CCSSMathTasks Grade3 2014new

GRADE
LESSONS FOR LEARNING
F O R T H E C O M M O N C O R E STAT E STA N DA R D S I N M AT H E M AT I C S
PUBLIC SCHOOLS OF NORTH CAROLINA
State Board of Education | Department of Public Instruction
K-12 MATHEMATICS
http://www.ncpublicschools.org/curriculum/mathematics/
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M0414
Third Grade Standards

1. Developing understanding of multiplication and division and strategies for
multiplication and division within 100 Students develop an understanding
of the meanings of multiplication and division of whole numbers through
activities and problems involving equal-sized groups, arrays, and area
models; multiplication is finding an unknown product, and division is finding
an unknown factor in these situations. For equal-sized group situations,
division can require finding the unknown number of groups or the unknown
group size. Students use properties of operations to calculate products of
whole numbers, using increasingly sophisticated strategies based on these
properties to solve multiplication and division problems involving single-digit
factors. By comparing a variety of solution strategies, students learn the
relationship between multiplication and division.
2. Developing understanding of fractions, especially unit fractions (fractions
with numerator 1) Students develop an understanding of fractions,
beginning with unit fractions. Students view fractions in general as being built
out of unit fractions, and they use fractions along with visual fraction models
to represent parts of a whole. Students understand that the size of a fractional
part is relative to the size of the whole. For example, 1/2 of the paint in a small
bucket could be less paint than 1/3 of the paint in a larger bucket; but 1/3 of
a ribbon is longer than 1/5 of the same ribbon because when the ribbon is
divided into 3 equal parts, the parts are longer than when the ribbon is divided
into 5 equal parts. Students are able to use fractions to represent numbers
equal to, less than, and greater than one. They solve problems that involve
comparing fractions by using visual fraction models and strategies based on
noticing equal numerators or denominators.
Operations and Algebraic Thinking

Represent and solve problems involving multiplication and division.
3.OA.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.
3.OA.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.OA.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. (Note: See Glossary, Table 2.)
3.OA.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 = o 3, 6 6 = ?.
Understand properties of multiplication and the relationship between
multiplication and division.
3.OA.5 Apply properties of operations as strategies to multiply and divide. (Note:
Students need not use formal terms for these properties.) Examples: 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.)
3.OA.6 Understand division as an unknown-factor problem. For example,
find 32 8 by finding the number that makes 32 when multiplied by 8.
Multiply and divide within 100.
3.OA.7 F luently 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.
3. Developing understanding of the structure of rectangular arrays and

of area Students recognize area as an attribute of two-dimensional
regions. They measure the area of a shape by finding the total number
of same-size units of area required to cover the shape without gaps
or overlaps, a square with sides of unit length being the standard
unit for measuring area. Students understand that rectangular arrays
can be decomposed into identical rows or into identical columns. By
decomposing rectangles into rectangular arrays of squares, students
connect area to multiplication, and justify using multiplication to determine
the area of a rectangle.
4. Describing and analyzing two-dimensional shapes Students describe,
analyze, and compare properties of two-dimensional shapes. They compare
and classify shapes by their sides and angles, and connect these with
definitions of shapes. Students also relate their fraction work to geometry by
expressing the area of part of a shape as a unit fraction of the whole.
Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Solve problems involving the four operations, and identify and explain
patterns in arithmetic.
3.OA.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.
(Note: This standard is limited to problems posed with whole
numbers and having whole-number answers; students should know
how to perform operations in the conventional order when there are
no parentheses to specify a particular order Order of Operations.)
3.OA.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.
Number and Operations in Base Ten

Use place value understanding and properties of operations to perform
multi-digit arithmetic. (Note: A range of algorithms may be used.)
3.NBT.1 Use place value understanding to round whole numbers to the
nearest 10 or 100.
3.NBT.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.NBT.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.
Number and Operations - Fractions
Note: Grade 3 expectations in this domain are limited to fractions with

denominators 2, 3, 4, 6, and 8.
Develop understanding of fractions as numbers.
3.NF.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.
3.NF.2 U
nderstand a fraction as a number on the number line; represent
fractions on a number line diagram.

a. 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.

b. 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.
3.NF.3 Explain equivalence of fractions in special cases, and compare
fractions by reasoning about their size.

a. Understand two fractions as equivalent (equal) if they are the same
size, or the same point on a number line.

b. 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.

c. 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.

d. 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.
Measurement and Data

Solve problems involving measurement and estimation of intervals of
time, liquid volumes, and masses of objects.
3.MD.1 Tell and write time to the nearest minute and measure time intervals
in minutes. Solve word problems involving addition and subtraction
of time intervals in minutes, e.g., by representing the problem on a
3.MD.2 Measure and estimate liquid volumes and masses of objects using
standard units of grams (g), kilograms (kg), and liters (l). (Note:
Excludes compound units such as cm3 and finding the geometric
volume of a container.) 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. (Note: Excludes
multiplicative comparison problems problems involving notions of
times as much; see Glossary, Table 2.)
Represent and interpret data.
3.MD.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.
3.MD.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.
Geometric measurement: understand concepts of area and relate area to

multiplication and to addition.
3.MD.5 Recognize area as an attribute of plane figures and understand
concepts of area measurement.

a. 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.

b. 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.
3.MD.6 Measure areas by counting unit squares (square cm, square m,
square in, square ft, and improvised units).
3.MD.7 Relate area to the operations of multiplication and addition.

a. 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.

b. Multiply side lengths to find areas of rectangles with wholenumber side lengths in the context of solving real world and
mathematical problems, and represent whole-number products as
rectangular areas in mathematical reasoning.

c. 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.

d. Recognize area as additive. Find areas of rectilinear figures by
decomposing them into non-overlapping rectangles and adding
the areas of the non-overlapping parts, applying this technique to
solve real world problems.
Geometric measurement: recognize perimeter as an attribute of plane
figures and distinguish between linear and area measures.
3.MD.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.
Geometry
Reason with shapes and their attributes.
3.G.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.G.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.
THIRD GRADE LESSONS FOR LEARNING
Table of Contents
Game: Playing Circles and Stars ...............................................................................................................
Standard: 3.OA.1 | Additional/Supporting Standard(s): 3.OA.5

Mathematical Practice: 1, 2, 4, 5, 6
Student Outcomes: I can see multiplication as combining equal groups. I can use repeated addition as a
strategy to find the total number of stars. I can use strategies to find the total number of stars. I can record my
answer by writing an equation.
Solving Division Problems .............................................................................................................................

Student Outcomes: I can solve division word problems and explain how I solved them. I can retell a division
word problem and act it out with counters. I can draw a representation of how I solved a division word problem.
I can write an equation to represent a division word problem.
Seeing Arrays as Equal Groups ................................................................................................................
12

Mathematical Practice: 1, 2, 3, 4, 5, 6, 7
Student Outcomes: I can work with partners to find different arrangements that add to 100. I can count to 100
by counting and combining groups to get to 100. I can use what I know about money (nickels, dimes, quarters,
half-dollar). I can skip count to get to 100. I can combine groups using multiplication and addition. I can
multiply by 2s, 5s, 10s.
Counting Around the Class .........................................................................................................................
16
Standard: 3.OA.7, 3.OA.6 | Additional/Supporting Standard(s): 3.OA.1

Student Outcomes: I can count by 3s to get to 30. (Number may differ for different students.) I can explain the
relationship of multiplication and division. I can find patterns when counting by 3s and then counting by 6s.
(Patterns may differ for different students).
The Number Line A Visual Representation ...................................................................................
19
Standard: 3.OA.8 | Additional/Supporting Standard(s): 2.NBT.7, 3.NF.2, 3.NF.3

Mathematical Practice: 1, 2, 3, 4, 5, 6, 7, 8
Student Outcomes: I can solve addition problems on an open number line by adding up. I can solve subtraction
problems on an open number line by adding up or subtracting back. I can decide on the numbers I want to use as
I solve subtraction and also addition problems on a number line. I can learn from other students as they share
different strategies on a number line. I can jump by equal groups to solve multiplication problems. I can skip count
backwards on a number line to take out equal groups as a way to find solutions to division problems. I can identify
a unit fraction on the number line and build other fractions from the unit fraction. I can identify where to place a
fraction on a number line and I can explain its placement based on unit fractions. I can represent two fractions as
equal if they are the same size, or the same point on the number line. I can compare two fractions with the same
numerator or the same denominator by reasoning about their size when the two fractions refer to the same whole. I
can sometimes solve problems by picturing the empty number line in my head.
THIRD GRADE
Solving Two-Step Problems ........................................................................................................................
34
Standard: 3.OA.8
Student Outcomes: I can solve two-step word problems using two of the four operations for whole numbers.
(addition, subtraction, multiplication, division) I can assess the reasonableness of answers using mental computation
and estimation strategies, including rounding. I can use models and drawings to represent and solve two-step word
problems. I can solve two-step problems using letters to represent an unknown. I can explain/justify my solution
strategies to other students. I can write equations with a letter standing for the unknown quantity. I can use a variety
of solution strategies to solve problems. I can make sense of word problems by carefully reading each problem, using
numbers to solve the problem and reread the problem again to determine if the answer makes sense. I can find
solutions, label steps and label my answer. I can solve problems using mental math, rounding, and estimation.
Lesson for Square Table Tops ...................................................................................................................
43
Standard: 3.OA.9, 3.OA.3

Student Outcomes: I am able to use square tiles to model the product of a number times the same number.
Examples: 1 x 1; 2 x 2; etc. I can build squares and explain that when the whole number of both rows and
columns is the same number, the result will be a square. I can find a square number when I multiply another
number by itself. For example, 5 times 5 equals 25 and I can build a square number and explain. I can draw
pictures of Growing Squares on grid paper, label the squares, and record the number of small squares needed
to make the next largest square. I can see how the squares grow by adding squares down one column and across
one row and then add one more square in the bottom right corner to build the next largest square. I am able to
write equations to show the product of a whole number times itself is equal to the number of square units in the
model. I can use pennies, round counters, beans, toothpicks, etc. to build square numbers and I can prove that
the number of rows and columns are equal.
Hexagon Fences .................................................................................................................................................
51
Standard: 3.OA.9 | Additional/Supporting Standard(s): 3.MD.8

Student Outcomes: I understand that a perimeter is like a line or path that surrounds a two-dimensional shape.
I can trace hexagons and find perimeters of growing hexagons. I can see that the perimeter is the total lengths of
all the sides of a shape. I can find and label the perimeter of growing Hexagon Fences. I can find and use
patterns to help me find the perimeter of different lengths of Hexagon Fences.
Arrow Cards .......................................................................................................................................................
59
Standard: 3.NBT.2
Student Outcomes: I can add within 1000 with ease by using a strategy based on place value (collecting
hundreds, collecting the tens, and collecting the ones, and when necessary, composing ten ones to make a ten or
composing ten tens to make a hundred). I can use arrow cards as a tool to help me add using place value
strategies. I can use a number line to add within 1000.
THIRD GRADE
Hexagon Sandwiches ......................................................................................................................................
67
Standard: 3.NF.1 | Additional/Supporting Standard(s): 3.NF.3

Student Outcomes: If the hexagon is the whole, I can use unit fractions to find the value for other pattern
blocks. I can use different pattern blocks to make a combination that equals one whole. I can combine unit
fractions and prove they are equivalent to one whole.
Solving Equal Sharing Problems..............................................................................................................
71

Student Outcomes: I can solve equal sharing problems and explain how I solved them. I can retell the problem.
I can create or show fractional parts by drawing, cutting, folding, and splitting things. I can compare the size of
a fractional part to the whole unit. I can justify my answer.
Understanding Unit Fractions ...................................................................................................................
76
Standard: 3.NF.1
Student Outcomes: I can identify a unit fraction with 1 as the numerator, such as 1/2 or 1/4. I can recognize a
unit fraction and I understand how to build fractions from unit fractions by adding unit fractions. Examples:
1/3+1/3=2/3
1/4 + 1/4 + 1/4 + 1/4 = 4/4 or 1 whole. I can understand that unit fractions are the basic
building blocks of fractions, in the same sense that the number 1 is the basic building block of whole numbers.
I can divide the whole into equal-sized portions or fair shares (halves, thirds, fourths, sixths, and eighths). I can
draw, fold and cut out equal shares and prove they do not have to be the same shape. (I know congruent squares
can be folded in half to make different shapes.) I can understand that a fraction only tells about the relationship
between the parts and the whole. I can understand that without a regional/area model, the fraction does not tell
anything about the size of the whole or the size of the parts. I can understand that a unit fraction is the smallest
of any equal parts of a whole. I can understand that the largest unit fraction is 1/2,then 1/3, then 1/4 etc. I can
understand that the larger the denominator, the smaller the parts. (eighths are smaller than thirds)
Is This Duck One-Half Red? .................................................................................................................
96

Mathematical Practice: 1, 2, 3, 4, 5, 6
Student Outcomes: I can find the value of pattern blocks when the yellow hexagon is equivalent to one whole.
I can label fractional parts of the duck using unit fractions. I can combine unit fractions to find the value of the
duck. I can explain my solution strategies to others.
Fractional Parts of Rectangles .................................................................................................................
100

Student Outcomes: I can construct rectangles using square tiles. I can count unit fractions to name fractional
parts. I can recognize equivalent fractions. I can find different ways to represent the same fractional part. I can
connect my model to area, when using square units.
THIRD GRADE
Measuring Elapsed Time ............................................................................................................................
105
Standard: 3.MD.1
Student Outcomes: I can tell time to the hour, half hour, quarter hour and to the nearest minute. I can see that a
minute hand moves forward one tick every minute and it moves forward one clock number every 5 minutes. I
know that 5 x 12 = 60 minutes in an hour. I can solve elapsed time problems to the nearest hour, to the half
hour, to the nearest five minutes, and to the nearest minute. I can solve real life problems involving elapsed time
on a number line. I can measure and label time intervals in hours, five minutes and minutes on a number line. I can
draw a number line and solve elapse time problems finding Start Time, Change in Time, or End Time. I can use
a clock to understand AM time begins at midnight (12:00) to 11:59 (one minute before noon) and PM goes from
noon (12:00 to 11:59 (one minute before midnight).
Measuring Time ..............................................................................................................................................
121
Standard: 3.MD.1
Student Outcomes: I can see that the hour hand is shorter and the minute hand is longer on an analog clock. I
can see that a clock is split up into 12 sections and each section is worth 5 minutes. I can see that the hour hand
moves forward one clock number every hour. I can see that a minute hand moves forward one tick every minute
and it moves forward one clock number every 5 minutes. I know that when the minute hand completes one trip
around the clock, one hour has passed. I can determine the number of minutes in hours and half hours. I can
count by fives after the hour and before the hour. I can state a time on a clock and also show a time using both
analog and digital clocks. I can determine start time and end time to the hour and nearest minute on digital and
analog clocks. I can tell experiences about time such as when to arrive at school and when to go to soccer
practice. I understand that we measure time using seconds, minutes, hours, days, weeks, months, years, etc.
Exploring Measurement for Mass of Objects and Liquid Volume ......................................
131
Standard: 3.MD.2
Student Outcomes: I can find benchmarks to estimate a gram. (Example is a paperclip.) I can find benchmarks
or a kilogram weight to estimate the weight or mass of heavier objects. I can understand larger units can be
partitioned into smaller units (example: kilogram to grams; liter to milliliter, etc.). I can understand that the
same unit can be repeated (iterated) to determine the measurement. I can use a spring scale to estimate and
measure using kilograms. I can estimate and measure capacity using liters. I can use different kinds of scales to
measure mass and liter. I can find the mass of light objects using grams. I can use a spring scale to estimate and
measure that 1000 grams is equal to 1 kilogram. I can find my mass and the mass of other objects in kilograms.
I can use a liter bottle of water as a benchmark to measure liquid volume. I can solve word problems involving
mass and/or liquid volume using addition, subtraction, multiplication, and division. I can understand the
relationship between the size of a unit and the number of units needed. (Compensatory principle).
THIRD GRADE
Finding and Measuring Perimeter ........................................................................................................
151
Standard: 3.MD.8
Student Outcomes: I can find perimeter and record the measure around the outside edges of two-dimensional figures
(rectangles, hexagons, place mat, top of table, and other two dimensional polygons). I can understand perimeter is
measured in linear units and is one dimension. I can find the perimeter of an object by adding the lengths of each of the
objects sides. I can find the perimeter of regular and irregular polygons by calculating the lengths of the sides, using
addition and/or multiplication. I can find the perimeter of regular polygons by measuring one side and multiplying by the
number of sides of the polygon. I can explain my strategy using two different systems (Metric and US Standard). I can
construct or draw more than one polygon for the same perimeter. I can estimate the perimeter of a shape using personal
referents. I can find perimeter of a string that can be a continuous line that forms the boundary of a polygon. I can
measure the length of the string. I can find different polygons with the same perimeter.
Name of Task. Doubling, Halving, Tripling .....................................................................................
160
Standard: 3.MD.8, 3.MD.5 | Additional/Supporting Standard(s): 3.OA.3, 3.MD.5

Student Outcomes: I can draw rectangles and label the length and the width. I can find and label the perimeter
of rectangles. I can find and label the area of rectangles. I can double and triple numbers.
Quadrilateral Riddles and Fun ...............................................................................................................
165
Standard: 3.G.1
Student Outcomes: I can identify and explain the attributes of a quadrilateral. I can use defining attributes
(number of sides, angles) to name quadrilaterals. I can recognize and draw rhombuses, rectangles, and squares
as being examples of quadrilaterals. I can draw quadrilaterals other than rhombuses, rectangles, and squares.
THIRD GRADE
Game: Playing Circles and Stars

Common Core Standard:
3.OA.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects
in 5 groups of 7 objects each.
Additional/Supporting Standard(s):
Understand properties of multiplication and the relationship between multiplication
and division.
3.OA.5 Apply properties of operations as strategies to multiply and divide.
Standards for Mathematical Practice:
1. Make sense of problems and persevere in solving them
2. Construct viable arguments and critique the reasoning of others
4. Model with mathematics
5. Use appropriate tools strategically
6. Attend to precision
Student Outcomes:
I can see multiplication as combining equal groups.
I can use repeated addition as a strategy to find the total number of stars.
I can use strategies to find the total number of stars.
I can record my answer by writing an equation.
Materials:
One six-sided die or a spinner for each pair of children
Game Recording Sheet per player
Data chart for Class
Advance Preparation:
Circles and Stars is a game that gives children a visual interpretation of multiplication and
repeated addition. The game also helps students see multiplication as the combining of
equal-sized groups that can be represented with a multiplication equation.
Directions:
The teacher should model this game by inviting a student to play as a partner.
This game can be introduced to the entire class. The teacher might play a game with another
student to model the game. Use modeling and questioning to ensure understanding.
Teacher: Player One rolls the die and draws the corresponding number of circles at the top
on the top row of the recording sheet. If the player rolls a 4, the player will draw 4 circles
Student: Player Two rolls the die and draws the corresponding number of circles in the round
one box on his/her recording sheet. If player two rolls a 1, the player will draw 1 circle.
THIRD GRADE
Teacher: Player One rolls the die a second time and draws the corresponding number of
stars in each circle. (An option may be to draw Xs which are easier to draw.) If a player
rolls a 2, the player will draw 2 stars in each circle. (See Player Ones (Jack) recording
sheet.) Player records both the addition and multiplication equation for each round. Many
students will need to record both equations to move them from repeated addition to
multiplication. Later, they might just record for multiplication.
Student: Player 2 rolls a second time and draws the corresponding number of stars on
his/her recording sheet. Player 2 records equations.
Teacher and Student: Each player should record his/her name and partners name in the
top left corner of the players recording sheet. At the end of the game, each player will total
his/her total stars for each round and record the total in the top left box. Record partners
score and record the difference between the two scores.
Circle and Stars Recording Sheet

Jacks total ____
**
**
Partners total ____
**
**
Difference
____
2 + 2 + 2 + 2 =8
4 x 2 = 8 **
Both players repeat these steps until all boxes are filled.
Each player finds the total number of stars on his/her game sheet. Players need to check
each others work.
Each player records own score plus partners score. Find the difference and record.
Many students will need to record both equations to move them from repeated addition to
multiplication. Later, they might just record for multiplication.
Questions to Pose:
Before:
If your die had a zero and your first roll was a 5 and your second roll was a zero? Explain
how your would record?
During:
What numbers did you represent in different ways? Compare with your partner. Explain.
What other observations did you make as you were playing this game? Explain.
After:
What is the fewest number of stars you can get in one round? Explain.
What is the greater number of stars you can get in one round? Explain.
THIRD GRADE
Possible Misconceptions/Suggestions:
Possible Misconceptions
Students get confused when thinking about the
number of groups and the number in each groups
Suggestions
Students need to explain what the circles
represent and what the stars in each circle
represent.
Students add the two numbers without thinking

about number of groups
Special Notes:
Extensions:
1. Game Play
Play the game using a 1-9 die or 0-9 spinner.
Players record multiplication and the related division fact followed by an explanation.
4x2=8
4 circles with 2 stars in each circle
82=4
8 stars divided into 4 groups There are 2 stars in each group.
2. Class Data Chart (Prepare before lesson. See attached page.)
Teacher should list all numbers 1-36 on a chart using column format. (Thirty six is the
largest product possible product using two (1-6) dice.
Show the class the Circle and Stars Data Chart.
Teacher selects one student and the students recording sheet. Teacher and student model
how to use tally marks to record the students scores for each round on the Class Data
Chart. Tell students they are to play more games of Circles and Stars. As students
complete their recording sheet, ask students to make tally marks on the class chart to
show the number of stars he/she had for each round. Suggest that if one partner reads
each score, the other partner can record tally marks on the Class Data Chart. Encourage
students to play many games.
3. Discuss the data
After all students have played several games and recorded their products for each round on
the class chart, elicit students in conversations about the data. Ask: Why did I write the
numbers 1-36 on the chart?
a. Are there numbers that are impossible using a (1-6) die? Explain.
b. Why do some numbers have more tally marks than other numbers? Explain.
c. What are the ways to get 2 as an answer? Ways for 6? Ways for 12? (Students might
think about this with a partner or in small groups. Record equations.)
d. Which number(s) 1-36 has the most combinations using two 1-6 dice? What numbers
can I skip count by to say this number? (Relate numbers on dice to factors in
multiplication equations.
e. You can skip count by both factors and land on the number, which is the product. Is this
always true? Ask students to test this idea. Some may want to test larger numbers.
f. Is there a product that can only be represented one way? Why? Explain.
g. What other observations do you notice about the data?
h. How might this data be useful for thinking about multiplication combinations (facts)?
Adapted from About Teaching Mathematics by Marilyn Burns.
THIRD GRADE
Circles and Stars Data Collection

