Digging+Deeper

Students will continue to solve problems involving third grade TEKS. Special attention should be given to problems that connect measurement and patterns to multiplication, division, and fractions. Use this time to //reinforce// and //extend// third grade concepts. They will build models of equivalent fractions.

**3.14D Use tools such as real objects, manipulatives, and technology to solve problems**
 * TEKS:**
 * 3.2 Number, operation, and quantitative reasoning. The student uses fraction names and symbols to describe fractional parts of whole objects or sets of objects (with denominators of 12 or less).**
 * 3.2D Construct concrete models of equivalent fractions for fractional parts of whole objects.**
 * 3.14 Underlying processes and mathematical tools. The student applies Grade 3 mathematics to solve problems connected to everyday experiences and activities in and outside of school.**
 * 3.15 Underlying processes and mathematical tools. The student communicates about Grade 3 mathematics using informal language.**
 * 3.15A Explain and record observations using objects, words, pictures, numbers, and technology.**


 * Core Components:**

· Selects the description of a mathematical situation when provided with a written or pictorial prompt. · Answers "Which is NOT correct?" · Uses knowledge of problem solving processes (not always computation) to answer a question. · Sets up correct equation or expression for solving a problem. · Identifies what information is needed to solve a problem including the additional necessary information. · Identifies what //additional// information is needed to solve a problem. · Recognizes that problems may require the use of multiple concepts and skills. · Identifies the question that is being asked or answered. · Does not put emphasis on key words to define the operation. · Recognizes that problem could have more than one answer. · Uses estimation as part of problem solving strategy. · Uses multiple concepts and skills to solve problem. · Expresses problem situation in mathematical language and symbols. · Evaluates solution for reasonableness. · Uses TAKS Mathematics Chart when appropriate. · Uses a variety of problem solving strategies. · Answers questions posed by the teacher to illicit student thinking. o What manipulatives might help you to solve this problem? o Would making a list, table, chart, or graph help you solve this problem? o Can you tell me how your plan for solving this problem will work? o Identify the strategy you used to solve this problem. · Shares thinking and strategies for solving a problem. · Uses calculators and/or computers when appropriate. · Uses manipulatives regularly in daily work. · Explains how to solve problems using tools. · Communicates thinking and problem solving processes clearly in pairs, small groups, and with class. · Uses pictures, numbers, words, and/or objects to orally explain their strategies during and after the problem solving process, and justifies solution. · Explains and records observations in every strand using objects, words, pictures, numbers and technology. · Uses logical reasoning as part of the problem solving process. · Identifies the common characteristic among examples. · Selects an example or non-example based on a common characteristic. · Uses non-examples to prove a general statement is false. · Understands that nonsensical words may be used to name examples and/or non-examples. · Describes a pattern. Then verbalizes a generalization from the pattern. · Justifies a solution.


 * I wanted to play with some "real world" math ideas that incorporate the TEKS. These activities can be done in any order, I just thought most people would like some organization to them. These are very "involved" activities that take more time than you might expect at first glance.**


 * May 3 - 7**


 * Monday to Wednesday:** Science benchmark may take up part of your Math time if kids are not finished.

The Aquarium: In this activity, the students use skills they have learned in math to create an aquarium for their school. They will use measuring, logical reasoning, adding, subtraction, multiplying, and more. They will also be writing a letter at the end of the activity so it incorporates their writing skills as well.

 [|The Aquarium Instructions.doc] [|Choosing Fish for Your Aquarium Brochure - Side 1.doc] [|Choosing Fish for Your Aquarium Page 2.doc] [|Aquarium plan sheet.doc]

The kids actually create a tank, including the fish, from construction paper. Please try to take the time to come see the sample since we do not have a meeting before this starts. I have the pattern needed to make the tank.


 * Thursday to Friday:**

It's my Party: Students plan a birthday party on a budget. They will be using money skills, multiplying, adding, subtracting, organizing information into tables, logical reasoning, and MUCH MORE! I do not have this online but I will put a copy in your box. We have done something similar in the past but this goes much more in depth with all of the skills.


 * May 10 - 14

Monday to Thursday:**

Create a Math Game: Students work with partners to create a math game covering one of the many concepts we studied this year. I have simplified the directions from last year. These can be made on the computer or using paper, scissors, and other odds and ends.

[|Create your own Math Game Project.doc]

This is a link to a website where kids can create a game board on the computer.

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 * Friday: Field Day**

If you find time, students can play the games created by other classmates.


 * May 24 - 28 I am going to put some fun things to do with your class for this last week. Pick and choose as you wish!

Monday:** Let's practice NUMBER SENSE with this great activity I reworked from Sara. You will need to print out the hundreds charts page for the kids for each "puzzle" you wish to do.

 [|Hundreds Charts.docx] [|Hundred Chart directions.docx]

Wednesday: Thursday: Friday:** Last day of school!
 * Tuesday: