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Common Core: Math
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 We have two videos for small groups of educators to learn from the Common Core in practice. The first video is clear of any captions of evidence of Common Core alignment. The second video includes...

 In Topic E, students solve problems involving area and perimeter. After an initial lesson problem solving with perimeter, students apply this knowledge to create a robot composed of rectangles. ...

 Topic D utilizes the line plot, familiar from Module 6, to help students draw conclusions about perimeter and area measurements (3.MD.4). Early in the topic, students find different possible...

 Students tessellate to bridge geometry experience with the study of perimeter in Topic C. They first decompose a quadrilateral and then rearrange the parts. They use the new shape to tile. ...

 Topic B introduces an exploration of geometry. Students build on Grade 2 ideas about polygons and their properties, specifically developing and expanding their knowledge of quadrilaterals. They...

 Topic A begins with solving one and twostep word problems based on a variety of topics studied throughout the year, using all four operations (3.OA.8). The lessons emphasize modeling and reasoning...

 In Topic B, students learn that intervals do not have to be whole numbers, but can also have fractional values that facilitate recording measurement data with greater precision. In Lesson 5, they...

 Topic A begins with a lesson in which students generate categorical data, organize it, and then represent it in a variety of forms. Drawing on Grade 2 knowledge, students might initially use tally...

 Topic F concludes the module with comparing fractions that have the same numerator. As they compare fractions by reasoning about their size, students understand that fractions with the same...

 In Topic E, they notice that some fractions with different units are placed at the exact same point on the number line, and therefore are equal (3.NF.3a). For example, 1/2, 2/4, 3/6, and 4/8 are...

 Students transfer their work to the number line in Topic D. They begin by using the interval from 0 to 1 as the whole. Continuing beyond the first interval, they partition, place, count, and...

 In Topic C, students practice comparing unit fractions with fraction strips, specifying the whole and labeling fractions in relation to the number of equal parts in that whole (3.NF.3d).

 In Topic B, students compare unit fractions and learn to build nonunit fractions with unit fractions as basic building blocks (3.NF.3d). This parallels the understanding that the number 1 is the...

 Topic A opens Module 5 with students actively partitioning different models of wholes into equal parts (e.g., concrete models, fraction strips, and drawn pictorial area models on paper). They...

 Topic D creates an opportunity for students to solve problems involving area (3.MD.7b). Students decompose and/or compose composite regions into nonoverlapping rectangles, find the area of each...

 In Topic C, students manipulate rectangular arrays to concretely demonstrate the arithmetic properties in anticipation of the following lessons. They do this by cutting rectangular grids and...

 In Topic B, students progress from using square tile manipulatives to drawing their own area models. Anticipating the final structure of an array, they complete rows and columns in figures such as...

 In Topic A, students begin to conceptualize area as the amount of twodimensional surface that is contained within a plane figure. They come to understand that the space can be tiled with unit...

 In Topic F, students multiply by multiples of 10 (3.NBT.3). To solve a fact like 2 × 30, they first model the basic fact 2 × 3 on the place value chart. Place value understanding helps them to...

 In Topic E, students begin by working with facts using units of 0 and 1. From a procedural standpoint, these are simple facts that require little time for students to master; however, understanding...

 Topic D introduces units of 9 over three days, exploring a variety of arithmetic patterns that become engaging strategies for quickly learning facts with automaticity (3.OA.3, 3.OA.7, 3.OA.9). Nines...

 Topic C anticipates the formal introduction of the associative property with a lesson on making use of structure to problem solve. Students learn the conventional order for performing operations...

 Topic B introduces units of 6 and 7, factors that are well suited to Level 2 skipcounting strategies and to the Level 3 distributive property strategy, already familiar from Module 1. Students...

 Topic A begins by revisiting the commutative property. Students study familiar facts from Module 1 to identify known facts using units of 6, 7, 8, and 9 (3.OA.5, 3.OA.7). They realize that they...