My+Favorite+Third+Grade+Lessons

Some of my favorite resources, lessons, activities, etc that I've collected for teaching third grade. Rebekah Sink, Elmhurst Elementary

Two on-going activities that I use throughout the year include "Calendar Math" and "Broken Calculator". Both are from the //Investigations// curriculum "Ten Minute Math" section for third grade. I use these activities as morning "filler" for kids to do while they eat breakfast and I take lunch count, etc. "Calendar Math" is especially good because it requires no teacher preparation. You can decide if you want your students to use calculators or not for "calendar math". I think they come up with much more complex equations when they are readily available and use them routinely. Also, it takes the novelty out of using the calculator and allows them to focus on problem solving and strategy development. They also learn that using a calculator is not always the fastest and most appropriate way to solve a problem. I've found that students really enjoy both of these activities and are always eager to work on them and share their solutions.

=**Calendar Math**= =**From: Investigations in Number, Data, and Space**= Landmarks in the Hundreds-The Number System a 3rd /4th grade unit by Dale Seymour Publications = Basic Activity =

Students try to find numerical expressions that are equal to the day’s date. For example, if the date is March 19th, students look for ways to make 19. Constraints on what numbers and operations they use push students in developing their arithmetic skills. Discoveries of principles for “expressions that work” become a part of the class’s mathematics culture.

Calendar Math is a simple way of providing arithmetic practice and opportunities for students to share mathematical discoveries. Students focus on: = Materials =
 * developing a web of numerical knowledge about any number
 * using operations flexibly
 * recognizing relationships among operations (for example, that adding and then subtracting the same number has the net effect of 0)
 * learning about and using key mathematical ideas, such as the effect of using an operation with 0 or 1
 * deriving new numerical expressions by modifying a particular expression systematically (for example, if 2+4=11, then so does 3+9, 4=7, 5=6, and so forth)
 * Calculators (for variation)
 * Procedure **

Pose the problem. For example, “Today’s date is September 12. Who can think of a way we could combine numbers to make 12?
 * Step 1.**

List student responses. Their ideas might include expressions like these:
 * Step 2.**

6+6 4x3 12+0 1/2x 24 3+(-3)+6+6

Choose a “favorite expression” for the day. Students choose their favorite from the listed expressions, perhaps the most unusual, or one that uses a new idea. Use the class favorite to write the date on the board: September (0x12)+12.
 * Step 3.**

Variations
Introduce constraints based on your class’s ease with particular operations and numbers. For example, if students are very comfortable with addition, eliminate addition as a possibility: “Today you can use any operation you want to use, //except// addition.” You could also require that a certain operation or kind of number is used. Possible constaints include these:
 * Introducing Constraints**

You can’t use a number that’s a multiple of 2. You can’t use addition or subtraction You can’t use more than one operation. You must use one number that’s bigger than 100 (1,000, 5,000). You must start with 100. You must use at least three numbers. You can’t use zero. You must use at least one number that is smaller than one. You must use one negative number. You can only use 1’s, 2’s, 3’s, and 4’s.

** Broken Calculator **

From: Investigations in Number, Data, and Space
Flips, Turns, and Area, a 3rd /4th grade unit by Dale Seymour Publications =Basic Activity= Students work together on an answer on their calculator display while pretending that some of the keys are missing. The missing keys can be operations, numbers, or both. After students find one solution, they find others by making a small change in the first one. In this way, the solutions form a pattern.

Broken Calculator helps students develop flexibility in solving problems. They pull numbers apart and put them back together in a variety of ways as they look for expressions to substitute for given numbers. Students focus on:


 * Finding alternative paths to an answer when a familiar one isn’t available
 * Finding many ways to get one answer
 * Writing related problems

=Materials= Calculators: 1 per student

=Procedure= For example, “I want to make 35 using my calculator, but the three key and the 5 key are broken. How can I use my calculator to do this task?”
 * Step 1 **. Pose the problem
 * Step 2. ** Students solve the problem by themselves. They record their solution in some way that another student can understand. Students in small groups check each other’s solutions on their calculators.

61-26 29+6 4x9-1 61-26 62-27 64-29
 * Step 3 ** . List some of the students’ solutions on the board. For example, here are some possible solutions to making 35 without the 3 and 5 key:
 * Step 4. ** Students choose one solution and extend it, making a series of related solutions. For example:

Students check each others’ solutions and find another solution that follows the same pattern.

=Variations=
 * Restricting Number Keys**
 * Students make numbers without using the digits in those numbers, for example:

Make 1,000 without using a 1 or a 0. 998+2 997+3 996+4
 * Students make decimals without using the decimal point. Start with the simplest ones (0.1, 0.5, 0.75, or 1.5) only after students have some experience relating them to fractions and division. You might start by providing a solution or 2 and challenge them to find some more: “I can make 0.5 on my calculator by using the keys1 division key 2. Why do you think that works? Can you find another way to make 0.5?”

Some solutions for making 0.5 are 2 division key 4, 3 division key 6, 4 division key 8, etc. Broken Calculator


 * Multiplication Ideas:**

Third Grade GLCE: N.ME.03.04 Count orally by 6's, 7's, 8's and 9's starting with 0, making the connection between repeated addition and multiplication.

I love to introduce skip counting with the Touch Math skip counting CD. You can check out this product here: [] These are catchy songs that help students skip count by the more difficult numbers such like 4's, 6's ,7's, 8's and 9's. Another one the kids love is the "Three is a Magic Number" song from School House Rock.

Counting Around the Class from the Investigations "Ten-Minute Math" section of "Things That Come in Groups" and "Landmarks in the Hundreds" is also a great skip counting activity.