit G and Task H develop number sense. Math Facts. Home Practice Parts 1 and 2 provide practice with addition and subtraction math facts. Extension Place the Number Line Target Game in a center for students to play using one of the following game board variations: X Create a game board without twos and threes. After playing, ask students to name a few sums that cannot be made with these numbers missing. X Create a game board with only even numbers and ask students to describe the patterns they notice in the sums. X Create a game board with only odd numbers and ask students to describe the patterns they notice in the sums.

7 Play Number Line Target with a partner. Directions and game board are in the Student Activity Book.

Game Board 1 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 +9 +4 Jerome and Tanya are playing a game called Number Line Target. They are trying to reach or go over the target number of 20 by moving on the number line. Jerome started the game by covering 9 on the game board. He showed his move on the number line. Tanya decided to cover the number 4 on the game board. The sum of 9 and 4 is 13. She added her move to Jerome’s on the number line and landed on 13. Jerome studied the number line.

1. What number should Jerome choose next to reach or go over the target? Explain your thinking.

2. Jerome decides to cover 2 on his next move. Does he reach or go over his target? 3. If Jerome covers 2 on his move, what number should Tanya cover to reach or go over the target? Explain. Number Line Target Lesson 2 Number Line Target SG • Grade 3 • Unit 1 • Lesson 2 Student Guide — Page 7 Teacher Guide — Home Practice Parts 1 and 2 MTB4_G3_TG_U01_FINAL.indd 17 7/29/13 2:00 PM

18 3.MD.B Represent and interpret data. (3.MD.B.3) 3.NBT.A Use place value understanding and properties of operations to perform multi-digit arithmetic. (3.NBT.A.2) MP1. Make sense of problems and persevere in solving them. MP2. Reason quantitatively. MP3. Construct viable arguments and critique the reasoning of others. MP4. Model with mathematics. MP7. Look for and make sense of structure. Students make predictions and generalizations about a population by studying a sample. In the Kind of Bean Lab, students take a scoopful of dry beans from a population of beans. After students sort and count the beans, they record, organize, graph, and analyze their data.

Content in this Lesson • Representing and using variables of an investigation [E1]. • Drawing scaled bar graphs from a table [E2]. • Reading a table or scaled graph to find information about a data set [E3]. • Making predictions and generalizations about a population from a sample using data tables and graphs [E4]. • Communicating reasoning and solutions verbally and in writing [MPE5]. • Representing whole number sums on number lines [E6]. Assessment in this Lesson Assessment Expectation Assessed Math Practices Expectation Assessed Kind of Bean Lab Picture Student Activity Book Page 13 E1.

Represent the variables and procedures of an investigation in a drawing.

Kind of Bean Lab Graph Student Activity Book Page 14 E2. Draw scaled bar and picture graphs from a table. Kind of Bean Lab Check-In: Questions 7–11 with Feedback Boxes Student Activity Book Pages 16–19 E2. Draw scaled bar and picture graphs from a table. E3. Read a table or scaled graph to find information about a data set. E4. Make predictions and generalizations about a population from a sample using data tables and graphs. MPE5. Show my work. I show or tell how I arrived at my answer so someone else can understand my thinking.

DPP Item L Playing Number Line Target Teacher Guide – digital E6.

Represent whole number sums on number lines. TLP • Grade 3 • Unit 1 • Lesson 3 Kind of Bean Estimated Class Sessions: 3 Kind of Bean Lesson 3 MTB4_G3_TG_U01_FINAL.indd 18 7/29/13 2:00 PM

19 Vocabulary in this Lesson • certain event • horizontal axis • impossible event • likely event • population • sample • scaled graph • unlikely event • value • variable • vertical axis Materials List Materials for Students Daily Practice and Problems Lesson Homework Assessment Student Books Student Guide • Kind of Bean Pages 8–11 • Math Practices Reference Student Activity Book • Kind of Bean Lab Pages 13–19 • Toni’s Candy Grab Page 21 • Kind of Bean Lab Picture Page 13 • Kind of Bean Lab Graph Page 14 • Kind of Bean Lab Check-In: Questions 7–11 Pages 16–19 Teacher Resources Teacher Guide – digital • DPP Items I–N • DPP Item L Playing Number Line Target Supplies for Student Groups • small container such as a margarine tub or yogurt cup Materials for the Teacher • Display of the Kind of Bean Lab Graph (Student Activity Book) Page 14 • large container of mixed beans • 1 4–cup scoop or 4-oz.

paper cup • 3 kinds of beans. See Materials Preparation. • self-adhesive notes • Unit 1 Assessment Record Materials Preparation Create a Bean Population. Create a bean population by selecting three different types of beans. Label a large container “bean population.” Fill a large container with the three types of beans and mix them thoroughly. Students should not be told this recipe. Each type of bean should be approximately the same size, and each type should be easily distinguishable from the others. It is important that the mixture have one type of bean that is most common, e.g., 1 pound of red beans, 2 pounds of navy beans, and 4 pounds of pinto beans.

Kind of Bean TLP • Grade 3 • Unit 1 • Lesson 3 MTB4_G3_TG_U01_FINAL.indd 19 7/29/13 2:00 PM