# Teacher Lesson Plans Common Core State Standards Daily Lessons for Classroom Instruction

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

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 TLP • Grade 3 v MTB4_G3_TG_Vol1_FM_FINAL.indd 5 7/29/13 10:38 PM

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 .......................................... 271 vi TLP • Grade 3 MTB4_G3_TG_Vol1_FM_FINAL.indd 6 7/29/13 10:38 PM

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 ..................................................................................... 408 TLP • Grade 3 vii MTB4_G3_TG_Vol1_FM_FINAL.indd 7 7/29/13 10:38 PM

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 viii TLP • Grade 3 MTB4_G3_TG_Vol1_FM_FINAL.indd 8 7/29/13 10:38 PM

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 ........................................................................ 767 TLP • Grade 3 ix MTB4_G3_TG_Vol1_FM_FINAL.indd 9 7/29/13 10:38 PM

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 x TLP • Grade 3 MTB4_G3_TG_Vol1_FM_FINAL.indd 10 7/29/13 10:38 PM

UNIT 1 Lesson First Names 1 Estimated Class Sessions: 3 3.MD.B Represent and interpret data. (3.MD.B.3) MP1. Make sense of problems and persevere in solving them. This teacher-guided lab is an exploration of the lengths of students’ MP2. Reason quantitatively. first names. The class collects and organizes data in a table and MP4. Model with mathematics. MP5. Use appropriate tools strategically. 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 E3. Read a table or scaled graph to find information about a data set. Feedback Box E4. Make predictions and generalizations about a population from a Teacher Guide – digital sample using data tables and graphs. Vocabulary in this Lesson • data table • prediction • frequency • variable • horizontal axis • vertical axis • most common number First Names TLP • Grade 3 • Unit 1 • Lesson 1 1 MTB4_G3_TG_U01_FINAL.indd 1 7/29/13 2:00 PM

UNIT 1 Materials List Materials Daily Practice Lesson Homework Assessment for Students and Problems Student • First Names Guide Pages 2–6 • First Names Data • Family Names Student Books Table and Graph Data Table Page 3 Page 5 Student • Family Names Graph Activity Page 7 Book • Careless Professor Peabody Page 9 • DPP Items A–F • Lisa’s Class Graph Teacher Resources • Clock 1 each per student Teacher Guide – digital 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. 2 TLP • Grade 3 • Unit 1 • Lesson 1 First Names MTB4_G3_TG_U01_FINAL.indd 2 7/29/13 2:00 PM

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

Lesson Developing the 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. 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. Letters in First Name What number of letters should players be TIMS Tip ! able to type for their names? Elizabeth and Miguel asked their classmates to help This investigation can also be introduced by reading the book them find out. Students wrote their first names on small slips of paper. Then they Tikki Tikki Tembo by Arlene Mosel, the story of a Chinese boy who has a very long name that causes several misadventures. 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. 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 2 SG • Grade 3 • Unit 1 • Lesson 1 First Names enter their first names? (the number of letters in students’ first names) Student Guide — Page 2 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) Elizabeth and Miguel made a graph of their data. Frequency of Letters in First Name 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.) Number of Students X What number of letters do you think is most common? S Dana #L = 4 (seven) Why? (There are more students in the class (10) that have Eric #L = 4 Ivan #L = 4 Katy #L = 4 Seth Elizabeth 7 letters in their names than any other number of letters.) #L = 4 #L = 9 L X What might influence the length of a name? (Possible Number of Letters in First Name response: The length of a name might be different if you are using “Can you see a pattern?” asked Miguel. “Yes,” said Elizabeth. “No one has a first name with one, two, or three letters.” nicknames instead of names given at birth.) “That is right!” said Miguel. “And only two kids have more than seven letters in their Your students will probably give a variety of responses to the last 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 question. It should become obvious that a definition of “length of 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. 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 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.” 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 First Names SG • Grade 3 • Unit 1 • Lesson 1 3 important that the definition be explicit enough to handle all the names in the class, including two-part first names such as Mary Pat. Student Guide — Page 3 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. 4 TLP • Grade 3 • Unit 1 • Lesson 1 MTB4_G3_TG_U01_FINAL.indd 4 7/29/13 2:00 PM

