David Lynch

3rd Grade Math Curriculum Mapping Project Introduction

Math skills are important, but not simply content knowledge. Concepts need to be understood by students in order for them to succeed in math beyond the classroom. Moving them from the concrete to the abstract in thought can be difficult, but not impossible. Engaging students by showing them math in their own lives does not have to be scary. My third grade math curriculum accomplishes all of these goals with very little heartbreak or strain. An understanding of concepts versus content is like gauging your knowledge of electricity by asking you to switch on a light switch. If you can turn the lights on in a room, then you must know how the power gets through the house to the bulb. No? Well, what if I explain to you how the power moves through wires in the walls until it gets to the bulb? Could you draw a wiring diagram for your house based on that knowledge? Then just because you can pick the correct slice of pie in a question about fractions doesnt mean you understand what to do with eight screws when you have to hang four pictures. All students need more engaging and relevant math, Wagner (2008). Relevancy goes beyond the test. Tony Wagner (2008) asks, How many studentsdo not understand math as a way of thinking about how to solve problems? Students are being taught the content, but not how math applies to the world around them, or when they will use it. Relevance is an old question asked by students, so much so it has become a clich: Why do we need to know this? Well never need it! I believe what we, as teachers need to do is answer that question with our teaching. Show

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3rd Grade Math Curriculum Mapping Project

the students the math as it exists around them, and show them how and when it is used in real situations. If students see the use of math in their lives, it acquires relevancy, and if they understand the concept, they will be able to pass the test and use what they know when problems surface In the world outside of school. My curriculum becomes a pathway leading the students through the standards in ways which help them see connections to their own lives, the usefulness of the problem solving skills, and a transition from concrete thought to abstract.

Rationale

My curriculum map covers third grade math according to the Washington State standards provided by OSPI in 2008. The map assumes the students are versed in some addition and subtraction covered in second grade, but addition and subtraction are covered in a summarized form at the beginning of the unit. Students are shown concrete examples of the math concepts so they may see and hold them, engaging more than one sense. At the same time, students are given examples from the world around them in order to emphasize the real world applications and connections. One of the lessons involves the students building a grid out of math blocks; if it is described as a city block of houses or an apartment building, the students can grasp the image more readily and it will stimulate engagement and relevancy.

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3rd Grade Math Curriculum Mapping Project Assessments

Assessments are used formatively throughout this unit to allow the learning to flow along at a natural rate. Lessons should move from one to the next and seem interconnected because the students should come to an understanding of this parallel to math itself. All math concepts are interrelated, and the students should be given the opportunity to see this as they progress. Answering the essential questions and showing each concept in more than one way are methods the teacher may use to mark student progress. Remember, the emphasis here is on the students understanding the concepts and being able to apply them in more than one way. Assessments should bear this out.

Lessons

Many of the lessons included here were inspired by lessons in Using Manipulatives to Develop Thoughtful Behavior in the Mathematics Classroom, edited by John Firkins. Assembled by the Washington State Mathematics Council, this guide contains many more ways to help use primary students concrete thought processes in the understanding of abstract math concepts.

David Lynch

3rd Grade Math Curriculum Mapping Project

David Lynch

3rd Grade Math Curriculum Mapping Project

The first sample lesson builds on the students use of addition and subtraction to give them practice skip counting and counting by multiples. This will provide a transition from addition to multiplication as the students construct arrays out of equivalent sets of blocks: 2 blocks, 5 blocks, and 10 blocks. Concept / Essential Question:
What is skip counting? How can I show skip counting?

Standards Addressed:
3.1.C Fluently and accurately add and subtract whole numbers using the standard regrouping algorithms. 3.1.E Solve single- and multi-step word problems involving addition and subtraction of whole numbers and verify the solutions

General Goal(s):
Use skip counting to solve various problems. Use arrays to represent skip counting.

Specific Objectives:
Students will create arrays beginning with two blocks and adding 2 more at a time to build an array.

