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Updated Last:
4/01/24
Math
Grade 3 • Module 7
Fractions as numbers on a number line
Red text indicates the topic we are presently working on.
OVERVIEW
The final module of the year offers students intensive practice with word problems, as well as hands-on investigation experiences with geometry and perimeter.
Topic A begins with solving one- and two-step word problems based on a variety of topics studied throughout the year and including all four operations (3.OA.D.8). The lessons emphasize modeling and reasoning to develop solution paths. They incorporate teacher-facilitated problem solving, opportunities for students to independently make sense of problems and persevere in solving them, and time for students to share solutions and critique peer strategies.
In Topic B introduces an exploration of geometry. Students build on Grade 2 ideas about polygons and their properties, specifically developing and expanding their knowledge of quadrilaterals. They explore the attributes of quadrilaterals and classify examples into various categories, including recognizing the characteristics of polygons (3.G.A.1). Students draw polygons based on their attributes, producing sketches from descriptions like, “This shape has two long sides that are parallel, two short sides, and no right angles.”
In Topic C, Students tessellate to bridge geometry experience with the study of perimeter in Topic C. They first decompose a quadrilateral and then rearrange the parts. They use the new shape to tile. Students then define perimeter in two distinct ways: (1) as the boundary of a planar region and (2) as the length of the boundary curve. Students see varied examples from the tiles used to tessellate.
As they learn about perimeter as an attribute of plane figures, students apply their knowledge to real-world situations through problem solving (3.MD.D.8). They measure side lengths of shapes in whole number units to determine perimeter and solve problems where side lengths are given. They use string and rulers to measure the length around circles of different sizes. This variation prompts students to think more flexibly about perimeter, understanding that it can be the boundary of any shape and that its measurements are not limited to whole numbers. The topic ends with problems in which some measurements around the perimeter of a polygon are unknown but can be determined by reasoning. Students consider the efficiency of their strategies and identify tools for solving; for example, they use multiplication as a tool when measurements are repeated.
Topic D utilizes the line plot, familiar from Module 6, to help students draw conclusions about perimeter and area measurements (3.MD.B.4). Early in the topic, students find different possible perimeters or areas for rectangles based on information given about the rectangles. For example, using knowledge of factors from experience with multiplication, students find the following:
- Different perimeters of rectangles composed of a given number of unit squares (3.MD.D.8). For example, given a rectangle composed of 24 unit squares, students find four possible perimeters: 50, 28, 22, and 20 length units.
- Different areas of rectangles with a given perimeter and composed of unit squares. For example, students use unit squares to build rectangles with a perimeter of 12 units and determine that they can do so using 5, 8, or 9 unit squares.
Students use line plots to show the number of rectangles they were able to construct for each set of given information. The line plots are tools that students use to help them analyze and draw conclusions about their data. Students draw their rectangles on grid paper and reason about their findings. They notice, for example, that for rectangles of a given area, those with side lengths that are equal or almost equal (more square-like) have smaller perimeters than those whose side lengths are very different (a long and narrow shape).
By the end of the topic, students are able to conclude that there is no direct relationship between area and perimeter. If an area is given, there is no way of knowing a shape’s corresponding perimeter without more information about the side lengths.
In Topic E, students solve problems involving area and perimeter. After an initial lesson of problem solving with perimeter, students create a robot composed of rectangles. Given specific perimeter measurements for the rectangles, they reason about the different possible side lengths. Students compare and analyze their work, discussing how different choices for side lengths can affect area while conforming to the criteria for perimeter. Students synthesize their learning in the final lessons through solving word problems involving area and perimeter using all four operations (3.OA.D.8).
Science
OUR STUDY:
Earth’s Orbit & Rotation
Students will learn:
- The earth rotates on its axis every 24 hours.
- The earth orbits around the sun every 365.25 days.
- Earth’s rotation causes observable patterns like night & day.
- Earth’s orbit causes some stars to be visible only in certain months.
Vocabulary
- Earth's Orbit - An orbit is the path an object follows as it moves around another one. Earth moves in a circle around the sun once every 365.25 days. We call that path Earth’s orbit.
- Earth Rotation - The action of the earth turning or spinning around its center. If you stand in one place and turn all the way around, you have rotated. The earth rotates (spins) once every 24 hours.
- Solar System - Our solar system is made up of the sun, 8 planets and their moons. The planets all orbit around the sun and moons orbit around a planet.
- Shadow - A dark shape made when an object blocks light. When you stand outside, your body blocks sunlight and that makes a shadow.
- Foucault Pendulum - A tool that provides evidence that the earth is rotating. It is made of a heavy weight hanging from a long wire which swings back and forth. The direction of the swinging ball appears to change due to Earth’s rotation.
- Constellation - A group of stars that form a recognizable shape such as the big dipper. Today there are about 90 constellations.
- Heliocentric Model - A model of the solar system which puts the Sun at the center and says that the planets orbit around the sun. “Helio” means relating to the sun and “centric” means in the center. Today we know that this model is correct.
- Stellar Parallax - The apparent shift of position of some stars through the year. This was not able to be explained by the Geocentric model which said that everything orbited the earth. The Heliocentric model was able to explain stellar parallax.
- Leap Year - A year with one additional day added. We have leap years every 4 years because one orbit of the earth around the sun is 365.25 days. Our normal calendar has 365 days so every 4 years we have a leap year which adds an extra day.
- Time Zone - An area on Earth that has a specific time that all people living there can set their clocks to. There are 24 different time zones.
- Sun Dial - An ancient tool used to tell time during the day. Part of it casts a shadow onto a flat surface marked in hours. It works due to Earth’s rotation.
Upcoming Dates to Remember
April 8th- ....................................... No School
April 13th- ......................................PTO Magical Evening Spring Dance
April 15-16th-..................................... 3rd Grade Ohio State Testing ELA
April 23-24th-.................................. 3rd Grade Ohio State Testing Math
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School Councilor Information
Mrs. Lowe has created a website that includes resources which will be updated as they become available. She also plans to have online lessons for students on her youtube channel. She will converse with students via flipgrid.
https://sites.google.com/view/vecounseling/home