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. Content Note The class can either follow our notation or make up their own. A variable in an experiment is an attribute or quantity that changes or varies. Every experiment has at Collect the Data. The next step is to gather the data. To do this, least two main variables. In this lab, the two main students write their first names on self-adhesive notes, count the variables are the Number of Letters in First Name letters, and show L by writing “L 5 _____” below their names as and the Number of Students. A second definition for shown in Figure 1. the term is a symbol that can stand for a variable. In the Lesson Guide, we have chosen to use L to JASON stand for Number of Letters in First Name and S for SETH Number of Students. In this lesson, it is important L=5 L=4 to model the correct use of the term variable during MELISSA class discussions while accepting students’ language JORDAN in discussions. L=7 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 TIMS Tip ! Since both variables are numerical (Number of Letters paper and have students arrange their self-adhesive notes on it. and Number of Students), it is best to avoid using N to See Figure 2. stand for either variable. L Number of Letters Names of Students in First Name 1 Collect 2 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. 3 Letters in First Name Seth Ivan Eric Katy 4 L=4 Dana L=4 L=4 L=4 L=4 Jamie Peter Colin Aesis Brian 5 L=5 L=5 L=5 L=5 L=5 Jason Jason L=5 L=5 Joseph Andrew Jordan Merley Darius 6 L=6 Amanda L=6 Miguel L=6 Samuel L=6 L=6 L=6 L=6 L=6 Discuss with your class how you might make the table easier to read. Then Zachary Kristin Anthony Melissa Kenneth copy the class data onto the data table on the First Names Data Table and 7 Graph page in the Student Activity Book. L=7 L=7 L=7 L=7 L=7 Kathryn Jeffrey Melissa Nicolas Natasha L=7 L=7 L=7 L=7 L=7 Graph 8 Discuss with your class how to make a class graph of your data. Which Elizabeth variable will you graph on the horizontal axis ( )? Which variable will you 9 graph on the vertical axis ( )? L=9 Use the data table to make a bar graph on the First Names Data Table and Graph page. 10 Christopher 4 SG • Grade 3 • Unit 1 • Lesson 1 First Names 11 L = 11 Student Guide — Page 4 Figure 2: A sample data table TLP • Grade 3 • Unit 1 • Lesson 1 5 MTB4_G3_TG_U01_FINAL.indd 5 7/29/13 2:00 PM

! Organize the Data. Once you have the raw data, use the following TIMS Tip prompt to begin a discussion: Save the class graph for use in Unit 3 Lesson 1 X What do you notice about our data table? What patterns do T-Shirt Factory Problems. Students solve problems you see? (Students may notice that no one has a first name with that involve the number of letters in their names. 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 L Number of Letters in First Name Names of Students S Number of Students first two columns and the information contained in them. Ask: 1 0 X What information will we put in the third column? (The 2 0 number of students with each number of letters.) 3 0 X What title should we give it? Why? (Number of Students works Seth Katy Ivan Eric best. Titling the column “Students” insufficiently describes how the 4 L=4 L=4 5 information in that column differs from that in the second column.) L=4 L=4 Dana L=4 Jamie Peter Colin Aesis Brian 5 7 X Would N for Number of Students be a good choice to L=5 L=5 L=5 L=5 L=5 Jason Jason L=5 L=5 6 Joseph L=6 Amanda Andrew L=6 Miguel Jordan L=6 Samuel Merley L=6 Darius L=6 8 represent this variable? Why or why not? (N might seem logical because it is the first letter of the word number, but this L=6 L=6 L=6 Zachary Kristin Anthony Melissa Kenneth 7 L=7 10 L=7 L=7 L=7 L=7 Kathryn L=7 Jeffrey L=7 Melissa L=7 Nicolas L=7 Natasha L=7 would be confusing because N could also refer to “Number of Letters in First Name.”) Figure 3: A portion of a modified data table 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.) 6 TLP • Grade 3 • Unit 1 • Lesson 1 MTB4_G3_TG_U01_FINAL.indd 6 7/29/13 2:00 PM