Required Materials:
Connecting Blocks or flat shapes could both be used here. The idea is to have the students see and touch the multiple numbers of items as they add them.

Anticipatory Set (Lead-In):

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3rd Grade Math Curriculum Mapping Project

Teacher David has a line of students and their partners. In order to count them quickly he counts each set of partners as one. Put ten pairs of students (blocks) together, how many students are in ten pairs?

Step-By-Step Procedures:
Whichever set of manipulatives are being used allow time for the students to become comfortable with them before beginning the lesson. Time for exploration will aid in the learning process and improve engagement and discipline.

Assessment:
Once the students have built the required pairs construction, ask them to build, and count, with sets of five, and ten, also give different story problems to increase concept versus content comprehension.

Extensions:
This concept can be taken to another level by asking the students to make a square with the smallest number of square shapes or blocks (one). Next, ask them to find the next number of blocks to make a bigger square (four). Continuing in this way, a connection can be made to multiplication (each of the square arrays is a line of multiples), and the concept of the square number.

David Lynch

3rd Grade Math Curriculum Mapping Project

The second lesson extends from the multiples in arrays to the same patterns as multiplication. It may take nothing at all to move from skip counting to multiplication, or it may take some inbetween lessons. The important thing to remember is that varying the materials or varying the types of problems the students must answer will emphasize the concept. Dont lock the students thinking into a particular material or a standard question; it is important for them to see the universal nature of math in the world and the numerous connections between math concepts. Concept / Essential Question:
How can I show multiplication in an array? How can I use multiplication to solve a problem?

Standards Addressed:
3.2.A Represent multiplication as repeated addition, arrays, counting by multiples, and equal jumps on the number line, and connect each representation to the related equation. 3.2.H Solve single- and multi-step word problems involving multiplication and division and verify the solutions.

General Goal(s):
Understand how skip counting and arrays correspond to the concept of multiplication.

Specific Objectives:
Students will create arrays and use them to express multiplication.

Required Materials:

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3rd Grade Math Curriculum Mapping Project

Counting blocks and shapes could be used in this lesson as well, but to reinforce the concept over content theme, another manipulative would be recommended. Something such as: a paper folded into multiple squares, or any small items which could be laid out in a grid pattern.

Anticipatory Set (Lead-In):

An apartment building is laid out in a grid five apartments high and five wide; how many families could live here? Or, a garden is set up in five rows and five columns, how many different seeds could be planted?

Step-By-Step Procedures:
Encourage the students to explore the design and patterns and to discover how much Area the grid covers (multiplication). Also, ask them to walk the perimeter of the garden to determine how big around it is.

Assessment:
Ask the students how this lesson compares to the arrays they built earlier. Ask them to build different combinations of grids and write out the multiplication model (5 X 5 = 25).

Extensions:
Deconstruction of the grids in rows or multiples can introduce the concept of division. Further deconstruction into individual pieces can enhance the general concept of division as sharing.

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3rd Grade Math Curriculum Mapping Project Month_________ Grade 3

Unit_____Multiplication and Fractions___________

Essential Questions
How can knowing the addition and subtraction facts help me? What is skip counting? How can I show skip counting? When would I skip count to solve a problem?

Content/Standards
3.1. Core Content: Addition, subtraction, and place value
3.1.C Fluently and accurately add and subtract whole numbers using the standard regrouping algorithms. 3.1.E Solve single- and multistep word problems involving addition and subtraction of whole numbers and verify the solutions.

Skills Activities
Students Will: create arrays beginning with two blocks and adding 2 more at a time to build an array. They will then do the same with 5 blocks and 10 blocks.

Assessments

SWBAT: Use skip counting to solve various problems. Use arrays to represent skip counting.

How can knowing 3.2. Core Content: Multiplication help Concepts of multiplication and me?
division

Students Will: Create arrays and use them to express multiplication. SWBAT: Understand how skip counting and arrays correspond to the concept of multiplication.

