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©2016Zearn,Inc.Portionsofthiswork,ZearnMath,arederivativeofEurekaandlicensedbyGreatMinds.
©2016GreatMinds.Allrightsreserved.
Grade3,Module2:PlaceValueandProblemSolvingwithUnitsofMeasure
Mission:MeasureIt
WordProblems
TableofContents
WORDPROBLEMS............................................................................................................2-11
TopicA:TimeMeasurementandProblemSolving..........................................................................2
TopicB:MeasuringWeightandLiquidVolumeinMetricUnits........................................................4
TopicC:RoundingtotheNearestTenandHundred...............................................................................5
TopicD:Two-andThree-DigitMeasurementAdditionUsingtheStandardAlgorithm.......................6
TopicE:Two-andThree-DigitMeasurementSubtractionUsingtheStandardAlgorithm...................8
TemplatesforLessons4and14..............................................................................................10
WORDPROBLEMS
2
ANOTEONSTANDARDSALIGNMENT:
SecondsexceedthestandardforGrade3,whichexpectsstudentstotelltimetothenearestminute.ThestandardsintroducesecondsinGrade4(4.MD.1).
TopicA:TimeMeasurementandProblemSolvingInTopicA,studentsbeginbylearningtotellandwritetimetothenearestminuteusinganaloganddigitalclocks.Studentsseethatananalogclockisaportionofthenumberlineshapedintoacircle.Theyuseboththenumberlineandclocktorepresentadditionandsubtractionproblemsinvolvingintervalsofminuteswithin1hour.
LESSON1
ApplicationProblem(5minutes)
Ms.Bowerhelpsherkindergartnerstietheirshoes.Ittakesher5secondstotie1shoe.HowmanysecondsdoesittakeMs.Bowertotie8shoes?
Note:ThisreviewsmultiplicationfromModule1andgetsstudentsthinkingabouthowlongittakestocompleteanactivityortask.ItleadsintotheConceptDevelopmentbypreviewingtheideaofsecondsasaunitoftime.
LESSON2
ApplicationProblem(5minutes)
Christinehas12mathproblemsforhomework.Ittakesher5minutestocompleteeachproblem.HowmanyminutesdoesittakeChristinetofinishall12problems?
Note:ThisproblemanticipatestheConceptDevelopment.ItactivatespriorknowledgefromGrade2aboutmathwithminutes.Twelveisanewfactor.Ifstudentsareunsureabouthowtomultiply12groupsof5,encouragethemtosolvebyskip-counting.Theycanalsousethedistributiveproperty,10fives+2fivesor6fives+6fives.Studentsusethesolutiontothisproblemasaspringboardformodeling12intervalsof5minutesonthenumberlineintheConceptDevelopment.
WORDPROBLEMS
3
LESSON3
ApplicationProblem(5minutes)
Thereare12tablesinthecafeteria.Fivestudentssitateachofthefirst11tables.Threestudentssitatthelasttable.Howmanystudentsaresittingatthe12tablesinthecafeteria?
Note:ThisproblemactivatespriorknowledgefromModule1aboutmultiplyingby5.StudentsrelatethisworkfromtheApplicationProblemtomodelingminutesonthenumberlineintheConceptDevelopment.
LESSON4
ApplicationProblem(5minutes)
Displayaclockandnumberlineasshown.
PatrickandLillystarttheirchoresat5:00p.m.TheclockshowswhattimeLillyfinishes.ThenumberlineshowswhattimePatrickfinishes.Whofinishesfirst?Explainhowyouknow.Solvetheproblemwithoutdrawinganumberline.Youmightwanttovisualizeoruseyourclocktemplate,drawatapediagram,usewords,numbersentences,etc.
Note:ThisproblemreviewsLesson3,tellingtimetothenearestminute.ThisproblemisusedinthefirstexampleoftheConceptDevelopmenttosolvewordproblemsinvolvingminuteintervals.
Lilly
0
5:00p.m.p.m.
60
6:00p.m.p.m.
Patrick
WORDPROBLEMS
4
LESSON5
ApplicationProblem(5minutes)
Carlosgetstoclassat9:08a.m.Hehastowritedownhomeworkassignmentsandcompletemorningworkbeforemathbeginsat9:30a.m.HowmanyminutesdoesCarloshavetocompletehistasksbeforemathbegins?
Note:ThisproblemreviewsLesson4andprovidesacontextfortheproblemsintheConceptDevelopment.
Encouragestudentstodiscusshowtheymightsolvetheproblemusingmentalmathstrategies(e.g.,count9:18,9:28+2minutes,2+20,30–8).
