Lisa Staskowski

Lessons 6 and 7 introduce students to metric weight measured in kilograms and grams. Students learn to use digital scales as they explore these weights. They begin by holding a kilogram weight to kinesthetically understand its feel. Then, groups of students work with scales to add rice to clear plastic zippered bags until the bags reach a weight of 1 kilogram. Once the bags are made, students decompose them using ten-frames. They understand the quantity within 1 square of the ten-frame as an est

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 marks, tables, or graphs with one-to-one correspondence. By the end of the lesson, they show data in tape diagrams where units are equal groups with a value greater than 1. In the next two lessons, students rotate the tape diagrams vertically so that the tapes become the units or bars of scaled graphs

These 5 lessons allow students to investigate fractional pieces. Students practice noticing the fractional unit shaded as well as the unshaded pieces. This then leads to students recognizing the shaded plus the unshaded pieces represent the whole fraction. Students practice these skills using tape diagrams, number bonds, fraction strips, and real life examples. Once students understand the fractional units, the last lesson of the unit allows students to investigate to understand fractional unit

In Topic D students solve two kinds of division situations—partitive (group size unknown) and measurement (number of groups unknown)—using factors of 2 and 3. The tape diagram is introduced in Lesson 11 as a tool to help students recognize and distinguish between types of division. By the end of Lessons 11 and 12 students independently draw and label tape diagrams that help them to compare and analyze problems that may use the same division sentence, but have quotients representing different thi

Topic F introduces the factors 5 and 10, familiar from skip-counting in Grade 2. Students apply the multiplication and division strategies they used to mixed practice with all of the factors included in Module 1. Students model relationships between factors and decompose numbers as they further explore the relationship between multiplication and division. This culminates in Lessons 18 and 19 as students decompose the dividend in a division sentence to practice the distributive property with divi

In Topic B, students use their understanding of geometry from Grade 2 to explore quadrilaterals. In Lesson 4, they learn that different shapes (e.g., squares, rectangles, and rhombuses) have shared attributes that can fall within a larger category (parallelograms, quadrilaterals, and trapezoids). They explore these new, larger categories and understand, for example, that any quadrilateral can be decomposed into two triangles. As they learn which attributes are shared, the process of comparing sh

This lessons set consists of 8 lessons teaching equivalent fractions. Students will use a variety of techniques including, pictures, number lines, and number bonds. You will need fraction strips of paper that students can fold. However, my students found it very useful to use the actual plastic fraction strips. This allowed modifications for my students with sensory issues that could not fold or partition objects into equal shares. **NOTE** Lesson 25 and 27 need a template, however, it is not

In Topic D, students utilize a line plot to draw conclusions about perimeter and area measurements. Students use a given number of unit squares to build and determine different perimeters of rectangles in Lesson 18. For example, given a rectangle composed of 24 unit squares, students find there are four possible perimeters: 50, 28, 22, and 20 length units. They draw their rectangles on grid paper and discuss the fact that rectangles with side lengths that are equal or almost equal (squares or sq

Students are introduced to perimeter in Topic C. Conceptual exploration begins by creating tessellations. In Lessons 10 and 11, students decompose a quadrilateral. They rearrange the parts to form a new shape. They then use the new shape to tile, tracing its perimeter until a new larger shape (the complete tessellation) is formed. Through this work, students define perimeter as the boundary of a two-dimensional shape and use their new vocabulary in context as they describe the process of tessell

These 4 lessons move from using a concrete tile model of showing and finding area, to moving into a pictorial and then abstract by using just the multiplication equation. Students also investigate how to find the area of a shape when a portion of the grid is missing or covered. Many of these lessons have hidden texts (all with notes for the teachers as to where to click) to make the learning experience for the students active and engaging.

*PLEASE NOTE* Lesson 19 is NOT included in this set. It is an optional lesson from the module. It can be added at a later date, but due to time constraints I did not make the lesson slide show. These lessons are designed to teach students how to place fractions on a number line. They start by partitioning a line segment. This skill has been easy for the students especially if you have been using tape diagrams in your earlier instruction. Students start with unit fractions and then progress to f

This module topic is an introduction to area. Students will be involved in many hands on activities in which they will manipulate paper tiles to relate to arrays and area. The smart board slides provided will provide the teacher with a interactive large scale version of the students work. Every tile has been attached with an infinite cloner so that the teacher may manipulate the slide as they teach so students can see a direct model of how to use the tiles and find area.

These 4 lessons implement the ideas of the size of the unit compared to the size of the whole. Meaning, when the wholes are the same, the more units you have the smaller they get. As well as, if the units are the same size, the more units you have the larger the whole will become. This will ultimately end with students identifying shaded fractional parts with different representations of the whole. **PLEASE NOTE** Lesson 12 is set up much differently than shown in the module. I did not have th

These 5 lessons wrap up the unit on area. Students use their knowledge of area to solve word problems as well as decompose figures into rectangles to find the area of non-rectangular objects. Also, students will partake in two lessons in which they will use their knowledge of area and apply it to the real life skill of being an architect and creating a floor plan.

Lesson 14 starts off Topic E introducing students to multiplication by 4 through skip-counting objects in array models. Students revisit the commutative property in Lesson 15, this time modeling commutativity using both arrays and tape diagrams. For example, students might initially draw a 2 by 4 array and a 4 by 2 array. Then they see 2 bars of equal length; one with 4 equal parts and the other with 2 equal parts. Now they have arrays that show (2 x 4) = (4 x 2), as well as tape diagrams that r

These 4 lessons focus on the base knowledge of partitioning a whole into equal parts. The lessons follow the NYS Math Module Lessons exactly. The lessons are designed in a way that will allow the teacher to teach the lessons without the need of the actual module lesson plans. **NOTE** Lesson 4 is a station centered lesson. The teacher WILL need to prepare the materials PRIOR to using the smartboard lesson.

In Topic E, students solve problems with perimeter and area. Lesson 23 focuses on solving a variety of word problems involving perimeter. This provides students an opportunity to use multiplication and division strategies to solve problems about perimeter. Students use rectangles and circles to measure, create, and analyze robots and environments for the robots using specified perimeter measurements in Lessons 24 through 27. They reason about the different whole number side lengths that may be p

In Topic B, students learn that intervals do not have to be whole numbers but can have fractional values that facilitate recording measurement data with greater precision. In Lesson 5, they generate a six-inch ruler marked in whole-inch, half-inch, and quarter-inch increments, using the Module 5 concept of partitioning a whole into parts. This creates a conceptual link between measurement and recent learning about fractions. Students then use the rulers to measure the lengths of precut straws an

In Topic A, students build the place value chart to 1 million and learn the relationship between each place value as 10 times the value of the place to the right. Students manipulate numbers to see this relationship, such as 30 hundreds composed as 3 thousands. They decompose numbers to see that 7 thousands is the same as 70 hundreds. As students build the place value chart into thousands and up to 1 million, the sequence of three digits is emphasized. They become familiar with the base thousand

These 3 lessons help to build a foundation for 4th grade learning of using the area model to multiply. Students have a previous knowledge of how to find area by multiplying the side lengths, now during these lessons they will reason about the size and apply multiplication properties to find the area of larger rectangles as well as find whole number side lengths.