1.
19.
2.
20.
3.
21.
4.
22.
5.
23.
6.
24.
7.
25.
8.
26.
9.
27.
10.
28.
11.
29.
12.
30.
13.
31.
14.
32.
15.
33.
16.
34.
17.
35.
18.
36.
THIRD GRADE
Circles and Stars Recording Sheet

Players
Name ____________________________ Date __________
Round 1
Round 2
Round 3
Round 5
Round 6
Round 7
Total __________________
Partners Total __________
Difference _____________
Round 4
Total Number of Stars ______________________________

THIRD GRADE
Solving Division Problems

3.OA.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.
Additional/Supporting Standard:
3.OA.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. (Note: See
Glossary, Table 2.)
Student Outcomes:
I can solve division word problems and explain how I solved them.
I can retell a division word problem and act it out with counters.
I can draw a representation of how I solved a division word problem.
I can write an equation to represent a division word problem.
Materials:
Materials such as cubes, tiles, counters to put into groups
Blackline for each student. There are three different blackline division problem masters.
Decide how to pair students to work together.
Present the story problems on the board, document camera, white board.
This lesson is designed so that division problems are shared with the whole class. Partners
work on the problems and then solution strategies are shared. After sharing strategies,
students solve the division problems on the blackline master. The format of this lesson can
be repeated many times using different division problems to promote class discussion and
sharing of strategies. Three different blackline masters are provided and can be completed
over the course of several lessons.
THIRD GRADE
Directions:
1. Give each pair of students about 20 objects.
2. Explain that you are going to tell a story and they are going to act out the problem with the
given materials. Post the problem write it on the board or on chart paper.
3. Problem 1: A bag has 18 jellybeans. Laura and her friend want to share them equally. How
many jellybeans will Laura and her friend get?
4. Have 1-2 students retell the problem in their own words.
5. Ask the students what they know. Examples of responses are they know the total number of
jellybeans in each group?
6. Have partners solve the problem with the given materials. Partners also draw a solution
strategy to illustrate how they used objects to solve the problem.
7. As students work with partners to solve the problem, the teacher checks with each group,
asking questions such as those written in the Questions to Pose. This is formative
assessment. Students who struggle may benefit from retelling the problem. It may help
some students to solve an easier problem first, such as six jellybeans shared by two friends.
See if they can apply solving the easier problem to the posted problem.
8. After students have solved the problem, ask 2-3 pairs to share their solution strategy. Students
may say that they first got 18 beans and drew faces/circles for Laura and her friend. Then they
gave each girl an equal number (9) of jellybeans. Some may say they gave a fair-share, one
jellybean at a time. Others may share that they knew 9+9 = 18 so each girl received 9 beans.
9. Ask students what equation could we write to match this problem. (18 2 = ? ) or (2 x ? =18)
10. Share another division problem. Problem 2: I bought 28 pencils. The pencils came in
packs. There were 4 pencils in a pack. How many packs did I buy? Post the problem
write it on the board or on chart paper.
11. Have 1-2 students retell the problem in their own words.
12. Ask the students what they know. Examples of responses are they know the total number of
pencils (28) and how many pencils are in a pack (4). Ask the students what they need to
knowhow many packs did I buy?
13. Have partners solve the problem with the given materials. Partners also draw a solution
strategy to illustrate what they did with the objects.
14. After students have solved the problem, ask 2-3 pairs to share their solution strategy. Students
may say that they first got 28 counters and counted out 4 counters at a time. Four counters were
placed in a group. After all the counters are grouped they counted the number of groups (7).
15. Ask students what equation could we write to match this problem. (28 4 = ?) or (4 x ? = 28)
16. Both problems are posted. Ask students to talk with their partners about how the problems
are alike and how they are different. After students have shared ideas ask some to share
with the entire class. Possible responses: Both problems are division. In both problems you
know the total. The problems are about fair shares. On one problem you know the number
of groups but need to know how many are in a group. In the other problem you know how
many are in the group but need to know the number of groups.
17. The teacher can determine if the class is ready to work independently with partners or needs
additional whole class work. Pose additional problem if the class needs more time for
working and discussing as a whole class.
18. If students are ready have them complete the problems on the handout. Explain that they are to
use the materials to act out the problem and draw a representation of their solution strategy.
THIRD GRADE
Questions to Pose:
Before:
What does equal groups mean?
How can we make sure we give out fair-shares?
During:
After reading a problem, what do we know about the story?
After reading a problem, what do we need to know?
How do we use the counters to help solve the problem?
How many groups are there?
How many are in each group?
What is the total amount?
After:
How are these two problems alike?
How are these two problems different?
How can multiplication facts help you solve these problems?
Students add the two numbers or multiply the
two numbers.
Suggestions
Have students retell the story problem. Have
them use the materials to act out the problem.
If students still cannot understand what is
happening in the problem, change the numbers
so all numbers are one digit. Act out the
problem.
Talk to the students about groups and the
number in each group. Read problems
together and talk about if it tells the number of
groups or the number in each group.
Demonstrate with counters. Share ideas on
how to represent the problem on paper.
Talk about the total. Read the problem(s) and
identify the total.
Students may not be able to explain how the

problems are alike and different.
Special Notes:
After students are comfortable with division problems, have students write problems. The
teacher shares some of the student problems as examples for the class to solve.
If some students are having difficulty with solving the problems, change the numbers in the
problems. Keep the total 12 or less.
Solutions:
Answers to the problems presented to the whole class are found in the description of the lesson.
THIRD GRADE

Name _____________________________________________________
Solve each problem and show your solution strategy.
1. There are 25 desks in the classroom. The teacher puts them in groups of 5. How many
groups of desks are in the classroom?
2. Four friends are given a pack of trading cards to share equally. The pack contains 32 cards.
How many cards should each person get?
3. Mario has 49 flowers. He wants to put them in bouquets of 7 flowers each. How many
bouquets will Mario be able to make?
THIRD GRADE

Name _____________________________________________________
1. Nine children are building toy bikes. They have 36 toy wheels to share equally. How many
toy wheels will each child get?
2. Mrs. Allens class made 54 muffins for the bake sale. They put the muffin in bags to sell.
They put 6 muffins in each bag. How many bags of muffins did they have to sell?
3. My mother gave me a pack of 45 new pencils. When I get to school, I want to share them
equally among 8 of my friends and me. How many pencils will each of us get?
10
THIRD GRADE

Name _____________________________________________________
1. Five children have one book of 20 movie tickets to share equally. Each movie costs one
ticket. How many movies can each child see?
2. I was drawing triangles. I counted 21 sides on all of the triangles I drew. Each triangle has
3 sides. How many triangles did I draw?
3. I bought 20 cups of yogurt. Each pack of yogurt has 4 cups. How many packs did I buy?
11
THIRD GRADE
Seeing Arrays as Equal Groups

equations with a symbol for the unknown number to represent the problem.
Understand properties of multiplication and the relationship between multiplication
and division.
3.OA.5 Apply properties of operations as strategies to multiply and divide.
Standards for Mathematical Practice
2. Reason abstractly and quantitatively
7. Look for and make use of structure
Student Outcomes:
I can work with partners to find different arrangements that add to 100.
I can count to 100 by counting and combining groups to get to 100.
I can use what I know about money (nickels, dimes, quarters, half-dollar).
I can skip count to get to 100.
I can combine groups using multiplication and addition.
I can multiply by 2s, 5s, 10s.
Materials:
One Hundred Hungry Ants, by Elinor J. Pinczes (Houghton Mifflin, 1993
100 objects per groups (color tiles, 2 color counters, paper clips, pennies)
dot paper (each dot represents an ant)
tape, scissors
100 items for each group
If possible find a copy of the book, One Hundred Hungry Ants or access
YouTube (http://www.youtube.com/watch?v=kmdSUHPwJtc or other sites.
If you do not have a copy of One Hundred Ants and you cannot access You Tube,
skip to step B in this lesson.
12
THIRD GRADE
Directions:
Activity A: (Begin here if you have the book or access to YouTube.)
If you have the book, One Hundred Hungry Ants, read the book aloud to the class.
1. Each time the ants rearrange themselves, ask students to predict what the next arrangement
might be. If you do NOT have the book or access to YouTube, you might read about the
book online.
Lesson:
2. Show an array to the whole group. Ask students to describe the arrangement of counters or
tiles. Ask students to build the array on blank paper. Ask students to describe the
arrangement. Be sure students are able to describe rows and columns. Ask students to rotate
the array by turning the paper. Ask: What do you notice? (It is important that students focus
on equal groups. Students should be able to skip count by the number in each group or use a
combination of doubles and other counting strategies. Some students may count by ones.
This is an opportunity for formative assessment.
3. Tell students, we are going to imagine how 100 ants might march in different rows.
4. Ask students, How many different arrangements do you think we could make with
100 counters or 100 tiles?
5. Ask students to work in groups to use cubes or counters to build an arrangement to show 5 equal
groups with 20 cubes or counters in each group. Groups should be in straight rows and columns.
6. Different groups share solution strategies.
7. Students should show how they know they have exactly 100 counters.
8. Students work in groups of four. Each group should represent each array on dot paper by
thinking about each dot as an ant. Draw a frame around an array to illustrate the arrangement.
Label each array. (See the end of the lesson for blackline master of dot paper.) Students who
represent 1 x 100 and 2 x 50 will have to cut and paste the dot paper to show the array.
9. Each group of students should be able to explain how they know they have found all
possible arrangements.
Questions to Pose:
Before:
How would you describe your array? How many objects did you use in your arrangement?
If you could rotate your arrangement, you would see 20 groups of 5 objects each. Explain why?
During:
If an array of four rows of twenty-five is possible, then is an array of twenty- five rows of four
also possible? Explain your reasoning?
After:
How many different arrangements did you find for the 100 Hungry Ants?
Explain how arrays with the same numbers but in different orderfor example, twenty lines
of five (20 x 5) and five lines of twenty (5 x 20)would be different formations in the story
How do some arrays relate to other arrays with the same number in reverse?
13
THIRD GRADE
Students may not know that 5 x 20 is the same
amount as 20 x 5
Suggestions
Students need many opportunities to rotate an
array to see the commutative property.
When counting in equal groups, students lose

track.
Students might separate the rows and columns

to give them more space to count objects or to
more easily see one equal group at a time.
Students may have difficulty seeing that each

arrangement can be rotated to show the
commutative property.
Students need many opportunities to find the

total number of objects when building arrays.
Students can learn by listening to other
students as they share strategies.
Special Notes:
It is important for third grade students to count large amounts of objects. Students are more
likely to realize that grouping objects is a more efficient way to find a total.
Teachers should notice and name the strategies students are using.
Teachers ask questions that provoke children to think, articulate their thinking, and
sometimes try a new strategy; and we extend their thinking.
Solutions:
1 x 100; 2 x 50; 4 x 25; 5 x 20; 10 x 10 and the reverse.
100 x1; 50 x 2; 25 x 4; 20 x 5 (commutative property)
Adapted from Math Solutions professional development.
14
THIRD GRADE
15
Counting Around the Class

Understand properties of multiplication and the relationship between multiplication and division
3.OA.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.
3.OA.6 Understand division as an unknown-factor problem.
3.OA.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects
in 5 groups of 7 objects each.
7. Look for and express regularity in repeated reasoning
Student Outcomes:
I can count by 3s to get to 30. (Number may differ for different students.)
I can explain the relationship of multiplication and division.
I can find patterns when counting by 3s and then counting by 6s. (Patterns may differ for
different students).
Materials:
None for basic activity of counting around the class.
Chart paper or document Camera (optional)
Teacher may decide when to record multiples to make them visible to students or to extend
the activity to allow students to investigate the patterns created by multiple of a number.
Teacher makes decisions about what number or numbers students will count by.
Teacher makes decisions about where and how to record counting sequences.
Teacher plans questions to probe student thinking.
Teacher plans questions she may ask during this activity.
16
THIRD GRADE
Directions:
Choose a number to count by. Students count around the class by a single digit numbers to
provide practice with multiplication and related division facts.
Predict the target number:
Before the count starts, students try to estimate the ending number of the count (number the
last person in the class will say). Refer to this number as the target number.
Count around the class by the selected number. If students count by 3s, the first student says
3, the next student says 6, etc.
Pause during the count:
After students are familiar with this activity, begin pausing during the count and asking,
How many people have counted so far? How do you know? Example: When counting
around by 3s, after a student says 24, the teacher asks, How many people have counted so
far? Students will have to think about the factor x 3 that will equal 24. Students begin to
think about the relationship between a factor and its multiple.
Extension:
Teacher records the multiples on chart paper as they are stated aloud: 5, 10, 15, etc.
Students look for patterns.
Count around the circle or the class as many times as needed to reach 100 or greater.
Next do the same for counting by 10. This time students say multiples of 10.
Teacher again records the multiples of 10 as they are stated aloud.
Students compare and discuss patterns of the multiples of 5 and multiples of 10.
Teacher records multiples of 3 when students are counting around the class.
Teacher also records multiples of 6 when students are counting around the class.
Ask students to compare the multiples of 3 and 6. (Students should notice that every other
multiple of 3 is also a multiple of 6.) What other numbers will have this same pattern?
Students can find patterns in 3s, 6s, 9s, and also can see pattern of doubling when comparing
2s and 4s; 3s and 6s, 4s, and 8s, etc.
Variations:
Students can count in a small group.
In small groups, students can take turns pausing during the count.
Possible questions asked by a student:
How many multiples have we said so far? How do we know?
Whispering Version of Counting Around the Class
This version may support students in seeing multiplication as equal groups .
1. Choose a number (factor) to count by: Example 5
2. In this version, students always count around the class or circle by ones.
3. Only multiples of the selected number are said aloud.
Other numbers are whispered.
4. If students are counting by fives, students count 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, etc.
(only multiples of 5 are said aloud, other numbers are whispered)
5. The teacher may pause at a certain point, such as after 15 and ask, How many students have
counted so far? (15 students)
6. Ask the students who have said a number out loud to stand. Ask, Why are only 3 students
standing? Elicit the connection of 3 groups of 5 students to 15.
17
THIRD GRADE
Landmark numbers:
Counting around the class by landmark numbers support students in building understandings
of our base ten system of numeration. Ask students to count by different landmark numbers,
beginning with 10 and with multiples of 10 to reach 100; count by multiplies of 50 to reach
1000, etc.
When learning about money, students might count by values of coins such as quarters. The
value of coins tend to be landmark numbers for many students. Example, count by 5, 10, 25,
50, 100. (Can also say 5 cents, 10 cents, to 1 dollar and 25 cents, etc.)
Start with a given number and count backwards. Select numbers with patterns such as 500
and count backwards by 25.
Questions to Pose:
Before:
Ask: After we count around the class by 3s, what will the last student will say?
(Use this question for different numbers.)
During:
When counting multiplies, pause during the count. Ask How many students have counted
so far? How do you know?
After counting around the class by 3s, Ask: If we count around the class by 6s, what
number will the last student say? Explain your reasoning.
When counting by multiplies, pause during the count and ask How many students have
counted so far? How do you know?
Ask students to explain how this question related to division? Ask this question many times.
After:
Assessment:
What multiples do individual students know?
Are students able to understand the relationship between skip counting and multiplication?
Are students able to identify patterns found in multiples of numbers?
Are students able to see relationships between factors and multiples?
Are students able to see relationships when comparing multiples of given numbers?
Students may count but are not connecting to
groups.
Suggestions
Use the Whispering Count and ask students
to get in groups.
Provide opportunities for students to use
models to make equal groups.
Solutions: NA
Adapted from TERC Investigations Curriculum
18
THIRD GRADE
The Number Line A Visual Representation

Solve problems involving the four operations, and identify and explain patterns
in arithmetic.
3.OA.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
Note:
This standard is limited to problems posed with whole numbers and having whole-number answers;
students should know how to perform operations in the conventional order when there are no parentheses to
specify a particular order.
Standard below is to be maintained in Grade 3.

Use place value understanding and properties of operations to add and subtract.
2.NBT.7 Add and subtract within 1000, using concrete models or drawings and
strategies based on place value, properties of operations, and/or the relationship
between addition and subtraction; relate the strategy to a written method. Understand
that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and
hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or
decompose tens or hundreds.
Develop understanding of fractions as numbers
3.NF.2 Understand a fraction as a number on the number line; represent fractions on a
a. Represent a fraction 1/b on a number line diagram by defining the interval
from 0 to 1 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.
b. 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.
3.NF.3 Explain equivalence of fractions in special cases, and compare fraction
reasoning about their size.
5. Use appropriately tools strategically.
19
THIRD GRADE
Student Outcomes:
I can solve addition problems on an open number line by adding up.
I can solve subtraction problems on an open number line by adding up or
subtracting back.
I can decide on the numbers I want to use as I solve subtraction and also addition
problems on a number line.
I can learn from other students as they share different strategies on a number line.
I can jump by equal groups to solve multiplication problems.
I can skip count backwards on a number line to take out equal groups as a way to
find solutions to division problems.
I can identify a unit fraction on the number line and build other fractions from the
unit fraction.
I can identify where to place a fraction on a number line and I can explain its
placement based on unit fractions.
I can represent two fractions as equal if they are the same size, or the same point on
the number line.
I can compare two fractions with the same numerator or the same denominator by
reasoning about their size when the two fractions refer to the same whole.
I can sometimes solve problems by picturing the empty number line in my head.
Materials:
Pencils, colored pencils
Handouts showing examples of solving addition and subtraction problems on a
number line
Handouts showing examples of solving multiplication and division problems on a
number line.
Handouts for showing examples of solving fractions on a number line
Rulers for drawing number lines
Students have had experiences using rulers and tape measures to measure
distances from zero.
Students have used the Open or Empty number line to solve addition and
subtraction problems in grade 2.
Students have used unit fractions to count the number of parts of the denominator.
Students describe the whole as two halves, three thirds, and four fourths.
Directions:
The empty or open number line is a visual representation and allows students to
record and share their thinking strategies during the process of mental
computation. These are number lines with no numbers or markers.
After lots of experiences using the open number line, the number line will become
a model for student to think about strategies using mental math.
20
THIRD GRADE
Students are free to choose the type of jumps they will use for addition and
subtraction. One of the interesting things about mental calculations is that we do
not all think the same way.
The empty number line allows students to see the variety of ways that the same
question or problem can be solved.
The number line can be a helpful tool to represent repeated addition and build
understanding of multiplication. By studying patterns and relationships in
multiplication facts and relating multiplication and division, students build a
foundation for fluency with multiplication and division facts.
It is important that students see the strategy and than explore more than one
way of finding the result. Working with partners and sharing strategies in teams
or whole class supports student understanding. Students should be encouraged to
share different strategies and discuss which strategy is the most efficient.
Use of the empty number line also increases students confidence in their ability
to use numbers flexibly which leads to further development in their understanding
of number sense.
Identifying fractions on a number line, allows students to see the meaning of
numerator and denominator.
Questions to Pose:
Before:
What can you tell me about the place value of a number? Example: 438
What strategies do you use to find the answer to a subtraction problem?
How would you explain 4 x 6 to a friend? How would use explain 12 3?
During:
Describe strategies you might use when solving a subtraction problem.
What do you know about using a number line to solve problems?
Explain where you would place 1/3 on a number line?
After:
Can you describe a strategy you might use to solve a subtraction problem on a
number line?
What strategies might you use on a number line for finding the product of 3 x 4?
How might you use multiplication on a number line to show division?
Where would you place 3/6 on a number line?
21
THIRD GRADE
Students may see subtraction as taking away
or adding up. They may not see subtraction as
a distance between two numbers.
Students may not see equal groups for
multiplication and division.
Suggestions
Beginning with one digit and 2 digit problems,
work with students in small groups or
individually with addition and subtraction
problems. Subtraction problems can be solved
by adding up or subtracting back.
Use a cube or an object to allow students to
physically jump on a number line for
multiplication and division. Students may use
a meter tape or a meter stick for making jumps.
Encourage students to make up their own
problems.
Various handouts included for your convenience.
22
THIRD GRADE
Making Sense of Fractions Using Number Line

Understand unit fractions as basic building blocks for fractions
Understand parts of a unit whole must be equal to one another, and all parts combined
must equal the whole; understand fraction notation.
Understand the number line as a key representation tool for making sense of fractions.
1. A fraction such as 5/3 is what one gets by combining 5 parts together when the whole
is divided into 3 equal parts best shown on a number line.
If 12/3 is equivalent to 4, extend the number line below to show 15/3.
Record the whole number equivalent to 15/3 on the number line.
Write two other statements you know from this number line.
2. The Fraction represented on the number line is only at the black dot. It is not the part
in between like we see in the bar model. Explain why only three of the 1/4s are
shaded on the bar diagram.
23
THIRD GRADE
Explain how the bar model is different from the number line model.
3. Label the points on the number line below
Draw a Bar Model to match the number line which includes 4/4.
24
THIRD GRADE
4. Understand the number line as a key representation tool for making sense of fractions
4
8
Place 1/8, 2/8, 6/8 and 8/8 on the number line above.
5. The number line below shows two numbers, 0 and 1.

a. Mark 1/4 on the number line.
b. Explain how you decided where to place.
c. On the same number line, place 2/4, 3/4 and 4/4.

d. Explain how you decided where to put each mark.
25
THIRD GRADE
6. Once two numbers are marked on the number line, the location of all other numbers
is fixed.
The letters a h show the location of fractions.
Label a fraction under each letter on the number line.
What fraction shows 1/2 of the number line? Explain _____

What fraction shows 3/4 of the number line? Explain ______
7. Describe the number line below with a partner. Find the black point on the number
line. What is the location of the dot on number line?
What numbers are between 2 and 3? Explain
Solve the problems below using a Number Line.