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 Frequency of Letters in First Name 10 11 in the Student Activity Book. Ask students to record the Number of First Names Data Table and Graph 9 Students (S ) in the table. Introduce the graph by drawing attention to 8 7 the elements of a graph, such as the vertical and horizontal axes and 6 Date the labels for these axes using a display of the First Names Data Table 5 4 and Graph page. 3 2 1 One way to make a class graph is simply to move the self-adhesive 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 Complete the table. Use the table to make a bar graph. notes onto a labeled graph on a piece of chart paper. Place the self- Number of Students S adhesive notes on the vertical grid lines rather than in the spaces Frequency of Letters in First Name between them so there will be less confusion later when students make point graphs. Figure 4 shows a graph of the data presented in Copyright © Kendall Hunt Publishing Company Figures 2 and 3. Help students read the graph by asking: 11 10 1 2 3 4 5 6 7 8 9 X Which numbers show the number of letters in the names—those on the horizontal axis or those on the Name vertical axis? (horizontal axis) First Names SAB • Grade 3 • Unit 1 • Lesson 1 3 X What do the numbers on the vertical axis show? (Number of Students) Student Activity Book — Page 3 Frequency of Letters in First Name 10 Natasha L=7 9 Nicolas L=7 8 Samuel Melissa Number of Students L=6 L=7 7 Jason Miguel Jeffrey L=5 L=6 L=7 6 Jason Amanda Kathryn L=5 L=6 L=7 5 S Dana Brian Darius Kenneth #L L ==44 L=5 L=6 L=7 4 Eric Eric Aesis Merley Melissa #L L == 44 L=5 L=6 L=7 3 Ivan Ivan Colin Jordan Anthony #L L == 44 L=5 #L L ==66 L=7 2 Katy Peter Andrew Kristin #L L ==44 L=5 L=6 L=7 1 Seth Seth Jamie Joseph Zachary Elizabeth Christopher #L L == 44 L=5 L=6 L=7 L=9 L = 11 0 1 2 3 4 5 6 7 8 9 10 11 L Number of Letters in First Name Figure 4: Graphing the data on a bar graph TLP • Grade 3 • Unit 1 • Lesson 1 7 MTB4_G3_TG_U01_FINAL.indd 7 7/29/13 2:00 PM

