Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Grade Three
Interim Edition
Curriculum Guide
September 2010
TABLE OF Contents
Table of Contents
Acknowledgements....................................iii
Foreword......................................v
Background ...........................................1
Introduction
Instructional Focus
Planning for Instruction............................................ 14
Resources................................................14
Teaching Sequence..........................................15
Instruction Time per Unit..................................................15
ii
acknowledgements
Acknowledgements
The Department of Education would like to thank the Western and Northern Canadian Protocol (WNCP)
for Collaboration in Education, The Common Curriculum Framework for K-9 Mathematics - May 2006 and
The Common Curriculum Framework for Grades 10-12 - January 2008, which has been reproduced and/or
adapted by permission. All rights reserved.
We would also like to thank the provincial Grade 3 Mathematics curriculum committee, the Alberta
Department of Education, the New Brunswick Department of Education, and the following people for their
contribution:
Trudy Porter, Program Development Specialist Mathematics, Division
of Program Development, Department of Education
Kimberly Pope, Teacher Greenwood Academy, Campbellton
Nicole Kelly, Teacher Smallwood Academy, Gambo
Shannon Best, Teacher Gander Academy, Gander
Lisa Piercey, Teacher Mary Queen of Peace, St. Johns
Valerie Wells, Teacher Bishop Abraham Elementary, St. Johns
Yolanda Anderson, Teacher St. Edwards, Kelligrews
Sherry Mullett, Teacher Lewisporte Academy, Lewisporte
Every effort has been made to acknowledge all sources that contributed to the development of this document.
Any omissions or errors will be amended in future printings.
iii
iv
foreword
Foreword
The WNCP Common Curriculum Frameworks for Mathematics
K 9 (WNCP, 2006), formed the basis for the development of this
curriculum guide. While minor adjustments have been made, the
outcomes and achievement indicators established through the WNCP
Common Curriculum Framework are used and elaborated on for
teachers in this document. Newfoundland and Labrador has used
the WNCP curriculum framework to direct the development of this
curriculum guide.
This curriculum guide is intended to provide teachers with the
overview of the outcomes framework for mathematics education. It also
includes suggestions to assist teachers in designing learning experiences
and assessment tasks.
vi
Introduction
BACKGROUND
Grade Level
K, 1 and 4
2, 5
3, 6
INTRODUCTION
INTRODUCTION
Purpose of the
Document
The curriculum guide
communicates high
expectations for students.
Beliefs About
Students and
Mathematics
Learning
Mathematical
understanding is fostered
when students build on
their own experiences and
prior knowledge.
Students learn by attaching meaning to what they do, and they need
to construct their own meaning of mathematics. This meaning is best
developed when learners encounter mathematical experiences that
proceed from the simple to the complex and from the concrete to the
abstract. Through the use of manipulatives and a variety of pedagogical
approaches, teachers can address the diverse learning styles, cultural
backgrounds and developmental stages of students, and enhance
within them the formation of sound, transferable mathematical
understandings. At all levels, students benefit from working with a
variety of materials, tools and contexts when constructing meaning
about new mathematical ideas. Meaningful student discussions provide
essential links among concrete, pictorial and symbolic representations
of mathematical concepts.
The learning environment should value and respect the diversity
of students experiences and ways of thinking, so that students are
comfortable taking intellectual risks, asking questions and posing
conjectures. Students need to explore problem-solving situations in
order to develop personal strategies and become mathematically literate.
They must realize that it is acceptable to solve problems in a variety of
ways and that a variety of solutions may be acceptable.
introduction
Affective Domain
To experience success,
students must be taught
to set achievable goals and
assess themselves as they
work toward these goals.
Early Childhood
introduction
Goals For
Students
Mathematics education
must prepare students
to use mathematics
confidently to solve
problems.
CONCEPTUAL
FRAMEWORK
FOR K-9
MATHEMATICS
PROCESS STANDARDS
Mathematical
Processes
Communication [C]
Connections [CN]
Mental Mathematics
and Estimation [ME]
Problem Solving [PS]
Reasoning [R]
Technology [T]
Visualization [V]
Communication [C]
process standards
Connections [CN]
Through connections,
students begin to view
mathematics as useful and
relevant.
process standards
Reasoning [R]
Mathematical reasoning
helps students think
logically and make sense of
mathematics.
process standards
Technology [T]
Technology contributes
to the learning of a wide
range of mathematical
outcomes and enables
students to explore
and create patterns,
examine relationships,
test conjectures and solve
problems.
Visualization [V]
Visualization is fostered
through the use of concrete
materials, technology
and a variety of visual
representations.
nature of mathematics
Nature of
Mathematics
Change
Constancy
Number Sense
Patterns
Relationships
Spatial Sense
Uncertainty
Change
Constancy
nature of mathematics
Number Sense
Patterns
Mathematics is about
recognizing, describing and
working with numerical
and non-numerical
patterns.
10
nature of mathematics
Relationships
Mathematics is used to
describe and explain
relationships.
Spatial Sense
Uncertainty
Uncertainty is an inherent
part of making predictions.
11
strands
Strands
Number
Patterns and Relations
Shape and Space
Statistics and
Probability
Number
Number
Develop number sense.
Patterns
Use patterns to describe the world and to solve problems.
Variables and Equations
Represent algebraic expressions in multiple ways.
Measurement
Use direct and indirect measurement to solve problems.
3-D Objects and 2-D Shapes
Describe the characteristics of 3-D objects and 2-D shapes, and
analyze the relationships among them.
Transformations
Describe and analyze position and motion of objects and shapes.
Data Analysis
Collect, display and analyze data to solve problems.
Chance and Uncertainty
Use experimental or theoretical probabilities to represent and solve
problems involving uncertainty.
12
outcomes
Outcomes and
Achievement
Indicators
General Outcomes
Specific Outcomes
Achievement Indicators
Summary
13
instructional focus
INSTRUCTIONAL
FOCUS
Planning for Instruction
Resources
14
instructional focus
Teaching Sequence
15
GENERAL
AND SPECIFIC
OUTCOMES
16
17
[C] Communication
[CN] Connections
[ME] Mental Mathematics
and Estimation
Number
Grade 2
General Outcome
Develop number sense.
Specific Outcomes
1. Say the number sequence from
0 to 100 by:
2s, 5s and 10s, forward and
backward, using starting points
that are multiples of 2, 5 and 10
respectively
10s, using starting points from
1 to 9
2s, starting from 1.
[C, CN, ME, R]
Grade 3
General Outcome
Develop number sense.
Specific Outcomes
1. Say the number sequence 0 to
1000 forward and backward by:
5s, 10s or 100s, using any
starting point
3s, using starting points that
are multiples of 3
4s, using starting points that
are multiples of 4
25s, using starting points that
are multiples of 25.
[C, CN, ME]
Grade 4
General Outcome
Develop number sense.
Specific Outcomes
1. Represent and describe whole
numbers to 10 000, pictorially
and symbolically.
[C, CN, V]
2. Compare and order numbers to
10 000.
[C, CN, V]
3. Demonstrate an understanding
of addition of numbers with
2. Demonstrate if a number (up to
answers to 10 000 and their
100) is even or odd.
2. Represent and describe
corresponding subtractions
[C, CN, PS, R]
numbers to 1000, concretely,
(limited to 3- and 4-digit
pictorially and symbolically.
numerals) by:
3. Describe order or relative
[C, CN, V]
using personal strategies for
position, using ordinal numbers
adding and subtracting
(up to tenth).
3. Compare and order numbers to
estimating sums and
[C, CN, R]
1000.
differences
[C, CN, R, V]
solving problems involving
4. Represent and describe
addition and subtraction.
numbers to 100, concretely,
4. Estimate quantities less than
[C, CN, ME, PS, R]
pictorially and symbolically.
1000, using referents.
[C, CN, V]
[ME, PS, R, V]
18
[C] Communication
[CN] Connections
[ME] Mental Mathematics
and Estimation
Number
Grade 2
General Outcome
Develop number sense.
Specific Outcomes
5. Compare and order numbers
up to 100.
[C, CN, ME, R, V]
6. Estimate quantities to 100,
using referents.
[C, ME, PS, R]
7. Illustrate, concretely and
pictorially, the meaning of place
value for numerals to 100.
[C, CN, R, V]
8. Demonstrate and explain
the effect of adding zero to,
or subtracting zero from, any
number.
[C, R]
Grade 3
General Outcome
Develop number sense.
Specific Outcomes
5. Illustrate, concretely and
pictorially, the meaning of place
value for numerals to 1000.
[C, CN, R, V]
Grade 4
General Outcome
Develop number sense.
Specific Outcomes
4. Explain and apply the
properties of 0 and 1 for
multiplication and the property of
1 for division.
[C, CN, R]
19
[C] Communication
[CN] Connections
[ME] Mental Mathematics
and Estimation
Number
Grade 2
General Outcome
Develop number sense.
Specific Outcomes
9. Demonstrate an understanding
of addition (limited to 1- and
2-digit numerals) with answers
to 100 and the corresponding
subtraction by:
using personal strategies for
adding and subtracting with
and without the support of
manipulatives
creating and solving problems
that involve addition and
subtraction
using the commutative
property of addition (the order
in which numbers are added
does not affect the sum)
using the associative property
of addition (grouping a set of
numbers in different ways does
not affect the sum)
explaining that the order in
which numbers are subtracted
may affect the difference.
[C, CN, ME, PS, R, V]
20
Grade 3
General Outcome
Develop number sense.
Specific Outcomes
8. Apply estimation strategies
to predict sums and differences
of two 2-digit numerals in a
problem-solving context.
[C, ME, PS, R]
9. Demonstrate an understanding
of addition and subtraction of
numbers with answers to 1000
(limited to 1-, 2- and 3-digit
numerals), concretely, pictorially
and symbolically, by:
using personal strategies for
adding and subtracting with
and without the support of
manipulatives
creating and solving problems
in context that involve addition
and subtraction of numbers.
[C, CN, ME, PS, R, V]
Grade 4
General Outcome
Develop number sense.
Specific Outcomes
6. Demonstrate an understanding
of multiplication (2- or 3-digit by
1-digit) to solve problems by:
using personal strategies for
multiplication with and without
concrete materials
using arrays to represent
multiplication
connecting concrete
representations to symbolic
representations
estimating products
applying the distributive
property.
[C, CN, ME, PS, R, V]
7. Demonstrate an understanding
of division (1-digit divisor and
up to 2-digit dividend) to solve
problems by:
using personal strategies for
dividing with and without
concrete materials
estimating quotients
relating division to
multiplication.
[C, CN, ME, PS, R, V]
[C] Communication
[CN] Connections
[ME] Mental Mathematics
and Estimation
Number
Grade 2
General Outcome
Develop number sense.
Specific Outcomes
10. Apply mental mathematics
strategies, such as:
counting on and counting
back
making 10
using doubles
using addition to subtract
for basic addition facts and related
subtraction facts
to 18.
[C, CN, ME, PS, R, V]
Grade 3
General Outcome
Develop number sense.
Specific Outcomes
10. Apply mental mathematics
strategies and number properties,
such as:
1. using doubles
2. making 10
3. using addition to subtract
4. using the commutative
property
5. using the property of zero
for basic addition facts and related
subtraction facts to 18.
[C, CN, ME, PS, R, V]
Grade 4
General Outcome
Develop number sense.
Specific Outcomes
8. Demonstrate an understanding
of fractions less than or equal to
one by using concrete, pictorial
and symbolic representations to:
name and record fractions for
the parts of a whole or a set
compare and order fractions
model and explain that for
different wholes, two identical
fractions may not represent the
same quantity
provide examples of where
fractions are used.
[C, CN, PS, R, V]
9. Represent and describe
decimals (tenths and hundredths),
concretely, pictorially and
symbolically.
[C, CN, R, V]
21
[C] Communication
[CN] Connections
[ME] Mental Mathematics
and Estimation
Number
Grade 2
General Outcome
Develop number sense.
Specific Outcomes
22
Grade 3
General Outcome
Develop number sense.
Specific Outcomes
11. Demonstrate an
understanding of multiplication to
5 5 by:
representing and explaining
multiplication using equal
grouping and arrays
creating and solving problems
in context that involve
multiplication
modelling multiplication
using concrete and visual
representations, and recording
the process symbolically
relating multiplication to
repeated addition
relating multiplication to
division.
[C, CN, PS, R]
Grade 4
General Outcome
Develop number sense.
Specific Outcomes
10. Relate decimals to fractions
and fractions to decimals (to
hundredths).
[C, CN, R, V]
11. Demonstrate an
understanding of addition and
subtraction of decimals (limited to
hundredths) by:
using compatible numbers
estimating sums and
differences
using mental mathematics
strategies
to solve problems.
[C, ME, PS, R, V]
[C] Communication
[CN] Connections
[ME] Mental Mathematics
and Estimation
Number
Grade 2
General Outcome
Develop number sense.
Specific Outcomes
Grade 3
Grade 4
General Outcome
General Outcome
Develop number sense.
Develop number sense.
Specific Outcomes
Specific Outcomes
12. Demonstrate an
understanding of division
(limited to division related to
multiplication facts up to 5 5)
by:
representing and explaining
division using equal sharing
and equal grouping
creating and solving problems
in context that involve equal
sharing and equal grouping
modelling equal sharing and
equal grouping using concrete
and visual representations,
and recording the process
symbolically
relating division to repeated
subtraction
relating division to
multiplication.
[C, CN, PS, R]
13. Demonstrate an
understanding of fractions by:
explaining that a fraction
represents a part of a whole
describing situations in which
fractions are used
comparing fractions of
the same whole with like
denominators.
[C, CN, ME, R, V]
23
[C] Communication
[CN] Connections
[ME] Mental Mathematics
and Estimation
Grade 3
General Outcome
Use patterns to describe the
world and to solve problems.
Specific Outcomes
1. Demonstrate an understanding
of increasing patterns by:
describing
extending
comparing
creating
patterns using manipulatives,
diagrams, sounds and actions
(numbers to 1000).
[C, CN, PS, R, V]
Grade 4
General Outcome
Use patterns to describe the
world and to solve problems.
Specific Outcomes
1. Identify and describe patterns
found in tables and charts,
including a multiplication chart.
[C, CN, PS, V]
2. Demonstrate an understanding
of increasing patterns by:
describing
reproducing
extending
creating
patterns using manipulatives,
diagrams, sounds and actions
(numbers to 100).
[C, CN, PS, R, V]
2. Demonstrate an understanding
of decreasing patterns by:
describing
extending
comparing
creating
patterns using manipulatives,
diagrams, sounds and actions
(numbers to 1000).
[C, CN, PS, R, V]
24
[C] Communication
[CN] Connections
[ME] Mental Mathematics
and Estimation
Grade 3
General Outcome
Use patterns to describe the
world and to solve problems.
Specific Outcomes
3. Solve one-step addition and
subtraction equations involving
symbols representing an unknown
number.
[C, CN, PS, R, V]
Grade 4
General Outcome
Represent algebraic expressions in
multiple ways.
Specific Outcomes
5. Express a given problem as an
equation in which a symbol is
used to represent an unknown
number.
[CN, PS, R]
6. Solve one-step equations
involving a symbol to represent an
unknown number.
[C, CN, PS, R, V]
25
[C] Communication
[CN] Connections
[ME] Mental Mathematics
and Estimation
26
Grade 3
General Outcome
Use direct or indirect
measurement to solve problems.
Specific Outcomes
1. Relate the passage of time
to common activities, using
nonstandard and standard units
(minutes, hours, days, weeks,
months, years).
[CN, ME, R]
Grade 4
General Outcome
Use direct or indirect
measurement to solve problems.
Specific Outcomes
1. Read and record time, using
digital and analog clocks,
including 24-hour clocks.
[C, CN, V]
[C] Communication
[CN] Connections
[ME] Mental Mathematics
and Estimation
Grade 3
General Outcome
Use direct or indirect
measurement to solve problems.
Specific Outcomes
4. Demonstrate an understanding
of measuring mass (g, kg) by:
selecting and justifying
referents for the units g and kg
modelling and describing the
relationship between the units g
and kg
estimating mass, using
referents
measuring and recording mass
[C, CN, ME, PS, R, V]
Grade 4
General Outcome
Use direct or indirect
measurement to solve problems.
Specific Outcomes
5. Demonstrate an understanding
of perimeter of regular and
irregular shapes by:
estimating perimeter, using
referents for cm or m
measuring and recording
perimeter (cm, m)
constructing different
shapes for a given perimeter
(cm, m) to demonstrate that
many shapes are possible for a
perimeter.
[C, ME, PS, R, V]
27
[C] Communication
[CN] Connections
[ME] Mental Mathematics
and Estimation
Grade 3
General Outcome
Describe the characteristics of
3-D objects and 2-D shapes, and
analyze the relationships among
them.
Specific Outcomes
6. Describe 3-D objects according
to the shape of the faces and the
number of edges and vertices.
[C, CN, PS, R, V]
Grade 4
General Outcome
Describe the characteristics of
3-D objects and 2-D shapes, and
analyze the relationships among
them.
Specific Outcomes
4. Describe and construct right
rectangular and right triangular
prisms.
[C, CN, R, V]
28
[C] Communication
[CN] Connections
[ME] Mental Mathematics
and Estimation
Grade 3
General Outcome
Describe and analyze position
and motion of objects and shapes.
Specific Outcomes
Grade 4
General Outcome
Describe and analyze position
and motion of objects and shapes.
