Christina+312+Fall

Geometric measurement: recognize perimeter.
[|CCSS.MATH.CONTENT.3.MD.D.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.

Student Objectives: Students will measure the sides of three objects, find the perimeter and record their findings in a chart.

Materials: worksheet with a blank table, pen, ruler, ticket out

Check for understanding: Teacher will go over the worksheet as a whole class by calling on volunteers to answer the questions on the worksheet and explain how they got the answer. Worksheets will be collected at the end of the lesson.

Essential Question: How do people measure things?

Self Assessment: A ticket out will be handed out, which will require the students to find the perimeter of a polygon with given side lengths. At the bottom the students will circle if they feel clear, buggy, or muddy based on how well they understand perimeter. Clear: I get it! I thoroughly understand the concept! Buggy: I understand it for the most part, but a few things are still unclear. Muddy: I don't get it at all.

Grade 3

 * Standards:**

Multiply and divide within 100.
[|CCSS.MATH.CONTENT.3.OA.C.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 one-digit numbers.

Students will use the Windshield Strategy to declare their understanding of knowing how to create a division problem from the product of a multiplication problem divided by one of the factors to find that the quotient will be the other factor from the multiplication problem.
 * Student Objectives:** Students will be able to create a division problem with the same factors as a multiplication problem.
 * Materials:** math worksheet, deck of cards, pencil, red pen
 * Check for understanding:** Teacher will go over the worksheet as a whole class by calling on volunteers to answer the questions on the worksheet and explain how they got the answer. Worksheets will be collected at the end of the lesson.
 * Essential Question:** What is the relationship between multiplication and division?
 * Self-Assessment:**


 * CLEAR = I get it! I thoroughly understand the concept.
 * BUGGY = I understand it for the most part, but a few things are still unclear.
 * MUDDY = I don’t get it at all.



1. Student Objective: Students will be able to identify the attributes between three different quadrilaterals and organize the similarities and differences in a T-Chart.

2. Standards:

Reason with shapes and their attributes.
CCSS.MATH.CONTENT.3.G.A.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.

3. Grade: Three

4. Materials: -Pen -White piece of paper -3 different colored crayons: red, blue, and yellow

5. Procedure: 1. Review prior knowledge on the attributes of a square, rectangle and rhombus. 2. Pass out a white piece of paper to each student and model what the chart should look like on the board. 3. Have students copy down the three columns that should be on their T-chart. 4. The students will then brainstorm and write down all the attributes of the three shapes in their proper column. 5. Give students time to complete their table. Then have them use colored crayons to organize their data. Use yellow to highlight the things all three shapes have in common, blue to highlight the things that a square and rhombus have in common, and red to highlight the things that a rectangle and square have in common. 6. Then explain to them they need to write a paragraph based on the data they have in their table. Make sure students compare and contrast all the attributes.

6. Check for understanding: Math: Students will be able to list the attributes of a square, rectangle, and rhombus. Square: Quadrilateral, two pairs of parallel sides, four equal sides, and four right angles Rectangle: Quadrilateral, two pairs of parallel sides, two pairs of equal sides, and four right angles Rhombus: Quadrilateral, two pairs of parallel sides, and four equal sides

Writing: Students will be able to write a paragraph based on the data written in their T-Chart.

7. Essential question: How can you compare and contrast the attributes of a square, rectangle, and rhombus using a T-Chart?

8. Self-Assessment: Use the Windshield Strategy Clear: I get it! I thoroughly understand the concept! Buggy: I understand it for the most part, but a few things are still unclear. Muddy: I don't get it at all.