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Standards

CCSS3.MD.C.7d

CCSS3.MD.C.7c

CCSS3.G.A.1

CCSS3.NF.A.3d

CCSS3.NF.A.3c

- Product Description
- StandardsNEW

All Ohio Common Core Math Standards are included in this set.

The Cornell Note Taking strategy is more like note making than note taking. Students make notes about concepts and thoughts and create a summary. This strategy is used in many high school and college level classes. It began as a method to increase comprehension when studying texts. I created this packet and adapted it for beginners to note taking because I noticed my students focus better when they are making notes in their math journals as I am teaching or showing instructional videos.

Each template has the topic of study, I can statement, space for essential questions, math vocabulary (included), note/example box, and summary box.

There are 34 printable slides for students to make notes on. My students glue these in their math journals. The first set of 34 slides have locked boxes and are printable. The second set are editable and can be used in Google Slides.

Please let me know how well these work for you and your students and how I can improve them.

The Cornell Note Taking strategy is more like note making than note taking. Students make notes about concepts and thoughts and create a summary. This strategy is used in many high school and college level classes. It began as a method to increase comprehension when studying texts. I created this packet and adapted it for beginners to note taking because I noticed my students focus better when they are making notes in their math journals as I am teaching or showing instructional videos.

Each template has the topic of study, I can statement, space for essential questions, math vocabulary (included), note/example box, and summary box.

There are 34 printable slides for students to make notes on. My students glue these in their math journals. The first set of 34 slides have locked boxes and are printable. The second set are editable and can be used in Google Slides.

Please let me know how well these work for you and your students and how I can improve them.

Log in to see state-specific standards (only available in the US).

CCSS3.MD.C.7d

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.

CCSS3.MD.C.7c

Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths π’ and π£ + π€ is the sum of π’ Γ π£ and π’ Γ π€. Use area models to represent the distributive property in mathematical reasoning.

CCSS3.G.A.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.

CCSS3.NF.A.3d

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.

CCSS3.NF.A.3c

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.

Total Pages

70 pages

Answer Key

N/A

Teaching Duration

1 Year

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