1. There are 8 friends at Geoffs birthday party. He wants to give each friend 1/2 of a
large brownie. How many brownies will Geoff need?
2. Sue has 2 slices of cheese. It takes one-fourth of a slice of cheese to make a snack.
How many snacks can Sue make?
3. You are going to invite friends over for ice cream. You ordered 3 pints of ice cream
from the Sweet Tooth Ice Cream Store. If you serve 1/4 of a pint of ice cream to each
guest, how many guests can be served?
26
THIRD GRADE
Exploring Number Lines

for Addition and Subtraction
Addition or Subtraction Problem
1. Mark has 157 comic books. His friend gave him 36 more comic books. How many
comic books does Mark have now?
Study the solution of the problems below using a number line to find the answer.
Solution A: Notice the arrows. The first jump: 157 to 187. Above you see this was a
jump of 30. Find the second jump of +6.
How many comic books does Mark have now? _________
Where did you find the answer on the number line?
Solution A
Solution B
Solution B
How is Solution B different from Solution A?
Describe what happened first in Solution B? Discuss your solutions with a partner or in a
small group.
2. Tonya has 253 beads. She gives 131 beads to her friend. How many beads does she
have now?
Discuss with a partner how you might solve the problem.
Would you add up from 131 to 253 to find the answer?
Would you subtract back from 253 to 131 to find the answer?
Tonya has 253 beads. She gives 131 beads to her friend. How many does she have now?
27
THIRD GRADE
Sydneys strategy: Describe the strategy with a partner.
What do the numbers under the number line stand for?

What is the answer to the problem? ____________________
Where do you find the answer when looking at the number line?
Subtraction Problem
Looking at the arrows, was the solution found by adding up or subtracting back?
Find the difference or how far it is between two numbers. The numbers are 127 and 73.
Which number would be first on a number line? Why?
What is the difference from 73 to 127? __________________
Describe how you find the answer? ________________
+2
73
75
+5
+10
+10
80
90
28
100
+27
127
THIRD GRADE
Subtraction Problem:
There are 543 students in Woodland Elementary School. The students learned that 387
of the students are girls. How many students are boys?
1. Brad solved the subtraction problem by adding up from 387 to 543. Where did
Brad get the numbers on the bottom of the number line?
Where did Brad get the numbers on top of the number line? Explain
How many students were boys? ______________________
2. Marvin solved the same problem using a number line. Marvin jumped 100 to get to
487.Next Marvin jumped 3 to get to 490. Next Marvin jumped 53 to get to 543.
Draw a number line. Show Marvins jumps on top and show how far he jumped on the
bottom of the number line as he is getting closer to 543.
3. Andy decided to subtract back to solve the problem. Andys first jump was from 543
to 500. The numbers under the number line shows where Andy landed each time.
The first jump from 542 to 500 shows Andy jumped back 43 on the number line. Record
his jumps until you get to 387.
43
387
390
400
500
29
543
THIRD GRADE
4. There are 813 students in Forest Hills School. Today there are 768 students present.
How many students are absent?
Use a number line to solve the problem.
768
813
Compare your solution with a partner or a small group.
5. Randys problem: 1196 649
What mathematics does Randy understand?
Solve Randys problem in a different way on the number line below. 1196 649?
30
THIRD GRADE
Exploring Number Lines for Multiplication and Division

1. Write the multiplication equation that matches the jumps on the number line below.
2. Write an equation that matches the jumps for division on the number line above.
(Hint: Begin at 16 and jump backwards by 4. How many hops?)
3. Write the multiplication equation that matches the jumps on the number line below.
4. Write an equation that matches the jumps for division on the number line above.
5. What multiplication equation is represented?

6. What division equation is represented?
31
THIRD GRADE
7. How does the number line below show division? Explain to a partner and the class.
8. How does the repeated addition of 4s help you understand multiplication?
9.
Record the multiplication equation represented on the number line above.
10. Record the division equation represented on the number line above.
11. Do solving multiplication problems help you to understand division?

Explain:
12. Complete the equations below.

4
x 6 = __________
?4=6
32
? 6 = __________
THIRD GRADE
13. Math Frogs always jump by their favorite number. A +4 Math Frog only jumps by
4s. If a (+ 4) Math Frog starts at 0 and hops 7 times, where will the frog land?
Show the frogs jumps on a number line. Below is the beginning of a number line.
14. If a Math Frog starts at 0 and lands on 20, what distance(s) might this frog hop by?
Select one way and show the frogs jumps on a number line.
15. If a +3 Math Frog starts at 3 and lands on 15, and then takes 4 more hops, where will
the Math Frog land?
How do you know? Show the frogs jumps on a number line.
16. Write one or more Math Frog problems.
Select a problem. Draw a number line and show the Math Frog hops.
Using your problem, write an equation for multiplication.

Using your problem, write an equation for division.
33
THIRD GRADE
Solving Two-Step Problems

Solve problems involving the four operations, and identify and explain patterns
in arithmetic.
3.OA.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
3
This standard is limited to problems posed with whole numbers and having whole-number
answers; students should know how to perform operations in the conventional order when there
are no parentheses to specify a particular order.

Student Outcomes:
I can solve two-step word problems using two of the four operations for whole
numbers. (addition, subtraction, multiplication, division)
I can assess the reasonableness of answers using mental computation and
estimation strategies, including rounding.
I can use models and drawings to represent and solve two-step word problems.
I can solve two-step problems using letters to represent an unknown.
I can explain/justify my solution strategies to other students.
I can write equations with a letter standing for the unknown quantity.
I can use a variety of solution strategies to solve problems.
I can make sense of word problems by carefully reading each problem, using
numbers to solve the problem and reread the problem again to determine if the
answer makes sense.
I can find solutions, label steps and label my answer.
I can solve problems using mental math, rounding, and estimation.
Materials:
Two-step problems (handout)
Blank paper or graph paper for solving problems
Document Camera or overhead
Pencils/markers
Manipulatives (cubes, tiles, counters and other tools for problem solving)
34
THIRD GRADE
Students have prior experiences relating a one-step word problem to an equation and
writing and reading equations with a letter standing for an unknown quantity.
Students have prior experiences when fluently adding and subtracting within 100.
Students have prior experiences with one-step multiplication and division problems
within 100, working flexibly, accurately, and efficiently.
Students should have prior experiences with writing and reading equations with a letter
standing for an unknown quantity.
Students have practice with multiple solution strategies.
Students have prior experiences relating a one-step word problem to an equation and
writing and reading equations with a letter standing for an unknown quantity.
Students have opportunities to assess the reasonableness of answers using mental
computation and estimation strategies.
Suggested Vocabulary for Students: addend, sum, round, estimate, equation, difference,
multiplication, factor, product, array, multiples, division, divisor, dividend, quotient,
reasonableness, symbol, multi-step problems
Directions:
The problems included in this lesson are not in any order.
The problems are examples of two-step problems.
Teacher may select one or two problems for students to solve.
Students share their solution strategies with partners, small groups, and whole class.
(Polyas 1957- four phases of problem-solving, which have become the
framework often recommended for teaching and assessing problem-solving skills)
o The four steps for students are:
Understanding the problem
Devising a plan to solve the problem
Implementing the plan
Reflecting on the problem
Provide time for students to practice identifying the critical information without
actually solving problems.
Students in grade 3 should use solution strategies that do not include traditional algorithms.
Instead, they use ideas of place value, properties of operations, compensation, known facts,
landmark numbers, finding patterns, drawing, creating a table, using models, etc.
Students need opportunities to solve problems in more than one way and may work with
a partner.
Provide time for students to show and explain how they solved a problem in two or more
ways, using models, drawings, numbers, etc.
After students have solved many two-step problems, ask partners or small groups to write
their own two-step problems.
Using the document camera or overhead, students share strategies for assigned problem(s).
35
THIRD GRADE
Teacher selects students to share based on:

o 5 Practices for Orchestrating Productive Mathematics Discussions
o By Margaret Smith and Mary Kay Stein
Anticipating what students will do--what strategies they will use-in solving a problem
Monitoring their work as they approach the problem in class
Selecting students whose strategies are worth discussing in class
Sequencing those students' presentations to maximize their
potential to increase students' learning
Connecting the strategies and ideas in a way that helps students
understand the mathematics
http://www.nctm.org/catalog/product.aspx?id=13953
Questions to Pose:
Before:
What are examples of a whole number?
What do you think is meant by a multi-step problem? A whole number answer?
What are the four operations we might use when solving problems?
Can anyone give an example of a two-step problem?
What operation(s) did you use in your problem? Ask for other examples.
Can anyone give an example of a two-step problem using two different operations?
During:
Will someone share an example of a two-step problem?
Can you identify the operations used in the two-step problems?
Which operation did you use first? Explain your strategy.
What whole number(s) did you use? What did you do next? Explain.
What label did you use for your answer?
Can you describe how you were able to identify the unknown quantity?
Are you willing to share the equation you wrote?
Can you explain why you chose this equation? What does the equation represent?
What have you learned by working with one or more partners?
After:
Who is willing to share the share their solution strategies? Explain answers.
What questions can you ask to support your learning and learning of others?
What strategies did you use first? Next?
Will you share your equation with a letter standing for the unknown quantity and
explain/relate your equation to the problem?
How might working with other students and sharing solution strategies support
your learning?
36
THIRD GRADE
Students have difficulty reading and making
sense of two-step problems.
Suggestions
When working in small mixed groups of 3
or 4 students, ask a student to read the
problem aloud. Members of the group
discuss the problem in small groups or with
a partner.
Students may solve problems separately and

not understand which answer addresses the
problem.
Members in each group discuss and record

each step.
Students may not understand which unknown

quantity is the final answer.
All members of the group solve the problem

on paper.
Special Notes:
It is important to support the range of learners including struggling students as well as
students who may need extensions. Problems may be differentiated to support a range of
students. All students are expected to share solution strategies with partners, in small
groups or whole groups.
37
THIRD GRADE

Name ________________________
Date__________
1. The owner of a box store has 400 books to pack into boxes. On Monday
he packs 236 books and on Tuesday he packs 148 books. How many
more books does the owner need to pack into the boxes?
___________ books
Write an equation with a letter standing for the unknown quantity.
Show how you found your answer in two different ways.
2. Marcus had 100 marbles. He gave away 64 marbles and put the
remaining marbles equally into 9 bags. How many marbles did Marcus
put in each bag?
___________ marbles
38
THIRD GRADE

Name ________________________
Date__________
1. Sydney wants to buy a soccer ball worth $95 and a bike worth $349. If
Sydney only has $375, how much more money does she need?
$___________
2. Maria made 56 cupcakes for the bake sale. She put 8 cupcakes into each
box. Maria sold the boxes for $3 a box. How much money did Maria
earn?
$________________
.
39
THIRD GRADE

Name ________________________
Date__________
1. Susan bought 24 cupcakes and made another 3 batches of 8 cupcakes

each. Susan packaged all of the cupcakes in 6 boxes. How many
cupcakes did she put in each box?
__________ cupcakes
2. Marcus threw a football 9 yards. David threw a football 24 feet. There

are three feet in a yard. Which boy threw the football the greatest
distance? __________________
How much further? _____________ft.
40
THIRD GRADE

Name ________________________
Date__________
1. Jonah and his friends picked 284 strawberries. They ate 196 strawberries
and placed the strawberries that were left equally into 4 containers. How
many strawberries did they put in each container?
_____________ strawberries
2. Gary earned 331 points at school last week. This week, Gary earned 79
points. Gary decides he wants to use 60 points to earn free time on a
computer. How many points will Gary have left?
_____________ points
41
THIRD GRADE

Name ________________________
Date__________
1. There are 50 apple stickers in a pack. Sam has 3 packs. Tracy has 5
packs. How many apple stickers do they have altogether?
_________________ stickers
2. Jason has 38 video games. His brother, Chase has 34 video games. The
boys want to stack all of their games evenly in 9 containers. How many
video games will the boys put in each container?
_________________ video games
42
THIRD GRADE
Lesson for Square Table Tops

Solve problems involving the four operations, and identify and explain patterns in arithmetic
3.OA.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.
equations with a symbol for the unknown number to represent the problem.1
Student Outcomes:
I am able to use square tiles to model the product of a number times the same
number. Examples: 1 x 1; 2 x 2; etc.
I can build squares and explain that when the whole number of both rows and
columns is the same number, the result will be a square.
I can find a square number when I multiply another number by itself. For
example, 5 times 5 equals 25 and I can build a square number and explain.
I can draw pictures of Growing Squares on grid paper, label the squares, and
record the number of small squares needed to make the next largest square.
I can see how the squares grow by adding squares down one column and across one row
and then add one more square in the bottom right corner to build the next largest square.
I am able to write equations to show the product of a whole number times itself
is equal to the number of square units in the model.
I can use pennies, round counters, beans, toothpicks, etc. to build square numbers
and I can prove that the number of rows and columns are equal.
Materials:
Color tiles (square tiles) or snap cubes for each students
Pennies or other round counters
Two centimeter or inch grid paper per student
Color pencils for grid paper
Handout for students
Document Camera
Completed multiplication table (1-100)
43
THIRD GRADE
Students should know and understand some multiplication facts and/or ways to
find products.
Students should be familiar with the array model for multiplication and division.
Students should have knowledge of rows and columns when building an array.
Students should have experiences in building and drawing models.
Students should have experiences proving problem situations using various
models including manipulatives, drawings, equations and explanations.
Students should recognize that the equal sign indicates a relationship (quantities
on each side are equivalent).
In grade 3, students should be able to predict the next element in a sequence by
examining a specific set of examples such as even and odd numbers.
Directions: (Teacher)
Introduce the Building Square Table Tops as written on the student handout.
Teacher and students should build Table Top #1 and Table Top #2. Teacher or student
will model Table Top #2. Each student should build the Table Tops. (Teacher allows
students to share the models and explain their thinking/reasoning throughout the lesson.)
Ask students to describe Table Top#3 in small groups. Select several students to
explain and share ideas with the class.
Ask students to continue by building Table Top #4.
Ask students to find the difference between the squares and to look for patterns.
For example from 1 to 4 is 3; from 4 to 9 is 5; from 9 to 16 is 7. (Students need
time to find patterns for themselves, with a partner or in a small group.)
Allow time for groups or partners to discuss questions 5-8 on their handout. Select
students from several groups to share their thinking. If possible, use a document camera.
Ask students to find the difference between Table Top #4 and Top #5. (The difference is 9.)
Ask students to extend this pattern by explaining where they find the difference in
the squares from Table Top #1, Table Top #2. Table Top #3, Table Top #4 and
Table Top #5. Describe the pattern. Is this a growing pattern?
Continue following students worksheets. It is important that students work with
partners and in small groups. Students will record Square #1 - #6 on grid paper.
Students share ideas and examples in small groups as well as with the whole
class, using a document camera.
It is important for all students to transfer their models to squares on grid paper.
This gives students an opportunity to transfer their models to drawings and to
label each square and also label the number between the squares. (Example:
Between square 2 and 3, students should see that 5 squares are added to build
Table Top #3. Continue to follow student handout.
Be sure students have pennies or counters to create a square using 9 or 16 objects
If you have students who are able to see how the squares are building, allow them
to share on the document camera. Students should ask questions of students who
are sharing their ideas. (It is easier to see the pattern beginning with 2 x 2 = 4;
Add 1 row, 1 column and 1 square in the bottom right corner. 3 x 3 = 9 so add1
column of 3 and 1 row of 3 and add 1 square or circle in the bottom right corner.
44
THIRD GRADE
Students may have different ways to describe the growth pattern.
Give each student a completed multiplication table.

Ask students to find square numbers on a completed multiplication table.
Allow students to share patterns, using a document camera or in small groups.
Allow time for students to ask questions as well as sharing ideas.
Extension:
Option of using 2 colors of squares for Building a Growing Square
Using blue squares build a (2 x 2) square.
Using red squares, add red squares to Square #2 to build Square #3.
Next use a different color of squares to add squares to Square #3 to build Square #4.
Can you explain how the squares are growing?
Visual aids can help you find square numbers.
(This may be modeled by the teacher, several students, etc.)
Questions to Pose:
Before:
How would you define a square?
Can you find examples of squares in our classroom?
Are all squares the same size?
What do you know about a square?
During:
What did you notice when you built Table Top #2 and Table Top #3?
Did anything surprise you?
What do you plan to build for Table Top #4?
Can you describe how the squares are growing?
After:
Does order matter? Explain. (Commutative Property) (During discussions, support students
in using vocabulary: factor, product, even, odd, patterns, square numbers, equations)
What squares did you build that have an even number? Explain why some squares are
even and some squares are odd? (This is an opportunity to see which students understand
even and odd numbers and even and odd products.)
Examples: (An even number times an even number will always generate an even product.
(An odd number times an odd number will always generate an odd product).
What patterns did you find?
45
THIRD GRADE
Describe where you found square numbers on the multiplication chart.

What other findings do you want to share?
Possible misconceptions
Suggestions
Students may not see how the
Give students lots of opportunities to build squares.
squares are growing.
Focus on how the squares are growing especially with
2 x 2, 3 x 3, 4 x 4 (Students work in small groups and
have conversations to describe what numbers make a
square.
How are the squares growing?
Students may not see that you do Build the same squares from pennies or round counters.
not need squares to build a
square.
Help students make sense of the completed
multiplication table. Using this table will support
students who are trying to remember basic facts.
Special Notes:
Students need many visual representations to make sense of growth patterns and
connect to relationships.
Students are resources to one another as they make sense of mathematical ideas.
Working in a collaborative inquiry supports students in sense making.
46
THIRD GRADE
Building Square Table Tops

The third grade class is responsible for the table arrangements for the school math fair.
Students decided the top of each table should be in the shape of a square. The math fair
needs lots of different sizes of square Table Tops.
The Table Tops will be constructed from square tiles. The smallest table will be
constructed from exactly one square tile. With a partner or in table groups, use square
tiles to create models for the Table Tops needed for the school math fair.
1. Using square tiles, all students build Table Top #1 on a blank sheet of unlined paper.
Record the numeral 1 to show the number of tiles for the first Table Top.
2. With a partner or in a small group, each student will use color tiles (same color) to
build Table Top #2 and Table Top #3.
3. Build each table top on your paper. All Table Tops are square. Are they arrays?
Explain what you know about an array.
4. Underneath each square, record the number of square tiles needed to build the square.
What does the 3 represent between Table Top #1 and Table Top #2?
What number should go between Table Top #2 and Table Top #3? Explain.
Table Top #2
Table Top #3
Table Top #1
3
1
4
4
?
?
5. Each additional Table Top will need enough square tiles to make the next largest
square table.
Predict the number of additional squares needed for Table Top #4.
Build Table Top #4. Record the number of squares needed to build Table #4.
Record the number of squares between Table top #3 and Table Top #4.
6. What do you know about the rows and columns for each of the Table Tops?
Describe how the squares are growing each time. What patterns do you notice?
Record.
47
THIRD GRADE
7. Write an equation for each Table Top #1, #2, #3 and #4.
Example: Equation for Table Top #1 (1 x 1 = 1, 2 x 2 =?)
8. In table groups, predict the number of squares needed to build Table Top #5.
Explain how you decided on the number of tiles needed for Table Top #5.
9. Build Table Top #5. Record the number of squares needed to build Table Top #5.
How many additional squares were needed to build Table Top #5?
Record your answer between square Table Tops #4 and #5.
10. Build Table Top #6. Record the number of tiles needed to build Table Top #6.
After building Table Top #5, how many more squares did you need to build
Table Top #6? Record.
Record any different patterns you have noticed. Share ideas.
11. Write an equation for Table Top #5 and an equation for Table Top #6.
How might you explain equations for square numbers?
12. Using 2 centimeter or half-inch square grid paper, draw the squares to match each of
the models you constructed with square tiles.
Label each square, using the information you recorded on the square tile models.
Record equations to show the number of tiles needed for under each square.
Record the number of additional squares needed between each square
13. Continue drawing and recording Table Top #7, Table Top #8, Table Top #9, and
Table Top #10 on Grid paper. (Others may want to create larger squares.)
Record the equations for each Table Top drawn on the grid paper.
Record the number of squares for each Table Top drawn on the grid paper.
Record the number of additional squares needed between each consecutive Table
Top. Record between 2 squares on grid paper.
14. Can you show square numbers with round counters or pennies?
Prove your answer by creating models. Share with partners or the class.
15. Why are these numbers often referred to as square numbers?
Do you think this will be true for larger numbers beyond 10? Explain.
Record examples using equations. Explain your thinking?
Find an example to share with others. Be sure you can justify your example.
16. Find squares you created with square numbers on the multiplication table.
Use color pencils to find a way to show the patterns for square numbers to others.
Describe other patterns you notice about square numbers.
17. You can have fun building square numbers with square crackers. Other ideas?
48
THIRD GRADE
10
10
8 10 12 14 16 18 20
9 12 15 18 21 24 27 30
8 12 16 20 24 28 32 36 40
5 10 15 16 25 30 35 40 45 50
6 12 18 24 30 36 42 48 54 60
7 14 21 28 35 42 49 56 63 70
8 16 24 32 40 48 56 64 72 80
9 18 27 36 45 54 64 72 81 90
10 0 10 20 30 40 50 60 70 80 90 100
49
THIRD GRADE
10
11
12
10
11
12
10
12
14
16
18
20
22
24
12
15
18
21
24
27
30
33
36
12
16
20
24
28
32
36
40
44
48
10
15
16
25
30
35
40
45
50
55
60
12
18
24
30
36
42
48
54
60
66
72
14
21
28
35
42
49
56
63
70
77
84
16
24
32
40
48
56
64
72
80
88
96
18
27
36
45
54
64
72
81
90
99
108
10
10
20
30
40
50
60
70
80
90
100
121
120
11
11
22
33
44
55
66
77
88
99
121
132
132
12
12
24
36
48
60
72
84
96
108
120
132
144
50
THIRD GRADE
Hexagon Fences
Solve problems involving the four operations, and identify and explain patterns in
arithmetic.
3.OA.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.
Geometric measurement: recognize perimeter as an attribute of plane figures
and
distinguish between linear and area measures.
3.MD.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 Outcomes
I understand that a perimeter is like a line or path that surrounds a two-dimensional shape.
I can trace hexagons and find perimeters of growing hexagons.
I can see that the perimeter is the total lengths of all the sides of a shape.
I can find and label the perimeter of growing Hexagon Fences.
I can find and use patterns to help me find the perimeter of different lengths of Hexagon
Fences.
Materials:
20 or more hexagons per team
Large sheets of drawing paper (2 sheets per team) to trace Hexagon Fences
Rulers to measure perimeter of hexagons
Colored pencils or regular pencils to trace hexagons
Table to complete on handout
Questions to complete when solving for Hexagon Fences
51
THIRD GRADE
Students should have prior experiences finding and labeling lengths in metric and customary Measure.
Students should have prior experiences measuring in inches
Students should have prior experiences in finding and extending patterns in number and shapes.
Students should have prior experiences with pattern blocks including hexagons.
Teacher Directions:
Give each pair of students 20 or more hexagons. (Students can also trace hexagons.)
Each student should have a ruler with inches on one side.
Measuring in inches, determine the perimeter of one hexagon. Ask several students to
explain how they found the perimeter of one hexagon.
Ask several students to describe how they might write a definition for perimeter.
Distribute the handout titled Building a Hexagon Fence for each student.
Ask each student to connect 2 Hexagons. (Teacher may model on document camera or hold
up two connected hexagons so everyone can see.)
Ask: How might you find the perimeter of two hexagons for the Hexagon Fence? Ask at least 2
students to share the answer and describe how they found the perimeter of two connected
hexagons. Ask if anyone has a different way to find the perimeter? 2 + 2 + 3 + 3 = 4 + 6 =10
inches or 2 x 2 + 2 x 3 = 4 + 6 = 10 inches or 2 x 5 = 10 inches. Students may have other
examples. Students need to explain how they found the perimeter, including the meaning of
perimeter. Ask students to label their answer in inches.
Allow time for students to work with a partner to complete questions 4 and 5 on the
handout. Be sure students are labeling answers correctly and can connect the numbers to
their models. Focus on perimeter and solution strategies.
For question 6, work with the whole group to find solutions and write equations for
Hexagon Fence #4 and Hexagon Fence #5. Ask different students to share strategies.
Students may use the document camera to explain their strategy. Be sure students explain
the equations they recorded. Students should be able to explain how they find the perimeter
for Hexagon Fences when solving Problems 4 and 5. (Connect to models).
- (examples: 5 + 4 + 4 + 5 = 9 + 9 = 18 or 5 + 5 + 4 + 4 = 18 or 2 x 5 + 2 x 4 =18
inches When sharing, students need to explain what each number represents.
Continue sharing for Hexagon Fence #5. Ask several students to share and explain solutions,
(select Partners to share). 2 x 5 + 3 x 4 = 10 + 12 = 22 inches. Ask the group to discuss
with partners, What patterns do you see when recording the perimeter of Hexagon Fences?
If many students do not see a pattern, ask each group to build a Hexagon Fence with 6
Hexagons. Ask if anyone can find the perimeter for this Hexagon Fence with 6 hexagons.
Students need to explain solutions, using a document camera or sharing in small groups.
Example: 5 + 4 + 4 + 4 + 4 + 5 Students may see that hexagons on each end have a
perimeter of 5 inches and hexagons in the middle have a perimeter of 4 inches. Students
explain using 11 .Ask students to complete the chart. Record two or more equations for
each Hexagon Fence (#6, #7, #8, #9, #10). Check your solutions with your partner.
Ask students to describe patterns when finding perimeters. Have several students share one
or two efficient strategies for equations for Hexagon Fences from #7 to #10. Students should
complete the chart on the first page of the handout.
Extensions: What equation might you write for finding the perimeter of a Hexagon Fence
built with 12 hexagons? 20 hexagons?
52
THIRD GRADE
Questions to Pose:
Before:
What do you know about a hexagon? Explain.
Can you connect Hexagons and trace them on your paper?
Can you find the length of an inch on your ruler?\
How might you find the perimeter of one hexagon, two hexagons attached together? Explain
During:
Show me the perimeter for one hexagon? Two hexagons? Explain how you determined the
perimeter for a 2 Hexagon Fence, a 3 and a 4 Hexagon Fence.
Are you finding different ways to find the perimeter of Hexagon Fences?
Are you able to record equations to describe the perimeter of a Hexagon Fence?
After:
Describe and share your solution for different sizes of Hexagon Fences?
Describe your solution for finding the perimeter of a Hexagon Fence with 7 hexagons.
What is an advantage of seeing a pattern in your solution strategy?
Explain the meaning of perimeter.
Students might think Hexagon Fences grow
by 5s. Students may not understand perimeter of
a shape.
Suggestions
Provide opportunities for students to find the
perimeter of a book, a table, an index card, etc.
Students need to see perimeter as linear- the
outside or boundary around a shape.
Students may not know the meaning of a

perimeter.
Students might place a string around a book

and then measure the length of the string.
Special Notes:
Students see Hexagons on each end of the fence have a perimeter of 5 inches. The hexagons in
the middle have a perimeter of 4 inches. Students must understand that perimeter is linear.
53
THIRD GRADE
Doubling and Halving Rectangles

Name: ________________________________________________________
Materials:
One-inch grid paper (one or two per student)
Colored pencils or thin markers to trace rectangles
Problems to solve: Show your work.
1. Jeremy found a picture on the Internet. The dimensions of Jeremys picture are:
Width: 4 inches Height: 6 inches
Using one-inch grid paper, draw and label a rectangle to show the length
and width of Jeremys picture.
Find and label the perimeter of Jeremys picture. Show your solution
strategy
Find and label the area of Jeremys picture. Show your solution strategy.
2. Jeremy decided he needed a larger picture than the 4 x 6 picture to hang on his
bedroom wall. He decided to double the picture.
and width of the larger picture.
Find and label the perimeter of Jeremys picture. Show your solution strategy.
3. Jeremy decided he needed a smaller picture to carry in his pocket. He decided to
halve the dimensions of the original picture. The dimensions of the original
picture are: Width: 4 inches Height: 6 inches
and width of Jeremys SMALLER picture.
strategy.
Challenge Problem: Decide on the dimensions for a new picture. Write your new
dimensions: Width ______ Height ______
Using one-inch grid paper, draw and label rectangles to show:
a. Length and Width of your new picture.
b. Double the Length and Width of the new picture.
c. Triple the Length and Width of the new picture.
d. Find the Length and Width if you halve the new picture.
54
THIRD GRADE
Building a Hexagon Fence

Name ___________________________________________
Date __________________
This problem provides you with a chance to predict a pattern when building a Hexagon Fence.
Use Hexagons to build the figures below. Look for patterns as you build Hexagon Fences.
(Hexagon blocks can be found in a set of Pattern Blocks)
Hexagon Fences
1 hexagon
perimeter 6 in.
2 hexagons
perimeter =
3 hexagons
perimeter =
Complete the table below:

Hexagons
Perimeter
10
1. With your partner, discuss the meaning of perimeter.

Record your understanding of perimeter.
2. One Hexagon has a perimeter of 6 inches. Measure to find the perimeter of two hexagons.
Record your answer.
3. Explain why the two hexagons blocks have a perimeter of 10 inches.

Write two different equations to find the perimeter.
4. Explain why three hexagons have a perimeter of 14 inches.

Write two different equations to find the perimeter.
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THIRD GRADE
5. Work with a partner to find patterns in Hexagon Fences for 4 hexagons, 5 hexagons, 6
hexagons, 7 hexagons, 8 hexagons, 9 hexagons and 10 hexagons.
6. Complete the table below. Show 2 different equations for finding the perimeter for each
Hexagon Fence.
Hexagon Fence #4
Hexagon Fence #5
Hexagon Fence #6
Hexagon Fence #7
Hexagon Fence #8
Hexagon Fence #9
Hexagon Fence #10
7. Describe the pattern that you found when building Hexagon Fences.
8. What patterns did you observe when writing equations for finding the perimeters of a
Hexagon Fence?
9. Working with your partner, decide on a Hexagon Fence that has more than 10 Hexagons.
Build your Hexagon Fence or draw a model of your fence.
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THIRD GRADE
10. How many hexagons did you need for your fence? ______________________________
11. Write two or more different equations to find the perimeter of your new Hexagon Fence.
12. How did finding a pattern help you find the perimeter for your longer Hexagon Fence?
Explain.
57
THIRD GRADE
58
Arrow Cards
Use place value understanding and properties of operations to perform
multi-digit arithmetic. (Note: A range of algorithms may be used.)
3.NBT.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.
Student Outcomes:
I can add within 1000 with ease by using a strategy based on place value (collecting
hundreds, collecting the tens, and collecting the ones, and when necessary, composing ten
ones to make a ten or composing ten tens to make a hundred).
I can use arrow cards as a tool to help me add using place value strategies.
I can use a number line to add within 1000.
Materials:
Arrow Cards (One set per partner on card stock if preferred)
Zip plastic bag to store cards
Paper to draw a number line
Paper to chart a problem to be displayed
Large paper or a way to display a number line
There is a growing body of research to suggest the importance of the number line as a tool
for helping children develop greater flexibility in mental arithmetic as they construct
mathematical meaning, develop number sense, come to understand number relationships,
and develop powerful strategies for addition and subtraction. The number line can do much
more than simply help children count to 100. The number line can be used as a tool to help
children function well with the various operations. The number line is a powerful visual tool
for adding and subtracting.
Arrow cards will need to be copied, cut and stored in bags prior to beginning this task. This
can be time consuming, but the value of these cards and the flexibility of their use is worth
the time spent in preparation.
Students may have had opportunities to use these cards in previous grades and may
understand how to line the arrows up to show the value. If not, the teacher will need to
spend time playing with these materials prior to instruction.
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THIRD GRADE
Directions:
1. Arrow cards are distributed to students and a quick warm up is done to make sure students
understand how to use the cards. For the warm up, ask students to show you 53 and review
the hidden 50 in 53, Ask students to show you 438 and review the hidden 400 and 30 in 438.
Have students show 85 and 58. What is the difference in these two numbers? Which is
larger? How do you know?
2. Depending upon the students prior knowledge and work with arrow cards, the teacher may
need to spend more time working with place value understanding and composing and
decomposing numbers before moving to using place value strategies for addition and
subtraction. See the second grade lesson on arrow cards if needed to build understanding of
place value before using this lesson.
3. Present pairs of students with the problem 457 + 246= ____ . Ask students to use the arrow
cards to solve this problem. Allow students to struggle with the problem as the teacher
circulates and poses additional questions to the students. When students begin to finish have
them share their solution with another set of partners and then compare solution strategies.
After lots of small group discussion, pull students together and discuss how they solved the
problem. Using some type of projection device, walk through the strategies used to solve
the problem. Share the following solution strategy with the students. 457 is the same as
400 + 50 + 7 and 246 is the same as 200 + 40 + 6 when the numbers are decomposed. Be
sure students see the visual model of this by separating their arrow cards , have students then
combine the hundreds, tens, and ones so that they are seeing 400 + 200, 50 + 40, and 7 + 6.
Exchange the hundreds for the total of 600, exchange the tens for a total of 90, and exchange
the ones for a total of 13. Now put these cards together so that we have 600 + 90 + 13.
When students put these cards together it will look like this:
6
0
0
9
0
1
3
Now as students begin to total the problem they will see that the 90 and 10 will need to be
composed into a hundred. When this happens a hundred is added to the hundreds place so
the cards will now look like this:
7
0
0
0
0
0
3
and the sum total becomes 703.
4. If the teacher feels that students need more guidance in walking through the next problem, it
can be done as a whole group. If students were successful in completing the first problem in
partners then continue to allow the students to persevere in solving the next problem.
5. Give students the problem 586 + 346 = _____. Students MUST use the arrow cards to solve
the problem. Some students will know how to use the traditional algorithm to solve this
problem and will want to quickly use their abstract understanding to solve the problem.
Encourage (even require) the students to use the arrow cards so they begin to understand
what is happening with the algorithm.
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THIRD GRADE
6. Repeat the process of sharing the strategies partners used and be sure the place value
strategy of composing number is modeled as shown:
8
0
0
1
2
0
1
2
When cards are totaled:
9
0
2
1
0
0
2
for a sum total of 932.

7. Continue this process with several problems and continue to require the use of arrow cards.
8. Using the problem we began with of 457 + 246= ____ ask students how it could be modeled
on a number line. This should generate lots of discussion and again will depend on the prior
experience students have had with number lines. Some good questions to lead this
discussion would include, Does our number line have to start at 1? Does a number line
have to have every number marked on it? What could we begin with to solve this
problem? What are the increments we could use to jump on the number line? The
teacher should model and try the suggestions the students give for ways to solve the
problem. One efficient way to solve it problem would be:
After solving this problem, have students go back to the problems they solved earlier and
create a number line to represent their solution strategy. Discuss the place value
understandings used in both of these methods.
9. Ask pairs of students to come up with a problem they would like to solve, this problem would
need to be approved by the teacher and may depend on the understanding of the students. It
would need to be a problem that could be solved by using the arrow cards and could be
represented on a number line. This would limit students in using a number over 1000 (because
of the arrow cards). Have pairs of students chart their problem and solution in a way that could
be displayed in the classroom. Ask students to display the solution with the arrow cards and the
number line on the walls and have students do a Gallery Walk to look at each others problems.
Encourage students to make their solutions very clear and to include pictures, models, and words
so that a second grader could understand how they solved the problem.
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THIRD GRADE
Questions to Pose:
Before:
Can you show me how to make 325, 457, 289, 58, 399, etc. with the arrow cards.
What does the hidden zero represent?
Explain why the zero is important.
During:
How can you use your arrow cards to help you solve this problem?
Is there more than one way to represent that number?
Can you show me another way to make that number?
Does our number line have to start at 1?
Does a number line have to have every number marked on it?
What could we begin with to solve this problem?
What are the increments we could use to jump on the number line?
What have we already learned that can help us with the number line?
How is understanding place value going to help you solve this problem?
After:
What strategy did you find most helpful in solving the problems?
How are the arrow cards and the number line alike as a strategy?
What would you say to a second grader if you were trying to teach them how to add using arrow cards?
What would you say to a second grader if you were trying to teach them to add using a number line?
Students may not have a conceptual
understanding of place value so that they would
think 234 is 2+3+4 rather than 200+30+4 and
may not see the relevance of the zeros.
Suggestions
Have students build numbers with base ten
blocks and compare those numbers to the
arrow cards so that the students can see why
the zero is important. This may take several
conversations and a variety of models until
students begin to understand.
Students with limited or no experience with an
Begin with smaller numbers for these students
empty number line may want to put each number so they can see the actual space between
on the number line. Students may not know how numbers on a number line that is marked with
to space the numbers on the number line so that
appropriate spacing. Refer to the second grade
they represent the quantity of the number
lesson titled The Human Number Line.
correctly.
Special Notes:
This task is very involved and may take several days depending on the prior experiences and the
place value understandings of the students. This lesson only involves addition but the standard
also addresses subtraction.
Adapted from Partners for Mathematical Learning, 2009
62
THIRD GRADE
63
THIRD GRADE
64
THIRD GRADE
65
THIRD GRADE
66
THIRD GRADE
Hexagon Sandwiches
3.NF.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
3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning
about their size.
Student Outcomes:
If the hexagon is the whole, I can use unit fractions to find the value for other pattern blocks.
I can use different pattern blocks to make a combination that equals one whole.
I can combine unit fractions and prove they are equivalent to one whole.
Materials:
Pattern Blocks (hexagons, trapezoids, triangles, blue rhombuses)
Hexagonal Grid paper
Colored pencils or crayons to match the color of pattern block pieces
If students have not used pattern blocks, provide students with time to explore the
relationships among the pattern blocks.
Allow students to discover and share relationships among the pattern blocks (hexagon,
triangles, trapezoids blue rhombuses.)
Students need prior experiences to identify and count unit fractions to equal a whole.
67
THIRD GRADE
Directions for Activity:

Teacher: Show students the yellow hexagon. Lets say that this yellow pattern block is the bottom of a
sandwich.
Tell students they are going to make toppings that exactly cover each Hexagon Sandwich.
A hexagon sandwich is an open-faced sandwich (It doesnt have a top.)
The sandwich has a hexagon on the bottom.
The topping for each sandwich is made with other pattern blocks that fit exactly on the hexagon.
Remember you can combine different shapes.
Each hexagon sandwich must have a different combination of blocks for the topping
Questions to Pose:
Before:
Can someone show me two pattern blocks that will equal one whole?
What pattern block is a half of a hexagon sandwich?
Can someone show a combination of different-size blocks to make a whole?
During:
Who can share a different combination to make a topping?
After:
How many different solutions did you find when building toppings for hexagon sandwiches?
How do you know you have found all the possible solutions?
All students should use models to build toppings.
Students may not realize that a topping may be made from repeating the same shape.
Example: 6 green triangles
Students may not realize that 2 trapezoids are equal to one whole, not 2 wholes.
Students may not understand that if two red trapezoids combine to make a whole, each piece is .
Students may see that a different arrangement of the same pattern block is a different amount of
the same topping. (See Special Note below.)
Special Notes:
Consider one solution combination made with the same pieces to be the same solution. (Teacher
may need to model this when students are sharing solution strategies.)
Extension:
Students who finish quickly may investigate all the different ways to cover a sandwich that is made of
two yellow hexagons. The two yellow hexagons are considered to be 1 whole sandwich. Students use
combinations of halves, thirds, and sixths to find ways to build a topping for each new sandwich.
Students record, using a Hexagon Grid. Students record fractional parts. One yellow hexagon is of the
whole. A trapezoid is of a whole, a rhombus is 1/6 of the whole and a triangle is 1/12 of the whole.
Solutions:
Students share different solutions. There are 8 possible solutions. If students place a hexagon as
a topping, then there are 9 solutions.
68
THIRD GRADE
Hexagon Sandwiches
Materials:
Pattern Blocks (hexagons, trapezoids, triangles, blue rhombuses)
Hexagon Grid paper (per student)
Colored pencils or crayons to match the color of pattern block pieces
Your Task:
Use different combinations of pattern blocks that will build toppings for each
yellow hexagon sandwich.
hexagon (bottom of a sandwich) without topping
How many different sandwiches can you make?

