Transcript CCSS EOG REVIEW UNITx

EOG REVIEW UNIT
3rd Grade
Common Core State Standards
Day 1
3.OA.1-2
1. Interpret products of whole numbers, e.g., interpret 5 × 7 as the
total number of objects in 5 groups of 7 objects each. For example,
describe a context in which a total number of objects can be
expressed as 5 × 7.
2. Interpret whole-number quotients of whole numbers, e.g.,
interpret 56 ÷ 8 as the number of objects in each share when 56
objects are partitioned equally into 8 shares, or as a number of
shares when 56 objects are partitioned into equal shares of 8 objects
each. For example, describe a context in which a number of shares
or a number of groups can be expressed as 56 ÷ 8.
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.1
4. Determine the unknown whole number in a multiplication or
division equation relating three whole numbers. For example,
determine the unknown number that makes the equation true in
each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
Ten Minute Math
Jason earns $8 each week for
walking the neighbor's dog in
the afternoons. After 6 weeks
how much as Jason earned?
Write the equation and find
the answer.
Activity 1
Working with Array Cards
Materials: copy of array picture cards
1. Write a multiplication word problem to go with the
first array card.
2. Write the number sentence or expression that
matches your problem.
3. Write a division word problem to go with the first
array card.
4. Write the number sentence or expression that
matches your problem.
5. Repeat the process using the second array card.
6. Are the two array cards similar? Explain.
Activity 2
What’s in the Bag?
I have 24 objects in my bag. They are arranged into equal groups. How
could they be arranged? What multiplication expression would you
use to describe the quantity in my bag?
Tanya says, “Twenty-four is
four groups of 6” and draws
this:
Martin says, “Twenty-four is eight
groups of 3” and draws this:
What multiplication expression would Tanya write to describe the
quantity in the bag?
Divide your paper into 4 sections and draw an array to represent
what could be in each bag. Make sure you write a multiplication
expression to describe the quantity in each bag.
Activity 2
18 Objects
15 Objects
32 Objects
48 Objects
Day 2
3.OA.1-4
1. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in
5 groups of 7 objects each. For example, describe a context in which a total number of
objects can be expressed as 5 × 7.
2. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number
of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number
of shares when 56 objects are partitioned into equal shares of 8 objects each. For example,
describe a context in which a number of shares or a number of groups can be expressed as
56 ÷ 8.
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.1
4. Determine the unknown whole number in a multiplication or division equation relating
three whole numbers. For example, determine the unknown number that makes the
equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
Ten Minute Math
Gifts from Grandma
1. Juanita spent $9 on each of her 6
grandchildren at the fair. How much money
did she spend?
2. Nita bought some games for her
grandchildren for $8 each. If she spent a
total of $48, how many games did Nita buy?
3. Helen spend an equal amount of money on
each of her 7 grandchildren at the fair. If she
spent a total of $42, how much did each
grandchild get?
Activity 1
Multiplication and Division Story
Cards
Fold your sheet of paper in half, “hamburger
style.” On the left side of the paper, cut
three flaps. On the right side of the paper,
draw things that come in groups.
Activity 2
Make it True Puzzle 1
___
__1
___
___
6
2 ___
X
=
X
X
X
=
2
___
7
___
___
4
=
X
=
=
=
X
0
3
56
9
___ 0
___
Activity 2
Make it True Puzzle 2
__
3
9
6
0
8
9
÷
=
32
÷ ___
÷ ___
=
9
= ____
=
÷
=
=
÷
÷
5
___
9
2
0
9
Day 3
3.OA.5-6
5. Apply properties of operations as strategies to
multiply and divide.2Examples: If 6 × 4 = 24 is known,
then 4 × 6 = 24 is also known. (Commutative property
of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15,
then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30.
(Associative property of multiplication.) Knowing
that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8
× (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56.
(Distributive property.)
6. Understand division as an unknown-factor problem.
For example, find 32 ÷ 8 by finding the number that
makes 32 when multiplied by 8.
Ten Minute Math
Mr. Little asked the class to
explain why the product of 4 X
3 X 5 is the same as the
product of 4 X 5 X 3. Use
models, pictures or words to
explain why this is true.
Activity 1
The Distributive Property
Activity 2
Upside Down Arrays
Materials- Array Card Sets
1.
Place the array cards upside down. One student picks up an array
card and covers one of the dimensions.
For example, if a you pick up an 8 x 5 array card and covers the
8, you would say to your partner, “40 ÷8 = ___”
2.
Your partner would then solve using a related multiplication fact.
Your partner should complete the table as he/she solves.
For example, “I know 8 x 5 = 40, so the missing dimension is 5.”
3.
Players continue taking turns until all spaces are filled.
Activity 2
Upside Down Arrays
Array Total
Side
Showing
Division
Sentence
Multiplication
unknown
Missing
Number
40
8
40 ÷ 8 = ?