TopicB:MeasuringWeightandLiquidVolumeinMetricUnitsInTopicB,studentsusemanipulativestobuildakilogramandthendecomposeittoexploretherelationshipbetweenthesizeandweightofkilogramsandgrams.
LESSON6
Noapplicationproblemforthislesson.
LESSON7
ApplicationProblem(3minutes)
Justinputa1-kilogrambagofflourononesideofapanbalance.Howmany100-grambagsofflourdoesheneedtoputontheotherpantobalancethescale?
Note:Thisproblemreviewsthedecompositionof1kilogramandthevocabularywordskilogramandgramfromLesson6.Studentworkshownaboveisexemplarywork.Studentsmayalsosolvewithrepeatedadditionorskip-counting.Invitediscussionbyhavingstudentsshareavarietyofstrategies.
WORDPROBLEMS
5
LESSON8
Noapplicationproblemforthislesson.
LESSON9
Noapplicationproblemforthislesson.
LESSON10
ApplicationProblem(5minutes)
Subhadrinks4largeglassesofwatereachday.Howmanylargeglassesofwaterdoesshedrinkin7days?
Note:Thisproblemactivatespriorknowledgeaboutsolvingmultiplicationwordproblemsusingunitsof4.ItisdesignedtoleadintoadiscussionaboutliquidvolumeintheConceptDevelopment.
LESSON11
Noapplicationproblemforthislesson.
TopicC:RoundingtotheNearestTenandHundredTopicCbuildsonstudents’Grade2workwithcomparingnumbersaccordingtothevalueofdigitsinthehundreds,tens,andonesplaces(2.NBT.4).
LESSON12
Noapplicationproblemforthislesson.
LESSON13
ApplicationProblem(7minutes)
Theschoolballetrecitalbeginsat12:17p.m.andendsat12:45p.m.Howmanyminuteslongistheballetrecital?
Note:ThisproblemreviewsfindingintervalsofminutesfromTopicAandleadsdirectlyintoroundingintervalsofminutestothenearestteninthislesson.Encourage
WORDPROBLEMS
6
studentstoshareanddiscusssimplifyingstrategiestheymayhaveusedtosolve.Possiblestrategies:§ Countbyonesfrom12:17to12:20andthenbyfivesto12:45.§ Countbytensandones,12:27,12:37,plus8minutes.§ Subtract17minutesfrom45minutes.
LESSON14
ApplicationProblem(9minutes)
Materials: (S)Unlabeledplacevaluechart(Template),placevaluedisks(13hundreds,10tens,8ones)
Studentsmodelthefollowingontheplacevaluechart:§ 10tens§ 10hundreds§ 13tens§ 13hundreds§ 13tensand8ones§ 13hundreds8tens7ones
Note:ThisproblempreparesstudentsfortheplacevalueknowledgenecessaryforProblem2inthislesson.Theyneedtounderstandthatthereare13hundredsin1387.Throughdiscussion,helpstudentsexplainthedifferencebetweenthetotalnumberofhundredsin1387andthedigitinthehundredsplace.Usetheplacevaluecardstoreinforcethisdiscussionifnecessary.
TopicD:Two-andThree-DigitMeasurementAdditionUsingtheStandardAlgorithmInTopicD,studentsrevisitthestandardalgorithmforaddition,whichwasfirstintroducedinGrade2(2.NBT.7).
LESSON15
ApplicationProblem(8minutes)
Usementalmathtosolvetheseproblems.Recordyourstrategyforsolvingeachproblem.
a. 46mL+5mL b. 39cm+8cm c. 125g+7g d. 108L+4L
Possiblestrategies:a. 46mL+4mL+1mL=50mL+1mL=51mLb. 39cm+1cm+7cm=40cm+7cm=47cmc. 125g+5g+2g=130g+2g=132gd. 108L+2L+2L=110L+2L=112L
Note:Thisproblemisdesignedtoshowthatmentalmathcanbeanefficientstrategyevenwhenrenamingisrequired.ItalsosetsuptheconversationintheStudentDebriefaboutwhenandwhythe
DrawnRepresentationofPlaceValueChartandDisksShowing13Hundreds8Tens7Ones
MP.6
WORDPROBLEMS
7
NOTESONMULTIPLEMEANSOFENGAGEMENT:
Uponevaluatingtheusefulnessofroundingtothenearesttenorhundred,invitestudentstoproposeabettermethodofroundingtocheckthereasonablenessofanswers.Inthisexample,roundingoneaddendtothenearesthundredisausefulstrategy.
standardalgorithmisused.Besuretogivestudentsanopportunitytodiscussandshowhowtheysolvedtheseproblems.