To be different, a sandwich must use a different set of blocks from all other
sandwiches.
Using your Hexagon Recording Sheet, record each solution by tracing each of
the different pattern blocks you are using to completely cover a hexagon sandwich.
On each solution, record fractional parts, using unit fractions.
Example: 1/2 + 1/6 + 1/6 + 1/6 = 1 sandwich
How will you know when you have found all of the different ways to create
toppings for the sandwiches? (no repeats and none missing)
Share solution strategies in groups and with the whole class.
How do you know when you have found all of the possible ways to add
toppings to the hexagon sandwiches?
69
THIRD GRADE
70
Solving Equal Sharing Problems

into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
Additional/Supporting Standard:
about their size.
Student Outcomes:
I can solve equal sharing problems and explain how I solved them.
I can retell the problem.
I can create or show fractional parts by drawing, cutting, folding, and splitting things.
I can compare the size of a fractional part to the whole unit.
I can justify my answer.
Materials:
Materials such as cubes, tiles, counters, scissors, blank paper, etc.
Decide how to pair students to work together.
Students need opportunities to count by unit fractions; compare fractional parts;
Have materials available as students should select manipulatives or draw pictures to share
strategies.
Present a story problem on the board, document camera, white board.
This lesson is designed so that fraction problems shared with the whole class have answers
that are mixed numbers and fractions less than 1.
Introduce the symbol for once students learn to differentiate between halves, fourths and thirds.
After sharing strategies, students solve fraction problems on the blackline master.
The format of this lesson can be repeated many times using different equal groups problems
to promote class discussion and sharing of strategies. Three different blackline masters are
provided and can be completed over the course of several lessons.
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THIRD GRADE
Directions:
1. Explain that students are going to solve one equal group problem.
2. Students work with a partner to solve each equal-sharing problem.
3. Students will be expected to share their solution strategies and justify their answers.
4. Problem posed by the teacher: 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 childs share. (If 3 children want to share 8 candy bars so that each child gets the same
amount, the answer can be 2 2/8 candy bar Or 2 and 1/4 candy bar.
5. As students work with partners to solve the problem, the teacher checks with each group,
asking questions such as those written in the Questions to Pose. This is formative
assessment. Students who struggle may benefit from retelling the problem.
6. Teacher selects several pairs to share and explain their solution strategy. (Teacher might select
students who have models/drawing/cut-out etc. strategies and then move to a student with a more
abstract solution. (Document camera or overhead projectors can be use to share strategies.)
7. Students label fractional parts.
8. Students solve problems on the blackline masters. Students may work with partners. All
students must show their solution strategies for each problem.
9. The teacher can determine if the class is ready to work independently with partners or needs
additional whole class work. Pose additional problem(s) if the class needs more time for
working and discussing as a whole class.
10. If students are ready have them complete the problems on the handout. Explain that they are to
use the materials to act out the problem and draw a representation of their solution strategy.
11. Each student should be engaged in solving and discussing solution strategies at an appropriate
level or strategy.
Questions to Pose:
Before:
What does it mean to have an equal share?
How can we make sure we give a fair-share?
During:
After reading a problem, what do we know?
After reading a problem, what do we need to know?
How might you use cubes, counters, drawings, etc. to help solve the problem?
After:
How are the different solution strategies alike? How are they different?
Students should be able to justify thinking.
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THIRD GRADE
Students do not make sense of the problem and
may add numbers and find the sum.
Students might see the leftovers as remainders
and will not fair share the leftovers.
Suggestions
Have students retell the story problem. Have
them use the materials to act out the problem.
If students still cannot understand what is
happening in the problem, change the problem
so half of something will part of the answer.
Students may not understand that each student

has the same whole and the same fractional part.
Students should be able to prove the shares are

equal.
Special Notes:
After students are comfortable with fraction problems, students may write their own
problems.
The teacher may share some of the student problems as examples for the class to solve.
It is important that students label fractional parts and can also show fractional parts are
equivalent to the whole.
Solutions:
Class problem: Three students want to share 7 candy bars so that each child gets the same
amount. How many candy bars can each child get?
Answer: Each student will receive 2 candy bars and 1/3 of another candy bar or 2 1/3 candy bar.
Students should have drawings, cut-out fractional parts or written explanations to show their
solution.
Blackline Master: 5 2/4 or 5 1/2
2 2/6 or 2 1/3
3 3/6 or 3 1/2
2 2/4 or 2 1/2
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THIRD GRADE

Name _____________________________________________________
Solve each problem. Show your solution strategy using drawings, numbers, and words.
Record and label your answer.
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?
74
THIRD GRADE

Name _____________________________________________________
Solve each problem. Show your solution strategy using drawings, numbers, and words.
1. Six girls want to share 14 cupcakes equally. How many cupcake would each
girl get?
2. Four children want to share 10 chocolate bar so that everyone gets the same
amount. How much chocolate bar can each child have?
75
THIRD GRADE
Understanding Unit Fractions

3.NF.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.
Student Outcomes:
I can identify a unit fraction with 1 as the numerator, such as 1/2 or 1/4.
I can recognize a unit fraction and I understand how to build fractions from unit fractions
by adding unit fractions. Examples: 1/3+1/3=2/3
1/4 + 1/4 + 1/4 + 1/4 = 4/4 or 1 whole.
I can understand that unit fractions are the basic building blocks of fractions, in the same
sense that the number 1 is the basic building block of whole numbers
I can divide the whole into equal-sized portions or fair shares (halves, thirds, fourths,
sixths, and eighths).
I can draw, fold and cut out equal shares and prove they do not have to be the same
shape. (I know congruent squares can be folded in half to make different shapes.)
I can understand that a fraction only tells about the relationship between the parts and
the whole.
I can understand that without a regional/area model, the fraction does not tell anything
about the size of the whole or the size of the parts.
I can understand that a unit fraction is the smallest of any equal parts of a whole.
I can understand that the largest unit fraction is 1/2,then 1/3, then 1/4 etc.
I can understand that the larger the denominator, the smaller the parts. (eighths are
smaller than thirds.
Materials
Colored pencils or thin markers
Scissors
Pattern Blocks per student
Hexagon Grid per student
Clear tape or glue
Handouts
76
THIRD GRADE
Students partition rectangles and circles into two, three, or four equal shares.
Students are able to describe the shares using the words halves, thirds, fourths, half of, a
third of, and a fourth of.
Students describe the whole as two halves, three thirds, and four fourths.
Students recognize that equal shares of identical wholes need not have the same shape.
Directions:
The Focus of this lesson is Unit Fractions. Understand fractions are a part of a whole.
Students should understand that unit fractions are the basic building blocks of fractions in
the same sense that number 1 is the basic building block of whole numbers.
Provide opportunities for students to make fraction strips made of paper or just drawing
fractions (same length. Handout: Making Fraction Strips. The whole must be divided into
equal-sized portions or fair shares.
Provide models to show the part-whole concept of fractions and the meaning of the
relative size to a part of the whole. (pattern blocks, geoboards, folding paper squares etc.
Equal shares do not have to be the same shape but must have the same area.
The fraction does not say anything about the size of the whole or the size of the parts.
A fraction only tells about the relationship between the parts and the whole.
The more fractional parts used to make a whole, the smaller the parts.
The numerator tells how many of the equal parts you are counting. The numerator is the
counting number.
The denominator tells how many equal parts the whole is divided into what is being counted.
The larger the denominator, the smaller the part. For example, eighths are smaller than fifths.
Model fraction language: halves, thirds, fourths, sixths, and eights for grade 3.
Ask probing questions and provide learning activities to engage students, using
various representations.
Provide opportunities including models, communication with others and students
explanations and experiences writing problems. .
The important anchors are 0, 1/2 and 1 whole. To know to which of these benchmarks a
fraction is closest or if it is more or less than 1 or 1/2 are very valuable ideas for students.
Provide multiple opportunities to communicate about their thinking and reasoning in
order to build understanding.
Listen and record students ideas and encourage flexibility in their thinking.
Students need time to explore the effect that the whole has on how a fraction is named
and its relationship to the whole. Students use pattern blocks to change the size of the
whole. As the whole is changed, students adjust their thinking to make sense of the name
of the fractional piece relative to the whole.
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THIRD GRADE
Questions to Pose:
Before:
What can you tell or show me about folding a paper square into halves? fourths?
Where have you used or heard the fraction 1/2?
During:
Where have you folded or cut 1/2 of something?
What is meant by 1/2 of an hour? a brownie?
What is a unit fraction? Give examples.
Can you count to 1 using unit fractions?
After:
Can you tell or show an example where equal shares are not the same shape?
Using 1/6 as the unit fractions, show how you might count to 1 whole.
(Record your strategy,)
Show 3 different ways to cut the brownie.
Students may think of numerators and
denominators as separate whole numbers. They
are confused that 1/4 is larger than 1/8.
Students have difficulty understanding the
relationship of the numerator and the
denominator.
Suggestions
Present meaningful problems. Example:
If you have 1/4 of an apple and your friend has
1/2 of an apple, who has the largest piece?
Students need to see the 1//4 and 1/2 of two
apples, same size.
Students need many opportunities to find
fractional parts of concrete objects, drawings
and other visual representations. Students
need opportunities to solve problems in a
context based on their interests. Ex. What
fraction of the cake was eaten?
Special Notes: Students need many opportunities and time to explore the effect that the whole
has on how a fraction is named and its relationship to the whole. Students use pattern blocks to
change the size of the whole. As the whole is changed, participants adjust their thinking to make
sense of the name of the fractional piece relative to the whole.
Solutions: Students use pattern blocks, paper models, fraction strips, word problems and other
models to make sense of the unit fraction, relative to the whole.
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THIRD GRADE
Every fraction is a sum of unit fractions. Write the

following as a sum of unit fractions.
Example:
3/8 = 1/8 + 1/8 + 1/8

2/4 =
7/8 =
7/6 =
5/2 =
79
THIRD GRADE
Sharing Brownies
Name _______________________________ Date__________________
Materials:
Drawing of a Rectangular Brownies all the same size on different colored paper,
scissors, rulers, blank paper, glue or tape
1. Each student cuts out 5 or 6 rectangles in several different colors.
2. Pretend each rectangle you cut is one brownie.
3. Exchange brownies with other students so each student can have brownies of
different colors.
4. Using only straight lines or straight cuts, cut a brownie in two equal parts.
5. Find a different way to make straight cuts to cut a brownie in two equal
parts. Provide time for students to share ways they cut a brownie.
6. Students should be able to prove equal shares.
7. Did anyone cut a brownie in half by cutting a diagonal line?
8. Students prove their shares are equal by cutting, measuring, and folding.
9. What fraction of the brownie does one person get?
Adapted From: Dale Seymour Publications, White Plains, New York
80
THIRD GRADE
Sharing Brownies
Name __________________________
Date ___________________
Materials: Drawings of Rectangular Brownies. 5 large brownies, all the exact

same size (can be same color); scissors, glue or transparent tape
Directions: Students cut out 5 brownies. Pretend each rectangle you cut out is
one brownie. How can you cut your brownie to make equal shares? Use only
straight lines or straight cuts to make equal shares.
Tape or paste brownie pieces below to show how much brownie each person gets.
After each problem, record the fraction that shows the amount of brownie that is
each persons share.
1. Two people share one brownie. Each person gets _______
Tape or paste brownie shares below.
of the brownie.
2. Four people share one brownie. Each person gets _________ of the brownie.
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THIRD GRADE
3. Eight people share a brownie. Each person gets __________ of the brownie.
4. Three people share a brownie. Each person gets ____________ of the brownie.
Tape brownie or paste shares below.
5. Six people share a brownie. Each person gets _____________ of the brownie.
Tape brownie or paste shares below.
Adapted From: Dale Seymour Publications, White Plains, New York
82
THIRD GRADE
Brownies
83
THIRD GRADE
What is a Unit Fraction?

Name __________________________________
Date ________________
In math, fractions are a way to represent parts of a whole number. Imagine

you have a large candy bar. The candy bar can be shared equally for 3 friends
and yourself.
Below is a picture to show the candy bar and the equal parts for 3 friends and
yourself. The candy bar has been shared in equal pieces or fair shares.
1/4
1/4
1/4
1/4
1/4
The fraction 1/4 is a unit fraction. The numerator (top number) tells how many of
the equal parts you are talking about and the denominator (bottom number) tells
what is being counted.
Taylor wanted to share a large candy bar with 5 friends and himself.
Draw and label a new candy bar below. Be sure the candy bar is divided equally.
How many equal parts has the candy bar been partitioned into? _____________
Each slice of the candy bar is an equal part of the whole candy bar.
What part is one piece of the candy?
Examples of other unit fractions are 1/3, 1/6, 1/10
fractions.
Write 5 different unit
What are two or three examples of unit fractions we might use or hear?
Example: 1/2 of an hour.
84
THIRD GRADE
What is a Unit Fraction?

Name ___________________________________
Date________________
1. What do the fractions below have in common?
1/2, 1/3, 1/4, 1/6, 1/8, 1/10

Record your thoughts.
2. What is different about all of the fractions in question #1?
3. Draw a picture below of a brownie cut into 2 equal pieces. Draw another
brownie (same size). Cut this brownie into 4 equal pieces. If you can have one
part of one of the brownies, what part would you choose. Why?
4. The fractions in Question #1 are defined as unit fractions.

Other unit fractions are:
1/5, 1/10, 1/12, 1/14, 1/25, 1/50, 1/100, 1/150 etc.

In your own words, What is a unit fraction?
Write 2 or more unit fractions below.
5. Write 2 fractions that are NOT a unit fraction.
6. What is the largest unit fraction? ___________________

How do you know? Explain or draw pictures to prove your answer.
85
THIRD GRADE
Making Fraction Sets

Materials: 5 sheets of the same color paper for each group of 2 students, scissors,
pencils, markers, rulers
Directions: Work with 1 other student to create fractional parts of a whole.
Each pair of students should have 5 sheets of paper, the same color.
a.
1st sheet Cut into 2 equal pieces

Fold one sheet of paper in half. (horizontally)
Unfold and mark the fold line with a pencil, if needed.
Cut the paper into two equal pieces. Write 1/2 on each section, using a pencil.
b.
2nd sheet - Cut into 4 equal pieces

Fold one sheet of paper (horizontally) into 2 equal parts.
Fold the paper again to make rectangles. (Fold vertically)
Unfold and write 1/4 on each section in pencil.
Mark the fold lines with a pencil if needed.
Cut the paper into 4 equal parts.
1/4
3rd sheet --Cut into 8 equal pieces

Fold one piece of paper into 8 equal parts.
First fold paper into halves, then fourths (as above).
Next fold the fourths, horizontally.
Unfold and record 1/8 on each section with a pencil.
Cut the paper into 8 equal pieces.
d.
4th sheet -- Cut into 3 equal pieces

Fold one piece of paper into 3 equal pieces, horizontally.
Mark the fold lines with a pencil, if needed.
Write 1/3 on each section in pencil.
Cut the paper into 3 equal pieces .
e.
5h sheet --Cut into 6 equal pieces

Fold one piece as thirds and then fold again.
Mark the fold line with a pencil, if needed.
Keeping the fold above, fold the paper again to have 6 pieces.
Write 1/6 on each section in pencil. (Some students may create sixths
horizontally or vertically).
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THIRD GRADE
Fraction Strips
Materials: 12 by 18 inch construction paper in 6 different colors. Cut each piece
of construction paper into 4 x 18 inch strips. Each student will need 6 strips, each
strip a different color. Students will need a thin black marker. Students may share
markers.
Directions:
1. Each student should have 6 strips, each of a different color.
2. Use the darkest strip as one whole.
3. Have all students select a yellow strip (can be any color).
Ask students to fold the strip to create 2 halves.
4. Students should label one part as 1/2 and also one-half using words.
1/2
One-Half
5. Students select another color (all students select same color).
Teacher shows the new strip and folds the strip to make one half.
Students follow the same procedure.
Teacher asks: If we fold to make a half one more time, how many sections will the
strip have? Students predict and then fold the strip in half again.
Students discuss why the strip has been divided into 4 equal parts.
Students should label 1/4 of the strip and record one-fourth.
1/4
One-Fourth
6. Students take another color (all students select the same color).
Ask student to fold their new strip into halves and fold again to make fourths. Ask
students to predict what will happen if they fold the strip again. Allow time for
students to discuss how they folded the strip into eighths. Students should label
1/8 of the strip and underneath record One-Eighth.
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THIRD GRADE
7. Student select a strip of a different color (all students select the same color).
Folding the paper strips into thirds is difficult. Students might use rulers or other
tools to fold the parts as equal as possible.
1/3
One Third
8. Students select their last strip. Ask students, What strip could help us fold to
get sixths? (Students will again create thirds and then fold each third to get
sixths.)
9. Ask students (table groups) to record what they notice about the fraction bars.
Allow students to share ideas.
10. Ask students to discuss what they know about fractions and where they have
seen fractions or where they have used fractions. Guide the discussion to include
real-world situations (many may discuss sports), things that are typically divided
into fractional parts.
88
THIRD GRADE
Making Sense of Fractions

Name _______________________________________Date _____________
Complete the chart below.
Partition different models of
wholes into equal parts.
Shaded parts do NOT need to
touch.
Total
Number of
Equal Parts
Total
Number of
Shaded
Equal Parts
Unit
Fraction
Fraction
Shaded
1/8
2/8
89
THIRD GRADE
Making Sense of Fractions

Name _______________________________________Date _____________
Students draw models of wholes and divide the whole into equal parts. Shade a
fraction of the model. Complete the chart. Shaded parts do NOT need to touch.
Total
Partition different
Total
Number of
Fraction
models of wholes
Number of
Unit Fraction
Shaded Equal
Shaded
into equal parts.
Equal Parts
Parts
90
THIRD GRADE
Using Pattern Blocks as Unit Fractions

Name _________________________
Date ______________
Part #1
Materials Needed: 6 of each pattern blocks (yellow hexagon, green triangle, red
trapezoid and blue rhombus); Hexagon grid paper for each student, pencils,
colored pencils and color markers
Part #1 Students work with a partner. Each student will solve problems on his/her
paper.
If the yellow hexagon represents one whole, how might you partition the whole
into equal parts using unit fractions?
1. Using yellow pattern blocks, how many trapezoids can fit on one hexagon?
What part of the whole hexagon is one trapezoid?
2. Build and trace 2 trapezoids on your hexagon grid paper. Label each trapezoid
using unit fractions. Example: Each trapezoid is 1/2 of the hexagon.
A unit fraction always has 1 as the numerator. The denominator (bottom number)
of the fraction labels the number of parts needed to cover the whole hexagon. Add
the unit fractions to equal 1 whole. 1/2 + 1/2 = 1 hexagon
3. How many rhombi (blue parallelograms) will equal one hexagon? Build a model
using pattern blocks. Trace each blue rhombus on hexagon grid paper. Label each
rhombus with a unit fraction.
Add the unit fractions to equal 1 whole.
4. How many green triangles will equal one hexagon? Build and trace each triangle
on hexagon grid paper. Label each triangle with unit fractions.
Add the unit fractions to equal 1 whole.
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THIRD GRADE
Part #2
1. Build different hexagons made from 2 or more shapes. Trace and color the
combination of pattern blocks to equal one whole. Label each pattern block using
unit fractions.
Add unit fractions used to equal one pattern
block.
Record each solution on Hexagon grid paper.
1/2 + 1/6 + 1/3 = 1 whole
2.Continue building and finding different solutions for one hexagon. (You may not
count a different combination of the same pattern blocks as a different way.)
a. Use different combinations of pattern blocks to build hexagons that are the
same size and shape as the yellow hexagon.
b. Record and color each solution on your Hexagon Grid paper.
c. Label each fraction.
Add fractions to equal 1 whole. (See example above.)
3. How many different solutions did you find? Ask students to show and explain
solution strategies using a document camera or sharing in small groups.
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THIRD GRADE
Part #3
Use two hexagons to solve problems. Record on hexagon grid paper.
Two yellow hexagons = 1 whole
1. Outline 2 hexagons on your hexagon grid paper.

Name the unit fraction for each hexagon. Answer is 1/2
How many unit fractions equal 1 whole? Answer is 2.
Explain this solution to a partner or a small group.
2. Outline 2 hexagons on your Hexagon Grid paper.
Using trapezoids as unit fractions, cover the whole.
How many trapezoids equal the whole? _____________

Name the unit fraction for one trapezoid. _______
3. Outline 2 hexagons on your Hexagon Grid paper.
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THIRD GRADE
How many blue rhombuses do you need to cover the whole?_______

Record on hexagon grid paper.
Name the unit fraction for one rhombus. ________________
4. How many green triangles do you need to cover the whole? ______
Name the unit fraction for one triangle. _____________________
Record on hexagon grid paper.
5. Using the two hexagons as one whole, create a new design
Using as many different pattern blocks that can fit on the whole.
Determine the unit fraction for each pattern block. Record your design on
hexagon grid paper. Record unit fractions to equal the whole. Share and
explain your design with partners or with the whole class.
94
THIRD GRADE
Free Hexagonal Graph Paper from http://incompetech.com/graphpaper/hexagonal/
95
THIRD GRADE
Is This Duck One-Half Red?

about their size.
Additional Standards: 3.NF.1
Student Outcomes:
I can find the value of pattern blocks when the yellow hexagon is equivalent to one whole.
I can label fractional parts of the duck using unit fractions.
I can combine unit fractions to find the value of the duck.
I can explain my solution strategies to others.
Materials:
Copy of worksheets for each student
Triangle grid paper (Each page could be cut in half.)
Pattern blocks (hexagons, triangles, trapezoids, blue rhombus)
Colored pencils
The teacher decides if students will work with a partner or in small groups.
Each student should complete the activity even if students are working with a partner.
Ask students: What do you know about area?
Students have prior experiences finding relationships among pattern blocks. Ask: If the
hexagon is one whole, discuss with your group the relationships among other pattern blocks.
Students have prior experience counting unit fractions.
Teacher: (Show the duck as shown on the student page.) This is a design I made with pattern
blocks. I used several different colors and shapes in my design of a duck. All of the pieces in
my design create the whole duck.
Teacher: My questions for you: Is the duck exactly one half red? Is the duck greater than one
half red? Is the duck less than one half red?
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THIRD GRADE
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. Example, If you remove a triangle, color the triangle space green.
Continue until each pattern block is removed and the area of the each pattern block is colored.
3. Each student should label each pattern block shape using unit fractions.
4. Each student circles the sentence with the correct answer. (Students working with a partner
or in a small group should come to consensus.)
5. Using a document camera, students share their solution strategies and justify their answer.
Questions to Pose:
(Beginning) What relationships did you find among the pattern blocks? How might you find the
value of the duck if a hexagon is equal to 1?
(Middle) What equivalences were you able to find?
(Ending) Explain your solution strategy to another group.
Students may count and find that 4 pattern blocks are red rather than seeing the fractional
equivalency of the red trapezoid.
Students may not consider each pattern block as part of one duck.
Students may not know fraction equivalences.
Students may not be able to combine unit fractions to decide the value of the duck.
Solution:
The duck is equivalent to 4 hexagons and 1/6 of another hexagon. The duck has only 2 red
hexagons. The duck has 2 hexagons and 1/6 of a hexagon (blue, yellow and green). The duck is
less than red. The duck would be one half red if there was not one extra green triangle.
Special Notes:
97
THIRD GRADE
Is This Duck One-Half Red?

1. Use Pattern Blocks to build the duck below on triangle grid paper.
2. As you remove a pattern block, color the space that holds each block.
Examples:
Remove a yellow hexagon and color the hexagon on the paper yellow.
Remove a trapezoid and color the trapezoid on the paper red.
Continue until you have a complete picture of the duck.
3.
Using unit fractions, label each colored shape.
4. Is this duck exactly one-half red?

Circle the statement below that answers the question, Is the duck exactly one-half red?
The duck is exactly one-half red.
The duck is less than one-half red.
The duck is greater than one-half red.
5. Using numbers and words, explain why you chose the answer you circled above.
98
THIRD GRADE
99
Fractional Parts of Rectangles

Develop understanding of fractions as numbers
about their size.
into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
Student Outcomes:
I can construct rectangles using square tiles.
I can count unit fractions to name fractional parts.
I can recognize equivalent fractions.
I can find different ways to represent the same fractional part.
I can connect my model to area, when using square units.
Materials:
Square tiles (green, yellow, red, and blue) Each group will need a total of 30+ square tiles
One-inch grid paper
Colored pencils
Tape/Scissors (Students or groups may need tape and scissors for some of their models.)
Depending on prior experiences, teacher may assign partners or small groups for this task.
Students should have prior experiences naming and identifying fractional parts of a whole.
Students should have experiences with counting and comparing unit fractions.
Students can identify, compare and identify equivalent fractions.
Students will use color tiles to build rectangles based on specified fractional parts.
Each student will record his/her groups solution(s) for Activity 1 and Activity 2.
100
THIRD GRADE
Activity 1A:
Each student will use square tiles to build a rectangle that is 1/2 red. If working with a partner
or in small groups, each student should build the model the group has decided to build.
Each student(s) should 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.
Students share solutions for the whole class, proving their rectangles are exactly one-half red.
Activity 1B:
Each student will build a rectangle with a different area that is 1/2 red.
Challenge groups to find different solution strategies for 1/2 red.
Show your solution on one-inch grid paper by coloring squares to match your rectangle.
Find ways to prove your new rectangle is also 1/2 red.
Activity 2A:
Use square tiles to build a rectangle that is 1/2 red, 1/4 yellow, and 1/4 green.
Prove your new rectangle is 1/2 red, 1/4 yellow, and 1/4 green.
Activity 2B:
Find at least one other rectangle with a different area that is 1/2 red, 1/4 yellow, and 1/4 green.
Questions to Pose:
Before:
What strategies might you use to determine one half?
During:
How did you decide the number of tiles needed to build a different rectangle that is red?
How many solutions strategies might you find for building rectangles that are red?
Explain how the numbers in the fractions relate to the different tiles you used to create
your rectangles.
After:
Explain how Activity#1 is different from Activity #2.