8 x ? = 40
5
Day 4
3.OA.7
7. Fluently multiply and divide within
100, using strategies such as the
relationship between multiplication and
division (e.g., knowing that 8 × 5 = 40,
one knows 40 ÷ 5 = 8) or properties of
operations. By the end of Grade 3, know
from memory all products of two onedigit numbers.
Ten Minute Math
1. Which multiplication fact can you use to
solve 5 = 20 ÷ ____
Explain how you know.
2. Jenna has 48 pictures to use in her photo
album. The album has 8 pages in it and she
wants to put the same number of pictures on
each page. Write two multiplication facts
Jenna can use to find how many pictures to
put on each page
Activity 1
Counting Around the Class
Activity 2
Coloring Arrays
• Roll 4 dice.
• Multiply 2 of the numbers together.
• Color in the array on the board.
Day 5
3.OA.8-9
Solve problems involving the four operations, and
identify and explain patterns in arithmetic.
8. Solve two-step word problems using the four operations.
Represent these problems using equations with a letter
standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and
estimation strategies including rounding.3
9. Identify arithmetic patterns (including patterns in the
addition table or multiplication table), and explain them
using properties of operations. For example, observe that 4
times a number is always even, and explain why 4 times a
number can be decomposed into two equal addends.
Ten Minute Math
1. Masha had 120 stamps. First she gave her sister
half of the stamps and then she used three to mail
letters. How many stamps does Masha have left?
2. Mrs. Giesler’s third grade class wants to go on a
field trip to the science museum. The cost of the
trip is $245. The class can earn money by running
the school store for 6 weeks. The students can earn
$15 each week if they run the store.
a) How much more money does the third grade class
still need to earn to pay for their trip?
b) Write an equation to represent this situation.
Activity 1
Table Patterns
1. Color all the multiples of the number nine. What do
you notice about the digits in the multiples of 9?
2. Color all the square numbers. Do you notice any
patterns in the numbers on either side of the products
of the square numbers?
×
1
2
3
4
5
6
7
8
9
1
1
2
3
4
5
6
7
8
9
2
2
4
6
8
10
12
14
16
18
3
3
6
9
12
15
18
21
24
27
4
4
8
12
16
20
24
28
32
36
5
5
10
15
20
25
30
35
40
45
6
6
12
18
24
30
36
42
48
54
7
7
14
21
28
35
42
49
56
63
8
8
16
24
32
40
48
56
64
72
9
9
18
27
36
45
54
63
72
81
10
10
20
30
40
50
60
70
80
90 100
10
10
20
30
40
50
60
70
80
90
Day 6
3.NBT1-3
1. Use place value understanding to round whole numbers to
the nearest 10 or 100.
2. Fluently add and subtract within 1000 using strategies and
algorithms based on place value, properties of operations,
and/or the relationship between addition and subtraction.
3. Multiply one-digit whole numbers by multiples of 10 in the
range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on
place value and properties of operations.
Ten Minute Math
Look at the number
273
Between which two tens does it fall?
Between which two hundreds does it
fall?
Explain how you know using models,
pictures or words.
Activity 1
When rounding to the nearest ten:
a. What is the smallest whole number that will round to 50?
b. What is the largest whole number that will round to 50?
c. How many different whole numbers will round to 50?
When rounding to the nearest hundred:
a. What is the smallest whole number that will round to 500?
b. What is the largest whole number that will round to 500?
c. How many different whole numbers will round to 500?
Challenge: Write 3 original rounding problems to be shared.
Day 7
3.G.1
1. Understand that shapes in different categories
(e.g., rhombuses, rectangles, and others) may
share attributes (e.g., having four sides), and that
the shared attributes can define a larger category
(e.g., quadrilaterals). Recognize rhombuses,
rectangles, and squares as examples of
quadrilaterals, and draw examples of
quadrilaterals that do not belong to any of these
subcategories.
Ten Minute Math
Chose two quadrilaterals from the following:
rhombus, parallelogram, rectangle,
square, and trapezoid
1. Draw each quadrilateral
2. Explain how the two quadrilaterals are alike
and how they are different
3. Repeat with another pair of quadrilaterals
Activity 1
Quadrilateral Riddles and Fun
Equal
rectangle
sides
WORD BANK
angles
rhombus
vertices
quadrilateral
square
trapezoid
Directions:
1. Make two different quadrilaterals on their geoboard. Have them
record the quadrilaterals on their geopaper.
2. Use the vocabulary we just reviewed to explain how the shapes are
alike and how they are different.
3. When finished share with a partner or small group and then add
to their similarities and differences any new ideas they learned from
their group. Discuss words used from Word Bank
Activity 2
Quadrilateral Riddles and Fun
Equal
rectangle
sides
WORD BANK
angles
rhombus
vertices
quadrilateral
square
trapezoid
Directions:
1. Write 4 clues to describe the quadrilateral they created. Use the
word bank to help write your clues.
