This resource can be used through Google Slides or Peardeck. The Mini-Lesson â€¦

This resource can be used through Google Slides or Peardeck. The Mini-Lesson will cover the following “I Can” Statement.I can determine rules in number patterns.

This resource accompanies our Rethink 3rd Grade Math Course. It includes ideas â€¦

This resource accompanies our Rethink 3rd Grade Math Course. It includes ideas for use, ways to support exceptional children, ways to extend learning, digital resources and tools, tips for supporting English Language Learners and students with visual and hearing impairments. There are also ideas for offline learning.

The Common Core State Standards (CCSS) videos are designed to support states, â€¦

The Common Core State Standards (CCSS) videos are designed to support states, schools, and teachers in the implementation of selected math standards. Each video is an audiovisual resource that focuses on one or more specific standards through examples and illustrations geared to enhancing understanding. The intent of each content-focused video is to clarify the meaning of the individual standard rather than to be a guide on how to teach each standard, although the examples can be adapted for instructional use.

The purpose of this task is to study some patterns in a â€¦

The purpose of this task is to study some patterns in a small addition table. Each pattern identified persists for a larger table and if more time is available for this activity students should be encouraged to explore these patterns in larger tables.

This lesson is for Grade 3 on math. At Home Learning Lessons are â€¦

This lesson is for Grade 3 on math. At Home Learning Lessons are a partnership between the North Carolina Department of Public Instruction, PBS North Carolina, and the William and Ida Friday Institute for Educational Innovation. Each lesson contains a video instructional lesson, a PDF lesson plan with a transcript, and a PDF file of extension activities.

In this task, students are required to evaluate two options for receiving â€¦

In this task, students are required to evaluate two options for receiving prize winnings. To determine which is the more valuable option, students will engage in many of the thought processes outlined in the mathematical practice standards of the Common Core State Standards while exploring the foundations of multiplication.

Sample Learning Goals: Explain how multiplication tables help understand multiplication, factoring, and â€¦

Sample Learning Goals: Explain how multiplication tables help understand multiplication, factoring, and division. Use an array model to understand multiplication, factoring, and division. Increase accuracy in multiplying, factoring and dividing. Develop multiple strategies for arithmetic problems.

In this lesson, students will explore square numbers. They will use square â€¦

In this lesson, students will explore square numbers. They will use square tiles to model the product of a number times the same number, explore how squares grow, and record equations to show the product of a whole number times itself is equal to the number of square units in the model.

The students will explore the impacts of aluminum cans and the process â€¦

The students will explore the impacts of aluminum cans and the process of recycling. The task requires the students to gather and graph data about aluminum can use as well as interpret the data collected. At the conclusion of the lesson, the students develop a plan for future action in regards to recycling. This lesson was developed by NCDPI as part of the Academically and/or Intellectually Gifted Instructional Resources Project. This lesson plan has been vetted at the state level for standards alignment, AIG focus, and content accuracy.

Building on students' intuitive understandings of patterns and number relationships, teachers can â€¦

Building on students' intuitive understandings of patterns and number relationships, teachers can further the development of number concepts and logical reasoning as described in the Number and Operations and Reasoning and Proof Standards. In this two-part example from Illuminations, virtual hundred boards and calculators furnish a visual way of highlighting and displaying various patterns and relationships among numbers. Using calculators and hundred boards together, teachers can encourage students to communicate their thinking with others, as discussed in the Communication Standard. In this first part, Displaying Number Patterns, the same patterns are displayed on a calculator and on a hundred board simultaneously. In the second part, Patterns to 100 and Beyond, students examine number patterns, using a calculator to move beyond 100. e-Math Investigations are selected e-examples from the electronic version of the Principles and Standards of School Mathematics (PSSM). The e-examples are part of the electronic version of the PSSM document. Given their interactive nature and focused discussion tied to the PSSM document, the e-examples are natural companions to the i-Math investigations.

This task requires students to study the make-a-ten strategy that they should â€¦

This task requires students to study the make-a-ten strategy that they should already know and use intuitively. In this strategy, knowledge of which sums make a ten, together with some of the properties of addition and subtraction, are used to evaluate sums which are larger than 10.

*Please see link below for a detailed lesson plan document for this â€¦

*Please see link below for a detailed lesson plan document for this lesson.

I want to use technology in a really useful way to make my math groups that would give me time to teach and support directly to my small groups and individuals.

I made a Google Form (Google Forms:Â https://www.google.com/forms/about/)Â for our district approved curriculum calledÂ Everyday Math (https://connected.mcgraw-hill.com/connected/login.do) Unit 2- Solving number stories. Â Â The pre/post test isÂ 8-10 questions on the main teaching points from the Unit.Â The feedback from that would help me make my smallÂ groups before I start teaching the lesson.

I will useÂ Google Classroom for each math group (or one main ClassroomÂ that I share through to each group) that I can push out work to for their practice after the whole group math lesson each day. Â It would function as a digital way of organizing and showing groups what they are doing, instead of the normal pocket chart or posted schedule in the classroom. Â This gives me more flexibility on changes throughout the week, and the ability to link in any online resources.

Small group work could consist of journal pages, hands-on game, IXL practice (IXL.com), links to Khan Academy lessons (khanacademy.com), Nearpod lessons/practice (nearpod.com), as well as many other math support websites, apps or hands-on practice. Â Groups would also meet with me throughout the week as part of the rotation (lower groups more often), but having small group activities ready to go willÂ give groups who are not with meÂ the independence to get work done effeciently each day. At the end of the unit, students will then take the same test, as a post-test to show growth.

I like the idea of doing this because if gives me an idea of where my students are before I start the unit. Â Using a pre-made, short form helps making the groups an easy process. Â Having a pre-made list of resources, helps make group work productive and successful.

This is the About the Cluster document written by the NC2ML group â€¦

This is the About the Cluster document written by the NC2ML group who created the instructional frameworks. This is a great resource to read while starting to plan for Gr 3 Cluster 1.

This resource is from Tools 4 NC Teachers. This document is the â€¦

This resource is from Tools 4 NC Teachers. This document is the About the Cluster document created by the authors of the NC2ML Instructional Frameworks. This document should be read prior to teaching this cluster. This document is not remixable since the document has been written by creators of the NC2ML Instructional Frameworks.

Students work with a partner to determine whether the product is even â€¦

Students work with a partner to determine whether the product is even or odd when multiplying an odd number times an even number, an odd number times and odd number, and/or an even number times an even number.

Students work with a partner to determine whether the sum is even â€¦

Students work with a partner to determine whether the sum is even or odd when adding an odd and even number, an odd and odd number, and/or an even and even number.

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