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Kate Bowski Common Core Edition Whole Brain Teaching WholeBrainTeaching.com

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Third Grade Math Power Pix Developed by Kate Bowski Design & idea created by Chris Biffle For more information, visit Whole Brain Teaching

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Third Grade Math Power Pix This document highlights 30 topics specific to 3 rd grade Math as defined by the Common Core State Standards. Based on an idea conceived by Chris Biffle, founder of Whole Brain Teaching, these pictures can be used to actively teach students the core concepts of a 3 rd grade math program. Each Power Pix references the standards in which the word is addressed: Operations & Algebraic Thinking (OA), Number & Operations in Base 10 (NBT), Number & Operations – Fractions (NF), Measurement & Data (MD) and Geometry (G). Using Power Pix and Whole Brain Teaching methods, learning becomes multi- modal, thereby solidifying the concepts in students’ brains. When used as a teaching tool, the Power Pix help the teacher with gestures and definitions to attach to each concept. Whether printed out or projected on a screen, these Power Pix give the students a visual reference for all major Math concepts. When posted in the room, the Power Pix become an interactive resource for students to use as a review tool. Imagine filling every spare moment of classroom time by having students review with each other content specific topics. Now that’s maximizing instruction! The following slide shows how to use each pix.

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Common Core Standard Operations & Algebraic Thinking (OA) Number & Operations in Base Ten (NBT) Number & Operations – Fractions (NF) Measurement & Data (MD) Geometry (G) Question and Answer for the topic Grade Level The red background on these slides identifies them as part of math concepts. Language Arts concepts have a blue background. Picture(s) representing the key word of the standard Gesture Concept Word – colors represent syllables to help students with pronunciation

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Sample Power Pix Lesson Each WBT lesson follows a format. 1. Question – tell students the question and they repeat 2. Answer – give the answer with a gesture. 3. Expand – use examples to scaffold instruction about concept 4. Evaluate – quick assessment to guide instruction 5. Critical Thinking – students begin to internalize the concept Question: What is multiplication? Answer: Multiplication is putting together equal groups. Gesture: Cross arms like an X. (multiplication) Clasp hands together. (putting together) Put one arm horizontal over the other like an equal sign. (equal groups) Teaching Suggestions: Connect repeated addition to the concept of multiplication. Students write multiplication problems for pictures projected on the board. Begin to introduce “factor” and “product”. Share problems using Oral Writing. Students draw a picture of equal groups and then write an equation for it. Given a multiplication problem, students create a story problem to match. Students draw arrays for given multiplication problems.

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Sample Power Pix Lesson (con’t.) Q/T: Multiplication is putting together equal groups. Factors are the answers to multiplication problems. Products are the answers to multiplication problems. The times sign means “groups of” = 10 is an example of a multiplication problem. 7 x 2 means 7 groups of 2. Critical Thinking: Encourage students to speak complete sentences explaining multiplication. (3 x 5 = 15 because ______.) Factors are like factories because ________________. Multiplication is more efficient than addition because ______________. Multiplication is repeated addition. For example, ____________. Factors and products are like main ideas and details because _________.

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Words Included in Math Power Pix Addition, array, area, associative property, attribute, bar graph, compare, commutative property, data, denominator, distributive property, division, equivalent fraction, factor, fraction, line plot, mass, multiple, multiplication, numerator, perimeter, place value, picture graph, product, property, quadrilateral, quotient, subtraction, rounding, volume

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Gesture: Cross arms like a plus sign. (addition) Clasp hands together. (putting together) Question: What is addition? Answer: Addition is putting together. Third Grade NBT.A.2

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Gesture: Draw a rectangle in the air with finger. Move one hand right to left (rows) and then up and down (columns). Question: What is an array? Answer: A square or rectangular pattern made up of rows and columns. Third Grade OA.A.3

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Gesture: Draw a square in the air then “wipe” the inside of it with the other hand. Question: What is area? Answer: The surface inside a shape. Third Grade MD.C.5

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Gesture: Hold up 2 cupped hands like parenthesis. Question: What is the associative property? Answer: Grouping numbers with parenthesis when adding or multiplying. Third Grade OA.B.5

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Gesture: Hold up 2 hands and rub fingers together as if feeling something in each hand. Then flatten hands out, palms down. (Sign language for “characteristic”.) Question: What is an attribute? Answer: A characteristic. Third Grade MD.C.5

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Gesture: Put right arm straight up, bend the left at the elbow so it is parallel to the right. (bars) Draw tallies in the air. (data) Question: What is a bar graph? Answer: A graph using bars to show data. Third Grade MD.B.3

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Gesture: Clasp hands together. (compare) Put palms facing each other close together (less than), pull hands farther apart (greater than). Put one arm horizontal over the other. (equal) Question: What does it mean to compare in math? Answer: Compare tells if something is less than, greater than, or equal to.. Third Grade NF.A.3

