Grade 3 Describe and analyze properties of two-dimensional shapes.

MA.3.A.4.1 Create, analyze, and represent patterns and relationships using words, variables, tables, and graphs.

Content Limits  Items may use numeric patterns, graphic patterns, function tables, or graphs (bar graphs, pictographs, or line plots only).  Numeric patterns should be shown with three or more elements.  Items will not include extending the pattern on a bar graph or pictograph.  Rules for numeric patterns and relationships shown in function tables must include only one operation limited to addition, subtraction, or multiplication. When the operation of multiplication is used, the rule is limited to the multiplication facts of 0 × 0 through 9 × 9.  Function rules or relationships may be described using words, tables, graphs, or expressions using variables or geometric shapes (e.g., n, ?, ?); however, the intent of the benchmark is not to assess solving equations.

FCAT Sample Question

MA.3.A.6.2 Solve non-routine problems by making a table, chart, or list and searching for patterns.

Content Limits  Items should require students to solve nonroutine problems and not align with the clarifications of MA.3.A.4.1 (extending a graphic pattern or identifying a simple relationship [rule] for a pattern).MA.3.A.4.1

FCAT Sample Question

MA.3.G.5.1 Select appropriate units, strategies and tools to solve problems involving perimeter

Content Limits  Items may require the student to use properties of polygons to deduce the lengths of a side or sides of a polygon given the perimeter and/or the lengths of the remaining sides of the polygon. Polygons used in items must be convex with 3, 4, 5, 6, 8, or 10 sides or composed of composite rectangles. Items may require students to measure the sides of a polygon using a ruler. The lengths of the sides of polygons must be whole numbers. Items will not include conversions between units of measure.

MA.3.G.5.2 Measure objects using fractional parts of linear units such as ½, ¼, and 1/10.

Content Limits  Items will require students to measure objects using a ruler. Measurements will be less than 6 inches or 15 centimeters.  If an object is greater than 6 inches or 15 centimeters, then part of the object may be represented pictorially with a partial ruler to be read and interpreted by the student.  Items will not include conversions between units.

Benchmark Clarifications  Students will find the measure of objects to the nearest ¼, ½, or ¾ of an inch.  Students will find the measure of objects to the neares whole millimeter and/or centimeters.

MA.3.G.5.3 Tell time to the nearest minute and to the nearest quarter hour, and determine the amount of time elapsed.

Content Limits Items may include determining elapsed time of days, weeks, months, or years. For elapsed time greater than 1 hour and less than or equal to 24 hours, only increments of hours and half hours will be assessed. For elapsed time less than 1 hour, only increments of quarter hours and 5 minutes will be assessed.

MA.3.A.4.1 Create, analyze, and represent patterns and relationships using words, variables, tables and graphs.

MA.3.A.6.2 Solve non-routine problems by making a table, chart, or list and searching for patterns.

Teaching for Depth

Mona is wearing her magic cape again. The first time she wore it, she found 5 pennies. The next time she wore it, she discovered 9 pennies. The third time she wore it, she found 13 pennies. If Mona keeps finding pennies this way, how many pennies will she find when she wears her cape the eighth time? Time Pennies Mona Finds

Practice Problem: Carol’s cat weighs 2 pounds. Doug’s dog weighs 14 pounds. Both pets are gaining about a pound a month. If they keep on gaining weight like that, the dog will soon weigh three times as much as the cat. How many pounds will the cat weigh then? Pounds the cat weighs Pounds the dog weighs

Sachi and Kieko are both collecting baseball cards. On Monday each of them got 3 cards. The next day Sachi got 5 and Keiko got 4. On Wednesday Sachi got 7 and Keiko got 6. On Thursday, each girl got 9. If Sachi and Keiko keep getting cards in the same way, how many cards will Keiko get on the day that Sachi gets 15? Day Sachi’s Cards Keiko’s cards

Grab and Go Activity 10.3

MA.3.G.5.1 Select appropriate units, strategies and tools to solve problems involving perimeter.

Introducing Perimeter Students need to “experience” what perimeter is and means.

The next step….. Use what we know about rectangles to determine missing side lengths.

Sample Problem

Another Problem ?

Perimeter and Area

Grab and Go Activity 11.9

MA.3.G.5.2 Measure objects using fractional parts of linear units such as ½. ¼, and 1/10.

WHAT DOES RESEARCH SAY? In the sixth National Assessment of educational Progress (NAEP), only 24% of fourth-grade students and 62% of eighth- grade students could give the correct measure of an object not aligned with the end of a ruler. John Van De Walle, 2001

What is the LENGTH of the crayon?

Customary Measurement Model

MA.3.G.5.3 Tell time to the nearest minute and to the nearest quarter hour, and determine the amount of time elapsed.

Teaching for Depth

About the Math

Elapsed Time Situations

Examples  Example 1: Our plane ride starts at 4:35 and ends at 9:35. How long did the ride last? Start: Stop: Elapsed: 4:35 9:35

Examples  Example 1: Our plane ride starts at 4:35 and lasts for 5 hours. What time did the plane land? Start: Stop: Elapsed: 4:35 5 hours

Examples  Example 1: Our plane ride landed at 9:35 and lasted for 5 hours. What time did the plane take off? Start: Stop: Elapsed: 9:35 5 hours

Grab and Go Activity 12.3