<p>Multi Week Planning Overview: 3rd Grade Teacher- Holoman</p><p>Week 1 Week of: 10.21-10.25 Skill: Place Value to 1,000 MAP Goal: Numbers and Operations Student Names DesCartes Concepts That Apply to Instructional Strategies/Activities Instructional Skill(s) CCSS: 3. NBT.1, 3.NBT.2, 3.OA.8 RIT Range: 191-200 What strategies will you choose and what activity will you do with students? -Compares whole numbers through the http://www.illustrativemathematics.org/illustrations/745 thousands, using <,>,= Working with reasoning about rounding – what is the smallest number that will -Writes whole numbers in standard and round to 50? The largest? How many numbers will round to 50? expanded form through the thousands -Identifies whole numbers over 999 using base ten blocks RIT Range: 191-200 What strategies will you choose and what activity will you do with students? -Compares whole numbers through the http://www.illustrativemathematics.org/illustrations/745 thousands, using <,>,= Working with reasoning about rounding – what is the smallest number that will -Writes whole numbers in standard and round to 50? The largest? How many numbers will round to 50? expanded form through the thousands -Identifies whole numbers over 999 using base ten blocks RIT Range: 181-190 What strategies will you choose and what activity will you do with students? -Compares whole numbers through 999 http://www.illustrativemathematics.org/illustrations/1315 -Rounds 2 and 3 digit numbers to the A teacher is given $1,000 – they have the following list of things to buy. What nearest ten can/should they buy and why? Total the categories then add together. -Identifies place value and value of each digit in whole numbers through the Identifying numbers in the 1000s (showing number, they draw, vice versa) hundred thousands </p><p>RIT Range: 181-190 What strategies will you choose and what activity will you do with students? -Compares whole numbers through 999 http://www.illustrativemathematics.org/illustrations/1315 -Rounds 2 and 3 digit numbers to the A teacher is given $1,000 – they have the following list of things to buy. What nearest ten can/should they buy and why? Total the categories then add together. -Identifies place value and value of each digit in whole numbers through the Identifying numbers in the 1000s (showing number, they draw, vice versa) hundred thousands Multi Week Planning Overview: 3rd Grade Teacher- Holoman</p><p>RIT Range: 171-180 What strategies will you choose and what activity will you do with students? -Identifies whole numbers 100-999 using Building numbers 100-999 using base ten blocks; showing base ten blocks and students base ten blocks identifying numbers (expanded form) -Compares whole numbers through 999 Stretched out addition (800+60+3 over 400+50+2=) -Identifies the place value and value of 3 digit addition split http://www.k-5mathteachingresources.com/support-files/3- each digit in whole numbers digit-addition-split.pdf</p><p>Week 2 Week of: 10.28-10.31 Skill: Addition Strategies MAP Goal: Operations and Algebraic Thinking Student Names DesCartes Concepts That Apply to Instructional Strategies/Activities Instructional Skill(s) CCSS: 3.OA.8, 3.OA.9, 3.NBT.2 RIT Range: 191-200 What strategies will you choose and what activity will you do with students? -Uses rounding to estimate answers Creating personal word problems (based off of something in their life) involving addition of numbers up to 1000 -Solves real-world whole number addition Two step word problems using three digit numbers problems up to 999, with extra information given -Solves one step missing addend problems (ext up to 999) RIT Range: 191-200 What strategies will you choose and what activity will you do with students? -Uses rounding to estimate answers Creating personal word problems (based off of something in their life) involving addition of numbers up to 1000 -Solves real-world whole number addition Two step word problems using three digit numbers problems up to 999, with extra information given -Solves one step missing addend problems (ext up to 999) RIT Range: 181-190 What strategies will you choose and what activity will you do with students? -Solves real-world whole number addition http://www.illustrativemathematics.org/illustrations/13 problems with sums to 100 (ext. to 999) working with two step word problems- determine number sentence first -Solves one step open sentences with http://www.illustrativemathematics.org/illustrations/1301 missing addends (100 and under) working with two step word problems- determine number sentence first -Uses rounding to estimate answers involving addition of numbers up to 100 Throw in subtraction word problem to make sure kids are critically thinking. (ext to 999) Multi Week Planning Overview: 3rd Grade Teacher- Holoman</p><p>RIT Range: 181-190 What strategies will you choose and what activity will you do with students? -Solves real-world whole number addition http://www.illustrativemathematics.org/illustrations/13 problems with sums to 100 (ext. to 999) working with two step word problems- determine number sentence first -Solves one step open sentences with http://www.illustrativemathematics.org/illustrations/1301 missing addends (100 and under) working with two step word problems- determine number sentence first -Uses rounding to estimate answers involving addition of numbers up to 100 Throw in subtraction word problem to make sure kids are critically thinking. (ext to 999)</p><p>RIT Range: 171-180 What strategies will you choose and what activity will you do with students? -Solves basic addition fact sentences http://www.illustrativemathematics.org/illustrations/13 -Solves real world whole number addition working with two step word problems- determine number sentence first problems with sums to 100 http://www.illustrativemathematics.org/illustrations/1301 -Represents an addition story problem working with two step word problems- determine number sentence first with a number sentence -Instantly recalls basic addition facts with sums to 18</p><p>Week 3 Week of: 11.4-11.8 Skill: Subtraction Strategies MAP Goal: Operations and Algebraic Thinking Student Names DesCartes Concepts That Apply to Instructional Strategies/Activities Instructional Skill(s) CCSS: 3.OA.8, 3.NBT.2 RIT Range: 191-200 What strategies will you choose and what activity will you do with students? -Solves whole number subtraction word Creating personal word problems (based off of something in their life) problems with numbers under 1000 -Solves whole number subtraction word Two step word problems using three digit numbers problems with numbers over 1000 -Uses rounding to estimate answers to Open Number Lines: real-world problems involving numbers Find the friendly number (26-19. Use 20 as friendly number from 19.) less than 100 with subtraction Multi Week Planning Overview: 3rd Grade Teacher- Holoman</p><p>RIT Range: 191-200 What strategies will you choose and what activity will you do with students? -Solves whole number subtraction word Creating personal word problems (based off of something in their life) problems with numbers under 1000 -Solves whole number subtraction word Two step word problems using three digit numbers problems with numbers over 1000 -Uses rounding to estimate answers to Open Number Lines: real-world problems involving numbers Find the friendly number (26-19. Use 20 as friendly number from 19.) less than 100 with subtraction</p><p>RIT Range: 181-190 What strategies will you choose and what activity will you do with students? -Solves real-world whole number http://www.illustrativemathematics.org/illustrations/13 subtraction problems with sums to 1000 working with two step word problems- determine number sentence first -Solves basic subtraction open sentences -Uses rounding to estimate answers Anne had 65 cents. involving addition of numbers up to 100 She found 25 cents on the sidewalk. (ext to 999) She bought a bag of chips for 55 cents. How much money did Anne have then? (focus on carryover of addition strategies from last week, building in subtraction strategies from this week)</p><p>Throw in addition word problem to make sure kids are critically thinking.</p><p>Open Number Lines: Find the friendly number (26-19. Use 20 as friendly number from 19.) </p><p>RIT Range: 181-190 What strategies will you choose and what activity will you do with students? -Solves real-world whole number http://www.illustrativemathematics.org/illustrations/13 subtraction problems with sums to 1000 working with two step word problems- determine number sentence first -Solves basic subtraction open sentences -Uses rounding to estimate answers Anne had 65 cents. She found 25 cents on the sidewalk. involving addition of numbers up to 100 She bought a bag of chips for 55 cents. (ext to 999) How much money did Anne have then? (focus on carryover of addition strategies from last week, building in subtraction strategies from this week)</p><p>Throw in addition word problem to make sure kids are critically thinking. Multi Week Planning Overview: 3rd Grade Teacher- Holoman</p><p>Open Number Lines: Find the friendly number (26-19. Use 20 as friendly number from 19.) </p><p>RIT Range: 171-180 What strategies will you choose and what activity will you do with students? -Solves basic subtraction fact sentences http://www.illustrativemathematics.org/illustrations/13 -Writes a number sentence for a working with two step word problems- determine number sentence first subtraction problem -Solves real-world subtraction problems Anne had 65 cents. involving subtracting numbers up to 20 She found 25 cents on the sidewalk. -Instantly recalls basic subtraction facts She bought a bag of chips for 55 cents. with sums to 18 How much money did Anne have then? (focus on carryover of addition strategies from last week, building in subtraction strategies from this week)</p><p>Open Number Lines: Find the friendly number (26-19. Use 20 as friendly number from 19.) </p><p>Week 4 Week of: 11.12-11.15 Skill: Subtraction Problem Solving MAP Goal: Operations and Algebraic Thinking Student Names DesCartes Concepts That Apply to Instructional Strategies/Activities Instructional Skill(s) CCSS: 3OA.8, 3.OA.9, 3.NBT.2 RIT Range: 201-210 What strategies will you choose and what activity will you do with students? -uses rounding to estimate subtraction problems http://www.illustrativemathematics.org/illustrations/1315 -solves 2-step subtraction problems A teacher is given $1,000 – they have the following list of things to buy. What -uses inverse of addition to subtract can/should they buy and why? Solve by subtracting down from $1,000 instead of adding up Multi Week Planning Overview: 3rd Grade Teacher- Holoman</p><p>RIT Range: 191-200 What strategies will you choose and what activity will you do with students? -solves real world problems involving numbers up to 1000 Word problems with change unknown (i.e. Daquan went to the store with $14. He spent some money on a bag of Takis and left with $8. How much did his -uses inverse of addition to subtract Takis cost?) -round to estimate first -solves subtraction facts in open number sentences (finds missing part) -uses rounding to estimate subtraction problems RIT Range: 191-200 What strategies will you choose and what activity will you do with students? -solves real world problems involving numbers up to 1000 Word problems with change unknown (i.e. Daquan went to the store with $14. He spent some money on a bag of Takis and left with $8. How much did his -uses inverse of addition to subtract Takis cost?) -round to estimate first -solves subtraction facts in open number sentences (finds missing part) -uses rounding to estimate subtraction problems RIT Range: 