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 Explore section in the Student Guide can be answered by reading Use your data to answer the following questions about the first names in either the data table or graph. Encouraging multiple solutions lets your class. 1. How many letters are in the longest name? every student access the problem in different ways and using different 2. How many letters are in the shortest name? representations. Point out that solutions by different methods should 3. What is the most common number of letters? 4. How many students have names with four letters? agree. If a graph shows that ten people have names with seven 5. How many students have names with five letters? 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 Discuss answer Questions 1–5. Discuss the following questions with your group. Be prepared to discuss your answers with the class. Assign Questions 6–13 in the Student Guide. These questions 6. Compare the graph and the data table. How are they alike? How are they different? ask students to extend their interpretation of the data and to make 7. What is the shape of the graph? Why does it have this shape? 8. Which bars are the same height? Why? predictions. Ask small groups of students to prepare to share their 9. Why aren’t there bars above every number on the horizontal axis? What does this mean? 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 First Names SG • Grade 3 • Unit 1 • Lesson 1 5 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 Student Guide — Page 5 Number of Students on the vertical axis. The height of each bar shows the number of students for a given number of letters. Content Note Interpreting data in tables and Teacher: How do you know? Where did you Teacher: Seven what? graphs. Students often have problems look to find that answer? Linda: Seven letters. distinguishing between variables in an Maya: I looked at the numbers at the bottom of Teacher: How do you know? investigation, especially when both of the the graph and went across and saw that the last Linda: Because I picked seven and went across one that went up to a line was 11. main variables are numerical. Discussing and because I looked and seven was the tallest Teacher: What do the numbers that go bar. the Explore questions will help students along the bottom of the graph tell you? learn to interpret the graph and data table [Maya looks confused.] Are they the Number Teacher: How many students have seven correctly. Students need to understand letters in their names? How do you know? of Letters or Number of Students? Where do you look to find out? Come and when they are talking about Number of Jackie: Number of Letters in our names. show us. Letters and when they are talking about Teacher: How many letters are in the Linda: Ten students. You look at the data table Number of Students. The following shortest name? Where can you look to find and look for the most number of students, and sample dialog of a class discussing the answer? you see it’s ten, and you go over here, and you Questions 1–4 is based on the data in Jacob: Four letters. I looked at the numbers at see that it is seven letters. Figures 3 and 4. Student responses are the bottom of the graph. Teacher: How many students have names adapted from a video of a classroom Teacher: How did you know it was the with six letters in their names? How do you discussion. shortest? know? Jacob: Because you look on the graph or the Keenya: You look at the graph where it says Teacher: How many letters are in the table. Nobody has one, two, or three letters in Letters and go to where the 6 bar stops, then go longest name? their names. Then five people have four letters. up to see the number is 8. Maya: There are 11. Teacher: What is the most common number Teacher: Where do you go to see the Teacher: Eleven what? of letters in our names? What is the most number 8? What does it tell you? Maya: 11 letters. common name length? Keenya: You go to the left where it says Number Linda: The number seven. of Students. Here are some sample student responses to this question taken from 8 TLP • Grade 3 • Unit 1 • Lesson 1 MTB4_G3_TG_U01_FINAL.indd 8 7/29/13 2:00 PM

a video of students working in groups: Group A You make predictions every day. Predictions are statements based on what you know and the patterns you see. “They are alike because they give the same information. They are 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 different because one has rows of numbers and one has bars with 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 numbers and letters.” 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. Group B 11. How would the graph change if you added all the third-grade classes in your school? “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 12. Elizabeth and Miguel are discussing Question 11. Do you agree with Elizabeth or Miguel? Explain your thinking. and very long names on the right. These names are not as common 13. How would the graph change if everyone in class added two names from their family? Discuss. as names with five, six, or seven letters. The tall bars in the middle 14. What number of letters should computer games allow for first names? represent the length of the most common names. Possible answers 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. for Questions 8–13 are in the answer key. 6 SG • Grade 3 • Unit 1 • Lesson 1 First Names Summarizing the Lesson Student Guide — Page 6 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) TLP • Grade 3 • Unit 1 • Lesson 1 9 MTB4_G3_TG_U01_FINAL.indd 9 7/29/13 2:00 PM