Specific Outcomes
5. Demonstrate an understanding
of line symmetry by:
identifying symmetrical 2 D
shapes
creating symmetrical
2-D shapes
drawing one or more lines of
symmetry in a 2-D shape.
[C, CN, V]
6. Demonstrate an understanding
of congruency, concretely and
pictorially.
[CN, R, V]
29
[C] Communication
[CN] Connections
[ME] Mental Mathematics
and Estimation
Grade 3
General Outcome
Collect, display and analyze data
to solve problems.
Grade 4
General Outcome
Collect, display and analyze data
to solve problems.
Specific Outcomes
1. Gather and record data
about self and others to answer
questions.
[C, CN, PS, V]
Specific Outcomes
1. Collect first-hand data and
organize it using:
tally marks
line plots
charts
lists
to answer questions.
[C, CN, PS, V]
Specific Outcomes
1. Demonstrate an understanding
of many-to-one correspondence.
[C, R, T, V]
30
Patterning
Suggested Time: 3
1
Weeks
2
This is the first explicit focus on Patterning in Grade 3 but, as with other
outcomes, it is ongoing throughout the year.
31
PATTERNING
Unit Overview
Focus and Context
Math Connects
32
PATTERNING
Process Standards
Key
Curriculum
Outcomes
[C]
[CN]
[ME]
Communication
[PS] Problem Solving
Connections
[R] Reasoning
Mental Mathematics [T] Technology
and Estimation
[V] Visualization
STRAND
OUTCOME
PROCESS
STANDARDS
3PR1 Demonstrate
an understanding of
increasing patterns by:
describing
Patterns and
Relations
(Patterns)
extending
comparing
creating
patterns using
manipulatives,
diagrams, sounds and
actions (numbers to
1000).
3PR2 Demonstrate
an understanding of
decreasing patterns by:
describing
Patterns and
Relations
(Patterns)
extending
comparing
creating
patterns using
manipulatives,
diagrams, sounds and
actions (numbers to
1000).
33
PATTERNING
Achievement Indicator:
34
PATTERNING
General Outcome: Use Patterns to Describe the World and to Solve Problems
Suggested Assessment Strategies
Resources/Notes
Portfolio
Launch
TG pp. 2 3
Lesson 1: Exploring Increasing
Patterns
3PR1
TG pp. 4 6
Additional Activities:
Missing Figures
TG p. ix and 41
Game: Whats the Pattern Rule?
TG pp.18
This game may be used repeatedly
during this unit as extra practice to
reinforce 3PR1
Performance/Student-Teacher Dialogue
Calculator Activity In Grade 3, students can benefit from
experiences working with calculators and examining patterns. Ask
students press 0 on a calculator. Ask them to select a number from 1
to 9. E.g., 3. Press + followed by 3, then press =. The calculator will
add 3 to the previous sum. Record the number displayed. Press =
again. Record the new number. Continue pressing = and recording
the new number displayed. After several entries, ask the students to
predict the next few numbers. Ask: What are some other numbers
that are and are not part of the Add 3 pattern? Is there a rule we
can use to predict the numbers? If so, give the rule. Ask students to
explore several different numbers from 1 to 9 and see what happens
if they start with 0 and then continue to add the chosen number.
(Navigating through Algebra in Grades 3-5, 2001, p. 15) (3PR1.1)
35
PATTERNING
3PR1.1 Continued
36
PATTERNING
General Outcome: Use Patterns to Describe the World and to Solve Problems
Suggested Assessment Strategies
Resources/Notes
Performance
3PR1
TG pp. 4 6
Additional Reading:
(3PR1.1)
Headband Guess my Pattern - Students play with a partner. One
player will wear a headband with a number pattern strip picked
from a bag. The player wearing the headband cannot see the number
pattern but must ask his/her partner questions to figure out the
pattern. They must ask questions to find out the starting number,
the pattern rule, and a missing term or three additional terms. (Or
the start number can be given.) Examples of questions students
might ask their partner:
37
PATTERNING
Students are given the beginning of a pattern (at least three elements)
then asked to extend the pattern by three more elements. They should
always look backward to the beginning of the pattern to see that their
idea works for the rest of their pattern.
1st element
2nd element
3rd element
38
PATTERNING
General Outcome: Use Patterns to Describe the World and to Solve Problems
Suggested Assessment Strategies
Resources/Notes
Journal
(3PR1.2)
Paper and Pencil
Extending Patterns Ask students to complete a chart similar to the
one below:
Ask them to extend each pattern three times and record each number
pattern.
(3PR1.2)
Portfolio
Provide 1 cm grid paper for the students. Present a pattern such as
the one below. Students will use coloured pencils to continue the
pattern. Next, ask the students to create their own growing patterns.
(3PR1.2)
Ask students: How many tiles are needed to make the next 3 figures?
( 3PR1.2)
GRADE 3 mathematics Curriculum Guide - interim
39
PATTERNING
40
PATTERNING
General Outcome: Use Patterns to Describe the World and to Solve Problems
Suggested Assessment Strategies
Resources/Notes
Performance
(3PR1.3)
Journal
Present students with the following growing pattern. Ask them to
find the error and explain how they know.
(3PR1.3)
41
PATTERNING
15, 26, 37, 48, ___, 70, 81 Start at 15. Add 11 each time.
5, 6, 8, 11, ___, 20, 26, 33, 41 Start at 5. Add 1, and then increase the
number added by 1 more each time.
13, 26, ___, 52, 65, 78, 91 Start at 13. Add 13 each time.
Ask students to practice finding missing elements by making patterns,
covering a step and asking a partner Whats missing?
Literature Connection - Read the following Skip Count Cheerleaders
chants from Riddle-iculous MATH by Joan Holub. Ask students to fill in
the missing element as they chant:
2, 4, 6, 8,
Who do we appreciate?
8, 10, 12, _?_
Our soccer coach, Ms. Morteen.
5, 10, 15, 20,
Who do we all like, and plenty?
20, 25, 30, _?_
Our lunch lady, Mrs. Dive.
20, 30, 40, 50,
Who do we all think is nifty?
50, 60, 70, _?_
Our principal, Mr. Grady.
42
PATTERNING
General Outcome: Use Patterns to Describe the World and to Solve Problems
Suggested Assessment Strategies
Resources/Notes
Performance
(3PR1.8, 3PR1.4)
Paper and Pencil
In pairs, ask students to make up their own chants and riddles which
include including a missing element, to put into a class Riddle-iculous
MATH book.
(3PR1.4)
43
PATTERNING
Students identify the pattern rule and then describe how they discovered
that rule. E.g., 3, 6, ___, 12, 15
The rule is: Start at 3. Add 3 each time.
Possible strategies to determine missing elements include use of:
Number lines
Hundreds chart
Pictures
Manipulatives
Skip counting
It is important to accept other possible strategies that students use and
to discuss them.
44
PATTERNING
General Outcome: Use Patterns to Describe the World and to Solve Problems
Suggested Assessment Strategies
Resources/Notes
3PR1
TG pp. 4 6
45
PATTERNING
Give students various pattern rules to create their own model, picture or
number representation.
To represent concretely they can choose from a variety of manipulatives
(such as pattern blocks, coins or buttons) or they may choose to draw a
picture or use numbers. E.g.,
Start at 2 and double each time.
2, 4, 8, 16,
Examples of other increasing number patterns include:
1, 2, 2, 3, 3, 3,
2, 4, 6, 8, 10,
1, 2, 4, 8, 16,
2, 5, 11, 23,
46
PATTERNING
General Outcome: Use Patterns to Describe the World and to Solve Problems
Suggested Assessment Strategies
Resources/Notes
Performance
(3PR1.6, 3PR1.7)
3PR1
TG pp. 7 9
47
PATTERNING
48
PATTERNING
General Outcome: Use Patterns to Describe the World and to Solve Problems
Suggested Assessment Strategies
Resources/Notes
(3PR1.7, 3PR1.8)
49
PATTERNING
How many pennies will he need for the 5th element in his pattern?
(Problem-Solving Experiences in Math Grade 3, Charles and Lester,
1985, p.52)
Sarah wants to make an increasing pattern out of 25 stickers. How
many different ways can Sarah make an increasing pattern? She does
not have to use all of her stickers.
Give students the task of discovering how many triangles can make
a five-day-old caterpillar. Ask them to use pattern block triangles to
construct the following:
50
PATTERNING
General Outcome: Use Patterns to Describe the World and to Solve Problems
Suggested Assessment Strategies
Resources/Notes
3PR1
TG pp. 7 9
Tell students that tickets for the school concert cost $3 for every
couple. If 10 people go to the concert, ask them how much will they
pay for tickets?
(3PR1.8, 3PR1.9)
The Pirates Present students with the following problem: Mice
have been taking chunks of cheese from the captains kitchen. They
keep stacking the chunks in their den. Each day their stack gets
bigger.
Additional Reading:
Get Your Hands on Problem Solving
Grade 3, 1998, p.2
If the mice keep using the same pattern, what will the stack look
like on Sunday? Students may use cubes to figure out the pattern.
(Source: Get Your Hands on Problem Solving Grade 3, 1998, p.2)
(3PR1.2, 3PR1.9)
51
PATTERNING
3PR1.8 Continued
Draw the pattern she will make on Thursday. How many blocks will she
have to add on Friday? On what day will she have added 48 blocks?
Another literature connection is, Minnies Diner by Dayle Dodds. After
reading and discussing the book, ask: If each special cost $4.00, how
much money did it cost each brother? How much did it cost for the
whole McFay family? Complete a T-chart to find your answers.
52
PATTERNING
General Outcome: Use Patterns to Describe the World and to Solve Problems
Suggested Assessment Strategies
Resources/Notes
Students create their own menu with five items. Students can choose
what pattern they would like to use in increasing the number of
specials. They indicate the cost per each increase. Once a menu is
created students glue their worksheet onto construction paper and
continue with their menu design. The menus can be colourful,
decorative, the five items should be original and follow an increasing
pattern rule.
3PR1
TG pp. 7 9
Journal/Student-Teacher Dialogue
Food Items Ask students to pretend they are grocery store workers
and they have to restack the soup cans before going home. In the
first minute they stack 1 can, the second minute, stack 3 cans, and
in the third minute they stack 6 cans. Continuing the shape pattern
below, how many cans will be stacked in the sixth minute?
Students can model this problem concretely and then explain their
findings in their journals using pictures, numbers and words.
(3PR1.8)
53
PATTERNING
54
PATTERNING
General Outcome: Use Patterns to Describe the World and to Solve Problems
Suggested Assessment Strategies
Resources/Notes
Performance
Ferns A fern has just begun to grow. On day one it had 1 leaf, on
day two it had 3 leaves, on day four it had 7 leaves. How many leaves
will the fern have on day eight?
Additional Reading:
National Council of Teachres
of Mathematics, Trail Blazers:
Teaching Children Mathematics,
March 2010
55
PATTERNING
56
PATTERNING
General Outcome: Use Patterns to Describe the World and to Solve Problems
Suggested Assessment Strategies
Resources/Notes
Math Makes Sense 3
Performance
Pattern Strips Have a variety of cards with a number or shape on it,
to be the start point of an increasing pattern. Ask students to choose
a card and then to create 4 different increasing patterns from this
starting point. They may put each pattern on a piece of paper folded
into 4 strips or use a sheet similar to the one below.
5, 6, 8, 11, 14,
3PR1
Pattern Rule: Start at 5. Add 1, and then increase the number added
by 1 each time.
TG pp. 10 12
57
PATTERNING
Using a large hundred chart, show a pattern rule such as skip counting
by 3. Note: When skip counting by 3, use only starting points that are
multiples of 3 (3, 6, 9, 12...).
(continued)
58
PATTERNING
General Outcome: Use Patterns to Describe the World and to Solve Problems
Suggested Assessment Strategies
Resources/Notes
Student-Teacher Dialogue
3PR1
TG pp. 13 15
Additional Activities:
Roll and Go!
TG pp. ix and 42
Missing Numbers
TG p. ix and 44
59
PATTERNING
3PR1.11 Continued
3PR1.10 Continued
60
PATTERNING
General Outcome: Use Patterns to Describe the World and to Solve Problems
Suggested Assessment Strategies
Resources/Notes
Performance
61
PATTERNING
3PR1 Continued
PATTERNING
General Outcome: Use Patterns to Describe the World and to Solve Problems
Suggested Assessment Strategies
Resources/Notes
Performance
TG pp. 16 17
Additional Reading: (Provided)
Small, Marion (2008) Making
Math Meaningful to Canadian
Students, K8, p. 37-59
63
PATTERNING
Give the students the first three or four elements of a decreasing pattern,
ask them to determine the pattern rule and explain how the pattern
continues. E.g.
(continued)
64
PATTERNING
General Outcome: Use Patterns to Describe the World and to Solve Problems
Suggested Assessment Strategies
Resources/Notes
Performance/Student-Teacher Dialogue
What happens when you start with 100 and subtract the chosen
number? Will you reach 0?
What numbers could you start with in order to reach 0 using
your chosen number? (Adapted from Navigating through
Algebra in Grades 3-5, (2001).p. 15)
(3PR2.1)
Paper and Pencil
Ask students to individually create a decreasing pattern pictorially
or by using manipulatives. Ask students to switch chairs, write
the name of the student who created the pattern and the pattern
rule to describe it. Choose students to present their decreasing
pattern and say the pattern rule so students can check their
answers. Encourage discussion. (Remind students to include a
starting point and a description of how the pattern continues).
(3PR2.1)
65
PATTERNING
Achievement Indicators:
3PR2.1 Continued
42, 37, 32, 27, ... The pattern rule is: Start at 42. Count back by 5
each time.
160, 150, 140, 130, The pattern rule is: Start at 160. Subtract 10
each time.
108, 105, 102, 99 ... The pattern rule is: Start at 108. Decrease by 3
each time.
Remind students that a pattern rule must have a starting point or the
pattern rule is incomplete. E.g., if a student describes the pattern 16, 12,
8, 4, ... as a decrease by 4 pattern without indicating that it starts at
16, the pattern rule is incomplete.
Roll and Go - Students flip a coin. If it lands on heads students will
create an increasing pattern. If it lands on tails, it means they create
a decreasing pattern. Depending on the result, students choose an
appropriate starting number. Each player then rolls the number cube.
This is the number added or subtracted each time. Ask them to write
the next 5 numbers in the pattern. Once it is created, students trade
patterns with a partner and find their partners pattern rule.
3PR2.2 Identify the pattern rule
of a given decreasing pattern, and
extend the pattern for the next
three terms.
66
PATTERNING
General Outcome: Use Patterns to Describe the World and to Solve Problems
Suggested Assessment Strategies
Resources/Notes
Performance
(3PR2.2, 3PR2.3)
67
PATTERNING
68
PATTERNING
General Outcome: Use Patterns to Describe the World and to Solve Problems
Suggested Assessment Strategies
Resources/Notes
The Car Trip The ORiley family went on a trip to visit relatives.
They recorded the kilometres they drove and the amount of gas they
had left at that time:
Afterwards, students will role play their stories and discuss their
various pattern rules.
(3PR2.3, 3PR2.7, 3PR2.1)
69
PATTERNING
(continued)
70
PATTERNING
General Outcome: Use Patterns to Describe the World and to Solve Problems
Suggested Assessment Strategies
Resources/Notes
Journal/Student-Teacher Dialogue
TG pp. 19 - 22
71
PATTERNING
3PR2.5 Continued
Discuss why Pattern B has 1 block left over and Pattern A has none left.
Give students various pattern rules to create their own model, picture or
number representation.
To represent concretely they can choose from a variety of manipulatives
(such as pattern blocks, coins or buttons) or they may choose to draw a
picture or use numbers.
E.g., Start at 32. Decrease by 4 each time.
32, 28, 24, 20, ...
Examples of other decreasing number patterns include:
5, 5, 5, 5, 5, 4, 4, 4, 4, 3, 3, 3, ... each digit repeats according to its
value
14, 12, 10, 8, ...
16, 8, 4, 2, ...
72
PATTERNING
General Outcome: Use Patterns to Describe the World and to Solve Problems
Suggested Assessment Strategies
Resources/Notes
Performance
Pattern Strips This task was previously used for increasing patterns
on page 57. Have a variety of cards with a number or shape on it,
to be the start point of a decreasing pattern. Ask students to choose
a card and then to create 4 different decreasing patterns from this
starting point. E.g., if a student chooses a card with 40, some
possible patterns they could create are:
73
PATTERNING
74
PATTERNING
General Outcome: Use Patterns to Describe the World and to Solve Problems
Suggested Assessment Strategies
Resources/Notes
Performance
(3PR2.7)
3PR2
TG pp. 23-25
Cleaning Up Tell students that the students in the class next door
are having a class party. They want to help the teacher keep the
classroom clean. As each student finishes their meal, he/she removes
their plate and cutlery (fork and knife). There are 16 students and
one cleans up at a time. Create a table to show the pattern of plates
and cutlery left.
75
PATTERNING
76
PATTERNING
General Outcome: Use Patterns to Describe the World and to Solve Problems
Suggested Assessment Strategies
Resources/Notes
Student-Teacher Dialogue
(3PR2.8)
3PR2
TG pp. 26 - 29
Performance
Skip Counting on the Hundreds Chart Using an overhead
projector and a transparency, ask students to count backwards
(aloud) by twos, place a counter over each number on the hundreds
chart transparency. Discuss the pattern. Remove one (or several)
counters. See if the students can tell you which numbers need to be
covered to complete the pattern. Repeat for multiples of 3, 4 and 5.