181-190 What strategies will you choose and what activity will you do with students? -solves real world problems involving numbers up to and including 100 Word problems with change unknown (i.e. Daquan went to the store with $14. He spent some money on a bag of Takis and left with $8. How much did his -uses inverse of addition to subtract Takis cost?) -use a number line – count up from 8-14 to solve instead of counting -solves subtraction facts in open number back sentences (finds missing part)</p><p>RIT Range: 171-180 What strategies will you choose and what activity will you do with students? - 2 digit – 1 digit subtraction up to 20 -solves real world problems involving Word problems with change unknown (i.e. Daquan went to the store with $14. numbers less than 20 He spent some money on a bag of Takis and left with $8. How much did his -knows +/- fact families with numbers up Takis cost?) to 18 -use a number line – count up from 8-14 to solve instead of counting -solves subtraction facts in open number back sentences (finds missing part) Multi Week Planning Overview: 3rd Grade Teacher- Holoman</p><p>Week 5 Week of: 11.18-11.22 Skill: Multiplication MAP Goal: Operations and Algebraic Thinking Student Names DesCartes Concepts That Apply to Instructional Strategies/Activities Instructional Skill(s) CCSS: 3.OA.1, 3.OA.3 RIT Range: 201-210 What strategies will you choose and what activity will you do with students? - solves word problems with Multiplication word problems multiplication facts greater than 10x10 (http://www.illustrativemathematics.org/illustrations/365) -models multiplication with Write multiplication sentence that corresponds, show using a visual manipulatives representation, and solve -expresses the commutative property of multiplication (8x4=4x8) RIT Range: 191-200 What strategies will you choose and what activity will you do with students? - uses repeated addition to solve multiplication problems Model multiplication facts 6-12x0-12 with concrete manipulatives, write - knows facts 6-12 x 0-12 multiplication equation and repeated addition sentence to match - solves multiplication word problems up to 10x10</p><p>RIT Range: 191-200 What strategies will you choose and what activity will you do with students? - uses repeated addition to solve multiplication problems Model multiplication facts 6-12x0-12 with concrete manipulatives , write - knows facts 6-12 x 0-12 multiplication equation and repeated addition sentence to match - solves multiplication word problems up to 10x10 RIT Range: 181-190 What strategies will you choose and what activity will you do with students? -knows facts 6-12 x 0-12 -uses repeated addition to solve Model multiplication facts 6-12x0-12 with concrete manipulatives , write multiplication problems multiplication equation and repeated addition sentence to match -skip counts to multiply -uses array models to show multiplication</p><p>-solves multiplication word problems up to 10x10 Multi Week Planning Overview: 3rd Grade Teacher- Holoman</p><p>RIT Range: 171-180 What strategies will you choose and what activity will you do with students? -knows facts 0-5 x 0-12 -multiplies vertically up to 10x10 Model multiplication facts 0-5 x 0-12 with concrete manipulatives and write -solves basic facts in open sentences equations to match -counts by 2s to 100</p><p>Week 6 Week of: Skill: Skip Counting /Multiples MAP Goal: Operations and Algebraic Thinking Student Names DesCartes Concepts That Apply to Instructional Strategies/Activities Instructional Skill(s) CCSS:3.OA.1, 3.OA.5, 3.OA.9 RIT Range: 201-210 What strategies will you choose and what activity will you do with students? -skip counts a visual model of a Multiplication word problems multiplication situation (http://www.homeschoolmath.net/teaching/md/understanding_word_problems.php) -connects repeated addition to skip Write multiplication and repeated addition number sentences that correspond, skip counting count the repeated addition sentence, find combinations in repeated addition that -uses parts of a repeated addition make finding the final answer easier sentence to create known combinations RIT Range: 191-200 What strategies will you choose and what activity will you do with students? -skip counts a visual model of a Multiplication word problems multiplication situation (http://www.illustrativemathematics.org/illustrations/365) -connects repeated addition to skip Write multiplication and repeated addition sentences that correspond, build using counting concrete manipulatives, and skip counts manipulative model</p><p>RIT Range: 191-200 What strategies will you choose and what activity will you do with students? -skip counts a visual model of a Multiplication word problems multiplication situation (http://www.illustrativemathematics.org/illustrations/365) -connects repeated addition to skip Write multiplication and repeated addition sentences that correspond, build using counting concrete manipulatives, and skip counts manipulative model Multi Week Planning Overview: 3rd Grade Teacher- Holoman</p><p>RIT Range: 181-190 What strategies will you choose and what activity will you do with students? -skip counts a visual model of a Multiplication word problems multiplication situation (http://www.illustrativemathematics.org/illustrations/365) -connects repeated addition to skip Write multiplication and repeated addition sentences that correspond, build using counting concrete manipulatives, and skip counts manipulative model</p><p>RIT Range: 171-180 What strategies will you choose and what activity will you do with students? -skip counts a visual model of a Multiplication word problems multiplication situation (http://www.illustrativemathematics.org/illustrations/365) Write multiplication sentence that corresponds, build using concrete manipulatives, and skip counts manipulative model</p>