How did you decide how many tiles you need to build the rectangle in Activity #2?
What strategies did you use to find solutions?
Why is Activity #2 more difficult?
Did anyone find more than one or two solutions for Activity #2?
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THIRD GRADE
Students may rearrange the tiles to find a different solution strategy. This would be a good
opportunity to show that red can be arranged in different ways but the area of red remains
the same.
Students mat not see there are infinite solutions for building a rectangle where of a rectangle is
red. (Please note the pattern described below.)
Special Notes:
Some students may need to spend more time and solve Activity #1 in different ways.
Students might also find solutions for yellow, etc.
Extension:
Students might build a rectangle of 4 tiles. (1/2 or 2 of the tiles will be red.)
Students might build a rectangle of 6 tiles: (1/2 or 3 of the tiles will be red.)
Many students may see this pattern and see that 1/2 of any even number could be
constructed with red tiles.
Some children may use their knowledge of equivalent fractions to make additional models.
For example, to build rectangles that are one-half red, children may first create fractions
equivalent to 1/2, such as 2/4 and 3/6, and then see if rectangles can be formed using the
number of tiles indicated by the denominator. If so, they may realize that the numerator is
the number of red tiles that should be used.
Challenge:
Some children may use their knowledge of equivalent fractions to build additional rectangles.
For example, to build rectangles that are two-thirds red, children may first create fractions
equivalent to 2/3, such as 4/6 and 6/9, and then see if rectangles can be formed using the
number of tiles indicated by the denominator. If so, students may realize that the numerator
is the number of red tiles that should be used. Using a document camera, students can show
and describe this pattern.
Additional Activities:
Be sure to build, record and label your solution.
1. 1/2 red, 1/4 yellow, 1/8 blue, 1/8 green
2. 1/8 red, 3/8 green, 1/2 yellow
3. 2/5 red, 3/5 blue
4. 1/3 yellow, 2/3 red
5. 1/3 blue, 1/3 green, 1/6 yellow, 1/6 red
Solutions:
Activity 1
Part 1 and Part 2: 2 red tiles, 1 blue, 1green or 4 red tiles, 2 green tiles and 2 blue tiles
Solutions will vary. There are infinite solutions. Students can share solutions in table groups.
Groups may join with other groups, to compare and justify strategies and solutions.
Activity 2
Part 1 and Part 2: 2 red, 1 green, 1 yellow; 4 red, 2 green, 2 yellow (infinite solutions)
102
THIRD GRADE
Finding Fractional Parts of Rectangles

Materials:
Square tiles (green, yellow, red, and blue) Each group will need a total of 30 or more square tiles
One-inch grid paper
Colored pencils
Tape/Scissors (available)
Activity 1:
Part 1
Working with a partner, use square tiles to build a rectangle that is red. If working with a
partner, each person should build the same model.
Each student(s) should label the rectangle as red. Record the solution on one-inch grid
paper by coloring squares to match the 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 red.
Find ways to prove your new rectangle is also red.
Adding more tiles red.
Show each solution on one-inch grid paper by coloring square to match your rectangles.
Find ways to prove each new rectangle is also red.
Activity 2:
Part 1
Use square tiles to build a rectangle that 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.
103
THIRD GRADE
104
Measuring Elapsed Time

Solve problems involving measurement and estimation of intervals of time
3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes.
Solve word problems involving addition and subtraction of time intervals in minutes,
e.g., by representing the problem on a number line diagram.
Student Outcomes:
I can tell time to the hour, half hour, quarter hour and to the nearest minute.
I can see that a minute hand moves forward one tick every minute and it moves forward
one clock number every 5 minutes. I know that 5 x 12 = 60 minutes in an hour.
I can solve elapsed time problems to the nearest hour, to the half hour, to the nearest
five minutes, and to the nearest minute.
I can solve real life problems involving elapsed time on a number line.
I can measure and label time intervals in hours, five minutes and minutes on a number line.
I can draw a number line and solve elapse time problems finding Start Time, Change
in Time, or End Time.
I can use a clock to understand AM time begins at midnight (12:00) to 11:59 (one minute
before noon) and PM goes from noon (12:00 to 11:59 (one minute before midnight).
Materials:
Large Analog clock on wall in view of students
Digital Clock
A large demonstration clock with moveable hands
Small analog clocks with movable hands for students (Students may also make clocks
using paper plates)
Word problems that include elapse time
Paper for drawing number lines
Rulers for drawing number lines
Handouts
Students tell time to an hour, half hour, quarter hour, ten minutes, five minutes, and
one minute on a digital or analog clock.
Students have experiences using a number line for solving addition, subtraction.
105
THIRD GRADE
Elapsed Time:
Ask students if they know a math word to describe an amount of time that has passed.
If no one knows, introduce the word, elapsed time. Ask students to discuss the
definition of elapsed time. (The difference between two times; time passes or goes by)
Use a calendar to help students make sense of elapsed time. Example: How long
until Thanksgiving?
Incorporate real world examples of elapsed time into the students daily routines on a
regular basis. Example: It is now 9:00. How much longer unit lunch, math, gym, etc.?
Explain to the students that moving the hands on the clock is a good strategy for
working with elapsed time.
Focus on elapsed time using clocks (a review for some students).
Suggestion: Set two clocks to 4:00. The first clock shows the start time. Ask a
student to move the second clock slowly from 4:00 to 4:30. The first clock shows the
start time and the second clock will move to show the end time.
Using the second clock, ask students to count by fives as you move the minute hand
from 4:00 to 4:30. Explain that the elapsed time is 30 minutes or a half hour. (Focus on
the idea of elapsed time as passing by or goes by)
Elapsed time is the time or difference between a beginning time and an ending time.
Students learn to solve elapsed time problems to the nearest hour, then to the nearest
five minutes, and then to the nearest minute.
Using a number line to solve elapsed time problems, students make a visual
representation of their thinking. This strategy works for the student who can tell time
fluently and also for remedial students.
Ask students if the elapsed time is longer than an hour. How can you prove your
answer? (Students could count backwards by fives with the minute hand using the first
clock to find the beginning time.) If some students are confused, repeat this activity by
setting the clocks to a new start time. Move the hour hand or minute hand (or both) to
the end time. Then have students count backwards to find the beginning time.)
Example: Present the problems below to the class. Each student should use a number
line to solve the problems.
Sydney left school at 2:35 p.m. She arrived home at 3:15. How long did it take
Sydney to get home? Sydney found the answer by counting by 5s. Sydney started at
2:35 and counted to 2:40 which is five minutes and then she continued counting by
5s. 2:45, 2:50, 2:55, 3:00. Thats 25 minutes. Then she continued counting 3:05;
3:10, 3:15. That is 15 more minutes. Carla added 25 + 15 = 40 minutes. Students
need to understand when starting at 2:35 and go to 2:40 that is 5 minutes. Time has to
pass before it can be counted.
Sydneys brother Will solved the problem a different way. Will added one hour to
2:35 to get 3:35 and counted backwards. (3:30, 3:25, 3:20, 3:15) Will said Sydney
got home 20 minutes less than 1 hour, which is also 40 minutes.
Sydney did not start at 3:35, but Will began there and counted backwards.
Introduce finding elapsed time on a number line. Demonstrate on the document

camera or board to show how to organize elapsed time on a number line.
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THIRD GRADE
Below is a number line to show that Carla left school at 2:35 and arrived at 3:15.
Sydney got home 20 minutes less than 1 hour

60 minutes minus 20 minutes equals 40 minutes
Jack left home at 8:15 a.m. and rode his bicycle to his friends house. He arrived at
9:00 a.m. Ask: How much time did it take Jack to arrive at his friends house?
Ask several students to explain how the number line can be used for finding elapsed time.
Ask: How is the number line similar to the clock?

How do you find elapsed time using a number line?
Questions to Pose:
Before:
Explain what you know about finding time on an analog clock?
Give examples of where or when you need to find the correct time.
During:
Are you counting by interval of an hour, 5 minutes or other chunks such as 10
minutes, 15 minutes?
If the clock is set at 5:35, what are two ways to tell the time?
Describe how you solved an elapsed time problem on a number line.
After:
Describe and share your solutions for solving elapsed time problems.
How does a number line help you solve problems using elapsed time?
Describe types of elapsed time problem that are more difficult?
107
THIRD GRADE
Student confuses hour hand, and minute
hand on a clock.
Suggestions
Student needs practice with a clock that has
an hour hand and a minute hand. Provide
examples of real life meaning for time.
Support students to connect multiplication
when measuring 5 minutes, 10 minutes, etc.
Student may not know how to solve

problems on a number line.
Solve simple elapse time problems using a

number line. Begin only with hours. Next
move to 5 minute intervals. Next combine
hours and minutes.
Special Notes: Students have difficulty reading a clock. Finding time is difficult and abstract
for many students.
Solutions: Provide students with daily opportunities to find the time for lunch, music, gym,
using computers, etc. Students solve simple elapsed time problems on number lines.
For Teacher: http://learnzillion.com/lessonsets/173-solve-elapsed-time-word-problems
108
THIRD GRADE
Elapsed Time
http://mravery.edublogs.org/2011/01/07/elapsedtime/
NAME: _______________________________________
DATE: ________________
Josh needs to keep a journal for school that tells how long certain events took. He remembers
when he started and finished each one but isnt sure how long they took. Help him figure out
how long each took using the number lines.
FOOTBALL GAME: 3:30 p.m. 5:55 p.m.
JESSICAS BIRTHDAY PARTY: 12:10 p.m. 4:50 p.m.
DAY OF SCHOOL: 8:15 a.m. 2:40 p.m.
DRIVE TO GRANDPARENTS: 11:23 a.m. 6:07 p.m.
109
THIRD GRADE
Keeping Time in Historical Boston

NAME: _______________________________________
DATE: ________________
The third grade class is going on a field trip to visit historical areas in Boston. During their
field trip they are going to visit four different locations.
ATTRACTION
ARRIVE
LEAVE
Freedom Trail
8:30 am
10:40 am
Paul Reveres House
10:50 am
Old North Church
1:45 pm
New England Aquarium Whale Watch
2:15 pm
3:35 pm
Using the chart above to answer the questions below. Use a clock as needed. Be prepared to
explain to others how you decided on the correct time. Show your solution for each problem on
a number line.
1. How much time does the class have to visit the Freedom Trail? __________________
Show your strategy on a number line.
2. What time will the class leave Paul Reveres house if they plan to visit one hour and 15
minutes? __________________
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THIRD GRADE
Keeping Time in Historical Boston

DATE: ________________
NAME: _______________________________________
The third grade class is going on a field trip to visit historical areas in Boston. During their
field trip they are going to visit four different locations.
ATTRACTION
ARRIVE
LEAVE
Freedom Trail
8:30 am
10:40 am
Paul Reveres House
10:50 am
Old North Church
1:45 pm
New England Aquarium Whale Watch
2:15 pm
3:35 pm
Use the chart above to answer the questions below. Use a clock as needed. Be prepared to
explain to others how you decided on the correct time. Show your solution for each problem
on a number line.
3. The students left the Old North Church at 1:45pm. They visited the church for 50 minutes.
What time did the students arrive at the church? __________________
Show your strategy on the number line.
12:45
12:55
1:05
1: 15
1:25
1:35
1:45
4. The students arrived at the Aquarium at 2:15 pm. They left the Aquarium at 3:35pm.
How long did the students visit at the aquarium? __________________
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THIRD GRADE
Elapsed Time Problems

NAME: _______________________________________
DATE: ________________
Solve problems involving addition and subtraction of time intervals by representing the problem on
a number line. You might practice on blank paper and then copy your number line below the
question.
Solve all problems using a number line. Draw and label times on your number line.
1. Carl gets to school at 7:45 am and leaves school at 2:45 pm. How long is Carl at school.
Show your strategy using a number line.
Record and label your answer: _________________________________________

2. Matthew went to the store to buy a video game. He left his house at 4:15 p.m. He returned
home at 4:50 p.m. How long did it take Matt to buy a video game and return home?

3. Amy went to soccer practice at 10:30 a.m. She returned home at 1:25 p.m. How long
was Amy at soccer practice?
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THIRD GRADE
ELAPSED TIME PROBLEMS PAGE 2

4. Jeff left to go to the swimming pool at 7:55 a.m. He arrived home at 3:45 p.m. How
long did Jeff stay at the swimming pool?

5. Susans Dad started cooking lasagna at 5:31 pm. It took 52 minutes for the
lasagna to cook. How long did the lasagna cook? Remember to start counting from 5:31
by 1s to get to 5 minutes intervals.

6. Masons birthday party began at 5:15 p.m. and ended at 6:52 p.m. How long did the
party last?
Show your solution on a number line.

7. A baker put a cake in the over at 4 p.m. The cake should bake for 45 minutes.
When should the baker take the cake out of the oven?
Show you solution on a number line.
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THIRD GRADE
ELAPSED TIME PROBLEMS PAGE 3

8. Marcus left school at 3:15 p.m. on the school bus. He arrived at his home 47 minutes later.
What time did Marcus get home?

9. Bill left home at 3:27 p.m. to walk to his friends house. It took Bill 23 minutes to
arrive at his friends house What time did Bill arrive?

10. Daniel began cutting grass on Saturday morning at 9:38 a.m. He finished the entire
yard by 11:43 a.m. How long did it take Daniel to mow the grass?
Show your solution strategy on a number line.
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THIRD GRADE
More Elapsed Time Problems

NAME: _______________________________________
DATE: ________________
1. Explain or show how you determined the time Marta started the race. Use what you know
about elapsed time in your explanation.
Marta ran in the Boston Marathon and finished in 2 hours and 35 minutes. She crossed the
finish line at 1:15pm.
What time did Marta begin the race?_________________________
Explain or show how you know the time Marta began the race?
2. Jordan, a new student, joined the class. Jordan asked: What is elapsed time? What do I
need to know about elapsed time?
Write your response to Jordan.
3. Choose the best answer.

Masons birthday party lasted from 1:50 P.M. to 3:40 P.M. How long did the party last?
A: 1 hour and 50 minutes
B: 2 hours and 50 minutes
C: 2 hours and 10 minutes
D: 1 hour and 10 minutes
Explain how you know you selected the correct answer.
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THIRD GRADE
Solving Elapsed Time Problems

NAME: _______________________________________
DATE: ________________
1. How long does it take to fly from Syracuse to Orlando?

I located the board in the airport where departure time and arrival time for flights are posted.
Departure Time
Syracuse 8:00 A.M.
Arrival Time
Orlando 11:10 A.M.
Remember to count the hours by 1s.

Count the minutes by 5s and 1s.
What is the time of flight from Syracuse to Orlando? _______________________________

Use what you know about elapsed time to explain why your answer is correct.
Use numbers and/or words in your explanation.
2. Max started his homework at 4:30 pm. He finished his homework at 5:20 pm.
How long did Max work on his homework? _______________________________
Use number and/or words in your explanation.
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THIRD GRADE
SOLVING ELAPSED TIME PROBLEMS PAGE 2

3. Sarah and her friends arrived at the movie at 7:15 pm. They stood in line for 18 minutes to
buy tickets.
What time did they get their tickets to get inside the movie? ______________________
4. Ryan worked for 4 hours and 20 minutes raking leaves for his neighbors. Ryan started
work at 3:35 p.m.
What time did Ryan stop raking leaves? _______________________________
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THIRD GRADE

5. It is really hot and Katie and Marta are going to go to the water slide. The girls arrived at
10:45 and stayed for 2 hours and 25 minutes.
What time did the girls leave the water slide? _______________________________
6. Marcy ran in the Boston Marathon and finished in 2 hours and 35 minutes. She crossed the
finish line at 1:20.
What time did Marcy begin the race? _______________________________
Explain how you determined the time Marcy started the race. Use what you know about
elapsed time in your explanation. Use words, numbers, and/or symbols in your explanation.
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THIRD GRADE

7. Tom scored a touchdown at 7:48 P.M. Steve intercepted a pass and scored a touchdown
11 minutes later.
What time did Steve score the second touchdown? ______________________________
119
THIRD GRADE
http://www.timeanddate.com/clocks/free.html
120
THIRD GRADE
Measuring Time
Solve problems involving measurement and estimation of intervals of time
3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve
word problems involving addition and subtraction of time intervals in minutes, e.g., by
representing the problem on a number line diagram.
Student Outcomes:
I can see that the hour hand is shorter and the minute hand is longer on an analog clock.
I can see that a clock is split up into 12 sections and each section is worth 5 minutes
I can see that the hour hand moves forward one clock number every hour.
I can see that a minute hand moves forward one tick every minute and it moves forward one
clock number every 5 minutes.
I know that when the minute hand completes one trip around the clock, one hour has passed.
I can determine the number of minutes in hours and half hours.
I can count by fives after the hour and before the hour.
I can state a time on a clock and also show a time using both analog and digital clocks.
I can determine start time and end time to the hour and nearest minute on digital and
analog clocks.
I can tell experiences about time such as when to arrive at school and when to go to
soccer practice.
I understand that we measure time using seconds, minutes, hours, days, weeks,
months, years, etc.
Materials:
Large Analog clock on wall in view of students
A large demonstration clock with moveable hands
Timer
Small analog clocks with movable hands for students (Students may also make clocks
using paper plates)
Blank Clock (handout)
Word problems that include time
Blank clock face
Handouts
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THIRD GRADE
Students tell time to an hour and half hour on a digital or analog clock.
Students can count to 60 by ones, showing minutes; by fives showing 5 minutes intervals,
and 10s showing 10, 20, to 60 minutes on a clock.
Students tell and record time in hours and half-hours using analog and digital clocks.
Students share start times and end times of favorite TV programs, games, etc.
Directions:
Note: Time is more abstract and is often taught as a rote skill. Students may have limited clock
experiences. Sequencing of events, duration and relationships of time periods, basic units of time,
and identifying important times are mathematically challenging ideas that students must struggle to
make sense. Many students may link those ideas to their own direct experiences.
Telling time is an important skill for students to learn. Reading a clock face accurately, finding and
understanding the passage of time, sequencing events, duration of time periods, relationships among
time periods, knowing basic units of time and identifying important times and how long until or
since they happen. Using adding and subtracting time problems going over an hour span is difficult
for students.
Students will need clocks. If small clocks are not available, students can make clocks using
paper plates.
Ask students how many numerals are on the face of a clock?
Students may have a great deal of difficulty understanding that the numbers on the clock
represent both the hour and the minute.
Students need to know the hour hand is shorter; the minute hand is larger.
Review time with students to the nearest hour, nearest half hour and the nearest minute.
Provide opportunities for students to find the time the class goes to lunch, music, home, etc.)
AM time is from midnight (12:00) to 11:59 (one minute before noon). At noon, it becomes
PM, and PM time is from noon (12:00) to 11:59 (one minute before midnight).
Examples: Ask students to find the following different times on their clocks.
Ask students to take turns explaining how he/she found the time on the clock.
(Teacher should adjust times based on the knowledge of students.)
(3:12; 2:05; quarter to six; 12:55; 5:35; 11: 50 etc.)
As a class, focus on counting by 5s from 10:15 to 10: 35. If you start reading at 1:40 and
read for 25 minutes, what time will you stop? Again, ask students to count by 5s, to find the
end time.
Ask If I start practicing soccer at 8:45 and I practice for 35 minutes, what time will is my
practice over? Again, ask students to count by 5s. (Some may need many examples.)
Write 2:12 where students can see the time. Ask students to show the time on their clock.
Ask: How did you know where to put the small hand? Where to put the large hand?
Ask students to set their clocks at 12:25. Some people call this 12:25. What might others say
for the time? (25 minutes after 12 ) What might people say for 12:50? (ten minutes before 1)
Personal Benchmarks for One-Second and One-Minute: Enclosed is a handout describing ideas
to support students in developing benchmarks for one second and one minute. Teachers have lots of
ideas of ways to modify the activity based on students experiences.
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THIRD GRADE
Questions to Pose:
Before:
Have you had experiences finding time on an analog clock? Explain what you know.
How would you describe the differences between an analog clock and a digital clock?
Which hand on the clock is the hour hand? Explain how you know.
What is difficult about finding time?
During
Describe the differences between the hour hand and the minute hand on a clock.
Describe how you count by interval of 5s. Are you able to count by 10 minute intervals?
When do you need to know what time it is?
After
How would you describe the time of a second and the time of a minute?
If you spend 75 minutes watching a movie, what is another way you can write 75 minutes?
What strategies do you use when finding the time on a clock?
Students confuse the hands on a clock.
Suggestions
Students need daily opportunities to tell time
on a clock using minute hand and hour hand.
Students are confused with the numbers on a

clock representing hours and minutes.
Use a clock on paper. Students might have

clocks that show hours. Students later place
marks to show seconds between the hour.
Students write on the outside of the clock.
5, 10, 15, 20 etc. This show that each number
on a clock stand for 5 minutes.
Between numbers 12 to 1 as 1, 2, 3, 4, 5, and
from 1 to 2 as 6, 7, 8, 9, 10 etc. (These number
represent 60 minutes in one hour. Later students
see the 5s on a clock using multiplication.
Special Notes: Many students only see analog clocks in school. They can read time from digital
clocks, phones, computers, etc.
Solutions: Students need daily experiences telling time using an analog clock. There should be an
analog clock in every classroom. Time should be included daily and throughout the year. Students
figure out how long to lunch, gym, etc. Students need many opportunities to county by 5s.
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THIRD GRADE
Personal Benchmarks for One-Second

and One-Minute Ideas for Teachers
One purpose of this activity is to give all students opportunities to develop personal benchmarks for
one-second and for one-minute time spans.
Goal: Students will develop personal referents for one second and for one minute.
Students will see the relationship between seconds and minutes.
Ask students:
1. What can you do in one second? (Possible ideas: Blink your eye, clap once, jump, pick up
your pencil, snap your fingers once, etc.)
2. Work with partners/small groups to make a list of what you can do in one second. Share ideas.
3. Using a stopwatch or a timer with a second hand, time 10 students. Each student will do
something for one second. After each student completes his/her task, 10 seconds should have
passed. This activity can be repeated, including more students.
4. Ask the class to watch the second hand and count, as a class, how many times it moves while
traveling all the way around the clock. After several repetitions, students should notice that it
always takes sixty seconds. Be sure students understand that 60 seconds is also one minute.
5. What can you do in one minute? (60 seconds). Ask students for ideas. Have the entire class
experience some one-minute activities. Students might put their heads on their desk and raise
their hand when they think one minute has passed; snap their fingers, jumping jacks, hop on one
foot, stand up and sit down, walk around the room, running in place, write their name over and
over, etc.
6. How many Xs can you write in one minute? Ask students to predict. Teacher records the guess
for each student.
7. Teacher will time the students for one minute. Teacher tells students they will write as many
Xs as they can in one minute. Teacher tells students when to start and when to stop.
8.
Each student compares their estimate to the number of Xs they recorded. Allow time for
discussion.
9. Students should understand that a minute is a standard measurement unit and therefore always
equal the same number of seconds.
10. Students should realize that one revolution around the clock face takes sixty minutes or one hour.
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THIRD GRADE
Match the Time

NAME: _______________________________________
DATE: ________________
Students may work in pairs:

Match the Answers
1. The time between 2:45 and 3:00.
2. The time recess starts on Monday to the
time recess starts on Tuesday.
3. The time between 7:30 and 8:00.
4. The time at 11:15.