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Gesture: Hold out 2 hands, palms up. Then flip so palms are down, then back up again. Question: What is the commutative property? Answer: The “flip flop” property. We can add or multiply numbers in any order. Third Grade OA.B.5

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Gesture: Draw tallies in the air. Question: What is data? Answer: Information we collect. Third Grade MD.B.3

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Gesture: Put one fist over the other. (represents numerator and denominator) Wiggle the bottom fist. Question: What is a denominator? Answer: The bottom number in a fraction that represents the total. Third Grade NF.A.1

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Gesture: Cross arms like an X. (multiplying) Cross arms like a plus. (added numbers). Move finger in a tapping motion across front of body. (individually) Question: What is the distributive property? Answer: Multiplying across a group of added numbers individually. Third Grade OA.B.5

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Gesture: With palms together, “slice” hands downward. (division) Make a breaking motion as if breaking a twig. (breaking a set) Put one arm horizontal over the other like an equal sign. (equal groups) Question: What is division? Answer: Division is breaking a set into equal groups. Third Grade OA.A.3

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Gesture: Put one arm horizontal over the other. (equal) Put one fist over the other. (fraction) Point index fingers to ceiling and move back and forth in opposite directions. (same) Put hands up to eyes like binoculars. Question: What is an equivalent fraction? Answer: Equivalent fractions have the same value but look different. Third Grade NF.A.3

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Gesture: “Flash” 5 fingers on one hand then the other. (numbers) Cross arms like an X. (multiplied) Question: What is a factor? Answer: The numbers multiplied together to get a product. Third Grade OA.A.1

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Gesture: Put one fist over the other. (represents numerator and denominator) Question: What is a fraction? Answer: A fraction represents a part of a whole. Third Grade NF.A.1

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Gesture: Draw a line in the air. (number line) Draw tallie marks in the air. (data) Question: What is a line plot? Answer: A number line showing data. Third Grade MD.B.3

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Gesture: Hold 2 hands out, palms facing up. Move them up and down in opposite directions. Question: What is mass? Answer: The amount of matter in an object. Third Grade MD.A.2

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Gesture: Make a “hopping” motion with your index finger moving from right to left. Question: What is a multiple? Answer: The numbers we say when we skip count. Third Grade OA.A.3

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Gesture: Cross arms like an X. (multiplication) Clasp hands together. (putting together) Put one arm horizontal over the other like an equal sign. (equal groups) Question: What is multiplication? Answer: Multiplication is putting together equal groups. Third Grade OA.A.3

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Gesture: Put one fist over the other. (represents numerator and denominator) Wiggle the top fist. Question: What is a numerator? Answer: The top number in a fraction that represents the part. Third Grade NF.A.1

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Gesture: Draw a triangle in the air. Question: What is perimeter? Answer: The distance around an object. Third Grade MD.D.8 3.G.A.1

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Gesture: Hold up fingers 1, 2, 3. (value of a digit) Move hand across front of body as if drawing 3 small lines to show ones, tens, hundreds. (position in a number) Question: What is place value? Answer: The value of a digit based on its position in a number. Third Grade NBT.A.1

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Gesture: Pretend to take a picture. Draw tallies in the air. (data) Question: What is a picture graph? Answer: A graph using pictures to show data. Third Grade MD.B.3

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Gesture: Point index fingers, one on chin, the other a little lower. Then point them in a forward direction away from chin. (Sign language for “answer”.) Then cross arms like an X. (multiplication) Question: What is a product? Answer: The answer to a multiplication problem. Third Grade OA.A.1

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Gesture: Hold up 2 hands and rub fingers together as if feeling something in each hand. Then flatten hands out, palms down. (Sign language for “characteristic”.) Question: What is a property? Answer: A special characteristic. Third Grade OA.B.5

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Gesture: Hold up 4 fingers then draw a rectangle in the air. Question: What is a quadrilateral? Answer: A 4 sided shape. Third Grade 3.G.A.1

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Gesture: Point index fingers, one on chin, the other a little lower. Then point them in a forward direction away from chin. (Sign language for “answer”.) With palms together, “slice” hands downward. (division) Question: What is a quotient? Answer: The answer to a division problem. Third Grade OA.2

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Gesture: Hold up thumb and index finger as if showing something small. (closest value) Move finger across front of body as if it was hopping. (multiples) Hold up 10 fingers. Question: What is rounding? Answer: To give the closest value of a number using multiples of 10. Third Grade NBT.A.1

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Gesture: Hold up arm so it is horizontal. (subtraction) Hold up 2 fingers on one hand and 3 on the other. Move one hand backward to show taking away. Question: What is subtraction? Answer: Subtraction is taking away. Third Grade NBT.A.2

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Gesture: Make a looping motion with one hand (like an wave of water). Question: What is volume? Answer: A measure for liquids. Third Grade MD.A.2

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