X Look at Miguel and Elizabeth’s graph and our class graph. Name Date How are they alike? How are they different? (Answers will Family Names Data Table vary. However, students should notice where the tall bars and short bars are located on each graph. There will likely be very Homework short bars for the longest and shortest names. The tall bars will Dear Family Member: Help your child collect at least ten first names from your immediate or extended family. likely center around five, six, or seven letters. Students may also 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 compare the most common number of letters for Elizabeth and name. For example, “James” would be written in the row with “5.” Thank you for your cooperation. Miguel’s data (seven) to the most common number of letters in the Collect at least ten ﬁrst names from your family. Count the number of class data.) letters in each name. Write each name in the corresponding row. L Number of Letters Refer students to and discuss Question 14 in the Student Guide. This Names of Family Members in First Name question returns to Elizabeth and Miguel’s original question about a 1 2 computer game, “What number of letters should players be able to 3 type for their names?” Students should consider both the range of the 4 numbers of letters in the names as well as the most common number 5 Copyright © Kendall Hunt Publishing Company 6 of letters. 7 8 Distribute the Lisa’s Class Graph Assessment Master from the 9 10 Teacher Guide. Ask students to complete Questions 1–5 using the 11 graph at the top of the first page. First Names SAB • Grade 3 • Unit 1 • Lesson 1 5 Student Activity Book — Page 5 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 Name Date a graph [E4]. 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 Homework and Practice 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. Family Names X Assign the Family Names Data Table and Family Names Graph pages in the Student Activity Book after completing the lab in 11 10 class. There are two parts to the assignment that can be done 9 on successive nights. Using the Family Names Data Table, each Number of People 8 7 6 student collects family first names. On the second evening, he P or she graphs the data on the Family Names Graph. Students Copyright © Kendall Hunt Publishing Company 5 4 3 can also write about how their family graphs compare with the 2 1 class graph. 0 1 2 3 4 5 L 6 7 8 9 10 11 X Assign the Careless Professor Peabody page in the Student Activity Number of Letters Book. This page provides practice reading a bar graph. First Names SAB • Grade 3 • Unit 1 • Lesson 1 7 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. Student Activity Book — Page 7 Math Facts. DPP Task D asks students to analyze an incorrect solution to a subtraction math fact question. 10 TLP • Grade 3 • Unit 1 • Lesson 1 MTB4_G3_TG_U01_FINAL.indd 10 7/29/13 2:00 PM

Extensions 11 Frequency of Letters in First Name 10 X Explore the number of letters in full names. (This variable must 9 Professor Peabody lost his First Names data table. Use the graph to make a new data table. be defined by the group.) The distribution of Number of Letters (L) 8 Number of Letters 7 for full names will be shifted to the right on the graph and will be Careless Professor Peabody 6 L more spread out than the first names distribution, allowing some 5 Date 4 interesting comparisons. 3 Homework 2 X The class might change the definition of name length. For 1 example, they could count the number of syllables or the number 11 10 9 8 7 6 5 4 3 2 1 0 Number of Students of vowels instead of the number of letters. S X The class can collect additional first names from, for example, another third-grade class. They can add these names to those Frequency of Letters in First Name already collected, or they could treat them separately. of Students Copyright © Kendall Hunt Publishing Company Number S The following question explores what might happen if geographic location or culture were changed: of Letters Number 10 11 1 2 3 4 5 6 7 8 9 L X The Tikki Tikki Tembo story gives one interpretation of why Name Chinese names are shorter than names in other cultures. 9 How might the graph be different for a third-grade class in First Names SAB • Grade 3 • Unit 1 • Lesson 1 China? Draw the new graph. Student Activity Book — Page 9 TLP • Grade 3 • Unit 1 • Lesson 1 11 MTB4_G3_TG_U01_FINAL.indd 11 7/29/13 2:00 PM

Lesson Number Line Target 2 Estimated Class Sessions: 1 3.NBT.A Use place value understanding and properties of operations to perform multi-digit arithmetic. (3.NBT.A.2) MP2. Reason quantitatively. This lesson introduces students to the class number line and their MP6. Attend to precision. 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 E6. Represent whole number sums on number lines. Number Line Target Game Student Activity Book Page 11 12 TLP • Grade 3 • Unit 1 • Lesson 2 Number Line Target MTB4_G3_TG_U01_FINAL.indd 12 7/29/13 2:00 PM

Materials List Materials Daily Practice Lesson Homework Assessment for Students and Problems • Number Line Target Student Page 7 Guide Student Books • Number Line • Number Line Target Game Target Game Student Page 11 Page 11 Activity • Number Line Target Book Game Boards Page 12 • DPP Items G–H • Number Line Target • Home Practice Teacher Resources Game Boards Parts 1–2 Teacher optional Guide – • Number Lines 0–30 digital 2 per student • Number Lines 0–100 2 per student 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 13 MTB4_G3_TG_U01_FINAL.indd 13 7/29/13 2:00 PM