Then distribute copies of the hundreds chart and counters and ask
students to repeat the activity working in small groups.
(Hands-on Math grades 2-3, Glenda Nugent, 1995, p. 32)
(3PR2.8)
Journal / Paper and Pencil
Ask students to create their own decreasing number and/or shape
pattern and explain the pattern rule.
(3PR2.8)
Portfolio
Ask students to create a decreasing patterns poster. Students can
use numbers and/or shapes or other manipulatives to represent
decreasing patterns to create a poster or collage.
(3PR2.8)
77
PATTERNING
This shape pattern rule is: Start with 15 counters. Subtract 2 from
each row and column each time. In this example, the third element is a
mistake. There should be 4 counters in the row, not 3.
3PR2.10 Identify and apply a
pattern rule to determine missing
elements for a given pattern.
150, 125, 100, 75, ___, 25 Start at 150. Subtract 25 each time.
(continued)
78
PATTERNING
General Outcome: Use Patterns to Describe the World and to Solve Problems
Suggested Assessment Strategies
Resources/Notes
Give students number patterns such as those below and ask them to
find and circle the error.
TG pp. 26 - 29
(3PR2.9)
Journal
Present students with the following shrinking pattern.
Ask them to find the error and explain how they know.
(3PR2.9)
Performance
Pattern BANG! Students previously played this game using
increasing patterns (p. 43). Create cards that have a variety of
decreasing patterns that either ask students to find a missing element,
extend the pattern or tell the pattern rule. Place these in a paper bag
and include 1 BANG card for every 4 or 5 question cards.
Give each small group a bag. Students take turns drawing a card out
and answering the question. If the student answers correctly, she/he
gets to keep the card, (group members can help each other with the
answer). They then pass the bag to the next player. If a student pulls
out a BANG card, she/he must put all of her/his cards back into the
bag (leaving the BANG card out). They continue playing until there
are no cards left in the bag and whoever has the most cards wins.
(3PR2.1, 3PR2.2, 3PR2.9, 3PR2.10)
79
PATTERNING
3PR2.10 Continued
555, 550, 545, 540, ___, 530, 525, 520, 515 Start at 555. Subtract 5
each time.
233, 230, ___, 224, 221, 218, 215 Start at 233. Subtract 3 each time.
Students practice finding missing elements by making decreasing
patterns, covering a step and asking a partner Whats missing? This
activity can be done with the whole class using an interactive white
board.
Students identify the pattern rule and then describe the strategy they
used to determine the rule.
E.g., 47, 43, 39, ___, 31, 27
The rule is: Start at 47. Subtract 4 each time.
Possible strategies to determine missing elements include use of:
Number lines
Hundreds chart
Drawing a picture
Build it with Manipulatives
Skip counting
Note: Discuss and accept other possible strategies that students use.
80
PATTERNING
General Outcome: Use Patterns to Describe the World and to Solve Problems
Suggested Assessment Strategies
Resources/Notes
Math Makes Sense 3
Performance
Each student makes a decreasing pattern using manipulatives. Next
they cover one element of their pattern and have a partner guess and
recreate the missing element. Uncover to check accuracy.
(3PR2.7, 3PR2.10)
81
PATTERNING
82
Numbers to 1000
Suggested Time: 5 Weeks
This is the first explicit focus on Numbers to 1000 in Grade 3 but, as with other
outcomes, it is ongoing throughout the year.
83
NUMBERS TO 1000
Unit Overview
Focus and Context
Math Connects
84
NUMBERS TO 1000
Process Standards
Key
Curriculum
Outcomes
[C]
[CN]
[ME]
STRAND
Number
Number
Number
Number
Number
Communication
[PS] Problem Solving
Connections
[R] Reasoning
Mental Mathematics [T] Technology
and Estimation
[V] Visualization
OUTCOME
3N1 Say the number
sequence 0 to 1000
forward and backward
by:
5s, 10s or 100s, using
any starting point
3s, using starting
points that are
multiples of 3
4s, using starting
points that are
multiples of 4
25s, using starting
points that are
multiples of 25.
3N2 Represent and
describe numbers
to 1000, concretely,
pictorially and
symbolically.
3N3 Compare and
order numbers to 1000.
3N4 Estimate
quantities less than
1000, using referents.
3N5 Illustrate,
concretely and
pictorially, the meaning
of place value for
numerals to 1000.
PROCESS
STANDARDS
[C, CN, V]
[C, CN, R, V]
[ME, PS, R, V]
[C, CN, R, V]
85
NUMBERS TO 1000
Strand: Number
Outcomes
Achievement Indicator:
86
NUMBERS TO 1000
Resources/Notes
Performance
Show Me the Value - Provide students with place value mats, a deck
of 3-digit number cards and counters (popsicle sticks, commercial
counters, beans, buttons or small cubes). Ask students to pick a
3-digit number from the deck of number cards and represent the
number, using objects. (Small baggies and containers can be used
to help students organize groupings). Ask students to record their
groups pictorially.
(3N2.1)
Portfolio
Present students with a number such as 290 (or the number of days
that has passed in the current year). Ask students to create a picture
representing the number.
E.g., a flower box containing 14 flowers (each with 20 petals) and 1
flower (with 10 petals).
(3N2.1)
TG pp. 2 3
You may use the launch provided
or activate prior knowledge using
childrens literature.
Lesson 1: Counting Large
Collections
3N2, 3N5
TG pp. 4 - 7
Childrens Literature (provided):
Nolan, Helen and Walker, Tracy.
How Much, How Far, How Heavy,
How Long, How Tall is 1000?
87
NUMBERS TO 1000
Strand: Number
Outcomes
Achievement Indicator:
Its a match!
88
NUMBERS TO 1000
Resources/Notes
Lesson 1 (Contd): Counting
Large Collections
3N2, 3N5
TG pp. 4 - 7
How many beans will you need to show the meaning of the 1 in the
tens place? How many beans to show the meaning of the 1 in the
hundreds place?
(3N5.1)
Performance
Provide students with a set of cards containing 3-digit numbers, with
all digits the same. Ask them to represent the value of one of the
digits with base-ten materials.
E.g.,
Students may use 4 rods, or 40 units, to show the value
of the digit.
(3N5.1)
89
NUMBERS TO 1000
Strand: Number
Outcomes
Achievement Indicators:
90
NUMBERS TO 1000
Resources/Notes
Performance
(3N2.2)
3N2, 3N5
TG pp. 8 - 10
Additional Activity:
E-Race to Zero
TG pp. , 53 and 540
91
NUMBERS TO 1000
Strand: Number
Outcomes
92
NUMBERS TO 1000
Resources/Notes
( 3N2.1, 3N2.4)
93
NUMBERS TO 1000
Strand: Number
Outcomes
Students take turns. The first player spins the spinner, chooses the base
ten materials indicated and places them in the appropriate columns of
the place value mat. As play continues, students add their next spin to
their individual place value mats making all possible exchanges, to have
the least amount of base ten blocks, before the next player spins. The
first player to get two flats wins. Variation 1: Players start with two flats
and remove the indicated amount. The player to clear his/her place
value mat first is declared the winner. Variation 2: Start with 1000.
Students spin and subtract until someone reaches zero.
Race to 1000 Provide a spinner, 2 recording sheets and base ten
materials for each pair.
(continued)
94
NUMBERS TO 1000
Resources/Notes
Performance
(3N2.5, 3N2.1)
Student-Teacher Dialogue
Ask students to choose any three digit number and tell everything
they know about that number.
(3N2.5, 3N2.1)
Give students a 3-digit number and ask them to represent it with
Base 10 materials. Ask students to explain their representation.
Ask: Can you represent it another way? Question their choice of
representation.
(3N2.5)
95
NUMBERS TO 1000
Strand: Number
Outcomes
3N2.5 Continued
3N5 Continued
Achievement Indicator:
Player 1 spins the spinner, represents the number with base-ten materials
and records the spin
Player 2 takes a turn. Next, Player 1 spins the spinner again and adds
the base-ten materials, regrouping where necessary. He/she records the
new total. Play continues with each player spinning, representing with
base-ten materials and recording new totals until one of the players
reaches 1000.
Students need many experiences building number using base-ten
materials and illustrating, pictorially and concretely, their models of
number to 1000.
It is important to spend time developing a good understanding of the
meaning of zero in numbers. For some students, the number 302
looks like thirty two. Students need many experiences using base-ten
materials to model numbers with zeros as digits.
Consider using the book, Counting on Zero. Before reading the book,
ask students to record their thoughts about zero in their math journal.
After reading the book ask students to reread their journal entry and
have them record if their opinions have changed. If so how? Why or
why not?
(continued)
96
NUMBERS TO 1000
Resources/Notes
Performance
Observe students as they are record numbers where zero (0) is the
place holder. Are they recording 701 as 71 or 7001?
(3N5.2)
Journal
97
NUMBERS TO 1000
Strand: Number
Outcomes
3N5.2 Continued
98
NUMBERS TO 1000
Resources/Notes
Performance
3N2, 3N5
TG pp. 8 - 10
99
NUMBERS TO 1000
Strand: Number
Outcomes
3N2 Continued
One student chooses a number card to find out the number they will
be representing and the partner spins the spinner to find out how they
will represent the number. They proceed to build the number out of
proportional materials (base-ten) or non-proportional materials (money)
and to record what they built on the recording sheet. Players switch roles
and play again. Observe if students are able to represent numbers in
different ways.
Achievement Indicators:
100
The use of Word Walls and math dictionaries are important for students
to model appropriate math language. Provide ample opportunities for
students to write number words (multiples of ten to 90 and multiples
of one hundred to 900) when involved in writing tasks both in
mathematics and other subject areas.
NUMBERS TO 1000
Resources/Notes
Presentation
SIDE 1
3N2, 3N5
TG pp. 11 13
Additional Activity:
One Number, 4 Ways
TG pp. 55 and 56
SIDE 2
(3N5.3)
101
NUMBERS TO 1000
Strand: Number
Outcomes
3N2.6 Continued
3N2.7 Continued
3N5 Continued
Achievement Indicator:
102
NUMBERS TO 1000
Resources/Notes
Performance
Portfolio
Challenge students to create a wanted poster for a number. Students
may be creative about decorating their chosen number. E.g.,
(3N5.4)
103
NUMBERS TO 1000
Strand: Number
Outcomes
To use the strategy make an organized list, students must realize that
there are many cases of possible answers. By being systematic and listing
the cases, students are less likely to leave something out and may, in fact
be able to shortcut the work. Students must learn to look through the
list and eliminate any redundancy.
104
NUMBERS TO 1000
Resources/Notes
Performance
What could the house number be? List all possible numbers.
Recording Sheet:
3N2, 3N5
TG pp. 14 - 15
Give students a flat, rod and a small cube. Ask them to make as
many numbers as they can using any or all of the blocks.
Journal
Tell students that you have sixty-five cents in your pocket. Ask them
to find all the possible combinations of coin. They may use the
strategy of making an organized list to present their findings.
105
NUMBERS TO 1000
Strand: Number
Outcomes
Achievement Indicator:
106
NUMBERS TO 1000
Resources/Notes
Performance
(3N3.1)
Ask students to do research to find the average weights of various
animals or give them the following information:
Additional Activity:
Lets Compare
TG pp. 57 - 59
Clothesline Game
TG pp. and 60
(3N3.1, 3N5.4)
107
NUMBERS TO 1000
Strand: Number
Outcomes
Ask students to choose three cards and make as many 3-digit numbers
as possible. Ask students to record the numbers from greatest to least or
from least to greatest.
Hockey Card Activity Give pairs of students six hockey cards and
adding machine tape (to create number lines). The set of hockey cards is
their team. They are assigned a statistic from the back of the hockey card
(games played, weight, career goals, etc.). Students write the numbers on
Post It notes and place the numbers on their number line from least to
greatest, using bench marks to help them. Partners post finished number
lines on the wall and present it to the rest of the students explaining
their thinking for their sequence.
108
error
NUMBERS TO 1000
Resources/Notes
Performance
Spin to Win - State the goal of the game before starting. For
example, you may ask students to form the largest 3-digit number
possible. Then ask students to draw the following diagram on their
paper four times (one diagram for each round played).
Reject
Designate a person to spin a spinner five times, stating the number
aloud for the students to place in any empty circle they wish. They
may reject one number by putting it in the Reject circle. Once a
number has been marked it cannot be erased. Have a student read a
large number and display it. Ask: Who has a number that is larger?
Compare the numbers. Ask: How do we know it is larger? Is it
possible to make a larger number? How? Create a human number
line with the students. (Adapted from NCTM Navigation Series
Navigating through Number and Operations in Grade 3-5)
(3N3.2)
Journal
Give the student four to six 3-digit numbers and have him/her place
the cards on a number line and explain their thinking.
(Note: This activity could be a Portfolio/ Presentation assessment
piece if students were asked to write the numbers on sticky notes
and use a piece of adding machine tape as the number line and then
present their number line.)
(3N3.1, 3N3.3)
109
NUMBERS TO 1000
Strand: Number
Outcomes
110
NUMBERS TO 1000
Resources/Notes
Performance
298, 398,498 . . .
3N1
TG pp. 20 - 23
Ask the students to give the next four numbers in the sequence. After
completing this task, students may create their own pattern and
record it and explain their pattern.
(3N1.1, 3N1.2)
111
NUMBERS TO 1000
Strand: Number
Outcomes
112
Guess My Rule Ask students to work in pairs. One student has the
rule which the other student has to guess. The guesser records an input
number in the table. The rule person must apply the rule and tell the
output number. Student pairs repeat this until the guesser correctly
identifies the rule by saying and writing it. Students then switch places
and repeat the activity.
NUMBERS TO 1000
Resources/Notes
Performance
Student-Teacher Dialogue
3N1
TG pp. 20 - 23
113
NUMBERS TO 1000
Strand: Number
Outcomes
114
NUMBERS TO 1000
Resources/Notes
Performance
Student-Teacher Dialogue
Give the student a variety of coins (or have him/her take a handful).
Ask the student to explain how he/she will find the total amount.
(3N1.5)
115
NUMBERS TO 1000
Strand: Number
Outcomes
3N1.5 Continued
3N5 Continued
Achievement Indicator:
3N5.4 Continued
116
NUMBERS TO 1000
Resources/Notes
Performance
Sarah has $3.51 in her piggy bank. What are the possible
combinations of coins she could have?
(3N5.4)
3N2, 3N5
TG pp. 28 30
117
NUMBERS TO 1000
Strand: Number
Outcomes
Skip counting by 5s, 10s 25s and 100s was already addressed earlier. At
this time students work with skip counting by 3s and 4s.
Achievement Indicators:
118
Ask students to use number lines and hundred charts to skip count
forwards/ backwards by 4s starting at different multiples of 4. Ask them
to record their jumps on the number line or colour in the number on
the hundred chart
NUMBERS TO 1000
Resources/Notes
Student-Teacher Dialogue
Skip Counting - Choose a start point and for every cube that
you show, students need to skip count by 3 or 4 (as per your
instructions). In the example below, the starting number is 60 and
every cube represents a multiple of 4.
(3N1.6, 3N1.7)
Journal
Ask students if they can count to 500 by fours. Ask them to explain
their thinking.
(3N1.7)
119
NUMBERS TO 1000
Strand: Number
Outcomes
[ME, PS, R, V]
Achievement Indicators:
120
NUMBERS TO 1000
Resources/Notes
Journal
(3N4.4)
121
NUMBERS TO 1000
Strand: Number
Outcomes
Student 1 rolls the number cube, uses the rods to build the number
and records the number on the recording sheet. Student 2 repeats the
process. The pair will quickly realize that they do not have enough rods
and will have to trade for a flat in order for the activity to continue. A
running total is kept on the recording sheet. Students continue to take
turns rolling and trading until they have made 1000 (large cube).
Achievement Indicator:
3N2.5 Continued
122
NUMBERS TO 1000
Resources/Notes
Journal
Performance
TG p. 41
3N1
TG pp. 38 - 40
(3N2.5)
123
NUMBERS TO 1000
124
Data Analysis
Suggested Time: 2 Weeks
This is the first explicit focus on Data Analysis in Grade 3 but, as with
other outcomes, it is ongoing throughout the year.
125
DATA ANALYSIS
Unit Overview
126
Math Connects
DATA ANALYSIS
Process Standards
Key
Curriculum
Outcomes
[C]
[CN]
[ME]
STRAND
Communication
[PS] Problem Solving
Connections
[R] Reasoning
Mental Mathematics [T] Technology
and Estimation
[V] Visualization
OUTCOME
3SP1 Collect first-hand
data and organize it
using:
Statistics and
tally marks
Probability
(Data Analysis) line plots
charts
lists
to answer questions.
3SP2 Construct,
Statistics and
label and interpret
Probability
bar graphs to solve
(Data Analysis)
problems.
PROCESS
STANDARDS
[C, PS, R, V]
127
DATA ANALYSIS
Achievement Indicator:
128
DATA ANALYSIS
Resources/Notes
Journal
Performance
Ask pairs of students to design a survey and a method of recording
data that will show favourite school subjects.
(3SP1.3, 3SP1.5)
TG pp. 2 - 3
Lesson 1: Collecting and
Organizing Data
3SP1
TG pp. 4 - 7
The Explore activity on TG pp. 4
is optional.
Additional Activity:
Colour Count
Using a dot cube, ask students to roll 20 times, tallying each roll on
an organized chart as they go. Ask them to write three questions that
could be asked of their data.
