grade 3 sprint 7

7/18/2019 Grade 3 Sprint 7

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Grade 3

Book of SprintsNew York State Common Core

Mathematics Curriculum

GRADE 3 • MODULE 7

Geometry and Measurement Word Problems

Module Overview ...................................................................................................i

Topic A: Solving Word Problems .....................................................................7.A.1

Topic B: Attributes of Two-Dimensional Figures .............................................. 7.B.1

Topic C: Problem Solving with Perimeter ......................................................... 7.C.1

Topic D: Recording Perimeter and Area Data on Line Plots ..............................7.D.1

Topic E: Problem Solving with Perimeter and Area ......................................... 7.E.1

Topic F: Year in Review ..................................................................................... 7.F.1

Module Assessments ...................................................................................... 7.S.1



Lesson 1 Pattern SheetNYS COMMON CORE MATHEMATICS CURRICULUM 3•7

Lesson 1: Solve word problems in varied contexts using a letter to represent the

unknown.

Date: 1/29/14

7.A

© 2014 Common Core, Inc. Some rights reserved.commoncore.org This work is licensed under a

Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Multiply.

1

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Lesson 2: Solve word problems in varied contexts using a letter to represent

the unknown.

Date: 1/29/14

7.A




Multiply.

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Lesson 4: Compare and classify quadrilaterals.

Date: 1/29/14 7.B



Multiply.

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Lesson 5: Compare and classify other polygons.

Date: 1/29/14 7.B



Multiply.

4











Lesson 7: Reason about composing and decomposing polygons using

tetrominoes.

Date: 1/29/14

7.B

© 2014 Common Core, Inc. Some rights reserved.commoncore.org

This work is licensed under a


Multiply.

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Lesson 8: Create a tangram puzzle and observe relationships among the shapes.

Date: 1/29/14 7.B




Multiply.

6











Lesson 9: Reason about composing and decomposing polygons using tangrams.

Date: 1/29/14 7.B



Multiply.

7










Lesson 10 Pattern Sheet NYS COMMON CORE MATHEMATICS CURRICULUM 3•7

Lesson 10: Decompose quadrilaterals to understand perimeter as the boundary

of a shape.

Date: 1/29/14

7.C



Multiply.

8











Lesson 12: Measure side lengths in whole number units to determine the

perimeter of polygons.

Date: 1/29/14

7.C



Multiply.

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Lesson 13: Explore perimeter as an attribute of plane figures and solve

problems.

Date: 1/29/14

7.C



Lesson 13 Pattern Sheet NYS COMMON CORE MATHEMATICS CURRICULUM 3 7

Multiply.

10










Lesson 14: Determine the perimeter of regular polygons and rectangles when

whole number measurements are missing.

Date: 1/29/14

7.C




Multiply.

11










Lesson 15: Solve word problems to determine perimeter with given side lengths.

Date: 1/29/14 7.C




Multiply.

12










Lesson 16: Use string to measure the perimeter of various circles to the nearest

quarter inch.

Date: 1/29/14

7.C




Multiply.

13










Lesson 20 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 3 7

Lesson 20: Construct rectangles with a given perimeter using unit squares and

determine their areas.

Date: 1/29/14

7.D



14











Lesson 20: Construct rectangles with a given perimeter using unit squares and


Date: 1/29/14

7.D



15











Lesson 21: Construct rectangles with a given perimeter using unite square and


Date: 1/29/14

7.D



16











Lesson 21: Construct rectangles with a given perimeter using unite square and


Date: 1/29/14

7.D



17










Lesson 22 SprintNYS COMMON CORE MATHEMATICS CURRICULUM 3 7

Lesson 22: Use a line plot to record the number of rectangles constructed in

Lessons 20 and 21.

Date: 1/29/14

7.D



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Lesson 22: Use a line plot to record the number of rectangles constructed in

Lessons 20 and 21.

Date: 1/29/14

7.D



Multiply.

19










Lesson 23 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 3•7

Lesson 23: Solve a variety of word problems with perimeter.

Date: 1/29/14 7.E



20










Lesson 23 Sprint NYS COMMON CORE MATHEMATICS CURRICULUM 3•7

Lesson 23: Solve a variety of word problems with perimeter.

Date: 1/29/14 7.E



21











Lesson 24: Use rectangles to draw a robot with specified perimeter

measurements, and reason about the different areas that may be

produced.

Date: 1/29/14

7.E



Multiply.

22













produced.

Date: 1/29/14

7.E



23













produced.

Date: 1/29/14

7.E



24











Lesson 26: Use rectangles to draw a robot with specified perimeter measurements,

and reason about the different areas that may be produced.

Date: 1/29/14 7.E



Multiply.

25













produced.

Date: 1/29/14

7.E



26













produced.

Date: 1/29/14

7.E



27










Lesson 28: Solve a variety of word problems involving area and perimeter using

all four operations.

Date: 1/29/14

7.E




Multiply.

28










Lesson 29: Solve a variety of word problems involving area and perimeter using

all four operations.