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

Before the Lesson Prepare to display and discuss DPP item G: Skip Counting on the Number Line. Developing the Lesson Part 1. Introduce the Number Line Compare Number Lines. Direct students’ attention to the class TIMS Tip ! Use a pointer or meterstick if the class number line is number line and the number lines on their desk. Use the following hanging higher than can be easily reached. 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 3. Take turns covering numbers. The winner covers the number that makes the sum equal to or greater than the number line goes only to 100. The class number line has dots and 2. Player 1 covers a number and then Player 2 covers a number. Players track the sum of the covered numbers This game is for two players. The object of the game is to be the player that covers the sum equal to or all the numbers are written below the dots. The desk number line 1. Player 1 chooses a target number. Start with a small number, such as 20, and play on Game Board 1. has only the fives and tens written under marks. The numbers for 30 the tens are darker than the numbers for the fives.) 26 27 28 29 X Are all the other counting numbers represented on your Number Line Target Game 25 desk number line? If so, how? (Possible responses: The Date 21 22 23 24 Play the game using Game Board 2 with a larger target number, such as 100. numbers are not written, but there are little marks for them. You have to think about what numbers go where for the numbers 20 • game markers +8 16 17 18 19 that are not fives or tens because they are not written below the little marks.) 15 11 12 13 14 X Is 28 on your number lines? If so, how can you find it? Materials: • Number Line Target Game Boards +4 (Possible response: Yes, just go three marks past 25.) 10 X Show me 28 on your desk number line. How should I count 9 Copyright © Kendall Hunt Publishing Company greater than the target number. +6 8 from 25? (Start at 25. Then on 26, say 26, then 27, 28.) using the number line. 7 6 target number. 5 Ask a student to point to 28 on the class number line and compare 4 +5 3 2 the location of where he or she is pointing to 28 on his or her desk Directions 1 Variation 0 number lines. Name Number Line Target SAB • Grade 3 • Unit 1 • Lesson 2 11 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 Student Activity Book — Page 11 number lines. TLP • Grade 3 • Unit 1 • Lesson 2 15 MTB4_G3_TG_U01_FINAL.indd 15 7/29/13 2:00 PM

Part 2. Play Number Line Target Model the Game. Display the game markers and Game Board 1 100 30 30 of the Number Line Target Game Boards page in the Student Activity 9 26 27 28 29 95 Book. Referring to the rules on the Number Line Target Game page 90 30 8 in the Student Activity Book, demonstrate how to play Number Line Number Line Target Game Boards 85 25 Target. Start by circling a target number, such as 20, on the number 80 21 22 23 24 20 7 line. Working with a volunteer, alternate choosing and covering 75 Date 70 numbers on the game board and showing the sum of the numbers 20 6 20 65 covered on the number line. A completed number line for a game with 16 17 18 19 60 a target number of 20 is shown in Figure 1. Player A covered a 9, 10 5 55 Player B covered a 3, and then Player A covered an 8. 15 50 10 11 12 13 14 4 45 The winner is the player who covers the number that makes the sum 40 35 equal to or greater than the target number. Therefore, each player 3 5 10 should carefully select numbers so that his or her opponent will not be 9 30 8 Copyright © Kendall Hunt Publishing Company 25 able to reach or exceed the target number. 2 5 7 20 6 5 15 Play the Game. Organize the class into pairs to play a few rounds 1 0 4 Game Board 1 Game Board 2 3 10 with Game Board 1. Students can record their moves on a copy of 2 5 1 the Number Lines 0–30 Master or they can sketch a number line on 0 0 0 0 Name 12 SAB • Grade 3 • Unit 1 • Lesson 2 Number Line Target 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 Student Activity Book — Page 12 number line on the game board. TIMS Tip ! 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 Laminate the Number Line Target Game Boards so number lines showing only the fives and tens from 0 to 100. When students can record their number line moves with a students are comfortable recording their moves, they can use a non-permanent marker then wipe them clean for the marker to track the sums on their desk number lines. next round. Meeting Individual Needs Ongoing Assessment 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 Observe students as they are playing the Number 3 hops to 8. A common mistake is to include the starting point Line Target Game. Note their ability to add whole when they count hops, saying “5, 6, 7” and landing on 7 as the numbers using a number line [E6]. Put the Number answer. Remind them that to solve 5 1 3, they should start at 5, Line Target Game in a learning center to provide then hop one move to 6, a second move to 7, and a third move targeted practice. to 8. +9 +3 +8 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 Figure 1: Keeping track of sums for the game with a target of 20 16 TLP • Grade 3 • Unit 1 • Lesson 2 MTB4_G3_TG_U01_FINAL.indd 16 7/29/13 2:00 PM