(3SP1.3, 3SP1.5)
Childrens Literature:
Collins, Eliza. Zoo Animals
(provided with Gr. 2
implementation)
TG: p. v and 37
129
DATA ANALYSIS
130
DATA ANALYSIS
Resources/Notes
Presentation
Portfolio
Ask students to keep track of weather conditions over the period
of one month and to design a way to present the information in an
organized way. Ask students to provide three conclusions about their
data.
(3SP1.5, 3SP1.2)
(3SP1.5, 3SP1.2)
131
DATA ANALYSIS
A useful tool for organizing data is a line plot. It is an easy type of graph
for students to make. It displays each piece of data by marking an X
above the corresponding choice/value along a horizontal line. A line plot
provides a learning bridge from tally charts to bar graphs. Ask students
to create their line plots using grid paper, with one X per grid paper
square.
Present students with two line plots representing two different sets
of data. Have a discussion about the common attributes of the two
line plots, e.g., title, labels, horizontal line, and Xs to show the choice
selected.
132
DATA ANALYSIS
Resources/Notes
Math Makes Sense 3
Additional Reading:
Van de Walle, John and Lovin,
LouAnn. Teaching Student
Centered Mathematics Grades 3 - 5,
p 333
Additional Activity:
Shoe Plot
TG: p. v and 38
(3SP1.4)
Journal
Ask students to respond to the following:
How is a line plot like a tally chart? How is it different? Which
do you like to use most? Tell why.
(3SP1.6)
133
DATA ANALYSIS
134
(continued)
DATA ANALYSIS
Resources/Notes
Math Makes Sense 3
Lesson 2 (Contd): Line Plots
3SP1
TG pp. 8 11
135
DATA ANALYSIS
Achievement Indicators:
3SP1.5 Continued
Each group will select a question and a method for collecting their
data.
Allow each group to choose another classroom in which to carry out
their survey.
Each group will organize their collected data for presentation to the
class.
Ask the groups to prepare three questions for analysis of their data.
Provide students with a line plot such as the one displayed below:
136
(3SP21.5)
DATA ANALYSIS
Resources/Notes
Math Makes Sense 3
Performance
Provide students with the following chart. Ask: Were more lunches
sold altogether on Monday and Tuesday or on Thursday and Friday?
Show how you know.
(3SP1.6)
137
DATA ANALYSIS
138
DATA ANALYSIS
Resources/Notes
Journal
(3SP2.1, 3SP2.3)
Provide students with two bar graphs that have no titles or labels.
Ask students to infer what
they think the graphs might
be about. Ask: Which graph
might compare the number
of children on a team to
coaches? Which graph might
compare the number of 8year-olds to 9-year-olds on
a team? Ask them to explain
their thinking. Ask why
they think the second graph
makes it obvious that they
are comparing the number of
coaches to children on a team?
(3SP2.3)
grade 3 mathematics CURRICULUM Guide - Interim
139
DATA ANALYSIS
140
Present students with vertical and horizontal bar graphs that represent
two different sets of data. Discuss what common attributes the two bar
graphs have, e.g., title, axes, labels for the axes, numerical scale, and
bars. Discuss how the two bar graphs are different, e.g., the titles of the
graphs, labels for the axes, lengths of the bars, and how some graphs
have horizontal bars and others have vertical bars.
DATA ANALYSIS
Resources/Notes
Present the student with the following bar graph that shows Mrs.
Browns students favourite colours. Mrs. Brown wants to get new
pencils for her class. The pencils are only available in yellow and
green. What colour pencils should she get? How did you decide?
(3SP2.3)
Use a Venn Diagram to compare and contrast two different bar
graphs.
(3SP2.1)
141
DATA ANALYSIS
Achievement Indicator:
142
DATA ANALYSIS
Resources/Notes
Performance
Ask students to collect data, tally the results and create a bar graph
ensuring they include proper labelling of axes and title.
E.g.,
(3SP2.2)
3SP2
TG pp. 16 - 19
Activity 5 on TG, pp.19 deals with
body lengths using the standard
unit metre. Please note that the
measurement strand is not developed
until later in the year.
Additional Activity:
Boys or Girls
TG: p. v and 39
Childrens Literature (not
provided):
Leedy, Loreen. The
Great Graph Contest
ISBN 0823417107
143
DATA ANALYSIS
144
DATA ANALYSIS
Resources/Notes
Provide students with a bar graph and questions such as the ones
seen below. Ask them to solve the problems based on the data
presented in the graph.
For Charity
TG: p. v and 40
145
DATA ANALYSIS
146
DATA ANALYSIS
Resources/Notes
Performance
TG pp. 24 - 25
(iii) Susan, Benjamin, and John are each writing a list of numbers
from 1 through 50. Susan is counting by twos, Benjamin is
counting by fives, and John is counting by tens. What are the
five numbers that all three of them will write? Show how you
know.
(iv) I am a three-digit even number. The digit in my tens place is 8.
The sum of my hundreds digit and tens digit is 12. The sum of
all three of my digits is 18. What number am I? Show how you
know.
147
DATA ANALYSIS
148
149
Unit Overview
Focus and Context
Math Connects
150
Process Standards
Key
Curriculum
Outcomes
[C]
[CN]
[ME]
STRAND
Communication
[PS] Problem Solving
Connections
[R] Reasoning
Mental Mathematics [T] Technology
and Estimation
[V] Visualization
OUTCOME
PROCESS
STANDARDS
Number
Number
Number
Number
151
Strand: Number
Outcomes
Memorizing basic facts, perhaps with the use of flash cards, is very
different from internalizing number combinations. Memorized
knowledge is knowledge that can be forgotten. Internalized knowledge
cant be forgotten because it is a part of the way we see the world.
Children who memorize addition and subtraction facts often forget
what they have learned. On the other hand, children who have
internalized a concept or relationship cant forget it; they know it
has to be that way because of a whole network of relationships and
interrelationships that they have discovered and constructed in their
minds. (Developing Number Concepts, Book 2: Addition and Subtraction
by Kathy Richardson, Page 43)
Grade 3 students will already have had experiences with mental math
strategies. Now the focus will be on using the strategies to efficiently
recall the facts. Efficient strategies are ones that can be done mentally
and quickly. Some students will automatically develop strategies, while
others will need direct teaching and practice. Strategy practice must
directly relate to one or more number relationships. These strategies
should be explicitly taught through demonstrations, think-a-louds, and
modelling. It is important to note that the most useful strategy for a
student is the one that they understand and are most confident to use. It
is personal and they are able to connect it to concepts they already know.
152
Resources/Notes
Journal
Ask students to complete the following problem:
According to the Commutative Property of Addition, which of the
following means the same as 2 + 3 = 5. Use pictures, numbers or
words to explain how you know.
a) 3 + 2 = 5
b) 5 - 2 = 3
c) 2 + 3 + 2 = 7
d) 5 - 3 = 2
(3N10.1)
Performance
Using centimetre grid paper, ask students to represent the
following problem to show how it can be solved. Ms. Bursey
divided her class into two teams to practice addition problems.
She asked Team A to answer 7 + 2 = . She asked Team B to
answer 2 + 7= . What answers did the teams get? Ask students
to write an addition number sentence to show their model. Ask
students to compare the answers of the two addition sentences.
(3N10.1)
3N10
TG pp. 4 - 7
Additional Reading:
Richardson, Kathy Developing
Number Concepts, Book 2: Addition
and Subtraction
153
Strand: Number
Outcomes
Students need opportunities to discuss and share the strategies they are
using to determine the facts. Tasks like Quiz-Quiz-Trade (explained
below) can be used as an active way for students to apply a strategy.
Quiz-Quiz-Trade - Provide index cards with addition and subtraction
facts pertaining to a strategy. E.g., doubles strategy
1+1=
21=
2+2=
4-2=
9+9=
18 9 = etc.
Give each student a card and ask them to find a partner. Next, students
ask their partners to solve the fact on their card. They switch cards and
repeat, then look for a new partner. Variation: Separate the students
into addition facts and subtraction facts. Ask students to find their fact
partner. E.g., 6 + 6 will partner with 12 - 6.
Making Ten Provide students with a double ten frame and 2 sided
counters. Give students a fact (e.g., 8 + 5). Students will represent the
number 8 on one ten frame and the number 5 on the other ten frame.
Students will move counters from the ten frame with 5 to complete the
ten frame representing 8.
Students then verbalize what they did. E.g., I took 2 from the 5 and
put it with the 8 to make 10. Then, I added the 3 left over from the 5
and that was 13 so 8 + 5 = 13.
Using Addition to Subtract - Provide objects
for counting, tub/container, number cards
0 to 9, recording sheet. Pick 2 number
cards out of the bag (e.g., 6 and 7), take the
number of objects for each card and find the
total. Record your number sentence: 6 + 7 = 13
Hide one of the groups of objects that
match one of the number cards (e.g.
6) under the container. Record the
subtraction sentence 13 - ? = the number
of cubes left on the table. This activity can
also be modelled using an overhead projector.
154
(continued)
Resources/Notes
Performance
Fact Flash - Say or display, a variety of facts, one at a time, and ask
students to record the sums/differences and reveal their answer.
3N10
TG pp. 4 - 7
(3N10.2)
Journal
Imagine that you are helping someone, younger than you, that is just
learning to add and subtract. How would you explain addition and
subtraction to him/her? Write down what you would say and do to
tell someone how to complete the number sentences below:
4 + 5 = __
9 - 5 = __
(3N10.1)
155
Strand: Number
Outcomes
3N10.1 Continued
156
Resources/Notes
Performance
(3N10.1)
Student-Teacher Dialogue
Chant - Show cards representing a variety of missing addend number
sentences for students to chant, or record on their whiteboard, the
missing addend. E.g., 6 + __ = 13. Ask students to explain how they
figured out the missing addend. Possible responses might include: I
used addition, I counted up or I used doubles plus one.
(3N10.1)
157
Strand: Number
Outcomes
158
Ten Frames are good for developing the part whole relationship for
5 and 10. It is important for students to be able to easily recall the
number combinations for 5 and for ten. These understandings are very
important in addition and subtraction fact work. Work with 5 and
10 lays the foundation for addition / subtraction of larger numbers.
Frequent opportunities for students to practice number bonds to 5 and
10 during math warm-ups or morning routines are helpful.
Resources/Notes
Performance
Observe students as they are flashing number pairs for 5 and 10.
Are students able to recall number pairs mentally or are they using
manipulatives?
(3N10.3)
159
Strand: Number
Outcomes
3N10.3 Continued
(continued)
160
Resources/Notes
Performance
Student-Teacher Dialogue
Five Frame Flash/ Ten Frame Flash - Quickly show a 10-frame card
and ask students to communicate how many more are needed to
make 10. Students should show their answers to check accuracy.
(3N10.3)
Portfolio
Create a foldable on 11 x 17 paper. Fold the paper in half,
lengthwise and then 3 times the other way. Cut on the fold line
on the front piece of paper to form doors. Ask students to write a
strategy on each door. Ask students to write facts that would relate
to the strategy under each door. The last door would be used by
students to explain one of the strategies. Ask students to explain one
of their strategies to the class.
(3N10.1)
161
Strand: Number
Outcomes
3N10.1 Continued
162
Provide pairs of students with snap cubes of two colors. Ask students
to work together to create fact families. Each partner chooses a color
and takes a number of cubes (you may designate a number range, for
example, between 4 and 9). Students join their sets of cubes together
and write a number sentence to reflect the cube train (e.g. 4 + 9 =13).
Students then turn the cube train around ( 9 + 4 =13). Next, partners
write the number they have altogether (13). One partner tempoaraily
removes her/his cubes, and write the new number sentence showing
subtraction (13 - 4 = 9). The other partner removes his/her cubes and
writes the corresponding number sentence (13 - 9 = 4).
Resources/Notes
Performance
3N10
TG pp. 8 - 10
Additional Activity:
Fastest Facts
TG: p. vi and 61
Ask the students to look at the facts and explain the possible
strategies that could be used to solve that fact.
(3N10.1)
Strategy Match (Part B) - Post the following headings: Near Doubles,
Doubles, Make Ten, Property of Zero and Think Addition. Ask the
students to place a given fact card under one of the headings and
justify their placement. This activity should be repeated regularly as
part of a Math Routine.
(3N10.1)
Journal
Ask students to explain the ___________ strategy. Create problems
that could be solved using this strategy.
Tell students that you do not have to learn to subtract if you know
how to add. Ask them if they agree or disagree? Why or why not?
(3N10.1)
163
164
Resources/Notes
Math Makes Sense 3
Lesson 3: Addition and
Subtraction Equations
PR3
TG pp. 11 14
165
Ask students to predict how many more counters are needed in the left
pan to balance the scale. Record their predictions on a recording sheet
(as shown below). Students add counters to the left pan to see if their
predictions are correct and to determine the missing addend. Next,
they complete the recording sheet. Ask them to repeat this task using
other equations with one unknown number. Through this investigation
and discussion, students should see that the symbol representing the
unknown number must be a number that will balance the equation.
166
Resources/Notes
Performance
11 = + 5
PR3
TG pp. 11 14
15 = 18 -
+ 4 = 12
16 - = 9
(3PR3.1)
167
168
6+
=18
Resources/Notes
PR3
TG pp. 11 14
+ 6 = 16
18 -
= 16
(3PR3.2, 3PR3.3)
169
Ms. Best needs 18 pieces of construction paper for art class. She has 7
pieces, how many more pieces of construction paper does she need?
Students use manipulatives to solve the problem. Observe to see
if students start with 18 and separate 7 from the group to find the
unknown or if they start with 7 and add up to 18.
Other examples of strategies may include, but are not limited to, the
following:
Guess and Test strategy - This strategy is based on trying different
numbers. The key is to think after each try and change or revise guess
when necessary. E.g., 7+ =16
(Think 7 + 7 = 14, that is too low.
Think 7 + 8 = 15, that is too low but close to 16.
Think 7 + 9 = 16. So the missing number is 9).
Mental Math strategy - E.g., 7+ = 16
(Think doubles. I know 7 + 7 = 14.
14 is only 2 away from 16 so the missing number must be 9).
Number Line strategy - Create a number line with the start point being
7. Then count up to 16, keeping track by using the number line. E.g.,
7 + = 16
170
Resources/Notes
Performance
Portfolio
Present students with equations, involving addition and subtraction,
where there is one unknown number on either side of the equal sign.
E.g., 15 = 9
+ 8 = 13
17 =
7=
+ 11,
-4
Ask students to solve the equations and then choose one and explain
their strategy.
(3PR3.5)
171
172
Resources/Notes
Performance
Present student with two numbers and ask them to create equations
where one of the numbers are unknown. E.g., 14, 6
Possible equations: 14
= 6,
6 + = 14,
14 = 6 + , etc.
(3PR3.6)
PR3
TG pp. 11 14
173
Strand: Number
Outcomes
174
Resources/Notes
Journal
Goldstone, Bruce.
Greater Estimations
(3N8.1)
Performance
Estimating Sums - Students play in
pairs. Students will take turns choosing
two numbers from the game board
and circling them. Next they add the
two numbers using an estimation
strategy. Students record points
according to the chart below and keep
playing until all the numbers on the
board are used up.
The player with the highest score is the winner. After giving the
students several opportunities to play this estimating game, ask
students: How did estimating help you get more points? Explain
your estimation strategy.
175
Strand: Number
Outcomes
Research has shown that students will create different strategies for
adding and subtracting. A classroom climate that fosters communication
and sharing of personal strategies will allow for many methods to be
explored. Students will choose strategies that make sense to them.
Some examples of personal strategies for addition and subtraction
are provided. These strategies can be used for 3 digit addition and
subtraction as well.
Personal Strategies for Addition
176
Resources/Notes
Math Makes Sense 3
Lesson 5: Adding 2-Digit
Numbers
3N9
TG pp. 18 - 21
Additional Activity:
First to 10
TG: p. vi and 62
177
Strand: Number
Outcomes
Visual representations may include, but are not limited to, hundreds
charts, number lines, place value mats and base ten materials.
Whats in the Basket? - Provide a basket, Base ten materials (rods and
small cubes) and a recording sheet.
178
Resources/Notes
Journal
3N9
TG pp. 18 - 21
179
Strand: Number
Outcomes
300 + 60 + 14.
Ask students to choose two numeral cards. They add the numbers
together to find the sum, using any strategy they want. After 5 draws
students choose any addition problem and explain their strategy.
180
Resources/Notes
Portfolio
Journal
3N9
TG pp. 18 - 21
181
Strand: Number
Outcomes
Students invent many strategies over time, but will eventually settle on
two or three that are most efficient for them. Record students thinking
on the board for all students to see as this will help other students try the
strategies as well. Hearing others explain their reasoning helps students
develop mathematical language as well as written communication about
their mental math strategies.
using doubles.
[C, CN, ME, PS, R, V]
Achievement Indicators:
The two parts that make up the whole are the addends. For example,
in 23 + 46 = 69, the 23 and 46 are the addends. It is not necessary to
expect students to use these terms. However, it is good for you to model
this language as it gives students a name for these particular numbers if
they wish to.
Adding left to right
Add the tens and add the ones and then combine them together
E.g., 46 + 12 =
40 + 10 = 50
6+ 2=8
50 + 8 = 58
So 46 + 12 = 68
Taking one addend to the nearest multiple of 10 and then compensating
182
E.g., 69 + 28 =
69 is close to 70
70 + 28 = 98
69 + 28 is 1 less
So 69 + 28 = 97
Resources/Notes
Performance
(3N6.1, 3N6.5)
183
Strand: Number
Outcomes
184
Using Doubles
Use a doubles fact you know to help find the sum
E.g., 32 + 30 =
30 + 30 = 60
32 + 30 is 2 more
So 32 + 30 = 62
During Daily Warm-ups or Morning Routines, is an excellent time to
apply and reinforce mental math strategies. E.g., Ask: If it is the 16th of
the month, what will the date be in 2 weeks? Ask student to tell the class
which strategy he/she used to arrive at an answer.