5. The time it takes for the minute hand to
move from the 3 on the clock to the 4.
6. The time it takes for the second hand
to move around the clock once.
7. The time it takes for the minute hand
to move around the clock once.
Answers
1 day
1 hour
1 minute
1 quarter hour
1 half hour
quarter after 11
5 minutes
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THIRD GRADE
Favorite Shows
NAME: _______________________________________
DATE: ________________
Favorite Television Shows: Provide TV schedules. Students may know schedules or find schedules
in the newspaper or TV guide. Students might also look up TV schedules on the Internet.
TV Program
Start Time
End Time
How Long Did the Program Last?

(minutes and hours)
Geoff watched a Scooby Doo movie. The movie started at 4:00 pm and ended at 5 pm. There were
three 5 minute ads during the movie. How much time did Geoff actually watch the movie?
Work with a partner or a small group to write one or more problem using elapsed time. Solve your
problem using a number line. Be prepared to share with the class.
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THIRD GRADE
Telling Time
Super Teacher Worksheets - www.superteacherworksheets.com
NAME: _______________________________________
DATE: ________________
Write the time shown.
127
THIRD GRADE
Telling TIME
ANSWER KEY
128
THIRD GRADE
Telling Time to the Nearest Quarter Hour

Super Teacher Worksheets - www.superteacherworksheets.com
NAME: _______________________________________
DATE: ________________
Write the time shown on each clock. Write it the regular way and the smart way. The first one
has been done for you.
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THIRD GRADE
Telling Time to the Nearest Quarter Hour
ANSWER KEY
130
THIRD GRADE
Exploring Measurement for

Mass of Objects and Liquid Volume
Solve problems involving measurement and estimation of intervals of time, liquid volumes,
and masses of objects.
3MD 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.
NOTE: Excludes compound units such as cm3 and finding the geometric volume of a container.

Student Outcomes
I can find benchmarks to estimate a gram. (Example is a paperclip.)
I can find benchmarks or a kilogram weight to estimate the weight or mass of heavier objects.
I can understand larger units can be partitioned into smaller units (example: kilogram to
grams; liter to milliliter, etc.)
I can understand that the same unit can be repeated (iterated) to determine the measurement.
I can use a spring scale to estimate and measure using kilograms.
I can estimate and measure capacity using liters.
I can use different kinds of scales to measure mass and liter.
I can find the mass of light objects using grams.
I can use a spring scale to estimate and measure that 1000 grams is equal to 1 kilogram.
I can find my mass and the mass of other objects in kilograms.
I can use a liter bottle of water as a benchmark to measure liquid volume.
I can solve word problems involving mass and/or liquid volume using addition, subtraction,
multiplication, and division.
I can understand the relationship between the size of a unit and the number of units
needed. (compensatory principle)
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THIRD GRADE
Materials: (Many materials may be found in classrooms as well as in a science lab.)

Scales and containers are needed to find mass and liquid volume. Examples: balance scales,
spring scales, digital scales, bathroom scales, graduated cylinder, etc.
Handouts for recording benchmarks, mass and liters may work best in Centers.
Handouts for word problems in grams, kilograms, and liters.
Ziplock bags of different sizes, plastic cups, plastic bottles, milk cartons, plastic bags for
rice, beans, and lots of other measuring tools and objects.
Students should have prior experiences measuring and labeling length using
benchmarks and metric measure for length.
Students are familiar with estimation skills when measuring metric length.
Students share their work by describing models and or representations.
Students should recognize the smaller the unit the more iterations needed.
Teacher Directions:
Teacher leads students through activities involving benchmarking.
Teacher Notes: Students use kilograms, grams, liters, and milliliters to estimate the liquid
volumes and weights of familiar objects. Finally, they use their estimates to reason about
solutions to one-step addition, subtraction, multiplication, and division word problems
involving metric weight and liquid volume given in the same units
Examples of materials: Set of gram weights (1g, 5g, 10g, and 20g), a kilogram weight and a
variety of scales. Common items weighing 1 gram- a paper clip, 1 dime, a dollar bill or
100 grams- 20 nickels (5 grams per nickel).
Grade 2 students had experiences with metric estimation skills using centimeters and meters.
Grade 3 students will learn about mass versus weight. Students are introduced to metric
weights measured in kilograms and grams and liquid volume, measured in liters and milliliters.
Students learn to use digital scales and balance scales as they explore mass. They begin by
holding a kilogram weight to kinesthetically understand its feel. Groups of students need
opportunities to work with scales. Students might add rice, beans, cubes, pattern blocks and
other items to clear plastic zippered bags until the bags reach a mass of 1 kilogram.
As students have opportunities to measure a variety of objects and learn to estimate the mass
using knowledge of previously measured items, students increase familiarity with units of
measurement. After many experiences, students make fewer errors and are able understand
the meaningful use of measurement.
Personal benchmarks are essential tools for estimation.
Students need much practical experience in using measuring devices, in making estimation
of quantities in real-world situation and in mastering equivalence between units.
Measurement should weave throughout the school year and across curricula, especially science.
Online: Metric Olympics Google Metric Olympics
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THIRD GRADE
Questions to Pose:
Before:
What do you know about measuring the length of a book or a table?
Can you read a ruler in centimeters? Meters?
Can you explain or show a centimeter in length or one meter in length?
Can you share something you would measure with centimeters and something you would
measure with meters?
During:
What benchmarks (objects) did you use that had a mass of about one gram.
Describe how you can find the mass of objects that are measured in kilograms?
Can you describe an object that might hold a liter of water?
After:
What is the difference between mass and weight?

Describe how you found the mass of objects weighed in kilograms.
Describe bottles, cups, or other items where the capacity was closer to 1 liter.
What is the value of having benchmarks for measurement?
Students are confused with weigh versus mass.
Students need many opportunities to make sense
of the metric system as well as measurement of
mass and volume.
Suggestions
Provide opportunities that are relevant to third
grade students as they measure using the
metric system. Examples: measure classroom
objects, measure their weight, height and
objects they may want to measure.
Students may think larger items weigh more than

small items.
Students might measure a large air ball versus
a baseball. Empty book bag versus bat, etc.
Connect metric measurement with social
studies and science. Examples: length of a
river; mass of different rocks; salt water versus
drinking water, mass of leaves, pine cones,
length of flower, etc.
Special Note:
Various handouts are included for your convenience.
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THIRD GRADE
Introduction to a Kilogram
In Grade 3, students are introduced to the kilogram as a standard unit of mass. You might engage
students in activities that allow them to develop a sense of the mass represented by a kilogram.
This is also another opportunity for students to develop benchmarks for a kilogram by identifying
objects or number of objects in the classroom that have a mass of one kilogram. Pass around a
kilogram weight/mass so that all students are able to hold it and gain a sense of its mass. A common
misconception among students is that large objects have a greater mass than small objects.
Opportunities to compare the masses of objects of different sizes informally will allow students to
address their misconceptions about relationships between size and mass.
For each object, have a student hold the kilogram mass in one hand and the object in the other hand,
and ask him or her to describe which item feels heavier. Show a few classroom objects (e.g., a
marker, a bottle of water, a book) and ask students to estimate whether each object is heavier or
lighter than one kilogram. Finally, place the kilogram mass and the classroom object on a balance to
verify which item has a greater mass.
As the students work, ask the following questions:
How does your group decide how much to put into your bag?
How can you use the one-kilogram mass to help you decide how much material to put into
the bag?
Why do some groups bags seem to have more materials/objects in their bags?
When a precise measurement is necessary, small units provide a more accurate measurement
than large units.
Students use a balance to verify that each object has a mass of one kilogram. Ask students to
explain how they could use the objects as benchmarks to judge the mass of other objects
Another Activity:
Student measure the mass of an empty balloon on the scale?
What is the mass of the empty balloon? ______________
Student blows up the balloon.
Student measures the mass of the balloon that is blown up.
What is the mass of the balloon that is blown up? ____________
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THIRD GRADE
Personal Benchmarks for Metric Units

Guiding Questions:
What is matter? (Matter is anything that has mass and takes up space.)
How can we measure the mass of a solid? (The amount of matter in an object may be
determined by using a scale or balance.)
How can we measure the volume of liquids? (We measure volume by measuring how much
space it takes up). Tools may include a graduated cylinder for liquids.)
Students need a basis understanding of how to identify objects and /or materials such as
solid and liquid.
Materials: hand lens, triple-beam balance, scale, microscope, graduate cylinder, ruler and
thermometer. Make sure all balances are calibrated. The graduated cylinder can be used to
measure volume.
What object, event, or questions will the teacher use to trigger students curiosity and engage
them in the concepts?
Teaching hands-on measuring with the metric system will enable all elementary students to develop
understandings.
1) Mass is a measurement of the amount of matter an object contains, while weight is the
measurement of the pull of gravity on an object. On the moon, weight does change. Mass
does not change. .
Using the website below, you can see how your weight changes on different planets. Your
mass does not change on a different planet.
http://www.nyu.edu/pages/mathmol/textbook/weightvmass.html22)
1 kilogram is equal to about 2.21 pounds.

A gram (g) is used to measure the mass of very light objects. A small paperclip weighs about a
gram.
A kilogram (kg) is used to measure the mass of heavier objects.
Personal benchmarks - essential tools for estimation
Benchmarks are sometimes referred to as referent points because they provide students with a
standard to refer to when thinking about measurement.
Benchmarks enhance the meaningfulness of standard units of measure (Bright 1976; Tierney
1998) In small groups, read and discuss benchmarks. What are Benchmarks? Something familiar
that is about the same size as a particular unit of measurement. Benchmarks typically consist of
nonstandard units and usually develop into mentally represented objects.
Measuring Tools for Metric Mass and Liters include: Balance scales, balance beam; kitchen
scales, digital scales, cylinders, measuring cups, bags of marbles, leaves, sand, and other items.
135
THIRD GRADE
Benchmarks become tools or objects that are about the same size as a particular unit. For
example, you may use a paperclip as a benchmark when referring to one gram. When using
benchmarks, we refer to a measurement that we use to estimate other measurements. Personal
benchmarks are essential tools for estimation. You can refer to benchmarks as a Personal Referent
(something you remember). Benchmarks do not have to be exact but should be close to your unit
(meter, centimeter, gram, kilogram, liter, and milliliter).
Examples of Benchmarks: If you have personal benchmarks, share them. Length measures were
addressed in Grade 2. Students will review measure of metric length using benchmarks. Students
will find one or two benchmarks for the Measurement.
Task: Encourage students to work with partners or in groups of 3 or 4 to find and record 1 or two
benchmarks for each measurement below. Students share in whole group.
1. For a centimeter, use the width of a finger or width of a staple to find one or two
benchmarks for a centimeter.
2. For a meter, use the length of a baseball bat or the width of a doorway as a benchmark to
find one or two benchmarks.
3. For a gram, use one paperclip or penny as the mass of a gram. Find another benchmark.
4. For a kilogram, use a baseball bat or stacks of books for a kilogram.
5. A liter (L) of water is about the amount of water in a sports drink bottle. Find one
benchmark for a liter.
6. A milliliter of water is about 20 drops of water. Will 20 drops fill a teaspoon? (not expected
by grade 3 students) Some students need more.
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THIRD GRADE
Questions Students Might Ask Students Related to Mass

Questions students might ask to one another, to a small group, to the entire class. Can cut questions
into strips or assign numbers to students or to small groups of 2 or 3.
1. Why is it important to identify the unit of measure?

2. About how heavy is a kilogram?
3. What items in the classroom weigh close to a kilogram?
4. How are grams and kilograms related?
5. What everyday items weigh about a gram?
6. What everyday items weigh about a kilogram?
7. What are some benchmarks for a gram?
8. What are some benchmarks for a kilogram?
9. What happens when your units of measure change? (Ex. from a gram
to a kilogram).
10. Why is it important to know the mass of an object?
11. In what ways can we determine the mass of an object?
12. What is the difference between a standard and non-standard unit
of measurement?
13. What units are appropriate to measure mass?
14. How are units in the same system of measurement related?
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THIRD GRADE
15. What is the best tool to use when measuring liquid volume?
16. What connection can you make between the volumes and your
everyday life?
17. Does volume change when you change the measurement material?
Why or why not?
18. How can estimating help me to determine liquid volume?
19. What are some ways I can measure the liquid volume?
20. What strategies could you use to figure out the mass of multiple objects?
21. What are some benchmarks for liquid volume?
22. What happens to an items measurement when units are changed?
138
THIRD GRADE
Ordering by Mass
Materials Needed: Balance Scale
Work with a partner. Estimate the mass of the objects listed below. Make your best guess.
Part 1: Record the objects from lightest to heaviest on the chart. book, pencil, shoe, apple, eraser,
sharpener, rock, orange, golf ball, marble, potato, and pen
1.
7.
2.
8.
3.
9.
4.
10.
5.
11.
6.
12.
Part 2: Work with your partner(s). Use a balance scale to check your estimates above.
Find the mass for each item. Record the mass from least to greatest.
1.
7.
2.
8.
3.
9.
4.
10.
5.
11.
6.
12.
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THIRD GRADE
Solving Measurement Problems

1. Jeremy borrowed 3 Superhero books and 1 Dragon book from the library. Each Superhero book
has a mass of 205 grams. Each Dragon book has a mass of 375 grams.
What is the difference in the mass for one Dragon Book and one Superhero Book?
What is the total mass of the books Jeremy borrowed?
205 g
205 g
205 g
375 g
Solve the problem. Explain your solution strategies for each part of the problem.
Label your answers.
2. Clara has 32 kilograms of apples. She needs to separate the apple into 4 different bags.
(LearnZillion-resource for problems)
How many kilograms will be in each bag if they all need to have an equal amount? Record and
label your answer.
Explain your solution strategy.
140
THIRD GRADE
3. Sydneys dad weighs 57 kilograms heavier than Sydney. Sydney weighs 25 kilograms.
Sydney weighs 25kg.
Sydneys dad weighs 57 kg plus Sydneys weight.
25 Kg
57 Kg
What is the weight/mass in kilograms for Sydneys dad?

Explain your solution strategies. Label your answer.
If Sydney and her dad stand on a scale together, what is the mass in kilograms for both Sydney
and her dad?
Explain your solution strategies for both parts of the problem.
Be sure to label your answers.
4. The heart pumps about 5 liters of blood one minute.
5 liters in 1 minute
50 liters in 10 minutes
100 liters in 20 minutes
L
How many liters of blood does the heart pump each hour?
Remember there are 60 minutes in an hour.
Explain your solution strategies. Be sure to label your answer.
141
THIRD GRADE
5. Ellens mom told her she should drink 2 liters of water a day.
How much water is that in 4 weeks? (7 days in a week)
Each bottle holds 2 liters.
How many bottles are needed for one week?
How many liters did Ellen drink in one week?
2 Liters
Record and label your answer for the number of liters of water in 4 weeks?
Explain your strategies for solving the problem.
6. Shirley and her 8 friends decided to go pick apples.
Each person agreed to share all the apples that were picked, equally.
The total weight of the apples picked by Shirley and her friends is 27 kilograms.
About many kilograms of apples will Shirley take home?
Explain your solution strategies. Label your answer.
142
THIRD GRADE
7. A goat drinks about 5 liters of water every day. A rancher has a water tank that holds 60 liters
of water for his six pet goats.
How many days will the water last?

Explain and show how you solved the problem.
8. Every morning a farmer fills a water tank that holds 21 liters of water. During the day his lambs
drink all the water in the tank.
If each lamb drinks an equal amount of water, how many lambs does the farmer have?
Explain and show your solution strategy.
9. The zoo-keeper has a bin of 24 kg (kilograms) of food for the black bear.
The bear eats about 4 kg of food a day.
How many days will the food last?

Show and explain your solution strategy.
143
THIRD GRADE
10. A tricycle has a mass of 8 kilograms. The delivery truck carrying tricycles is almost full, but
can hold 40 kilograms. How many more tricycles can the truck hold?
Mass of 8 Kg
11. Marian pours a full container of water equally into buckets. Each bucket has a capacity of 4 liters.
4 liters
4 liters
4 liters
After filling 3 buckets, Marian has 2 liters left in her container.

What is the capacity of her container?
Label your answer.
144
THIRD GRADE
12. One piglet weighs about 90 kilograms. How much do four piglets weigh?
90 kg
90kg
90kg
90kg
13. A grocer receives a shipment of oranges weighing 32 kg.
He divides the oranges equally among four small baskets. Each basket of oranges weighs the
same amount. How many kilograms of oranges will he put in each basket?

14. Brad loaded two sacks of potatoes into a box. The total weight of the two sacks is 309 kg.
One sack weighs 67 kg. What is the weight of the other sack?

Solve and explain your solution strategy.
145
THIRD GRADE
Personal Benchmarks for Metric Units

Part A: Find a gram or close to a Gram.
Work with partners of 2 or 3, to find 4-5 different objects that have a mass of about one gram.
The metric unit to measure very light objects for mass is a gram. Mass refers to the amount of
matter in an object. Use a balance scale or other scales to find the mass using metric units. You
might use a penny, a paper clip and other objects that have a mass close to one gram as your
measuring tool. You may need practice in using a balance scale or other scales since the markings
may be in different intervals. Find different items that have a mass of about one gram or close to
one gram. Record your items on the chart below. Estimation can help you to focus on the
attributes being measured.
Items That Have a Mass Close to 1 Gram
Mass is the amount of matter in an object
ITEMS/OBJECTS
Mass of objects should be close to or equal to 1 Gram
146
THIRD GRADE
Part B: Find 10 grams or close to 10 grams.

A benchmark refers to the idea that a group of individual units can be combined to create a new
unit. Using a small paper cup or a handful of beans or pennies, fill a bag that has a mass close to 10
grams. Use a balance scale or other scales to determine if your groups bag has a balance of 10
grams. Use the bag of beams as a benchmark for 10 grams. Find and record 3 or more items that
have a mass close to 10 grams? Record your items.
Items That Have a Mass Close to 10 Grams
Item(s)/Objects
Mass in 10 Grams
Part C: Find 100 grams.

You might fill a bag of beans, color tiles, counters or items you can find to fill a bag that has a mass
of 100 grams. (Weigh on a scale.) Your bag will become your groups benchmark. Find 3 or more
other items that have a mass close to 100 grams. Record your items.
Items That Have a Mass Close to 100 Grams
Items(Objects)
Mass in 100 Grams
147
THIRD GRADE
Part D: Find a kilogram or close to a kilogram.

Do you have a personal benchmark for a kilogram? A kilogram weighs 1000 grams. If possible
hold a kilogram mass to understand its feel. Find other items that have a mass close to a kilogram.
You might fill large clear plastic bags with white rice, beans, sand, metal washers, stones etc.
Learn to use a digital scale, a balance scale, or other scales to know when you have filled a bag that
has a mass close to One kilogram.
Items That Have a Mass Close to 1000 Grams = 1 Kilograms (kg)
Item(s) (Objects)
Mass in 1Kilograms (kg)
Part E: Find your mass in kilograms.

If you do not want to find your mass, work with other students who are willing to find their mass in
kilograms. Record the mass of 3 different students in kilograms. (Use a bathroom scale or the type
of scale used in a doctors office.)
Student
Mass in Kilograms (kg)
148
THIRD GRADE
Part F: Find half of a kilogram.

Extend the activity by having students fill plastic bags with materials that they estimate to be half a
kilogram (i.e., 500-g mass) or a quarter (one-fourth) of a kilogram (i.e., 250-g mass). Students will
need an appropriate scale to check their estimates with a mass for 1/2 Kg and/or 1/4 kg.
Item(s) (Objects)
Mass in Kilograms (kg)

500 grams (half of a Kg)
250 grams or 1/4 of a Kilogram
Part G: Connecting to Place Value.

You found the mass for 1 gram; 10 grams; 100 grams; and 1000 grams. How does this relate to
our Place Value System? Discuss with a partner. Record your ideas below.
Place Value Chart
Thousands
Hundreds
Tens
149
Ones
THIRD GRADE
Part H: Find the volume of a liquid using liters and milliliters.