Summarizing the Lesson Lesson 2 Number Line Target Play Number Line Target with a partner. Directions and game board are in the Play a game of Number Line Target with a student and ask him or Student Activity Book. 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.) Game Board 1 0 1 2 3 4 5 6 7 8 9 +9 +4 If a student chooses 30 when the marker is on 25, ask: 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 Jerome and Tanya are playing a game called Number Line Target. They are trying X How can you move 30 on the number line without counting 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 each one? (Possible response: I count by tens starting at 25. I 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. know that they will all end in 5, so 35, 45, 55.) 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 Refer students to the vignette on the Number Line Target page in the his target? 3. If Jerome covers 2 on his move, what number should Tanya cover to reach Student Guide. After describing the game plays between Tanya and or go over the target? Explain. Jerome, ask student pairs to discuss Questions 1–3. Number Line Target SG • Grade 3 • Unit 1 • Lesson 2 7 Student Guide — Page 7 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 Teacher Guide — Home Practice Parts 1 and 2 describe the patterns they notice in the sums. TLP • Grade 3 • Unit 1 • Lesson 2 17 MTB4_G3_TG_U01_FINAL.indd 17 7/29/13 2:00 PM

Lesson Kind of Bean 3 Estimated Class Sessions: 3 3.MD.B Represent and interpret data. (3.MD.B.3) 3.NBT.A Use place value understanding and properties of operations to perform Students make predictions and generalizations about a population multi-digit arithmetic. (3.NBT.A.2) MP1. Make sense of problems and by studying a sample. In the Kind of Bean Lab, students take a persevere in solving them. scoopful of dry beans from a population of beans. After students MP2. Reason quantitatively. sort and count the beans, they record, organize, graph, and MP3. Construct viable arguments and critique the reasoning of others. analyze their data. MP4. Model with mathematics. MP7. Look for and make sense of Content in this Lesson structure. • 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 Math Practices Assessment Expectation Assessed Expectation Assessed Kind of Bean Lab Picture E1. Represent the variables and Student Activity Book procedures of an investigation in Page 13 a drawing. Kind of Bean Lab Graph E2. Draw scaled bar and picture Student Activity Book graphs from a table. Page 14 Kind of Bean Lab E2. Draw scaled bar and picture MPE5. Show my work. I show Check-In: graphs from a table. or tell how I arrived at Questions 7–11 E3. Read a table or scaled graph to my answer so someone with Feedback Boxes find information about a data set. else can understand Student Activity Book my thinking. E4. Make predictions and Pages 16–19 generalizations about a population from a sample using data tables and graphs. DPP Item L Playing E6. Represent whole number sums Number Line Target on number lines. Teacher Guide – digital 18 TLP • Grade 3 • Unit 1 • Lesson 3 Kind of Bean MTB4_G3_TG_U01_FINAL.indd 18 7/29/13 2:00 PM