Resources/Notes
Pick and Add - Students will work with a partner. The object of the
game is to get to 100 first. Students will need a recording sheet each,
and a deck of 2-digit number cards between them. Player 1 chooses
a card from the deck and adds it to the starting point of zero. They
record their equation and the new starting point. Player 2 chooses a
card and records the equation, and his/her new starting point. Play
continues with students taking turns and adding to their running
total. The winner is the student who reaches 100 first.
(i) What is the sum of 25+28? Which strategy did you use?
(ii) What is the sum of 39+28? Which strategy did you use?
(iii) What is the sum of 64+33? Which strategy did you use?
(3N6.2, 3N6.3, 3N6.4)
185
Strand: Number
Outcomes
Achievement Indicator:
3N9.1 Continued
(continued)
186
Resources/Notes
Performance
Tell students that two schools are joining together to raise money
to contribute to a childrens hospital. One school raised $121.00
and the other school raised $193.00. Ask students to model
the addition of the two numbers (i.e. 121 and 193) using baseten materials. Ask students to record their work pictorially and
symbolically to show how they solved the equation. Discuss with
the students if this strategy worked well for them or if they have
another strategy that they would prefer to use. This task can be
repeated regularly throughout the year, beginning with 1-digit
numbers and progressing through to 2-digit and 3-digit numbers.
(3N9.1)
187
Strand: Number
Outcomes
3N9.2 Continued
3N9.3 Continued
Sum it Up - The object of this task is to make the greatest sum. Provide
students with two decks of number cards; deck A - 3 digit numbers,
deck B - 2 Digit numbers. Students choose a card from each deck and
find the sum using their personal strategy. Ask students to record their
work. After completing this centre, ask students to identify their largest
sum and place the number on a number line.
188
Resources/Notes
Portfolio
Student-Teacher Dialogue
Provide students with two numbers. Ask students to find the sum
and explain the strategy they have used. Students may use base ten or
other manipulatives to aid in their explanation. Observe students for
correct use of math language and depth of understanding. (3N9.3)
Performance
Players each draw two 2 and/or 3-digit numeral cards and adds
them. The player with the largest sum collects all cards. In the
event of a tie each player keeps one card, selects another and finds
the new sum. The discarded card goes to the bottom of the deck.
Play ends when there are no cards left for each person to select 2
cards. (Another version can be played using subtraction the largest
difference collects the cards).
Question students thinking by asking what strategy they used to
find the sum or difference.
(N9.4, N9.5)
189
Strand: Number
Outcomes
Achievement Indicator:
Next the student estimates the difference between the two numbers. The
student checks to see the range in which the estimate falls on the chart
below and records his/her points. Keep playing until all the numbers are
used up. The player with the highest score wins. Ask students: How did
estimating help you get more points?
190
Resources/Notes
Journal
3N8
TG pp. 29 - 31
191
Strand: Number
Outcomes
In subtraction, the minuend is the whole, the number on the top in the
vertical form or the first number in the horizontal form. For example, in
12 10 = 2, 12 is the minuend. It is not necessary to expect students to
use these terms, however, it is good to expose them to the language.
Literature connection - Shark Swimathon by Stuart J. Murphy. Read
the story together and ask the students to describe what is happening in
each illustration. Talk about what Coach Blue writes on the sign at the
end of each day. Ask How many laps did the team swim at the end of
the day?, How many more laps do they need to swim? Discuss the
strategy Coach Blue used to subtract. Encourage students to pose other
strategies that can be used to subtract.
Money Be Gone - Provide students with 8 dimes, 50 pennies for the
bank and a deck of number cards (1 through 15).
Each player starts with 8 dimes. Shuffle the deck of number cards and
place face down. Taking turns, each player takes a card and subtracts
that amount to give to the bank. If the player does not have the exact
change, he/she must exchange a dime for 10 pennies and then subtract
the amount on the card. The winner is the player who gets rid of all of
their money first. Place 40 dimes and 50 pennies for the bank. Each
player starts with two 1 dollar coins. Taking turns, players roll two dice,
create a 2-digit number from their roll and then subtract that amount to
give to the bank.
192
Resources/Notes
Portfolio
Present students with two multi digit numbers. Ask students to find
the difference and model their thinking using one of the following:
base-ten, hundreds chart, number line, money, etc.
(3N9.6)
Lets Go Shopping
TG: p. vi and 65
(3N9.6)
Journal
Havy Jos best score on her video game yesterday was
43. Her score today is 95. How many points did Havy
Jo earn today? Ask students to explain their thinking.
(3N9.4, 3N9.5)
193
Strand: Number
Outcomes
194
Resources/Notes
Performance
3N9
(3N9.7)
TG pp. 32 - 35
195
Strand: Number
Outcomes
Math Strategies:
Taking the subtrahend to the nearest multiple of ten and then
compensating. E.g.,
69 - 28 =
28 is close to 30
69 - 30 = 39
39 + 2 more
So 39 + 2 = 41
Think addition
E.g., To determine the difference between 62 and 45, think:
5 more than 45 will get me to 50, 10 is 60 I`ve added 15
so far and 2 more is 62, so my difference is 17.
Using Doubles
Use a doubles fact you know, to help find the difference. E.g.,
62 - 30=
30 + 30 = 60
60 30 = 30
32 is 2 more than 30
So 62 30 = 32
196
Resources/Notes
Math Makes Sense 3
Performance
Loop Game - A loop game is a fun way for students to practice
mental math strategies. Loop games also provide opportunities to
pause and question students thinking when they mentally compute.
It is not necessary to question every student. Target specific students.
This could be an on-going assessment, done many times throughout
the year. It can be embedded in a mathematics routine or warm-up.
I am 4, What is 47-24?
I am 8, What is 41-12?
I am 1, What is 42-18?
I am 5, What is 67-56?
I am 7, What is 52-37?
I am 3, What is 60-39?
I am 9, What is 78-66?
I am 2, What is 44-11?
I am 6, What is 87-62?
197
Strand: Number
Outcomes
Achievement Indicators:
3N9.6 Continued
3N9.2 Continued
3N9.7 Continued
198
To practice representing
with concrete materials
and visuals, ask students to
choose two number cards
(1-, 2- or 3-digit numbers).
Create a story problem
and number sentence. Ask
them to model how to
solve the problem with baseten materials. Students can represent their model with pictures.
Zig Zag Subtraction - Player 1 chooses two numbers from the list and
finds the difference. If the difference is on the game board player one
covers the number. Player two repeats process. Play continues until
a player can put three counters in a row (across, down, diagonally).
Question students thinking about strategies they use to find the
difference.
Resources/Notes
Performance
Present students with two numbers. E.g., 266 and 39 ask them to
demonstrate with base 10 how to subtract 39 from 266. Ask students
to explain their models.
(3N9.6)
Portfolio
Present students with a two or three digit number. Ask them to create
a subtraction story for the given number where the number is the
solution. Write the number sentence for the story. Solve the problem
using concrete or visual representation. Ask students to record their
representation.
(3N9.6, 3N9.2)
Performance
Subtraction Connect Four - Player one chooses a number from
Group A and one from Group B. They work out the difference
between the two numbers. If the answer appears on the grid, player
one places the counter on the number. If the number is not there or
is already covered, player one misses their turn. Player two repeats
the process. The winner is the first player to have four counters in a
row (in any direction). This game can be used as a centre where the
teacher may observe and question students thinking about strategies
they use to find the differences. Observe to see if students are making
reasonable choices from Group A and Group B to connect four.
(3N9.7)
199
Strand: Number
Outcomes
Students will be expected to
3N9 Continued
Achievement Indicators:
3N9.4 Continued
3N9.5 Continued
200
Resources/Notes
Performance
3N9
TG pp. 42-45
Observe to see if the correct operation is being used and ask students
to explain their strategy.
(3N9.5)
Paper and Pencil
Ask students to create their own addition and subtraction story
problems using 1-, 2- or 3-digit numbers. Students can share their
problems for others to solve. (This task can be used in mathematics
routines and should be repeated throughout the year).
(3N9.2, 3N9.5)
Journal
Present students with problems such as:
Travis baked blueberry muffins over the weekend. Each day during
the week he took four muffins to school to share with his friends.
On Saturday when he counted there were 18 left. How many had he
baked?
Mrs. Piercey bought five flags of different Canadian Provinces, to
use in a Social Studies class activity. She added them to the flags she
already had in the classroom. She borrowed two more flags. In the
end ten flags were used in the activity. How many flags were there in
the classroom already?
201
202
Geometry
Suggested Time: 3 Weeks
203
GEOMETRY
Unit Overview
Focus and Context
At a very young age, children are engaged in the study of geometry. When building
with blocks, they discover how two-dimensional shapes tile a plane and how threedimensional forms fill up space, how they stack, and how they fit together. As children
work with blocks of various kinds, they examine and analyze them and become more
and more discriminating. They learn to identify and sort by knowing attributes of
shapes. (Mathematics Assessment Sampler, NCTM. 2005. p. 75) Preschool children
already possess their own concepts of shape and space, a geometric foundation on which
they continue to build throughout their school years. In Grade 2, students have been
introduced to identifying, sorting, comparing, describing and constructing 2-D shapes
and 3-D objects. In Grade 3, students will continue to develop their knowledge of
two and three dimensional shapes by examining their characteristics and analyzing the
relationships among them. They will use more formal language to describe and analyze
shapes as, for example, specific polygons based on their number of sides and vertices.
Any formal discussion of the classification of geometric shapes typically begins with a
discussion of polygons. Many of the shapes that students have previously encountered
are polygons, but in grade three, they learn to use the word polygon to describe any
closed figure with straight sides that intersect only at their endpoints. Focus in Grade 3,
Teaching With Curriculum Focal Points, NCTM (2009) p. 55.
Students will explore more attributes and become more familiar with both regular and
irregular polygons. An attribute is defined as a property that applies to all the shapes
of a certain class. For example, a triangle is a 3-sided shape made up of 3 straight line
segments. It is essential that teachers provide hands-on experiences with manipulatives
such as pattern blocks, power polygons, toothpicks, twist ties, pipe cleaners, modeling
clay, geoboards, technology, tangram pieces, etc., to sort, classify and construct various
2- and 3- dimensional shapes. These experiences provide students with informal analyses
that make expressing their ideas about geometric shapes and solids, either orally or
written, much easier.
Math Connects
204
Students are naturally curious about geometry. They are easily engaged in hands-on
experiences with geometric shapes and solids. Geometry is a branch of mathematics that
is most evident in the world around us.
Development of spatial sense is crucial for helping students understand their own
geometric world. Spatial sense connects to a students everyday life through shapes and
objects in their environment, such as architectural designs and artwork. Geometry can
easily be incorporated throughout the curriculum in art, science, industrial arts and
technology. As well, childrens literature can be used as an effective tool to help students
make real-life connections to their physical world and as a springboard to help them
problem solve.
Through a variety of experiences and concrete exploration of both 2-D shapes and
3-D objects, students gain a deeper understanding of mathematics. They can make
connections between their work with combining and decomposing shapes, as well
as, analyzing, describing, comparing and classifying properties of shapes to more
complex concepts in later grades. These concepts may include solving problems related
to perimeter, area, symmetry, congruency related to transformations and modeling
fractions. Focus in Grade 3, Teaching with Curriculum Focal Points, NCTM (2009).
grade 3 mathematics curriculum guide - Interim
GEOMETRY
Process Standards
Key
Curriculum
Outcomes
[C]
[CN]
[ME]
STRAND
Shape and
Space (3-D
Objects and 2D Shapes)
Communication
[PS] Problem Solving
Connections
[R] Reasoning
Mental Mathematics [T] Technology
and Estimation
[V] Visualization
OUTCOME
3SS6 Describe 3-D
objects according to the
shape of the faces and
the number of edges
and vertices.
3SS7 Sort regular and
irregular polygons,
including:
PROCESS
STANDARDS
triangles
Shape and Space quadrilaterals
(3-D Objects
pentagons
and 2-D Shapes
hexagons
[C, CN, R, V]
octagons
according to the
number of sides.
205
GEOMETRY
triangles
quadrilaterals
pentagons
hexagons
octagons
according to the number of sides.
[C, CN, R, V]
Children need experiences with a rich variety of both 2- and 3dimensional shapes. It is useful for students to be able to identify
common shapes, notice likenesses and differences among shapes,
become aware of the properties that different shapes have, and
eventually use these properties to further define and understand their
geometric world (Teaching Student-Centered Mathematics K-3, Van de
Walle, 2006, p. 193).
Achievement Indicator:
(continued)
206
GEOMETRY
General Outcome: Describe the Characteristic of 3-D Objects and 2-D Shapes and
Analyze the Relationships Among Them
Suggested Assessment Strategies
Resources/Notes
Performance
3SS7
TG pp. 4 - 7
Additional Activity:
Sensational Shapes
TG: p. v and 41
207
GEOMETRY
3SS7.1 Continued
A regular polygon is a polygon with all sides the same length and all
angles the same measure. An irregular polygon is a polygon whose sides
are not all the same length. A circle is not a polygon because it does not
have straight line segments. In an irregular polygon, all the sides are not
the same length and all the angles are not the same size.
The word regular sometimes creates confusion for students, since
they may think of something regular as something that is ordinary.
From that perspective, students may view common shapes such as circles
or rectangles as regular but this is not the mathematical definition.
(Making Math Meaningful for Canadian Students K-8, (Small 2008),
p. 296)
When introducing polygons, write the word polygon on the board and
ensure students understand it is a closed, plane shape bound by three
or more straight line segments. Help students realize a plane figure is a
flat figure or a 2-D shape. Measurements of two-dimensional shapes
include only width and height, whereas three-dimensional shapes
include width, height and depth. Ask students to work in groups of
4 to physically create various polygons. Create the figure by using
their bodies on the floor. (A good idea would be to bring mats in the
classroom ahead of time.) Ask students what polygons they could form
if 2 groups (8 students) got together. Let the students demonstrate. Also,
ask students to physically form a triangle by placing their hands on their
hips and tracing the triangle inside their arms.
(continued)
208
GEOMETRY
General Outcome: Describe the Characteristic of 3-D Objects and 2-D Shapes and
Analyze the Relationships Among Them
Suggested Assessment Strategies
Resources/Notes
Math Makes Sense 3
Lesson 1 (Contd): Naming
Polygons
3SS7
TG pp. 4 - 7
209
GEOMETRY
3SS7.1 Continued
210
GEOMETRY
General Outcome: Describe the Characteristic of 3-D Objects and 2-D Shapes and
Analyze the Relationships Among Them
Suggested Assessment Strategies
Resources/Notes
Math Makes Sense 3
Lesson 1 (Contd): Naming
Polygons
3SS7
TG pp. 4 - 7
211
GEOMETRY
(continued)
212
GEOMETRY
General Outcome: Describe the Characteristic of 3-D Objects and 2-D Shapes and
Analyze the Relationships Among Them
Suggested Assessment Strategies
Resources/Notes
Journal
(3SS7.2)
Portfolio
Ask students to create a shape collage using their favourite polygon.
Students would be required to represent their collage using a variety
of materials, sizes and positions.
(3SS 7.1, 3SS 7.2)
Provide students with two of each of the six pattern blocks. Ask
them to investigate how many new polygons can be made by using
two of the same block (equal sides should be matched). Trace to
record the different polygons. Which of the blocks could make one
of the polygons? Which could make the most different polygons?
Observe that the students recognize the same shape in different
positions or orientations.
(3SS 7.2)
213
GEOMETRY
3SS7.2 Continued
Provide students with a playing grid as shown below and two different
colors of crayons or pencil leads.
Game Directions:
1. Player 1 colors any single small triangle on the grid.
2. Player 2 colors any other small triangle on the grid.
3. Players continue to take turns coloring small triangles anywhere on
the grid.
4. When the grid is completely colored the game is over.
5. Points are given for the shapes below; each shape is made up of four
triangles.
Parallelogram = 4 points
Rectangle = 3 points
Triangle = 2 points
Square = 1 point
(continued)
214
GEOMETRY
General Outcome: Describe the Characteristic of 3-D Objects and 2-D Shapes and
Analyze the Relationships Among Them
Suggested Assessment Strategies
Resources/Notes
Performance
3SS7
TG pp. 4 - 7
215
GEOMETRY
3SS7.2 Continued
Stained Glass Window Project Tell students that you have been hired
to design a stained glass window for a church in your community. Ask
them to draw many different geometric shapes (trapezoid, kite, triangle,
square, rectangle, rhombus, hexagon, etc.) within the window frame
provided below and color them with various colors. Students may trace
pattern blocks for this activity. If there are any spaces
left between shapes, students may color these spaces
grey.
