Mathematics Curriculum Guide
Geometry and Measurement
Grade 3 In the Area of: Geometry & Measurement |
||||||
| 1
|
|
|
|
|
|
|
| Use correct vocabulary to identify
geometric figures and their properties.
|
Model correct vocabulary, reinforce correct usage on part of
students. Use new vocabulary often, so students get saturated with it.
|
Create a geometry dictionary, including diagrams and explanations (in their own words) of important concepts/vocabulary. | Write me a Riddle activity.
|
Create a Hyperstudio stack quiz with multiple choice
questions on geometry vocabulary and then cues to responses.
|
- Hyperstudio - Zounds!, p.84.
|
|
Grade 3 In the Area of: Geometry & Measurement
|
||||||
| 2
|
|
|
|
|
|
|
| Demonstrate an understanding of
perimeter and area, using manipulatives (tiles, blocks, string, paper, etc.).
|
Ask question: "How is the distance around a rectangle
related tot he number of squares inside?" Provide geoboards and geobands to students
to investigate.
|
Start with squares 2x2, 3x3, 4x4. Find perimeter, area. Practice with rectangles 1x2, 2x3, 3x4, etc. Look for patterns. Identify process. | Student will write steps to finding the perimeter and area
using manipulatives.
|
Choose five books from library center in classroom. Compute
surface area of each book, compare amount of paper needed for book covers.
|
- Library books. - Geoboards. - Geobands. |
|
Grade 3 In the Area of: Geometry & Measurement
|
||||||
| 3
|
|
|
|
|
|
|
| Compare area by covering regions.
|
Provide students with grid paper. Give each a different size rectangle to trace and cut out. Shapes get labeled (on |
|
Enlarge or reduce a coloring book picture by installing grid
and reproducing on appropriate size graph paper.
|
- Graph paper. - Coloring book art. |
||
Grade 3 In the Area of: Geometry & Measurement
|
||||||
| 4
|
|
|
|
|
|
|
| Compare and demonstrate relationships and properties of various geometric figures through folding, cutting, models, geoboards, and computers. | Review concepts of symmetry, congruent. Invite students to
fold paper, cut shapes on fold, open and analyze new shape created in relation to
original.
|
|
Pattern Blocks. | |||
Grade 3 In the Area of: Geometry & Measurement
|
||||||
| 5
|
|
|
|
|
|
|
| Compare and manipulate angles through paper folding, models, computers, geoboards. | Construct a square on geoboard. Ask students to identify right angles. What happens to angles if we add a diagonal line going through them? | With teacher direction, fold paper, make and
identify angles of 90, 45, 135, and 180 degrees. Compare size, discuss relationships.
Construct a shape in origami - analyze for shapes and angles.
|
Compare/contrast use of symbol in geometry and
measurement.
|
- Origami directions. - Origami paper. |
||
Grade 3 In the Area of: Geometry & Measurement
|
||||||
| 6
|
|
|
|
|
|
|
| Count, compare sets of currency that include ten, five, and one collar bills and assorted coins. | Set up containers for Found the Wallet game with various combinations of coins and bills. After activity, order wallets by dollar amount. | Work from station-to-station. Counting and recording amounts
in containers. Match to written statements of people who lost money. Ex: I know I had
between $5 and $10.
|
Create work problems with money amounts and characters from
learning activity. Share with class.
|
- Play money (bills & coins). - Containers. - Teacher-made worksheets. |
||
Grade 3 In the Area of: Geometry & Measurement
|
||||||
| 7
|
|
|
|
|
|
|
| Correctly give change with coins.
|
Challenge students to name as many combinations as they can to make $1.50 without 1/2 dollars, nickels or pennies. Record on board. |
|
Create a version of the Making Change game that uses colored tiles in place of play money. Write clear, comprehensible directions. | - 2 dice. - Play money for each player: - 1 dollar bill, 6 quarters, 2 dimes, 2 nickels.
|
||
Grade 3 In the Area of: Geometry & Measurement
|
||||||
| 8
|
|
|
|
|
|
|
| Describe seasonal temperature ranges in
both F and C scales.
|
Introduce concept in calendar activities. Use weather service
on computer to record both temperatures.
|
Collect data for season. Record range for that season. Estimate range for summer. | Identification of likely range of temperature for fall, winter, spring in both F and C. | Create Temperature Bingo game that could be played
with large group.
|
- Weather report from TV or Internet. - Calendar for recording. |
|
Grade 3 In the Area of: Geometry & Measurement
|
||||||
| 9
|
|
|
|
|
|
|
| Determine elapsed time on both digital
and analog time pieces.
|
Lead brainstorm on possible physical activity that can be
timed. Teacher sets parameters (inside/outside, solo/partner, etc.). Review process for
timing using stopwatch, clock and digital timer.
|
Work with partner to choose 5 activities from list. Create record sheet, do activity and time each other, record and compute elapsed time. | Design a unique or unusual way to measure time.
|
- Stopwatches. - Digital timepieces. - Paper.
|
||
Grade 3 In the Area of: Geometry & Measurement
|
||||||
| 10
|
|
|
|
|
|
|
| Compute length, capacity, and weight
with common units of measure.
|
Metric Olympics (stations) sets up/explains events like discus throw (paper plate), water relay, guess weight estimate. States measure to be used. | Go from station to station in small groups performing tasks
and measuring performance, recording results. Medals can be awarded (shiny paper) to best
efforts and award ceremony like real Olympic events.
|
Interview on tape (or written ) Metric Olympic athletes
asking questions related to strategies for peak performance.
|
- Shiny paper. - Metric containers. - Weights. - Meter sticks, rulers. |
||
Grade 3 In the Area of: Geometry & Measurement
|
||||||
| 11
|
|
|
|
|
|
|
| Identify, classify polygons as square,
rectangle, triangle based on the number of sides and angles.
|
Invite students to trace and cut as many squares, rectangles or triangles of various dimensions. Construct large chart. |
|
Create a shape book to be read to a student at a younger
grade level that will help them understand shapes.
|
|||
Grade 3 In the Area of: Geometry & Measurement
|
||||||
| 12
|
|
|
|
|
|
|
| Identify and classify 3-D shapes, based
on number of faces and vertices.
|
Invite students to compare/contrast two 3-D shapes. Create a large table with names of shapes. Direct students to trace each face of their shape on construction paper and cut out. | Work in small groups to trace each face of a 3-D shape as assigned by teacher. The tracings will be cut out and added to the chart. Students will recognize from chart the number of faces and the shapes they represent. Students analyze chart for similarities and differences. | Write 3-D shape riddles giving clues that range from hardest
to easiest. Teacher may share with class as a follow up to activity. Ex: "I have six
faces and 8 vertices. Each face has the same shape and size. The Base Ten Unit is an
example of me. What am I?"
|
- NCTM Addenda, Gr. 3, pp. 26 - 27 - Power Polygons or similar models of 3-D shapes. - Teacher-made chart. |
||
Return to Grade 3 Curriculum Preface
Return to Grade 3 Curriculum Guide
Return to Mathematics Curriculum Frameworks