2. When finished, find a partner that is finished and play
“Quadrilateral Riddle” by reading your clues to your partner and the
partner guesses which polygon they created.
Continue to play by finding additional partners when you finish.
Day 8
3.G.2
2. Partition shapes into parts with
equal areas. Express the area of each
part as a unit fraction of the whole.
For example, partition a shape into
4 parts with equal area, and
describe the area of each part as 1/4
of the area of the shape.
Ten Minute Math
Are the following circles partitioned in half?
Explain how you know.
Activity 1
Partitioning Shapes into Half
Look at the
three figures to
the right and
explain how you
know they are
partitioned into
half.
Activity 1
Partitioning Shapes into Half
Look at the
three circle to
the right and
explain how you
know they are
partitioned into
half.
Day 9
3.NF.1-2
1. Understand a fraction 1/b as the quantity formed by
1 part when a whole is partitioned into b equal parts;
understand a fraction a/b as the quantity formed by a
parts of size 1/b.
2. Understand a fraction as a number on the number
line; represent fractions on a number line diagram.
Represent a fraction 1/b on a number line diagram by
defining the interval from 0 to 1 as the whole and
partitioning it into b equal parts. Recognize that each
part has size 1/b and that the endpoint of the part
based at 0 locates the number 1/b on the number line.
Represent a fraction a/b on a number line diagram by
marking off a lengths 1/b from 0. Recognize that the
resulting interval has size a/b and that its endpoint
locates the number a/b on the number line.
Ten Minute Math
Redraw and color in ¼ of each shape above.
How could you convince someone that
each piece is ¼ of the whole even though
the shapes are divided differently?
Activity 1
Equal Sharing
Three students want to share 7 candy bars so
that each child gets the same amount.
How much candy bar can each child get?
Label your answer and show each child’s
share.
Activity 1
Equal Sharing
1. Four boys want to share 22 cookies so that each boy gets the same
amount of cookies. How much cookie should each boy receive?
2. Jeremy has 21 cheese sticks. He is going to share them equally with
five other friends. How much cheese stick will Jeremy and his five
friends receive?
3. Six girls want to share 14 cupcakes equally. How many cupcake
would each girl get?
4. Four children want to share 10 chocolate bars so that everyone gets
the same amount. How much chocolate bar can each child have?
Day 10
3.NF.2
2. Understand a fraction as a number on the number
line; represent fractions on a number line diagram.
Represent a fraction 1/b on a number line diagram by
defining the interval from 0 to 1 as the whole and
partitioning it into b equal parts. Recognize that each
part has size 1/b and that the endpoint of the part
based at 0 locates the number 1/b on the number line.
Represent a fraction a/b on a number line diagram by
marking off a lengths 1/b from 0. Recognize that the
resulting interval has size a/b and that its endpoint
locates the number a/b on the number line.
Ten Minute Math
0
5/3
Where is the number 1 located on the
number line above? Explain how you
know.
Activity 1
Fractions on the Number Line
0
1/4
Where should you to place the fraction 2/3?
Activity 1
Fractions on the Number Line
0
1
Where should you to place the fraction 7/4 ?
Activity 1
Fractions on the Number Line
Which fraction is greater 5/8 or 3/4
Day 11
3.NF.3
3. Explain equivalence of fractions in special cases, and
compare fractions by reasoning about their size.
Understand two fractions as equivalent (equal) if they are the
same size, or the same point on a number line.
Recognize and generate simple equivalent fractions, e.g., 1/2
= 2/4, 4/6 = 2/3). Explain why the fractions are equivalent,
e.g., by using a visual fraction model.
Express whole numbers as fractions, and recognize fractions
that are equivalent to whole numbers. Examples: Express 3
in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1
at the same point of a number line diagram.
Compare two fractions with the same numerator or the same
denominator by reasoning about their size. Recognize that
comparisons are valid only when the two fractions refer to
the same whole. Record the results of comparisons with the
symbols >, =, or <, and justify the conclusions, e.g., by using
a visual fraction model.
Ten Minute Math
Which is close to 1 on the
number line, 4/5 or 5/4?
Explain your reasoning.
Activity 1
Is This Duck “One-Half Red?”
Refer to student handout
Activity 1
Is This Duck “One-Half Red?”
1.You will use pattern blocks to build this duck on Triangle
Grid Paper.
2. After building the duck, remove each pattern block one
at a time and color the shape the same color as the
pattern block. Continue until each pattern block is
removed and the area of the each pattern block is
colored.
3. Label each pattern block shape using unit fractions.
Day 12
3.NF.3
3. Explain equivalence of fractions in special cases, and compare
fractions by reasoning about their size.