(continued)
216
GEOMETRY
General Outcome: Describe the Characteristic of 3-D Objects and 2-D Shapes and
Analyze the Relationships Among Them
Suggested Assessment Strategies
Resources/Notes
Portfolio
3SS7
TG pp. 4 - 7
Childrens Literature (provided):
Brumbeau, Jeff. The Quiltmakers
Gift
217
GEOMETRY
Achievement Indicator:
After students establish that some shapes are polygons and some are not
polygons, they begin a more formal process of sorting and classifying
two-dimensional shapes by examining their characteristics, such as the
number of sides in, or the kinds of angles related to, a shape, as well
as, the number of vertices (the point or intersection of two sides). By
sorting polygons according to the number of sides, students can learn
the names for polygons, for example, triangle (three-sided polygon),
quadrilateral (four-sided polygon), pentagon (five-sided polygon),
and hexagon (six-sided polygon). (Focus in Grade 3, Teaching With
Curriculum Focal Points, NCTM, p. 56).
Ask students to find examples of polygons in the world around them,
perhaps even collect as many types of a shape as they can find. Sort
them according to the number of sides. Help students recognize that
shapes such as the one below is a hexagon (six-sided polygon).
(continued)
218
GEOMETRY
General Outcome: Describe the Characteristic of 3-D Objects and 2-D Shapes and
Analyze the Relationships Among Them
Suggested Assessment Strategies
Resources/Notes
Student-Teacher Dialogue
Journal
Ask students to create a rectangle and a triangle on a geoboard.
Examine the shapes carefully to find ways they are alike and ways
they are different. Repeat for other polygons such as, various
quadrilaterals, pentagons, hexagons and octagons. Record findings in
a T-chart as shown below.
Note: This chart can also be extended to show another attribute such
as the number of vertices.
(3SS7.3)
Performance
What Do You Know About_______? - Students work in pairs. One
student chooses a shape and tells his/her partner one true thing
about it. Continue until the partner guesses the shape.
Provide several shapes. Ask one student to pick a shape and show to
the class. The student then proceeds to find others that are like it in
some way. See if students can guess why you picked your group of
shapes.
(3SS7.3)
219
GEOMETRY
Achievement Indicator:
Divide the class into two or three teams. In your team, pick a shape.
Find others that are like it in some way but dont tell the other team
your secret sorting rule. Now share your sorted group with another
team. Can you guess their rule? What made it hard? What made it
easy?
3SS7.3 Continued
Ask students to build different basic shapes from two triangles of the
same size and paste on a sheet of paper. Label each new shape by the
number of sides. Encourage students to build a square, parallelogram or
even a bigger triangle.
Extension: Ask students to build new shapes but this time with three or
more triangles.
Provide students with a long rope. Tie the ends of the rope together.
Ask students to form geometric shapes with the rope. To make a square,
for example, ask students to stand equal distances apart forming right
angles at each corner. Ask them to change the shape into a triangle,
rectangle, etc. Note the number of sides for each shape.
Problem Solving Strategy:
Guess and Check
220
GEOMETRY
General Outcome: Describe the Characteristic of 3-D Objects and 2-D Shapes and
Analyze the Relationships Among Them
Suggested Assessment Strategies
Resources/Notes
Using the graphic below, students are to identity the shape in each
section and list its characteristics in the area provided. Next ask
students to list the characteristics that they all have in common in
the center circle.
(3SS7.3)
Journal/ Portfolio
Ask students to write their own story and illustrate it with tangrams.
(3SS7.2)
Math Makes Sense 3
Lesson 3: Strategies Toolkit
TG pp. 12 - 13
Childrens Literature (provided):
Tompert, Ann. Grandfather Tangs
Story
221
GEOMETRY
222
GEOMETRY
General Outcome: Describe the Characteristic of 3-D Objects and 2-D Shapes and
Analyze the Relationships Among Them
Suggested Assessment Strategies
Resources/Notes
Performance
Shape Teasers - copy the template below and give one to each student
or pairs of students to cut apart. Students then use the cut apart
shapes to solve the following:
Puzzle #1: Using one complete set, can you make a large square?
TG pp. 12 - 13
223
GEOMETRY
For now, students will work with pyramids and prisms (including
cubes). Work with spheres, cones and cylinders will occur later.
Show students models and real-life objects that represent various
pyramids and prisms. Show students the faces, edges and vertices of
each solid. Brainstorm what each term means.
A face is a flat surface on a geometric object. An edge occurs when two
faces of a 3-D object meet. A vertex is a point where three or more
edges meet or, on a cone, a vertex is the highest point above a base.
A 3-D object with flat faces that are polygons is called a polyhedron.
Prisms and pyramids are polyhedra. Cylinders, cones and spheres are
not.
It is not necessary that students know the terms polyhedron and
polyhedra.
A pyramid has 1 base. The base is a special face that determines the
name of the pyramid. The remaining faces in a pyramid are always
triangles that meet at one point or vertex.
E.g., A pyramid with a square base is a square pyramid.
A prism has 2 bases that are matching polygons. Again, the 2 bases are
special faces that determine the name of the prism.
E.g., A prism with 2 rectangular bases is a rectangular prism.
The other faces are rectangles. Make sure students know that a cube is a
special rectangular prism just like a square is a special rectangle.
(continued)
224
GEOMETRY
General Outcome: Describe the Characteristic of 3-D Objects and 2-D Shapes and
Analyze the Relationships Among Them
Suggested Assessment Strategies
Resources/Notes
Performance
3SS6
TG pp. 14 - 17
225
GEOMETRY
3SS6.1 Continued
3SS6.2 Continued
(continued)
226
GEOMETRY
General Outcome: Describe the Characteristic of 3-D Objects and 2-D Shapes and
Analyze the Relationships Among Them
Suggested Assessment Strategies
Resources/Notes
Performance
3SS6
TG pp. 14 - 17
227
GEOMETRY
3SS6.3 Continued
Ask students to cut out the objects and randomly glue them to their
own empty bingo gameboard. Describe an attribute of a solid and have
each student place a counter on any one solid that has that attribute.
The first student with 4 counters in a row, column, or diagonal wins.
3SS6.1 Continued
Students previously worked with prisms and pyramids. Now the focus
will be on cylinders, cones and spheres.
A cylinder is a 3-D object with 3 faces, 2 edges and 0 vertices.
A cone is a 3-D object with 1 face, 1 edge and 1 vertex.
A sphere is a 3-D object with 0 faces, 0 edges and 0 vertices.
Show students models and real-life objects of cylinders, cones and
spheres. Ask students what the difference is between these solids and
the prisms and pyramids already studied. Show students the faces, edges
and vertices of each solid. Brainstorm, with the students, what each
term means.
(continued)
228
GEOMETRY
General Outcome: Describe the Characteristic of 3-D Objects and 2-D Shapes and
Analyze the Relationships Among Them
Suggested Assessment Strategies
Resources/Notes
Performance
(3SS6.1)
229
GEOMETRY
3SS6.1 Continued
3SS6.2 Continued
230
GEOMETRY
General Outcome: Describe the Characteristic of 3-D Objects and 2-D Shapes and
Analyze the Relationships Among Them
Suggested Assessment Strategies
Resources/Notes
Portfolio
3SS6
TG pp. 18 - 20
231
GEOMETRY
3SS6.3 Continued
Shape Scavenger Hunt - Name a 3-D shape and ask students to take
part in a scavenger hunt in which they have to locate solid objects in
the classroom that have a face with that shape. Ask students to list their
findings on a sheet of paper.
Target Match (Pair Activity) - Place a variety of 3-D objects in a bag.
Player 1 takes an object from the bag. This object becomes the Target.
Player 1 takes another object from the bag. If he/she can name 2
attributes it shares with the Target, he/she keeps the object. If not, the
object is placed back into the bag. Players take turns until all objects are
removed from the bag. The player with the most objects at the end of
the game wins.
232
GEOMETRY
General Outcome: Describe the Characteristic of 3-D Objects and 2-D Shapes and
Analyze the Relationships Among Them
Suggested Assessment Strategies
Resources/Notes
1.
Pyramid
2.
Cylinder
3.
Rectangular Prism
4.
Sphere
5.
Cone
6.
Cube
3SS6
TG pp. 18 - 20
(3SS 6.3)
Portfolio
Ask students to look through various catalogues, magazines and
books to find pictures of 3-D objects. Ask them to sort the objects
in groups according to the number of faces, edges or vertices. Ensure
that students label their groups and glue pictures to poster board.
(3SS6.4)
Additional Activity:
Sort it Out!
TG: p. v , 43 and 44
233
GEOMETRY
234
GEOMETRY
General Outcome: Describe the Characteristic of 3-D Objects and 2-D Shapes and
Analyze the Relationships Among Them
Suggested Assessment Strategies
Resources/Notes
Journal
3SS6
TG pp. 25 - 27
Additional Activity:
Riddle, Riddle
TG: p. v and 45
235
GEOMETRY
236
237
Unit Overview
Focus and Context
The focus of this unit is to set the stage for the rest of the year with
respect to multiplication to 5 5 and its related division. This is the
first explicit focus on multiplication and division in the primary grades,
but as with other outcomes, it is ongoing throughout the year. In
Grade 2, students had many opportunities to use mental mathematics
strategies for addition such as, using doubles, turnarounds, and using
addition to subtract. This knowledge will provide a fundamental basis
on which to build, when multiplication is introduced. In Grade 3, the
emphasis is on beginning to build students conceptual understanding
of the multiplication operation. Students should focus on the meanings
of, and relationship between, multiplication and division. Students
should think about multiplication numerically as repeated addition
of the same quantities or equal groups, and geometrically as rows and
columns in rectangular arrays. Likewise, students should think about
division numerically as repeated subtraction, equal sharing, and equal
grouping.
Strategies for multiplication facts are a focus in Grade 4 and should not
be the emphasis in Grade 3. The focus here is on understanding the
meaning of multiplication and division and one to the other. Modeling
multiplication problems with pictures, diagrams or concrete materials
helps students learn what the factors and their product represent in
various contexts. (Principles and Standards for School Mathematics
NCTM, p. 151)
Math Connects
238
Process Standards
Key
[C]
[CN]
[ME]
STRAND
Communication
[PS] Problem Solving
Connections
[R] Reasoning
Mental Mathematics [T] Technology
and Estimation
[V] Visualization
OUTCOME
PROCESS
STANDARDS
Curriculum
Outcomes
Number
239
Strand: Number
Outcomes
Prior to this unit, students have worked extensively with the various
meanings and principles of addition and subtraction, place value and
patterning. This knowledge helps provide the basis for development of
multiplication and division.
It is important for students to think about multiplication, numerically,
as repeated addition of the same quantities or equal groups, and,
geometrically, as rows and columns in rectangular arrays. The numbers
being multiplied are the factors and the answer is the product.
Students need conceptual understanding of the multiplication operation
rather than simply following a procedure to obtain the product. Please
note, it is not expected that students achieve instant recall of the basic
facts, but rather that they relate repeated addition to multiplication to
determine the products up to 5 5.
Students need to be able to interpret a variety of language patterns
representing multiplication experiences. Sometimes students learn
multiplication facts with little understanding of what they are
memorizing. Initially, students need to understand is that multiplication
is the process of counting objects by equal groups rather than as single
objects. Help students recognize equal groups and help them develop
the language of multiplication experiences. Through a variety of teachermodelled activities, you will demonstrate to students how multiplication
can represent equal groups that can be displayed as rows of.., stacks
of..., piles of..., etc. It is important not to begin using the term
times and the corresponding symbol because this may interfere with
their understanding of the multiplication situation. It is important for
students to understand the following meanings of multiplication:
1. repeated addition
2. equal groups or sets
3. an array
Manipulatives such as buttons, counters, number lines, beans, popsicle
sticks, straws, snap cubes, Link-its, cookies, etc. should be used to model
various multiplication meanings.
240
Resources/Notes
Math Makes Sense 3
Launch: Sports Day
TG pp. 2 - 3
Lesson 1: Investigating Equal
Groups
3N11
TG pp. 4 - 7
Additional Activity:
Equal-omimoes
TG: p. v
Childrens Literature
(not provided):
Aker, Suzanne and Karlin, Bernie
What Comes in 2s, 3s and 4s
ISBN 0671671731
241
Strand: Number
Outcomes
242
Resources/Notes
(3N11.1, 3N11.3)
Performance
3N11
TG pp. 4 - 7
243
Strand: Number
Outcomes
3N11.2 Continued
244
Resources/Notes
Performance
Presentation
Mathematicians Chair - Designate a special chair as the
Mathematicians Chair. Ask students to create and solve their own
multiplication problem. Provide a graphic organizer, such as the one
below, to assist students in solving their problem. Ask individual
students to sit in the Mathematicians Chair to share their problem
and how they solved it.
245
Strand: Number
Outcomes
246
Resources/Notes
Journal/Performance
Provide students with toothpicks. Ask them to use the toothpicks
to make 5 squares. Glue or draw the
arrangement in their journals. Label the
arrangement in 3 different ways, as shown.
Ask students to explain in words the meaning
of 5 4 = 20 in their journals.
If necessary, repeat the activity and use a
different set of objects each time.
(3N11.4, 3N11.5)
Performance
Centres - Create centers using manipulatives and number cubes (0
- 5) to find how many groups of.... At each center, students will
roll the number cube to determine how many groups to make. Roll
the number cubes again to determine how many will be in each
group. Make those groups. The student then determines how many
altogether and records the information on a recording sheet.
Childrens Literature
(not provided):
Tang, Greg. The Best of
Times
ISBN 9780439210447
(3N11.5)
247
Strand: Number
Outcomes
248
Resources/Notes
Performance
3N1
(i) Use illustrations in the book that show equal groups. Ask
questions such as: How many cookies are on each tray in the bakery
window? How many lollipops are stuck in each block? How many
lollipops are there altogether? How many stripes are there in a loaf
of bread? How many bushes are in the rectangle in the centre of the
park? Ask students to respond to the following questions in their
journals. What is the difference between multiplying as repeated
addition (such as the groups of lollipops) and using arrays (such as
the cookies on the tray)? When would it be difficult to use repeated
addition?
(3N11.8)
(ii) Ask students to estimate how many kernels of popcorn Amanda
is pouring into the bowl. (Note that the popcorn is not organized
in any particular way.) Ask students to write about how they could
organize it by grouping into 2s, 3s or 5s, etc.
TG pp. 12 - 15
Additional Activity:
Amazing Arrays
TG: p. v
(3N11.8)
249
Strand: Number
Outcomes
3N11.8 Continued
250
Resources/Notes
3N1
TG pp. 12 - 15
Childrens Literature (provided for
Grade 2 Implementation):
Chapman, Helen. The Visit
Childrens Literature
(not provided):
Pinczes, Elinor J. One Hundred
Hungry Ants
ISBN 0046442971232
(3N11.8)
(3N11.8)
251
Strand: Number
Outcomes
Player 1 rolls the number cubes and multiplies the values together.
Repeat this step and record the second product. Add both products
together for the total score of the first round. Player 2 then takes a turn.
The player with the higher sum circles the number and wins the round.
The player who wins the most rounds wins the game.
252
Resources/Notes
Journal
Ask students to use graph paper to cut out two arrays (window
panes) of equal size. Then ask them to glue the arrays in their
journals showing the turnaround
or commutative property of
multiplication. Label each array
with the matching multiplication
sentence. Ask students to write their
observations. For example, turning
the array does not change the product.
(3N11.9)
Performance
Toothpick Arrays - Put students in pairs. Give each pair a number
of toothpicks/craft sticks. Ask students to arrange the sticks in
arrays. The vertical sticks can represent one factor and horizontal
sticks represent another factor. Ask students to demonstrate the
commutative property by making two arrays while labeling them
with the correct multiplication sentence. For example, if a pair is
using six sticks, they would arrange the sticks as pictured below.
Students can glue their arrays on index cards to be shared with others
or draw a picture of their created arrays in their journals with an
explanation.
(3N11.9)
Exit Cards Exit cards can be used to assess the understanding of
any concept taught. Students independently respond to a question or
any problem posed related to the current concept. These questions
can be written on index cards, flashcards, etc. As students respond,
they leave their cards in a designated area before they exit the room.
This is an excellent tool to use to quickly assess if there is need
for reteaching. For example, when assessing the understanding of
the commutative property of multiplication, the question could
be, Draw 2 arrays to represent 6 and label with the matching
multiplication sentences.
(3N11.9)
253
Strand: Number
Outcomes
3N11.9 Continued
254
Connect Four Multiplication Game - Each pair will need two paper
clips and 16-20 counters. 8-10 of the counters should be one color and
the other 8-10 should be a different color. Alternatively, they can mark
directly on the game board, with each player using a different color
pencil or one person using Xs and the other using Os. The player that
starts places the paper clips on two
numbers on the strip of factors below
the game board. That player then
uses one of his/her colored counters
to cover the product of those two
numbers on one square of the game
board. The second player moves
exactly one of the paper clips to
make a second product. The second
player then places his/her counter on
the product of the two factors on the
game board. Play alternates until one
player connects four of his/her own
color either horizontally, vertically
or diagonally. Of course, players will want to block each other, and this
will require that they practise strategies that have learned.
Resources/Notes
Math Makes Sense 3
Lesson 4 (Contd): Relating
Multiplication Sentences
3N1
TG pp. 16 - 18
255
Strand: Number
Outcomes
relating division to
multiplication.
[C, CN, PS, R]
256
Resources/Notes
Journal
Performance
Tell a division story problem that students can act out, either with
actual classroom objects or with counters on a story board. E.g.,
There are 8 bottles of glue. Each table of students will get two of
those bottles. How many tables will get glue?
(3N12.8)
257
Strand: Number
Outcomes
Achievement Indicator:
258
Resources/Notes
Student-Teacher Dialogue
Ask students to use counters to act out story division problems with
and without remainders. Provide opportunity for students to discuss
how they solved the problems.