Date: 1/29/14

7.E



Lesson 29 SprintNYS COMMON CORE MATHEMATICS CURRICULUM 3•7

29











Lesson 30: Share and critique peer strategies for problem solving.

Date: 1/29/14 7.E



Multiply.

30











Lesson 31: Explore and create unconventional representations of one-half.

Date: 1/29/14 7.F



31












Date: 1/29/14 7.F



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Date: 1/29/14 7.F




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Date: 1/29/14 7.F




34










Lesson 33: Solidify fluency with Grade 3 skills.

Date: 1/29/14 7.F




35











Date: 1/29/14 7.F




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Date: 1/29/14 7.F



Lesson 33 Fluency ActivitiesNYS COMMON CORE MATHEMATICS CURRICULUM 3•7

Multiplication

Materials: (S) Personal white boards

T: (Draw an array with 3 rows of 2.) Say the

repeated addition sentence.

S: 2 + 2 + 2 = 6.

T: (Write 3 ____ = ____.) On your personal

board, complete the multiplication

sentence.

S: (Write 3 2 = 6.)

Repeat using the following ideas: 4 rows of 10, 3

rows of 4, 7 rows of 3, and 8 rows of 2. Or, you can

think of your own.

Equal Groups


T: (Draw a picture with 2 groups of 4 circled.)

Say the total as a repeated addition

sentence.

S: 4 + 4 = 8.

T: Write a division sentence that means the

number of groups is unknown.

S: (Write 8 ÷ 4 = 2.)

T: Below that division sentence write a

division sentence that means the number In

each group is unknown.

S: (Write 8 ÷ 2 = 4.)

Repeat using the following ideas: 5 groups of 3, 3

groups of 4, and 6 groups of 2. Or, you can think of

your own.

Commutative Multiplying


T: (Draw an array with 3 rows of 2 dots.) How

many rows of 2 do you see?

S: 3 rows of 2.

T: Write four different multiplication

sentences for the picture.

S: (Write 3 2 = 6, 2 3 = 6, 6 = 3 2, 6 = 2

3.)

Repeat using the following ideas: 3 rows of 5, and 4

rows of 3. Or, you can think of your own.

T: (Write 4 2 = 2 ___.) On your board, fill

in the blank.

S: (Write 4 2 = 2 4.)

Repeat using the following ideas: 9 5 = 5 ___ and

3 6 = 6 ___. Or, you can think of your own.

Tape Diagrams


T: (Draw a tape diagram with 5 equal units

and 2 stars in the first unit.) What is the

value of each unit?

S: 2 stars.

T: How many units are there?

S: 5 units.

T: Write a multiplication sentence for this tape

diagram.

S: (Write 5 2 = 10.)

Repeat using the following ideas: 4 3 = 12, 8 ÷ 4 =

2, and 15 ÷ 3 = 5. Or, you can think of your own.

37











Date: 1/29/14 7.F




Hide Zero Cards

Tens

Materials: (S) Hide Zero Cards, personal white boards

Note: Hide Zero Cards can be made with index cards for

personal practice.

T: (Write 7 tens = ____.) Say the number.

S: 70.

Repeat using the following ideas: 10 tens, 12 tens, 20

tens, 28 tens, 30 tens, and 37 tens. Or, you can think of

your own.

Tens and Hundreds


T: (Write 9 + __ = 10.) Say the missing number.

S: 1.


S: 10.


S: 9.


S: 9.

Repeat using the following ideas:

1 + __ = 10, 10 + __ = 100, 11 + __ = 100, 211 + __ = 300,

8 + __ = 10, 80 + __ = 100, 85 + __ = 100, and 385 + __ =

400

Or, you can think of your own.

Make Twenty-Four Game

Materials: Set of 6 cards per pair

Note: Students play in pairs. Each pair has a set of 6

cards, each with a number (2, 3, 4, 6, 8, and 12).

T: (Write ___ ___ = 24.) Spread the cards out in

front of you.

T: Put your hands behind your back. I’ll put a

number in the first blank. When you know the

number that belongs in the second blank, touch

the card that shows the number. The first one

of us to touch the card keeps it. Whoever has

the most cards at the end wins. (Write 12 in the

first blank.)S: (Touch the 2 card. The first to touch it keeps the

card.)

Repeat but this time, you might make 36 with the same

cards plus 9 and 18.

Write In the Parentheses


T: (Write 10 – 5 + 3 = 8.) On your board, copy the

equation. Then, insert parentheses to make the

statement true.

S: (Write (10 – 5) + 3 = 8.)

Repeat using the following ideas:

10 – 5 + 3 = 2, 10 = 20 – 7 + 3, 16 = 20 – 7 + 3,

8 + 2 4 = 16, 8 + 2 4 = 40, 12 = 12 ÷2 2, 3 = 12 ÷ 2 2,

10 = 35 – 5 5, and 20 – 10 ÷ 5 = 2.

Or, you can think of your own.

38











Date: 1/29/14 7.F




39










Lesson 34: Create resource booklets to support fluency with Grade 3 skills.

Date: 1/29/14 7.F




40










Lesson 34: Create resource booklets to support fluency with Grade 3 skills.

Date: 1/29/14 7.F




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