Understand two fractions as equivalent (equal) if they are the same
size, or the same point on a number line.
Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4,
4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a
visual fraction model.
Express whole numbers as fractions, and recognize fractions that are
equivalent to whole numbers. Examples: Express 3 in the form 3 =
3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a
number line diagram.
Compare two fractions with the same numerator or the same
denominator by reasoning about their size. Recognize that
comparisons are valid only when the two fractions refer to the same
whole. Record the results of comparisons with the symbols >, =, or <,
and justify the conclusions, e.g., by using a visual fraction model.
Ten Minute Math
Who correctly compares the numbers 2/3
and 2/5?
– Ben said that 2/3 is greater than 2/5.
– Lee said that 2/3 is equal to 2/5.
– Mia said that 2/3 is less than 2/5.
Compare 2/3 and 2/5 using pictures and
symbols.
Activity 1
Fractional Parts of Rectangles
Part 1
Working with a partner, use square tiles to build a rectangle that is ½ red. If working with a
partner, each person should build the same model.
Each student(s) should label the rectangle as ½ red. Record the solution on one-inch grid
paper by coloring squares to match the rectangle.
Using fraction notation, label the fractional parts of your rectangle.
Find ways to prove that your rectangle is exactly one-half red.
Part 2
Working with a partner, each student will build a rectangle with a different area that is ½ red.
Show your solution on one-inch grid paper by coloring squares to match your rectangle.
Using fraction notation, label the fractional parts of your rectangle.
Find ways to prove your new rectangle is also ½ red
Show each solution on one-inch grid paper by coloring squares to match your rectangles.
Activity 2
Fractional Parts of Rectangles
Part 1
Use square tiles to build a rectangle that is 1/2 red, 1/4 yellow, and 1/4 green.
Show your solution on one-inch grid paper by coloring squares to match your
rectangle.
Using fraction notation, label the fractional parts of your rectangle.
Prove your new rectangle is 1/2 red, 1/4 yellow, and 1/4 green.
Part 2
Find at least one other rectangle with a different area that is 1/2 red, 1/4 yellow,
and 1/4 green.
Show your solution on one-inch grid paper by coloring squares to match your
rectangle.
Using fraction notation, label the fractional parts of your rectangle.
Prove your new rectangle is 1/2 red, 1/4 yellow, and 1/4 green.
Day 13
3.MD.3-4
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. For
example, draw a bar graph in which each square
in the bar graph might represent 5 pets.
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.
Ten Minute Math
James measured eight Lego blocks that were in
his desk to the nearest quarter inch. He came
up with the following measurements: 1 inch,
1 ½ inches, 1 ¼ inches, 1 inch, 1 ¾ inches, 1
½ inches.
• Display this data on a line plot.
• How many blocks measured 1 ½ inches? 1
inch?
• Write an original question using the
information in the line plot.
Activity 1
Making a Picture Graph
Day 14
(Mrs. Smith to complete in Review Rotation)
3.MD.5-7
5. Recognize area as an attribute of plane figures and understand concepts of area
measurement.
A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of
area, and can be used to measure area.
A plane figure which can be covered without gaps or overlaps by n unit squares is said to
have an area of n square units.
6. Measure areas by counting unit squares (square cm, square m, square in, square ft, and
improvised units).
7. Relate area to the operations of multiplication and addition.
Find the area of a rectangle with whole-number side lengths by tiling it, and show that the
area is the same as would be found by multiplying the side lengths.
Multiply side lengths to find areas of rectangles with whole-number side lengths in the
context of solving real world and mathematical problems, and represent whole-number
products as rectangular areas in mathematical reasoning.
Use tiling to show in a concrete case that the area of a rectangle with whole-number side
lengths a and b + c is the sum of a × b and a × c. Use area models to represent the
distributive property in mathematical reasoning.
Recognize area as additive. Find areas of rectilinear figures by decomposing them into nonoverlapping rectangles and adding the areas of the non-overlapping parts, applying this
technique to solve real world problems.
Ten Minute Math
• Tammy’s bedroom is 9 feet long and 8 feet
wide. Kathy’s bedroom is 10 feet long and
8 feet wide. Who has the bedroom with the
greatest area? Who has the bedroom with
the greatest perimeter? Explain how you
know.
Day 15
(Mrs. Smith to complete in Review Rotation)
3.MD.8
8. Solve real world and mathematical
problems involving perimeters of polygons,
including finding the perimeter given the
side lengths, finding an unknown side
length, and exhibiting rectangles with the
same perimeter and different areas or with
the same area and different perimeters.
Ten Minute Math
The Square Counting Shortcut:
Imagine that each square in the picture
measured one centimeter on each side.
What is the area of each letter? Try to
work it out without counting each square
individually.
(Refer to print out of shapes glued in Math
Journal)