(i) Theresa has twenty-five pieces of paper to hand out for
booklet covers. Each student needs two pieces of paper to make
a cover. How many students can have two pieces?
(ii) Craig collects stamps. He has twenty two stamps. Four
stamps fit on each page of his stamp collection book. How many
pages can he fill?
(3N12.1)
259
Strand: Number
Outcomes
Prediction Activity - Read the story and stop at the sentence The troop
had divided by two for the show. Ask students to predict how many
bugs would be in each line. Would there be any bugs left out? How
many? Why? Stop and make predictions as above throughout the story.
Ask students what they think, for example, when oddball bug Joe is
thinking throughout the night that a fourth bug line would work out.
Would a fourth line solve a problem? How do you know?
Using this book as a springboard, have pairs of students create their own
division problem for other pairs to solve later. Problems may or may not
contain a remainder.
63=2
3N12.5 Solve a given problem
involving division.
260
Resources/Notes
Performance
Journal
Principal Visit/Pretend Scenario - Have the school principal visit the
class and notice that students are learning about equal grouping and
sharing. Have him/her ask the class to help with a school problem.
Some lockers have been removed because they are old. Now there
must be three students share a locker instead of two. How many
lockers will the Grade 3 class need with three students to a locker? If
there are 15 students in grade three, how many lockers will your class
need?
(3N12.3)
Childrens Literature
(not provided):
Pinczes, Elinor J. A Remainder
of One
ISBN 9780618250776
261
Strand: Number
Outcomes
262
Resources/Notes
Journal
TG: p. v
Paper Folding Activity: Show students how to fold a sheet of 12-by18-inch paper into eight sections as shown below.
Explain that in the first box, students should write The Doorbell
Rang and their own name. They retell the story in the next five
boxes, writing five mathematical sentences that are presented in the
story. In the last two boxes students can make up their own final
parts of the story.
(3N12.7, 3N12.3, 3N12.5)
263
Strand: Number
Outcomes
3N12.7 Continued
264
Resources/Notes
Performance
Around the World Game - Create a set of question and answer cards
that include a variety of multiplication and division tasks. See sample
cards below.
Distribute cards to the students. The student with the start card
begins and he/she
reads aloud, I
have the start
card, and the
first question.
Each student
then looks at his/
her card to see
if he/she has the
matching answer.
Then, the
student with the
matching answer
reads the answer
and then poses
his/her question.
All students
then look for the
match and the
game continues
until you get to
the student with
the end card.
3N12
TG pp. 23 25
Note:
1. You will need ALL cards to play the game.
2. Students can work together if you do not have enough cards for
every student. If there are too many cards, then some students can
have 2 cards each.
(3N12.8, 3N12.9, 3N11.7, 3N11.2)
265
Strand: Number
Outcomes
266
Resources/Notes
Performance
Fact Family Puzzle - Create a template for a 4 piece puzzle. Write the
related multiplication and division facts on the puzzle pieces. Cut
apart the puzzles and ask students to assemble the fact family puzzles.
(3N12.10)
267
Strand: Number
Outcomes
3N12.10 Continued
3N11 Continued
Achievement Indicator:
3N11.10 Continued
268
Resources/Notes
Ask students to pick three of the numbers given and use the numbers
with addition, subtraction, multiplication, or division, in any way
they like to show a relationship. Ask them to make a list of the
different relationships they find and share with a partner.
3N12
TG pp. 30 - 32
(3N12.10, 3N12.5)
Performance
Circle and Stars - Roll the number cube (0 -5) and ask students to
draw that number of circles. Roll the number cube again and draw
that number of stars in each circle. Write the multiplication sentence
that describe the drawing. Ask students to write the related division
sentence that would describe their drawing. E.g.,
3x2=6
63=2
(3N12.10)
Additional Activity:
Fishing for Partners
TG: p. v
269
Strand: Number
Outcomes
270
Resources/Notes
Performance
Portfolio
Students who develop a habit of self-assessment will also develop
their potential for continued learning. (Mathematics Assessment
NCTM, 1991, p.6). Ask students to think about their own learning.
Ask them to write about the strategy they used to solve the problem
(make a chart, guess and check, use a pattern, draw a picture, use
a model, solve a simpler problem, make an organized list, work
backward or another strategy). Ask: Do you think about using
strategies at all? Do you look at a strategy list but not try one? Do
you look at a strategy list and pick one to try? Do you just pick a
strategy you think of trying? Can you think of a situation where you
found one strategy to be particularly helpful?
271
272
Fractions
Suggested Time: 2 Weeks
273
FRACTIONS
Unit Overview
Focus and Context
Math Connects
One of the best and most familiar ways to introduce students to the
concept of fractions is through sharing tasks. They eventually make
connections between the concept of sharing (fair shares) to the idea
of fractional parts. It is likely that students will have heard fractional
language in their everyday life, such as: half a cookie, quarter past
one, half moon, one third cup of sugar, etc. Students will benefit from
learning about fractions concretely, and in the context of real life.
The use of models and concrete representations is essential to their
understanding. It is important to use a wide variety of models so that
fractions do not simply become pie pieces or pizza slices. Fractional
concepts can be strengthened by linking other areas of mathematics
such as geometry, money, number, and patterning. These areas play
a key role in consolidating a students conceptual understanding of
fractions.
274
FRACTIONS
Process Standards
Key
Curriculum
Outcomes
[C]
[CN]
[ME]
Communication
[PS] Problem Solving
Connections
[R] Reasoning
Mental Mathematics [T] Technology
and Estimation
[V] Visualization
STRAND
OUTCOME
PROCESS
STANDARDS
3N13 Demonstrate
an understanding of
fractions by:
explaining that a
fraction represents a
part of a whole
Number
describing situations
in which fractions
are used
comparing fractions
of the same whole
that have like
denominators.
275
FRACTIONS
Strand: Number
Outcomes
Achievement Indicator:
276
FRACTIONS
Resources/Notes
Journal
Write about and draw something from your daily life that you divide
into equal parts.
(3N13.1)
Portfolio/Presentation
Students ask family members about situations when they use
fractions. Make lists and share them with the class.
(3N13.1)
TG pp. 2 - 3
Lesson 1: Exploring Equal Parts
3N13
TG pp. 4 - 6
(Lessons 1 and 2 may be
combined)
Additional Activity:
Covering Shapes
TG: p. v, 35 and 36
Childrens Literature
(not provided):
Adler, David. Fraction Fun
ISBN 9780823413416
277
FRACTIONS
Strand: Number
Outcomes
3N13.1 Continued
Set up a display of food items that have been shared equally and
unequally, e.g., apple, banana, cookie, cracker, slice of bread, cheese, etc.
Invite students to view the items to determine which ones have been
shared equally and which ones have not. You may wish to provide them
with a recording chart for their responses.
278
FRACTIONS
Resources/Notes
Student-Teacher Dialogue
3N13
TG pp. 4 - 6
Childrens Literature:
Journal
Provide students with the following prompt: Why does it not make
sense to say the bigger half ? When might you hear someone talk
about one half?
(3N13.2)
Performance
Give students a square piece of paper and ask them to show fourths
by folding. Have the students compare their fourths. Are they the
same shape? Are they all really fourths?
(3N13.2)
Paper and Pencil
Ask students to sort various shapes that show equal and unequal
parts shaded by cutting them out and gluing them onto a piece of
paper. Ask students to explain in writing how they sorted the shapes.
(3N13.3)
279
FRACTIONS
Strand: Number
Outcomes
Pattern blocks can be used to model how some blocks are fractions
1
of other blocks. E.g., a blue rhombus is 3 of the yellow hexagon. Ask
students to use their pattern blocks to represent what you have shown
1
them. Reinforce the concept that one blue rhombus shows 3 of the
yellow hexagon because it takes 3 of these pattern blocks to cover one of
1
the yellow hexagons, so one blue rhombus covers 3 . You may also wish
to discuss how the remaining fraction represents the rest of the whole.
2
E.g., the remaining two blue rhombi represent 3 of the yellow hexagon.
1
Invite students to find another example of the blocks that show 3 (the
1
green triangle is 3 of the red trapezoid). Discuss with students how it is
1
possible that both the blue and green blocks can represent 3 (because
the block that is the whole is different for each).
Prior to this activity, you may wish to read Pizza Pizzazz by Carol A.
Losi from the Hello Reader Scholastic Series. Students working in pairs
or individually. Provide them the following pizza
template and directions:
You are making a pizza for yourself and 7 friends.
You have a choice of 4 toppings: pepperoni (P),
mushrooms (M), olives (O), and cheese (C). Your
friends choose the following toppings:
Alice: cheese
Shawn: pepperoni, cheese
Sarah: pepperoni, mushrooms, cheese
Tim: mushrooms, olives
Muhammad: olives, cheese
Rebecca: cheese, pepperoni
Jonathan : cheese, pepperoni, mushrooms
Your choice: ___________________
Use a ruler to divide the pizza into 8 equal parts. Use the letter symbols
to represent the different topping choices of your friends. Ask students
the following questions:
What fraction of the pizza will have cheese?
What fraction of the pizza will not have olives?
Write 3 fraction questions about your pizza. Exchange your pizza and
questions with another student/group.
Note: This activity can be tiered down by reducing the number of
friends to 3 or 4 and the pizza fraction to thirds or fourths.
280
FRACTIONS
Resources/Notes
Performance
3N13
TG pp. 11 14
Childrens Literature
(not provided):
Losi, Carol A. Pizza Pizzazz
ISBN 9780439304733
(3N13.4)
Presentation
Provide pairs of students with the following design on dot paper.
1
Tell them that this shape is 2 of a whole shape. What could the
whole shape look like? How many different possibilities can you
find? Ask students to present their findings to the class. Invite
them to create similar problems to challenge other groups, using
geoboards.
(3N13.4)
Student-Teacher Dialogue
Ask the student to describe how to find
1
3
of a strip of paper.
(3N13.4)
281
FRACTIONS
Strand: Number
Outcomes
282
FRACTIONS
Resources/Notes
1
3
, 5, 5, 8,
4 3
10 , 8
, 5,
TG pp. 15 - 17
1
2
E.g.,
1
1
2
4
5
1
3
, 8 , and
2
5
, 5 , and
1
8
3
5
3N13
and
3
8
and
3
8
TG p. 18
Additional Activity:
(3N13.5)
Three-Colour Designs
TG: p. v and 40
283
FRACTIONS
Strand: Number
Outcomes
Ask students to use grid paper to represent a fraction. Ask them to name
the fraction, and identify and explain the meaning of numerator and
denominator. E.g., in the picture below, the fraction
4
represented is 5 . The 4 is the numerator because it
tells how many parts of the shape are coloured. The
5 is the denominator because it tells how many equal
parts the whole shape is divided into.
Provide students with a chart
of flags, as shown. Ask them to
identify the fraction represented by
the shaded and non-shaded regions
of the flags.
Working in small groups, ask
students to look up international
flags in encyclopedias, atlases,
or online. Ask them to find at
least three flags (or one per group
member) that are divided into
fractional parts (fair shares).
Provide them with index cards to
reproduce the flags and ask them to write some facts about the flags
origin or history. They will also identify the fraction represented by the
flag. Ask them to present their findings to their classmates.
284
When discussing the symbolic form of fractions, explain that the top
number (numerator) tells how many shares or equal parts we have. The
bottom number (denominator) tells how many equal parts the whole
has been divided into. E.g., if the denominator is a 4, it means the
whole is divided into 4 equal parts. To assist with clarity of meaning,
always write fractions with a horizontal bar. E.g., 104 not 4/10.
FRACTIONS
Resources/Notes
Math Makes Sense 3
Performance
Using a ruler, ask students to create their own fraction flag on an
index card. Remind them to be aware of using equal shares when
designing their flag. They will decide what colours to use for the
design of the flag. Ask them to give their flag a name (e.g., Flag of
Fifths) and identify the fraction represented by each colour on the
back of the index card. If you choose, they can tape their flags to a
wooden stick or straw and display them on their desks using small
lumps of clay.
(3N13.6)
Roll a Fraction - Provide students with 2 number cubes and game
boards that displays fraction pies, as seen below.
Demonstrate the rules of play for the game and display/provide the
directions for future reference.
1) Take turns rolling the number cubes and making fractions from
the two numbers. Be sure to place the smaller number as the
numerator. For example, if you roll 3 and 4, the fraction is 43 .
2) Based on that fraction, colour in pie slices on your game board.
3
For 4 , you would colour in three slices of a pie that is cut in
fourths.
3) As you play, colour in all available slices. The first player to colour
in all of the slices on all of their pies wins!
(3N13.7)
285
FRACTIONS
Strand: Number
Outcomes
Discuss with students that if two fractions have the same denominator,
the fraction with the greater numerator represents the larger piece of the
whole. If the denominators of two fractions from the same whole are the
same, then the parts are the same.
Students will be familiar with the symbols for greater than and less than
(< and >) and will now use these symbols when comparing fractions
with the same denominator. Pattern blocks can be used to demonstrate
this concept. E.g., The yellow hexagon can be used to represent a pizza
and the small green triangles to represent the slices. Ask the students:
2
3
If John ate 6 of the pizza and Gina ate 6 of the pizza, who ate the most
pizza? Ask students to model their answers using the pattern blocks
and record the fraction symbols showing which is greater and less than.
Discuss with students how they know.
286
FRACTIONS
Resources/Notes
Student-Teacher Dialogue
(3N13.9)
3N13
TG pp. 19 21
Journal
Provide students with the following situation:
A giant cookie is a dessert choice on a restaurant menu. Would you
4
rather have 5 of the cookie for your dessert, or 52 ?
Using pictures, numbers and words, explain your thinking.
(3N13.9)
287
FRACTIONS
Strand: Number
Outcomes
Use a Model
Jacob folded a square piece of paper in half and then folded it in half
again. What will Jacob see when he unfolds the paper? Is there more
than one possibility?
288
FRACTIONS
Resources/Notes
Presentation
A pretzel company has hired you to design a new logo for their
package. They want the logo to show 8 pretzel sticks arranged
to make the outline of a polygon. What are some possible logo
designs you can create for the pretzel company using all 8 of the
pretzel sticks? Remind them that a polygon has at least three
straight sides. See possible examples below. (Actual pretzel sticks
or toothpicks can be used for this task). As an extension, you
may wish to have the students
select their favourite design
and create an actual package
cover or front, giving the
product a name, slogan, and
colour. Students can present
their designs to the class.
TG pp. 22 - 23
Performance
Tell students: There are 9 hamburgers on a grill.
One hamburger has cheese on it. Put cheese on 5
more hamburgers on the grill, but be sure to leave
1 hamburger without cheese in each row and in
each column. Which hamburgers can you put
cheese on? Use two-sided counters, with yellow
representing the burger with cheese, and red
representing the burger without.
How many different ways can you arrange 5 squares in a single shape
so that at least 1 full side of a square touches another full side? Ask
students how many different ways they may use small cubes (from
the base-ten materials), multi-link cubes, or square tiles to assist in
solving this problem. Answer:
289
FRACTIONS
290
Measurement
Suggested Time: 4 Weeks
291
MEASUREMENT
Unit Overview
Focus and Context
Students are given the opportunity to work with units of time (seconds,
minutes, hours, days, weeks, months, years) in a problem solving
context. Students will move from previous work relating the number
of days to a week and months to a year, to also include seconds to a
minute, minutes to an hour, and days to a month. In Grade 3, students
explore the passage of time using both standard and non-standard units
in relation to everyday activities. They also learn about measuring and
recording length, width, height, and perimeter of 2-D shapes and 3-D
objects using personal referents and the standard units of centimetre
and metre. Students are introduced to measuring and recording mass in
the standard units of gram and kilogram using balance scales. Through
investigations, students discover the relationship between centimetre
and metre, and gram and kilogram. Students will estimate, measure,
compare, and order objects using both non-standard and standard
units. It is important that students are familiar with and understand the
actual attribute they are using to compare a measure.
Estimation in measurement is a skill that is worked on throughout this
unit. In Grade 2, students engaged in estimation activities that focused
on the use, and understanding of, non-standard units. In Grade 3,
students will develop an understanding of personal referents and their
value for estimation in everyday life. Using their personal referents,
students will estimate measures before finding the actual measurements
using standard units. Engage students in activities that promote precise
measurement and comparison of objects to develop predicting and
problem solving skills as they estimate and measure.
Math Connects
292
MEASUREMENT
Process Standards
Key
Curriculum
Outcomes
[C]
[CN]
[ME]
STRAND
Communication
[PS] Problem Solving
Connections
[R] Reasoning
Mental Mathematics [T] Technology
and Estimation
[V] Visualization
OUTCOME
3SS1 Relate the passage of time
to common activities, using
nonstandard and standard units
(minutes, hours, days, weeks,
months, years).
3SS2 Relate the number of seconds
to a minute, the number of minutes
to an hour and the number of days
to a month in a problem-solving
context.
3SS3 Demonstrate an understanding
of measuring length (cm, m) by:
selecting and justifying referents
for the units cm and m
modelling and describing the
relationship between the units cm
and m
estimating length, using referents
measuring and recording length,
width and height.
3SS4 Demonstrate an understanding
of measuring mass (g, kg) by:
selecting and justifying referents
for the units g and kg
modelling and describing the
relationship between the units g and
kg
estimating mass, using referents
measuring and recording mass.
3SS5 Demonstrate an understanding
of perimeter of regular and irregular
shapes by:
estimating perimeter, using
referents for cm or m
measuring and recording
perimeter (cm, m)
constructing different shapes
for a given perimeter (cm, m) to
demonstrate that many shapes are
possible for a perimeter.
