Learners will each get a quadrilateral and be asked to have their Robot Mouse trace the perimeter. They will also practice having their mouse trace the perimeter of a floor tile. Using the provided paper, students can create a home or town for their Robot Mouse. They must create one algorithm on how their Mouse can travel from one spot to another. 

  Students will use code and go robot mice to develop a sequence of stems to create and test a path around a polygon.

A 3rd-grade lesson plan that covers: Newcomer Writing using the 8 phases of explicit instruction for writing by Calderon and Slakk (2018): 1) Pre-teach the most important vocabulary; 2) Use a Mentor text for reading before writing; 3) Present the text structure to use; 4) Model it (Model each phase of the writing process); 5) Memorize it (Ensure that students memorize the language and steps of the strategy); 6) Support it (Scaffold according to student need); 7) Ample use of student interaction (Collaborate and cooperative writing strategies with other students); and 8) Differentiated assessment

3 x 3 Vocabulary Challenge

Use within any subject

Need a bank of at least 10 words from a similar subject.

Students will put 9 words randomly in the 3x3 grid.

Challenge: Make a sentence using each word in row 1. Challenge students to make sentences for each row and column in the 3x3 grid.

3 x 3 Vocabulary Challenge

Use within any subject

Need a bank of at least 10 words from a similar subject.

Students will put 9 words randomly in the 3x3 grid.

Challenge: Make a sentence using each word in row 1. Challenge students to make sentences for each row and column in the 3x3 grid.

Can be done collaboratively, or individual. Nice to mix it up!

3 x 3 Vocabulary Challenge

Use within any subject

Need a bank of at least 10 words from a similar subject.

Students will put 9 words randomly in the 3x3 grid.

Challenge: Make a sentence using each word in row 1. Challenge students to make sentences for each row and column in the 3x3 grid.

Can be done collaboratively, or individual. Nice to mix it up!

3 x 3 Vocabulary Challenge

Use within any subject

Need a bank of at least 10 words from a similar subject.

Students will put 9 words randomly in the 3x3 grid.

Challenge: Make a sentence using each word in row 1. Challenge students to make sentences for each row and column in the 3x3 grid.

Can be done collaboratively, or individual. Nice to mix it up!

3 x 3 Vocabulary Challenge

Use within any subject

Need a bank of at least 10 words from a similar subject.

Students will put up to 5 words randomly in the 3x3 grid.

Challenge: Make a sentence using each word in row 1. Challenge students to make sentences for each row and column in the 3x3 grid.

Can be done collaboratively, or individual. Nice to mix it up!

3 x 3 Vocabulary Challenge

Use within any subject

Need a bank of at least 10 words from a similar subject.

Students will put 9 words randomly in the 3x3 grid.

Challenge: Make a sentence using each word in row 1. Challenge students to make sentences for each row and column in the 3x3 grid.

Can be done collaboratively, or individual. Nice to mix it up!

This unit is centered on designing a shoe for a customer. Students decide on a particular type of shoe that they want to design and utilize ideas of force, impulse, and friction to meet the needs of a particular customer. Force plates are used study the relationship between force, time, and impulse to allow students to get the mathematical models that allow them to make data informed decisions about their shoe design.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Which of the polygons are right triangles? Choose a measuring tool to help you determine this. These are right trianglesThese are not right triangles F...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Look at each figure. Read each of the descriptions. Place an X in the box if it appears to describe the figure pictured. A. B. C. D. 4 vertices Four si...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Each shape below has a line of symmetry. Draw a line of symmetry for each shape. Not every shape has an line of symmetry. Which of the four shapes belo...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Letters can be thought of as geometric figures. How many line segments are needed to make the letter A? How many angles are there? Are they acute, obtu...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Say what a trapezoid is in your own words. Compare your definition with a partner. Is this parallelogram a trapezoid according to your definition? Expl...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Draw at least two examples and two non-examples of each of the quadrilaterals defined below. Parallelogram: A quadrilateral with 2 pairs of parallel si...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: The students in Ms. Sun's class were drawing geometric figures. First she asked them to draw some points, and then she asked them to draw all the line ...