Find a liter or close to a liter for volume liquids. Can you find personal benchmarks? Essential
tools for estimation:
Volume is the space a solid, liquid or gas takes up.
Volume for liquids is measured in liters or milliliters. A liter (L) or (l) is a metric unit used
to measure volume of liquid.
Liquids can be measured using various sizes of graduated cylinders, beakers, milk carton,
and containers in units of liters and milliliters
The greatest amount that a container can usually measure in liters or milliliters is the
capacity of the container (amount the container can hold). To develop benchmarks for liters
students need empty clear bottles, a plastic dropper (measuring milliliters), a beaker
showing liter(s) and milliliters, plastic glasses, jars, cups, juice boxes, etc.
You may want to investigate the capacity of liquid volume that has a capacity of exactly
1 milliliter. You may want to know that 1000 milliliters is equal to the capacity of 1 liter.
Read labels in stores and at home to find and record examples of liquid volume.
Estimate containers that exactly hold a liter of water or more than one liter. Consider
the volume of a juice box, milk carton, and other containers for liquid volume.
Item (container)
Record Liquid Volume in liters
20 drops of water = 1 milliliter

Find a benchmark for one or more
milliliters of water?
Record liquid volume in milliliters
150
THIRD GRADE
Finding and Measuring Perimeter

Geometric measurement: recognize perimeter as an attribute of plane figures and
3.MD.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 Outcomes:
I can find perimeter and record the measure around the outside edges of two-dimensional
figures (rectangles, hexagons, place mat, top of table, and other two dimensional polygons).
I can understand perimeter is measured in linear units and is one dimension.
I can find the perimeter of an object by adding the lengths of each of the objects sides.
I can find the perimeter of regular and irregular polygons by calculating the lengths of the
sides, using addition and/or multiplication.
I can find the perimeter of regular polygons by measuring one side and multiplying by
the number of sides of the polygon.
I can explain my strategy using two different systems (Metric and US Standard).
I can construct or draw more than one polygon for the same perimeter.
I can estimate the perimeter of a shape using personal referents.
I can find perimeter of a string that can be a continuous line that forms the boundary of a
polygon. I can measure the length of the string.
I can find different polygons with the same perimeter.
Materials:
Grid paper (centimeter and inch) and blank paper
Pencils, colored pencils or thin markers
Rulers and tape measures (metric and customary)
Pattern Blocks per student
Color Tiles per student
String
polygons
Handouts
151
THIRD GRADE
Students should be competent with addition facts.
Students understand what length is and how to measure length.
Students understand centimeter, meter, inches, feet, yards as standard units of length.
Students know the word Perimeter is from the Greek-peri (around) and meter (measure).
Students have prior experiences using customary and metric measuring tools.
Students have practice sorting 2 dimensional and 3 dimensional objects.
Students know the perimeter is the distance around two-dimensional objects.
Directions:
Encourage students to discuss what they think perimeter is. Collect ideas. Ask students to
participate in a classroom walk around the border of the classroom, the border of the gym floor,
the carpet, etc. Provide students with string to support understanding of perimeter as length.
Students need many opportunities to understand perimeter as the boundary of an area or an
object and can be measured in linear units. There are several handouts to provide ideas for
supporting students in making sense of perimeter.
Students will measure the perimeter of an object by selecting and using appropriate tools
such as rulers, yardsticks, meter sticks, and measuring tapes.
Students measure to determine the perimeter expressing the length in terms of a standard length unit.
Students must understand what it means when they read perimeter is measured in linear units.
Students should measure in order to understand the perimeter of a figure is the total
distance around the edge of the figure. For example, a square whose sides are 6 inches
long has a perimeter of 6 + 6 + 6 + 6 = 24 or 2 x 6 +2 x 6 or 4 x 6 = 24
Students need opportunities to estimate perimeter before measuring.
Students find the distance around all sides of a two-dimensional shape.
Students need opportunities to demonstrate an understanding of perimeter for regular and
irregular polygons.
Students construct different polygons for a given perimeter to demonstrate that many
shapes are possible for a given perimeter.
Students should identify real-life situations where measuring perimeter is necessary.
Examples: Finding the perimeter of carpet, floor, fence, TV screen, basketball court,
photograph, frame for picture, lawn, table,
Questions to Pose:
Before:
How can you find the perimeter of a rectangle on one-inch grid paper?
What can you use to find the perimeter of the top of your desk?
What is the difference in measuring perimeter and measuring your height?
During:
What strategy did you use to find the perimeter of different polygons?
How would you find the perimeter of a door? notebook, triangle, carpet?
What are other examples of finding perimeter in real-life situations?
152
THIRD GRADE
After:
Describe and share perimeters you found for several different polygons.
What different strategies did you use for finding perimeter?
What does it mean when you say, Perimeter is two-dimensional? Explain.
Students confuse area and perimeter.
Students do not know what shapes are polygons.
Suggestions
Focus on perimeter. Students need
opportunities to measure around different
polygons using tape measures or rulers.
Students need opportunities to walk around the
outside of a boundary or shape to understand
perimeter as the outside or boundary around a
playground, a garden, and polygons.
Provide students with contextual problems
Special Notes: Students may not have prior experiences using customary and metric rulers and
tape measures, square tiles, or centimeter cubes.
Solutions:
Focus on 2 dimensional shapes. Students measure around polygons using centimeters and inches.
Students use yards and meters in measuring a room or a door. Students measure and label each
side of a polygon in order to find the perimeter.
153
THIRD GRADE
Measuring Perimeters of Classroom Objects

Name _________________________
Date ________________
Work with a partner. Each partner will measure 5 objects in the classroom that
have perimeter. Each partner measures different objects. Example: If one partner
finds the perimeter of the math book, the other partner must find the perimeter of a
different book or a different object. Each partner records his or her work on their
recording sheet.
Object to be Measured
Draw or sketch the Object

Measured. Record and label the
measurement of each side.
154
Record the
Perimeter
THIRD GRADE
Finding Perimeters Using Pattern Blocks

Materials: centimeter rulers (1 per student). Pattern blocks per student.
Each student should:
1. Estimate and record the perimeter of each pattern block. Label.
2. Measure the perimeter of each pattern block. Label.
Pattern Blocks
Estimate
Perimeter
Green triangle
Red trapezoid
Blue parallelogram
Yellow hexagon
Tan rhombus
Orange square
Using pattern blocks, build and find the perimeter of each design.
Show and describe your strategy for finding the perimeter.
Record and label the perimeter of each design.
On the back of your paper, use 4 or more pattern blocks to build your own pattern block
design. Trace the outside of your design. Find the perimeter for your design. Show and
explain how you found the perimeter of your design.
155
THIRD GRADE
Using a Table to Record Perimeter

Use the table below to find the perimeter.
Number
of Tiles
Perimeter
Use one-inch square tiles all of the same color to build the figures below.
Record the perimeter for each number of tiles on the chart.
4 inches
8 in.
Continue the pattern using square tiles to build the next figures. Record the
perimeter for each new picture.
1. Write down observations you notice about the pattern and how the perimeter
changes.
2. Describe how the pattern changes each time you add a new tile.
3. Describe how to draw the 5th figure. What is the perimeter of the 5th figure?
4. What would be the perimeter if there were 10 square tiles? Explain how you
know?
156
THIRD GRADE
Solving Problems for Perimeter

Name __________________
Date ________________
The Garden
Janet and Emily decided to plant a garden. They wanted the garden to be fenced in,
so they went to a home improvement store to purchase fencing material. The
salesperson asked the girls how big they wanted the garden. The girls thought
about it, and then replied that the garden would be 6 feet wide and that it would be
2 feet longer (in length) than it is wide. Think about the shape of Janet and
Emilys garden?
1. Draw a sketch of the garden below and record the measurements for the length
and width of the garden in feet.
2. What polygon shape is the garden? _____________________

4. What is the perimeter of the garden in feet? _________________
Remember the perimeter is the total distance around an object.
5. Describe how you found the perimeter of the garden?
6. Show another strategy to find the perimeter of the garden.
7. Record and label your answer. _______________________
8. Extra: Using newspaper or large chart paper, draw a model of the garden in
feet. Label each length and find the perimeter of the garden.
157
THIRD GRADE
The Hat Box

1. Adam has lots of baseball hats. He decided to build a box to store hats. Adams
box has 6 equal sides.
2. Each side of Adams hat-box is 8 inches in length.
a) Name the polygon shape of the top of Adams hat-box?
____________________________
b) Draw a model for the top of Adams hat-box.
c) Label each side of the model of the top of the hat-box.

Record and label the perimeter of the top of the box. _________
d) Record your solution for finding the perimeter
e) Find the perimeter of the top of Adams hat-box in a different way.
158
THIRD GRADE
The Perimeter Remains the Same

Materials Needed:
Inch color tiles (42 color tiles per person)
Square inch grid paper
Definition of area: The amount of space inside the boundary of a flat (2dimensional) object such as a triangle; when using square grid paper, the area is the
number of square units inside the polygon
1.
2.
3.
4.
5.
6.
Construct different rectangles with square color tiles.

Each rectangle must have a perimeter of 42 inches.
Draw each rectangle on square-inch grid paper.
Find and record the length on each side of each rectangle.
Check to see if each rectangle has a perimeter of 42 inches.
How many different rectangles did you draw that have a perimeter of 42
inches? ___________________
7. Draw and label a model of the rectangle that has the largest area with a
perimeter of 42 inches.
8. Label each side of the rectangle. Show that the perimeter totals 42 inches.
Show 2 different methods to find the perimeter of the rectangle.
9. Draw and label the sides of 2 different models of rectangles with a perimeter of
42 inches. Describe how the perimeter of 42 inches stays the same but the
length of the sides might be different.
159
THIRD GRADE
Name of Task. Doubling, Halving, Tripling

Geometric measurement: recognize perimeter as an attribute of plane figures and
3.MD.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.
3.MD.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.
equations with a symbol for the unknown number to represent the problem.
Geometric measurement: understand concepts of area and relate area to multiplication
and to addition.
3.MD.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.
Student Outcomes:
I can draw rectangles and label the length and the width.
I can find and label the perimeter of rectangles.
I can find and label the area of rectangles.
I can double and triple numbers.
Materials:
Problems for students blackline master
160
THIRD GRADE
Students should have prior experiences finding and labeling area and perimeter.
Students should have prior experiences measuring in inches.
Directions:
1. Show the table below to students.
2. Using one inch grid paper and a document camera, draw the rectangle that has a length of
3 inches and a width of 2 inches. Teacher and student add labels to the rectangles.
(width -2 inches and length -3 inches)
3. Ask: How might you find the perimeter of the rectangle? (Find measurement for each side.)
2 + 2 + 3 + 3 = 10 or 2 x 2 + 2 x 3 = 10
4. Ask: How might you find the area of the rectangle?
Students might count square units.
Students might multiply the length by the width (2 x 3 = 6 square units).
5. How might the rectangle look if you double the width and also double the length?
6. Students draw their new rectangle on one-inch grid paper. Ask students what does it mean to
double the length and the width? Students label the length and the width of the new
rectangle. Also, find the area.
7. Ask students to describe the rectangle they would draw next, if they were to triple the length
(3 inches) and the width (2 inches.)
8. Ask students to triple the size of the original rectangle. 2 (width) and 3 (length)
9. Draw the new rectangle on the one-inch grid paper. Find the perimeter and area of the new
rectangle.
Length
Width
Original Size
3
Double the Size

6
Triple the Size

9
Original Size
Double the Size
Triple the Size
Questions to Pose:
Before:
How can you find the perimeter of a rectangle on one-inch each grid paper?
How can you find the area of a rectangle on one-inch grid paper
During:
How did you find the perimeter of the rectangle after you tripled the length and the width
of the rectangle?
How did you find the area of the rectangle after you tripled the length and the width?
After:
Describe and share your solution to another rectangle you doubled? Tripled?
Did anyone reduce the length and width of a rectangle and make it half of its original perimeter?
Can you share your strategy and describe how you reduced the rectangle?
161
THIRD GRADE
Students confuse area and perimeter
Suggestions
Students need to see perimeter as linear- the
outside or boundary around a garden, etc.
Students may not know how to find perimeter

and area.
Provide students with contextual problems
Students label area without using square units.

Special Notes:
Students might reduce the size of the rectangle and make it half its original perimeter, they
should divide the length and the width by two.
Solutions:
162
THIRD GRADE
Doubling and Halving Rectangles

Name: ________________________________________________________
Materials:
Problem to solve: Show your work.
1. Jeremy found a picture on the Internet. The dimensions of Jeremys picture are:
Width: 4 inches Height: 6 inches
and width of Jeremys picture.
strategy
2. Jeremy decided he needed a larger picture than the 4 x 6 picture to hang on his
bedroom wall. He decided to double the picture.
and width of the larger picture.
Find and label the perimeter of Jeremys picture. Show your solution strategy.
3. Jeremy decided he needed a smaller picture to carry in his pocket. He decided to
halve the dimensions of the original picture. The dimensions of the original
picture are: Width: 4 inches Height: 6 inches
and width of Jeremys SMALLER picture.
strategy.
Challenge Problem: Decide on the dimensions for a new picture. Write your new
dimensions: Width ______ Height ______
Using one-inch grid paper, draw and label rectangles to show:
a. Length and Width of your new picture:
b. Double the Length and Width of the new picture.
c. Triple the Length and Width of the new picture.
d. Find the Length and Width if you halve the new picture.
163
THIRD GRADE
164
Quadrilateral Riddles and Fun

Reason with shapes and their attributes.
3.G.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.
Student Outcomes:
I can identify and explain the attributes of a quadrilateral.
I can use defining attributes (number of sides, angles) to name quadrilaterals.
I can recognize and draw rhombuses, rectangles, and squares as being examples of
quadrilaterals.
I can draw quadrilaterals other than rhombuses, rectangles, and squares.
Materials:
Geoboards
Geobands
The Greedy Triangle by Marilyn Burns
Folder or other material to use to cover
Vocabulary word bank
Teacher should refer to the Parent, Teacher, and Other Adult page in The Greedy Triangle
for math content information before teaching this lesson.
Students should be familiar with defining attributes such as number of sides, number of
angles, equal, and vertices (corners) through introductory lessons that build understanding of
this vocabulary.
A vocabulary Word Bank needs to be accessible to the students that they can use when
describing their polygons. Examples for the word bank include but are not limited to:
equal
sides
angles
vertices
square
rectangle
rhombus
quadrilateral
trapezoid
165
THIRD GRADE
Directions:
1. Review vocabulary on the Word Bank by having students work in small groups to come up
with a definition that can be explained in ten words or less for one of the words in the bank.
Teacher can assign words or let groups choose the word they would like to define. Allow
groups to share out with the definition they created. This should be a quick review.
2. Distribute geoboards and geobands. It is easier to distribute these materials if the geobands are
already placed on top of each geoboard or if the geobands are in the container that is shared
with a small group. (It is important that students know the rules for using geoboards so that the
lesson will not be interrupted by someone shooting the rubber bands. If the teacher addresses
this and the students are familiar with using them distractions are minimized. Also, for those
students who cannot follow the rules, the teacher can have a paper copy of a geoboard and a
pencil for them to use in place of the geoboard. If students know this is an option they are
more likely to follow the rules so they can keep their geoboard like the rest of the class.)
3. Ask students to make two different quadrilaterals on their geoboard. Have them record the
quadrilaterals on their geopaper. If this is the first time they are recording on geoboard paper
the teacher may need to circulate and make sure they are accurate in their transcribing.
4. Now ask students to use the vocabulary we just reviewed to explain how the shapes are alike
and how they are different.
5. As students work, the teacher would monitor and question students to help them think of other
ideas. If students are struggling, the teacher may want to share a few similarities or differences
that students have constructed. This would be a good time to take anecdotal notes on how
comfortable the students are with using with the vocabulary. The attached recording sheets are
provided as tools for assessment. One is a calendar grid where the students names are written
in the squares and notes are added to each square. The other is a traditional recording sheet
where check marks or other notations are used to document a students progress.
6. When students begin to finish, have them share with a partner or small group and then add to
their similarities and differences any new ideas they learned from their group. Have students
use a highlighter to highlight any words from the word bank they used in their work. If they
used a new math word that needs to be added to the word bank they can highlight it with a new
color and add it to the Word Bank.
7. Teachers can then collect these for assessment and they could be displayed.
8. Part 2 of this task may need to be completed on a different day. Begin Part 2 by having
students make a quadrilateral on their geoboard. Students would use a folder to cover the
shape so that others could not see it.
9. Students are then asked to write 4 clues to describe the quadrilateral they created. Again they
can use the Word Bank to help with their clues.
10. As students write clues the teacher will monitor and encourage students to use very clear
mathematical vocabulary. This is another good time to assess students understanding of the
shapes they are creating.
11. When they finish writing the four clues they find a partner that is finished and play Quadrilateral
Riddle by reading their clues to their partner and the partner guesses which polygon they created.
Continue to play by finding additional partners when they finish. These can be collected and put
in a Quadrilateral Riddle book for continued review throughout the year.
166
THIRD GRADE
Questions to Pose:
Before:
What do we know about these words?
What are the rules for using a geoboard?
What do you know about quadrilaterals?
During:
What else do you know about this shape?
Which words in the word bank would help you compare the shapes you made?
Are there other math words you are using to help compare the shapes? What are they?
After:
Do we know more about the words in the word bank now they we did when we started with
our definitions? If so what?
Write in your math journal or on a blank sheet of paper what you learned today about shapes
you or someone in your group made on your geoboard.
Avoid having students memorize the properties
of the shapes.
Suggestions
Students need to have many experiences that
allow them to explore, compare, and move
shapes around..
Students may think that a trapezoid always looks Show different trapezoids. The use of a
geoboard is a good way to have students
like the red pattern block.
explore the various shapes.
Students should be required to use mathematical Supplying the word bank will help with this as
vocabulary.
well as encouraging discussion among students.
Special Notes:
It is important that students know the rules for using geoboards so that the lesson will not be
interrupted by someone shooting the rubber bands. If the teacher addresses this and the students
are familiar with using them distractions are minimized. Also, for those students who can not
follow the rules, the teacher can have a paper copy of a geoboard and a pencil for them to use in
place of the geoboard. If students know this is an option they are more likely to follow the rules so
they can keep their geoboard like the rest of the class.
Solutions: N/A
167
THIRD GRADE

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GRADE

LESSONS FOR LEARNING

PUBLIC SCHOOLS OF NORTH CAROLINA

State Board of Education | Department of Public Instruction

STATE BOARD OF EDUCATION

JOHN A. TATE III

JUNE ST. CLAIR ATKINSON

NC DEPARTMENT OF PUBLIC INSTRUCTION

Third Grade Standards

Operations and Algebraic Thinking

3. Developing understanding of the structure of rectangular arrays and

Number and Operations in Base Ten

Number and Operations - Fractions

Note: Grade 3 expectations in this domain are limited to fractions with

Measurement and Data

Geometric measurement: understand concepts of area and relate area to

THIRD GRADE LESSONS FOR LEARNING

Standard: 3.OA.1 | Additional/Supporting Standard(s): 3.OA.5

Solving Division Problems .............................................................................................................................

Standard: 3.OA.2 | Additional/Supporting Standard(s): 3.OA.3

Seeing Arrays as Equal Groups ................................................................................................................

Standard: 3.OA.3 | Additional/Supporting Standard(s): 3.OA.5

Counting Around the Class .........................................................................................................................

Standard: 3.OA.7, 3.OA.6 | Additional/Supporting Standard(s): 3.OA.1

The Number Line A Visual Representation ...................................................................................

Standard: 3.OA.8 | Additional/Supporting Standard(s): 2.NBT.7, 3.NF.2, 3.NF.3

NC DEPARTMENT OF PUBLIC INSTRUCTION

Solving Two-Step Problems ........................................................................................................................

Lesson for Square Table Tops ...................................................................................................................

Standard: 3.OA.9, 3.OA.3

Hexagon Fences .................................................................................................................................................

Standard: 3.OA.9 | Additional/Supporting Standard(s): 3.MD.8

Arrow Cards .......................................................................................................................................................

NC DEPARTMENT OF PUBLIC INSTRUCTION

Hexagon Sandwiches ......................................................................................................................................

Standard: 3.NF.1 | Additional/Supporting Standard(s): 3.NF.3

Solving Equal Sharing Problems..............................................................................................................

Standard: 3.NF.1 | Additional/Supporting Standard(s): 3.NF.3

Understanding Unit Fractions ...................................................................................................................

Is This Duck One-Half Red? .................................................................................................................

Standard: 3.NF.3 | Additional/Supporting Standard(s): 3.NF.1

Fractional Parts of Rectangles .................................................................................................................

Standard: 3.NF.3 | Additional/Supporting Standard(s): 3.NF.1

NC DEPARTMENT OF PUBLIC INSTRUCTION

Measuring Elapsed Time ............................................................................................................................

Measuring Time ..............................................................................................................................................

Exploring Measurement for Mass of Objects and Liquid Volume ......................................

NC DEPARTMENT OF PUBLIC INSTRUCTION

Finding and Measuring Perimeter ........................................................................................................

Name of Task. Doubling, Halving, Tripling .....................................................................................

Standard: 3.MD.8, 3.MD.5 | Additional/Supporting Standard(s): 3.OA.3, 3.MD.5

Quadrilateral Riddles and Fun ...............................................................................................................

NC DEPARTMENT OF PUBLIC INSTRUCTION

Game: Playing Circles and Stars

NC DEPARTMENT OF PUBLIC INSTRUCTION

Circle and Stars Recording Sheet

NC DEPARTMENT OF PUBLIC INSTRUCTION

Students add the two numbers without thinking

NC DEPARTMENT OF PUBLIC INSTRUCTION

Circles and Stars Data Collection

NC DEPARTMENT OF PUBLIC INSTRUCTION

Circles and Stars Recording Sheet

Name ____________________________ Date __________

3. Developing understanding of the structure of rectangular arrays and

Name __________________ Date