PROCESS
STANDARDS
[CN, ME, R]
293
MEASUREMENT
Achievement Indicators:
It is useful to note the duration of long and short events throughout the
day to develop a sense of the various standard units of time. Do this by
engaging students in daily conversations whereby they need to select an
appropriate unit of measurement for activities such as brushing teeth,
riding to school, reading a story, extracurricular activities, sleeping,
summer vacation, building a highway. Some questions that could be
asked of students are:
Would it take hours or minutes to tie your shoes?
Can a house be built in days, weeks, or months?
Do we measure the growth of trees by days or years?
294
measurement
Resources/Notes
Journal
(3SS1.2)
Performance
Estimating Time - Working with a partner, ask students to select an
activity from the estimating time sheet and estimate how long it will
take in seconds or minutes
to complete the activity. Ask
them to write their estimate
on a recording sheet. Next,
they will have their partner
time how long it takes them to
complete the activity and record
the actual time in seconds or
minutes. They continue to take
turns repeating steps one and
two.
(3SS1.2)
Math Makes Sense 3
Lesson 2: Exploring Units of Time
3SS1
TG pp. 7 10
295
MEASUREMENT
The following class activities would enable students to get a sense for the
length of a minute:
How many times can you write your name in a minute?
How high can you count in a minute?
How many hand claps can you do in a minute?
How high can you count in two minutes?
To further develop the sense of minute, ask students to relate the above
activities to 2 minutes, 5 minutes, 10 minutes
A referent is simply an object that can be used to help estimate a
measurement. Brainstorm, with students, activities that students
engage in for about an hour to help them establish their personal
referent for one hour (e.g., math class, lunchtime, television shows, and
extracurricular activities).
296
measurement
Resources/Notes
StudentTeacher Dialogue
Show the student a calendar for the year and ask them to identify
ways in which months are the same and ways in which they differ.
(3SS2.1)
3SS1
TG pp. 7 10
Performance
Ask pairs of students to predict how many weeks there are in a year.
Ask them to use a calendar for the year to check their prediction.
(3SS2.1)
297
MEASUREMENT
3SS2.1 Continued
298
measurement
Resources/Notes
Ask students to work in pairs. Tell them that Stacey was born
February 29, 1992. Ask the students to determine how many
birthdays Stacey has had. When would she celebrate her birthday?
Ask them to write a letter outlining how unfair it is to be born on
February 29th, and what they might suggest be done to change the
situation.
(3SS2.1)
3SS2
TG pp. 11 14
299
MEASUREMENT
300
Give each student a copy of a blank calendar. Model how to fill in the
month, year, days of the week, and dates. Include important events
that are happening in school for that month. Ask students to glue
the calendar on construction paper and decorate it with illustrations
pertaining to that month. Let students take their calendar home for
scheduling personal activities.
measurement
Resources/Notes
Portfolio
StudentTeacher Dialogue
Show the student a calendar for the year. Ask them to point out
todays date and to find out what date it will be in six weeks.
(3SS2.2)
301
MEASUREMENT
The book Measuring Penny by Loreen Leedy can be used to bridge the
gap between the use of non-standard and standard units of measure.
(This book uses Imperial measurements on some pages. Please
modify to reflect the Metric system). Before reading, ask students:
What is measurement? How do we measure things? How would
you measure if you didnt have a ruler? After reading, ask students:
What are some forms of measurement? (Height, length, time, mass,
etc.) What are two parts of any measurement? (A number and a unit of
measure, e.g., 12 cm, 26 g, 4 min., etc.)
Achievement Indicator:
302
measurement
Resources/Notes
Journal
Why is it important to learn about standard forms of measurement
as well as non-standard forms of measurement? Write about a time
when you used each.
(3SS3)
Student - Teacher Dialogue
Using a standard 30 cm ruler, ask the student to measure a common
object that is shorter than the ruler such as a pencil, glue stick, eraser,
etc.
(3SS3.1)
3SS3
TG pp. 15 - 18
Childrens Literature (provided):
Leedy, Loreen. Measuring Penny
(This book uses Imperial
measurements on some pages. Please
modify to reflect the metric system)
303
MEASUREMENT
Using a centimetre ruler, ask the students to measure the length, width
or height of some objects in the classroom (e.g., a lunch box, their
desk, cereal box, etc). Students can record their measurements on a
chart using both the number and the measurement unit, e.g., 3 cm or 3
centimetres.
304
measurement
Resources/Notes
Math Makes Sense 3
Lesson 4 (Contd): Using a Ruler
3SS3
TG pp. 15 - 18
SB p. 148
*Questions 6 and 7 make reference
to students measuring objects
starting at places other than 0. This
is optional as it goes beyond the
Grade 3 curriculum outcome for
measurement.
305
MEASUREMENT
Using a ruler, ask students to draw a line segment of a given length, e.g.,
3 cm. Then without using their ruler, ask them to sketch a line segment
of the same length. Ask them to attempt a line segment of 6 cm, 10 cm,
20 cm, etc. Discuss how the use of their personal referent could help
them with this activity.
306
measurement
Resources/Notes
Ask students to find and record five items in the room that are
between 10 cm and 25 cm long. Next, give other instructions such
as: Find five items in the room that are shorter than your pencil,
etc.
(3SS3.5)
Additional Activity:
Measuring Pennies
TG: p. v and 60
307
MEASUREMENT
308
measurement
Resources/Notes
Ask students to find and record five items in the room that are
between 1 m and 5 m long.
Next, ask them to find five items in the room that are longer than
their desk.
(3SS3.8)
Presentation
Prior to this activity, read the book Long Jump by Bernadette Kelly
(available with the Grade 2 math program). Ask small groups of
students to predict who has the longest stride and to give reasons
for their selection on the recording sheet. Ask them to estimate the
length of each persons stride. Measure the stride of each person in
the group using a meter stick or cm measuring tape. Ask students
to record their estimates and actual measures on a table. Using the
results of the stride activity, ask students to predict who will have
the longest jump and give reasons why on the recording sheet.
Ask students
to estimate the
length of each
persons long
jump. Students
will measure the
actual long jump
distances and
record them on
the table. You may
ask students to
present the results.
(3SS3.8)
3SS3
TG pp. 24 - 27
Childrens Literature:
Long Jump by Bernadette Kelly
(provided with Grade 2
implementation)
309
MEASUREMENT
Draw a Picture
310
Numeration
Resources/Notes
3SS3
TG pp. 28 - 29
311
MEASUREMENT
Using any regular shaped object such as a picture frame, book, or a sheet
of paper, ask students how they might determine the total distance
around the given object.
After discussion of student suggestions, model how you could find
perimeter using a piece of string by fitting it around the object, cutting
it, then determining its length using a ruler or meter stick. Demonstrate
how to record the perimeter using the number and standard unit of
measure, e.g., 36 cm.
Provide students with various regular polygons such as squares,
rectangles and triangles and some string. Invite them to determine and
record the perimeter of the given shape using the string and their rulers.
Once students are comfortable finding distance around using a piece
of string, demonstrate how each side of a given object can be measured
and recorded individually using a cm ruler. Show how adding the
recorded measurements will give you the perimeter of the given shape.
312
measurement
Resources/Notes
Performance
Additional Activity:
Blob Perimeters
TG: p. v and 61
(3SS5.1)
313
MEASUREMENT
Discuss with students that when constructing shapes for perimeter, they
must remember that their shapes should have all square corners and be
completely enclosed.
Demonstrate how this would be done using only horizontal and vertical
lines, they are not to make diagonal lines through the grid squares.
Using cm grid paper, ask students to create a shape of a given perimeter.
314
Provide students with a playing card and ask them how they could find
the cards perimeter using the width of their finger. Invite students to
estimate the cards perimeter, then using a ruler find the actual perimeter
and compare it to their estimate.
measurement
Resources/Notes
(3SS5.2)
Performance
Using cm grid paper, ask students to create three different shapes for
a given perimeter. They must follow three rules:
1) Stay on the lines when you draw.
2) You must be able to cut your shape out and have it all in one
piece.
3) Each shape must have a perimeter of the given length. E.g., 30
cm.
Record the perimeter on each shape.
(3SS5.3)
315
MEASUREMENT
3SS5.1 Continued
3SS5.2 Continued
3SS5.3 Continued
3SS5.4 Continued
3SS5.5 Continued
316
measurement
Resources/Notes
Performance
Shapes in the Sand - Sam and Judy were at the beach and each
decided to make a shape in the sand. They measured the side lengths
of each shape, and printed the lengths in the sand.
3SS5
TG pp. 34 - 36
Additional Activity:
Art - Mosaic Design
TG pp. 35
Student-Teacher Dialogue
Present the student with two grid paper representations, one showing
a long, skinny rectangle, and the other showing a square but both
with a perimeter of 16 cm. Ask the question: Do you think it is
possible for these two shapes to have the same perimeter? Ask them
to explain their response.
317
MEASUREMENT
318
Once students have established a personal referent for 1 kg, they can
now use their referent to estimate whether an object is heavier or lighter
than 1 kg.
measurement
Resources/Notes
Ask students to list five items they believe to be heavier than 2 kg but
lighter than 10 kg.
(3SS4.1, 3SS4.2)
TG pp. 39 - 40
319
MEASUREMENT
320
measurement
Resources/Notes
Journal
3SS4
TG pp. 41 43
Additional Activity:
How Many Grams
Performance
Grocery Flyer Collage - Using grocery store flyers ask students to
cut, paste, and sort items that are sold in grams and kilograms onto
construction paper or bristol board creating a collage of the items
chosen.
(3SS4.4)
TG: p. v and 62
(3SS4.6, 3SS4.7)
321
MEASUREMENT
322
measurement
Resources/Notes
StudentTeacher Dialogue
Display a set of five objects of similar size, and a sixth target object.
Ask students to sort them into groups with masses less than and
greater than the target. (This assessment may also be done with a pan
balance).
(3SS4.9)
Ask students to explain why the mass of an object does not change if
you change its shape.
(3SS4.10)
Ask students to find a small but heavy item. Then ask them to
find a large but lighter item. Ask them to check to see if the
small object is heavier than the large object, using a pan balance.
(3SS4.9)
Journal
Provide students with the following prompt: Given two
objects, why can you not tell which is heavier only by looking
at it? Give an example of objects to support your answer.
(3SS4.9)
Provide students with the following prompt: Do bigger objects
always have greater mass than smaller objects? Explain your thinking.
E.g., a pillow and a book bag that is full.
(3SS4.9)
323
MEASUREMENT
324
appendix a
Appendix A
Outcomes by Strand
(with page references)
325
appendix a
[C]
[CN]
[ME]
Communication
[PS] Problem Solving
Connections
[R] Reasoning
Mental Mathematics [T] Technology
and Estimation
[V] Visualization
Strand: Number
Specific Outcomes
It is expected that students will:
3N1.4 Identify and explain the skip counting pattern for a given
number sequence.
326
appendix a
[C]
[CN]
[ME]
Communication
[PS] Problem Solving
Connections
[R] Reasoning
Mental Mathematics [T] Technology
and Estimation
[V] Visualization
[C, CN, R, V]
(pp.106-109)
327
appendix a
[C]
[CN]
[ME]
Communication
[PS] Problem Solving
Connections
[R] Reasoning
Mental Mathematics [T] Technology
and Estimation
[V] Visualization
Strand: Number
Specific Outcomes
It is expected that students will:
328
appendix a
[C]
[CN]
[ME]
Communication
[PS] Problem Solving
Connections
[R] Reasoning
Mental Mathematics [T] Technology
and Estimation
[V] Visualization
329
appendix a
[C]
[CN]
[ME]
Communication
[PS] Problem Solving
Connections
[R] Reasoning
Mental Mathematics [T] Technology
and Estimation
[V] Visualization
3N11Demonstrate an understanding of
multiplication to 5 5 by:
appendix a
[C]
[CN]
[ME]
Communication
[PS] Problem Solving
Connections
[R] Reasoning
Mental Mathematics [T] Technology
and Estimation
[V] Visualization
Specific Outcomes
It is expected that students will:
Achievement Indicators
The following set of indicators help determine whether students
have met the corresponding specific outcome:
331
appendix a
[C]
[CN]
[ME]
Communication
[PS] Problem Solving
Connections
[R] Reasoning
Mental Mathematics [T] Technology
and Estimation
[V] Visualization
describing
extending
comparing
creating
patterns using manipulatives,
diagrams, sounds and actions
(numbers to 1000).
[C, CN, PS, R, V]
(pp. 34-63)
332
appendix a
[C]
[CN]
[ME]
Communication
[PS] Problem Solving
Connections
[R] Reasoning
Mental Mathematics [T] Technology
and Estimation
[V] Visualization
Strand: Patterns and Relations (Variables General Outcome: Represent algebraic expressions in multiple
and Equations)
ways.
Specific Outcomes
Achievement Indicators
It is expected that students will:
The following set of indicators help determine whether students
have met the corresponding specific outcome:
3PR3 Solve one-step addition and
subtraction equations involving a
symbol to represent an unknown
number.
[C, CN, PS, R, V]
(pp. 164-173)
333
appendix a
[C]
[CN]
[ME]
Communication
[PS] Problem Solving
Connections
[R] Reasoning
Mental Mathematics [T] Technology
and Estimation
[V] Visualization
(pp.294-296)
3SS2 Relate the number of seconds to a
minute, the number of minutes to
an hour and the number of days to a
month in a problem-solving context.
3SS2.1 Determine the number of days in any given month, using a calendar.
3SS2.2 Solve a given problem involving the number of seconds in a minute,
minutes in an hour or days in a given month.
3SS2.3 Create a calendar that includes days of the week, dates and personal
events.
3SS3.1 Determine and record the length and width of a given 2-D shape.
3SS3.2 Determine and record the length, width or height of a given 3-D
object.
3SS3.3 Draw a line segment of a given length, using a ruler.
3SS3.4 Provide a personal referent for one centimetre, and explain the
choice.
3SS3.5 Estimate the length of an object, using personal referents.
3SS3.6 Sketch a line segment of a given length without using a ruler.
3SS3.7 Provide a personal referent for one metre, and explain the choice.
3SS3.8 Match a given standard unit to a given referent.
3SS3.9 Show that 100 cm is equivalent to 1 m by using concrete materials.
334
appendix a
[C]
[CN]
[ME]
Strand: Shape and Space
(Measurement)
Specific Outcomes
It is expected that students will:
Communication
[PS] Problem Solving
Connections
[R] Reasoning
Mental Mathematics [T] Technology
and Estimation
[V] Visualization
3SS4.1 Provide a personal referent for one kilogram, and explain the choice.
3SS4.2 Estimate the mass of a given object, using personal referents.
selecting and justifying referents for 3SS4.3 Provide a personal referent for one gram, and explain the choice.
3SS4.4 Match a given standard unit to a given referent.
the units g and kg
3SS4.5 Explain the relationship between 1000 g and 1 kg, using a model.
modelling and describing the
3SS4.6 Determine and record the mass of a given 3-D object.
relationship between the units g and kg 3SS4.7 Measure, using a scale, and record, using the units g and kg, the mass
of given everyday objects.
estimating mass, using referents
3SS4.8 Provide examples of 3-D objects that have a mass of approximately 1
measuring and recording mass.
g, 100 g and 1 kg.
3SS4.9 Determine the mass of two given similar objects with different
[C, CN, ME, PS, R, V]
masses, and explain the results.
(pp.318-323)
3SS4.10 Determine the mass of an object, change its shape, re-measure its
mass, and explain the results.
3SS5.1 Measure and record the perimeter of a given regular shape, and
explain the strategy used.
3SS5.2 Measure and record the perimeter of a given irregular shape, and
explain the strategy used.
estimating perimeter, using referents 3SS5.3 Construct a shape for a given perimeter (cm, m).
for cm or m
3SS5.4 Construct or draw more than one shape for a given perimeter.
measuring and recording perimeter 3SS5.5 Estimate the perimeter of a given shape (cm, m), using personal
referents.
(cm, m)
335
appendix a
[C]
[CN]
[ME]
Communication
[PS] Problem Solving
Connections
[R] Reasoning
Mental Mathematics [T] Technology
and Estimation
[V] Visualization
3SS6.1 Identify the faces, edges and vertices of given 3-D objects,
including cubes, spheres, cones, cylinders, pyramids and
prisms.
3SS6.2 Identify the shape of the faces of a given 3-D object.
3SS6.3 Determine the number of faces, edges and vertices of a given
3-D object.
3SS6.4 Sort a given set of 3-D objects according to the number of
faces, edges or vertices.
3SS6.5 Construct a skeleton of a given 3-D object, and describe how
the skeleton relates to the 3-D object.
3SS7.1 Identify given regular and irregular polygons that have
different dimensions.
3SS7.2 Identify given regular and irregular polygons that have
different orientations.
3SS7.3 Classify a given set of regular and irregular polygons according
to the number of sides.
triangles
quadrilaterals
pentagons
hexagons
octagons
[C, CN, R, V]
(pp.206-221)
336
appendix a
[C]
[CN]
[ME]
Communication
[PS] Problem Solving
Connections
[R] Reasoning
Mental Mathematics [T] Technology
and Estimation
[V] Visualization
tally marks
line plots
charts
lists
to answer questions.
[C, CN, PS, V]
(pp.128-137)
3SP2 Construct, label and interpret bar
graphs to solve problems.
[C, PS, R, V]
(pp.138-147)
337
references
338
references
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339
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