Third Grade January 2016 Grant Purpose and Background Partnerships Purpose of this Training Target: Increase content knowledge of identified Tennessee Education Standards for Math as measured through a STEM challenge or a Math & Science integrated activity. Introductions and Training Purpose Agenda New Math Standards-Vertical Alignment Math Tasks Scaffolding Activities with Manipulatives Lunch 11:00-12:15 Number Talks Math/Science/Technology Integrated Activity leading into a STEM Challenge Closing Teams Bathrooms/Breaks/Cell Phones Materials Training Teams & Logistics Norms Be an active participant Be mindful of air time Be mindful of sidebar conversations Use technology at appropriate times Please take the time to visit the site later. Contact us if you have any questions or need help. Share resources you have as well.them toMSP Wikispace Your Source for All Resources Standards Math 3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step how many more and how many less problems using information presented in scaled bar graphs. 3.MD.B.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters. 3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. GLE Recognize that that there are a variety of atmospheric conditions that can be measured. GLE Use tools such as the barometer, thermometer, anemometer, and rain gauge to measure atmospheric conditions. GLE Identify cloud types associated with particular atmospheric conditions. GLE Predict the weather based on cloud observations. Science Vertical Alignment and Deconstruction of Standard(s) Using the Vertical Progression Guide, discuss at table: What does this standard(s) mean? What will the students need to be able to do? What are the implications across the grade levels? What are the most common student misconceptions? Assessment How might these standards be assessed ? MICA Samples. More MICA Think Time Why is it important to deconstruct standards and experience MICA or MIST Assessment items? Math Task Discuss possible solution paths Write Assessing and Advancing Questions Student that cant get started Student that finishes early Identify Misconceptions First Math Task to Review Major Content Standards 3.OA.8 & 3.OA.9 Second Math Task to Review Major Content Standards 3.OA.5, 3.OA.6, 3.OA.8 & 3.MD.7 Quick Way to Review Multiplication Daily/Weekly Commutative property Word Problemtape diagrams Distributive Property 3 X 6 Area Drawing Different factors that make the same product Repeated addition Arrays BUILDING FLUENCY 1. Explore the resource 1.Table Talk to discuss best uses of this resource 3.MD.B.4 Clear Targets I can accurately measure lengths to the nearest half inch and quarter inch using a ruler. I can measure objects to a given measurement unit and record the data set. I can create a line plot. I can graph measurement data on a line plot. I can interpret the data on a line plot to answer questions or solve problem. How Big is a Foot? Summary of How Big is A Foot? A King wanted to give the Queen a special bed. The King asked a carpenter to make the special bed. The King used his feet to walk the length of what he thought the bed should be. He told the carpenter to make the bed 3 feet wide and 6 feet long. The carpenter made the bed, but it was too small. How did this happen? The carpenter used his own feet to walk about 6 feet. His feet were not the same size as the carpenters. https://www.youtube.com/watch?v=bWhWL1MET7A I do: The teacher will: 1.Use paper or yarn to measure her/his shoe size. 2.Use inches to measure the length. 3.Cut the measurement of foot so it is in a strip or line. 4.Compare this measurement to an actual foot. We do: The teacher and students will practice measuring different items. The teacher will make sure students practice measuring to a and . You do: Students will : Work in pairs to measure each others shoe size. Use paper strips or yarn as their measuring devices. Use a ruler to measure the length of paper or yarn. Write their name on masking tape and place on paper or string. Place string/paper strips on wall creating a bar graph. Use measurements to make a line graph. Compare data: Is everyones shoe size the same? Make a Line Graph Foot Size Students Remember Mica Line Plot Question Table Talk How does using a picture book or story as a hook engage students? What is the value of using literature or other texts to teach math ? Collect a variety of containers Decompose 1 Kg into 100 g Be sure your bag is sealed, then lay it flat on your desk. Move the rice to smooth it out until it fills the bag. Using your dry-erase marker, estimate to draw a ten-frame that covers the whole bag of rice. (Ten-frame shown drawn on the bag at right. -Adapted from Engage NY) Decompose 1Kg into 100 g Each part of the ten-frame is about 100 grams of rice. To record 100 grams, we can abbreviate using the letter g. (Write 100 g on the board.) Write 100 g in each part of the ten-frame. How many hundreds are in 1 kilogram of rice? Decompose 100 g into 10 g How many tens are in one hundred? Make a ten frame in one of the 100g to show ten 10 g (Adapted from EngageNY) Measuring Mass Lets Measure ! 