LESSON16
ApplicationProblem(5minutes)
Josh’sappleweighs93grams.Hispearweighs152grams.Whatisthetotalweightoftheappleandthepear?
Note:Thisproblemreviewstheuseofthestandardalgorithmtocomposelargerunitsonce.
LESSON17
ApplicationProblem(5minutes)
Thedoctorprescribed175millilitersofmedicineonMondayand256millilitersofmedicineonTuesday.a. Estimatehowmuchmedicineheprescribedinbothdays.b. Preciselyhowmuchmedicinedidheprescribeinbothdays?
T: TosolvePart(a),firstdeterminehowyouaregoingtoroundyournumbers.T: (Allowstudentstimetoworktheentireproblemandpossiblytosharewithapartner.Invitea
fewstudentstosharewiththeclasshowtheyrounded.)T: Roundingtothenearest100wasn’tveryprecisethistime.
Note:Thisproblemreviewsestimatingsumstosolvewordproblems,whichstudentslearnedintoday’sConceptDevelopment.
WORDPROBLEMS
8
TopicE:Two-andThree-DigitMeasurementSubtractionUsingtheStandardAlgorithmStudentsworkwiththestandardalgorithmforsubtractioninTopicE.
LESSON18
ApplicationProblem(5minutes)
Tarabrings2bottlesofwateronherhike.Thefirstbottlehas471millilitersofwater,andthesecondbottlehas354millilitersofwater.HowmanymillilitersofwaterdoesTarabringonherhike?
Note:Thisproblemreviewscomposingunitsoncetoadd.ItwillbeusedtoreintroducetheplacevaluechartduringPart1oftheConceptDevelopment.
LESSON19
ApplicationProblem(5minutes)
Jolenebringsanappleandanorangewithhertoschool.Theweightofbothpiecesoffruittogetheris417grams.Theappleweighs223grams.WhatistheweightofJolene’sorange?
Note:Thisproblemreviewsunbundlingoncetosubtract.ItalsoprovidesacontextleadingintotheConceptDevelopment.
LESSON20
ApplicationProblem(5minutes)
Millie’sfishtankholds403litersofwater.Sheemptiesout185litersofwatertocleanthetank.Howmanylitersofwaterareleftinthetank?a. Estimatehowmanylitersareleftin
thetankbyrounding.b. Estimatehowmanylitersareleftin
thetankbyroundinginadifferentway.
c. Howmanylitersofwaterareactuallyleftinthetank?
d. Isyouranswerreasonable?Whichestimatewasclosertotheexactanswer?
WORDPROBLEMS
9
NOTESONAPPLICATIONPROBLEM:
HavestudentscompletetheprobleminpartnerssothatPartner1roundstothenearesttenandPartner2roundstothenearesthundred—it’satime-efficientwayofhavingbothestimatestocomparewiththeactualanswer.
T: TosolvePart(a),firstdeterminehowyouaregoingtoroundyournumbers.S: (Workandpossiblysharewithapartner.)T: (Inviteafewstudentstosharewiththeclasshowtheyrounded.)
Note:Thisproblemreviewsestimatingdifferencestosolvewordproblems,whichstudentslearnedintoday’sConceptDevelopment.
LESSON21
ApplicationProblem(5minutes)
Gloriafillswaterballoonswith238mLofwater.Howmanymillilitersofwaterareintwowaterballoons?Estimatetothenearest10mLand100mL.Whichgivesacloserestimate?
Note:ThisproblemreviewsLesson17byhavingstudentsroundtoestimatesumsandthencalculatetheactualanswer.Itreviewsadditionbecausethislessonincludesmixedpracticewithadditionandsubtraction.
Lesson 3 Template NYS COMMON CORE MATHEMATICS CURRICULUM 3 2
clock
12 1
2
3
4
5 6
7
8
9
10
11
Lesson 3: Count by fives and ones on the number line as a strategy to tell time to the nearest minute on the clock.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
© 2015 Great Minds. eureka-math.orgG3-M2-TE-1.3.0-06.2015
Lesson 14 Template NYS COMMON CORE MATHEMATICS CURRICULUM 3 2
unlabeled place value chart
Lesson 14: Round to the nearest hundred on the vertical number line.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
© 2015 Great Minds. eureka-math.orgG3-M2-TE-1.3.0-06.2015