How can I show multiplication in an array? How can I use multiplication to solve a problem?

3.2.A Represent multiplication as repeated addition, arrays, counting by multiples, and equal jumps on the number line, and connect each representation to the related equation. 3.2.H Solve single- and multi-step word problems involving multiplication and division and verify the solutions.

3.6. Core Processes: Reasoning, problem solving, and communication

3.6.A-H (Processes are used to carry out and reflect on

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3rd Grade Math Curriculum Mapping Project

the activities.)

How can knowing 3.2. Core Content: Multiplication help Concepts of multiplication and me?
division

When would I use multiplication to solve a problem?

3.2.C Determine products, quotients, and missing factors using the inverse relationship between multiplication and division. 3.2.D Apply and explain strategies to compute multiplication facts to 10 X 10 and the related division facts. 3.2.E Quickly recall those multiplication facts for which one factor is 1, 2, 5, or 10 and the related division facts. 3.2.F Solve and create word problems that match multiplication or division equations.

Students Will: Practice multiplication with numbers and word problems. SWBAT: Discover the reverse relationship multiplication has with division.

How can knowing Division help me? How can I show Division in an array? How can I use Division to solve a problem?

3.2. Core Content: Concepts of multiplication and division

3.2.B Represent division as equal sharing, repeated subtraction, equal jumps on the number line, and formation of equal groups of objects, and connect each representation to the related equation. 3.2.H Solve single- and multi-step word problems involving multiplication and division and verify the solutions.

Students Will: Deconstruct their arrays and use them to express division. SWBAT: Understand the concept of sharing and how it relates to division.

3.6. Core Processes: Reasoning, problem solving, and communication

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3rd Grade Math Curriculum Mapping Project

3.6.A-H (Processes are used to carry out and reflect on the activities.)

How can knowing Division help me? When would I use Division to solve a problem?

3.2. Core Content: Concepts of multiplication and division

3.2.C Determine products, quotients, and missing factors using the inverse relationship between multiplication and division. 3.2.D Apply and explain strategies to compute multiplication facts to 10 X 10 and the related division facts. 3.2.E Quickly recall those multiplication facts for which one factor is 1, 2, 5, or 10 and the related division facts. 3.2.F Solve and create word problems that match multiplication or division equations.

Students Will: Practice division with numbers and word problems. SWBAT: Begin to understand fractional concepts.

How can I use fractions in real life? How can I show an understanding of fractions (from 1/12ths to 1/2)? How can I explain the meaning of a fraction and its numerator and denominator? How can I use my understanding to represent and compare fractions?

3.3. Core Content: Fraction concepts

3.3.A Represent fractions that have denominators of 2, 3, 4, 5, 6, 8, 9, 10, and 12 as parts of a whole, parts of a set, and points on the number line. 3.3.B Compare and order fractions that have denominators of 2, 3, 4, 5, 6, 8, 9, 10, and 12. 3.3.C Represent and identify equivalent fractions with denominators of 2, 3, 4, 5, 6, 8, 9, 10, and 12. 3.3.D Solve single- and multi-step word problems involving comparison of fractions and verify the solutions.

Students Will: Use paper folded into fractional columns and rows to see the concept of division. SWBAT: Understand and explain the concept of fractions and their comparisons.

3.5. Additional Key Content

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3rd Grade Math Curriculum Mapping Project

3.5.A Determine whether two expressions are equal and use = to denote equality

3.6. Core Processes: Reasoning, problem solving, and communication

3.6.A-H (Processes are used to carry out and reflect on the activities.)

References Wagner, T. (2008). The Global Achievement Gap: Why Even Our Best Schools Dont Teach the New Survival Skills Our Children Need and What We Can Do About It. New York: Perseus. 2010. Washington State Mathematics Council. (1990). Using Manipulatives to Develop Thoughtful Behavior in the Mathematics Classroom. Spokane: WSMC. 1990.