1. Place an empty cup on one side of balance. 2. Put 10 grams on the opposite side of balance. 3. Scoop rice out of Kilogram bag until you have 10 grams. 4. How will you know when you have 10 grams? 5. Repeat steps to measure 20 grams and 40 grams. Think About It How does using manipulatives help students learn measurement? How does using manipulatives help students understand the measurement? Standards Math.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step how many more and how many less problems using information presented in scaled bar graphs. 3.MD.B.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters. 3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. GLE Recognize that that there are a variety of atmospheric conditions that can be measured. GLE Use tools such as the barometer, thermometer, anemometer, and rain gauge to measure atmospheric conditions. GLE Identify cloud types associated with particular atmospheric conditions. GLE Predict the weather based on cloud observations. Science Challenge Idea Customs House Museum and Cultural Center plans to add a weather exhibit. Help the curator develop a mural for the back wall showing cloud types. Add interactive components to the mural where children can select and use appropriate tools for measuring weather conditions associated with cloud types. Scaffolding Lesson for Math and Science Clear Target: I can use measurement to make a model of a cloud. Create a Vertical Number Line to Measure Liters How to Make A Cloud : Pour about 150 ml of hot water into the jar. Swirl the hot water in the jar so that it heats up the sides of the jar. Turn the lid of the jar upside down and use it as a small container to put a few cubes of ice into. Could also use a ziplock bag of ice instead of lid. This may work better. Rest it on top of the jar for a few seconds. Take it off and quickly squirt in some hairspray (or whatever aerosol youre using). Place the bag of ice or lid back on top of the jar. Watch the cloud form inside the jar. When it is fully formed, take the lid off and watch the cloud escape. How Does a Cloud Form? When warm air rises, it expands and cools. Cool air can't hold as much water vapor as warm air, so some of the vapor condenses onto tiny pieces of dust that are floating in the air and forms a tiny droplet around each dust particle. When billions of these droplets come together they become a visible cloud. Clouds - Weather Wiz Kids weather information for kids Things to Discuss! What does each of the materials in the experiment represent ? Think About It! What might happen if you use less hot water? What might happen if you use more hot water? What might happen if you use cold water? Technology/Math/Science 1.Each teacher will receive a rain gauge and a Vernier Barometer to collect data at school. (Teachers already have Temperature Probe.)These materials can be used in class to collect data. 2.Teachers will also be shown how to collect data from Internet website. 3. Teachers will be shown how to represent the data in a graph. Think About It How can you use this integrated lesson in your classroom? What is the purpose of applying math to science content? Lets Get Kids Talking! Math Talks https://mathsolutions.wistia.com/medias/99txu2hv3q Number Talks Purposes: To develop computational fluency (accuracy, efficiency, flexibility) in order to focus students attention so they will move from: figuring out the answers any way they can to... becoming more efficient at figuring out answers to... just knowing or using efficient strategies Description: The teacher gives the class an equation to solve mentally. Students may use pencil and paper to keep track of the steps as they do the mental calculations. Students strategies are shared and discussed to help all students think more flexibly as they work with numbers and operations Ask students to think first and estimate their answer before attempting to solve the problem. Post estimates on the board. This will allow you to see how the students are developing their number sense and operational sense. Ask students to mentally find the solution using a strategy that makes sense to them. Encourage students to think first and then check with models, if needed. Have tools available to help students visualize the problem if they need them (e.g. interlocking cubes, base ten blocks). Ask students to explain to a partner how they solved the problem. Have different students share the variety of ways one could solve this. Ways to Solve Move from addition to multiplication Table Talk How have you used Number Talks in your classroom? How do Number Talks help students learn math? Reflection How do I plan to share with others my learning of today? What support do I need to use the instructional resources shared today? Closure Target: Increase content knowledge of identified Tennessee Education Standards for Math as measured through a STEM challenge. Remember to check out the Wiki Remember to share information with rest of team (Math and Science) Take with you: vertical progression books and materials provided for instruction