Vocabulary in this Lesson • certain event • likely event • scaled graph • variable • horizontal axis • population • unlikely event • vertical axis • impossible event • sample • value Materials List Materials Daily Practice Lesson Homework Assessment for Students and Problems • Kind of Bean Student Pages 8–11 Guide • Math Practices Reference • Kind of Bean Lab • Toni’s Candy Grab • Kind of Bean Lab Student Books Pages 13–19 Page 21 Picture Page 13 • Kind of Bean Lab Student Graph Activity Page 14 Book • Kind of Bean Lab Check-In: Questions 7–11 Pages 16–19 • DPP Items I–N • DPP Item L Resources Teacher Teacher Playing Number Line Guide – Target digital 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 • 3 kinds of beans. See Materials Preparation. (Student Activity Book) Page 14 • self-adhesive notes • large container of mixed beans • Unit 1 Assessment Record • 1 4 –cup scoop or 4-oz. paper cup 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 19 MTB4_G3_TG_U01_FINAL.indd 19 7/29/13 2:00 PM

Lesson Developing the Lesson 3 Kind of Bean Sampling a Population What is a population? Part 1. Analyze Population Problems A population is a group or collection of things. The population of your city or town Use Sampling and the TIMS Laboratory Method to Study is the group of people who live there. Sometimes, a population is too big to Populations. This lab involves learning about a population through study or too hard to count. Then you study a sample of the population. A sampling. Students will sample a collection of three types of beans to sample is a smaller group or part of the whole population. model sampling an animal population. Begin by discussing important applications such as estimating wildlife populations. Explain that sampling may be applied to situations closer to students’ lives. For Say you want to learn about the population of pets in your town. You can begin by counting the number of example, they can estimate the number of squirrels, pigeons, cats, or dogs, cats, birds, and other pets on your block. dogs in their neighborhoods. Using this information, you can predict the kinds of pets that people have in your town. Use the Kind of Bean pages in the Student Guide to depict the use of the sampling process and the four steps of the lab method to You can also use your data to predict investigate a population. These pages illustrate an important point: which pet is the most common in your town or neighborhood. Even when a population cannot be directly studied, we can still draw some conclusions about that population by sampling it and doing some clever thinking. 8 SG • Grade 3 • Unit 1 • Lesson 3 Kind of Bean Student Guide — Page 8 Content Note Meanings of “Population.” The word population has more than one meaning. In statistics (and in this lesson), a population is the group of people or things being studied, such as the group of people who live in a particular city or animals in the rain forest. Students may be more familiar with the use of population to A Sample of Animals mean the number of people who live in a country, city, or other Betty Robinson and her scientist parents are studying animals in the Amazon Rain Forest. The population of animals in the rain forest is very large, so Betty and her parents study a sample of the animals. They have chosen a small area of the forest region, such as the population of Seattle. to investigate. They identify the types of animals they see in this area and count the number of each type of animal. The two main variables in their experiment are the type of animal and the number of each type. Represent Sample Population Data. Questions 1–3 discuss the variables in the scientists’ investigation of animals in the rain forest. Identifying the variables is an important part of any experiment. Questions 4–5 help students distinguish between the variables and the values of those variables. In the Robinsons’ experiment, the values of the variable Type of Animal are the names of the animals they chose to study: spider monkeys, squirrels, river otters, They use the TIMS Laboratory Method Number of Each Animal Type armadillos, and jaguars. The values of the variable Number of Animals to help them solve problems. First, they draw a picture of the steps they will follow in the experiment. are the numbers of the animals they counted while conducting Then, they collect and organize the the experiment. These are recorded in the second column of the data in a data table. Next, they graph their data. data table. Finally, they analyze and discuss their results. When you have a problem, you, too, Question 6 asks students to examine the vertical axis and the way can use the tools of science to solve it. We call these tools of science the it is scaled. Make sure students understand that there are values TIMS Laboratory Method. between each of the points on the vertical axis. For example, the Kind of Bean SG • Grade 3 • Unit 1 • Lesson 3 9 bar representing 230 Spider Monkeys stops slightly above the value of 225. Student Guide — Page 9 20 TLP • Grade 3 • Unit 1 • Lesson 3 MTB4_G3_TG_U01_FINAL.indd 20 7/29/13 2:00 PM

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