Curriculum Plan
MathMinnesota
3^{rd} Grade
2019 – 2020
Resource: GoMath
Note: The following is the key for “Teacher Time.”
B – below grade level
O – on grade level
A – above grade level
Week 1: Establishing Math Workshop
Topic: Math Talk, Showing Work, Math Writing and Chapter 1 preassessment
Standards: N/A
Day #: Essential Question and Materials  WarmUp
57 minutes 
MiniLesson
(1012 minutes) 
Workshop
(2025 minutes) 
Closing
(57 minutes) 
1: What is Math Workshop?
· chart paper · markers · math folders · labels for the folders · composition books to use as Math Journal

Problem of the Day  · The goal of this session is to introduce the students to math workshop.
· You will explain the general structure and discuss the overall routines and procedures, such as o calendar o number talks o the minilesson o student activity time, when workstations and guided math groups take place o interviews and conferences o the debrief The students should engage in a prolonged discussion of the workshop and the way they are going to think about and do math throughout the year.
The teacher should create some sort of math anchor chart that highlights the discussion.

Note: These activities will not begin yet. The minilesson will be the whole class.  Review and discuss the essential question. 
2: How do good mathematicians communicate with each other?
· chart paper · markers 
Problem of the Day

The goal of this session is to talk about talk.
Put students in groups to discuss the ways public mathematicians engage with each other.
Students learn · to make eye contact and be attentive and to respond with a thinking mind and a respectful heart · allow each other the time and space to speak · stop and think about what has been said · digest and think some more before they respond
The focus of this session is to teach students to respect each other. It is also to get students to begin to talk about word problems. 
In groups practice using think time to discuss today’s Problem of the Day

Review and discuss the essential question. 
· 3: How do good mathematicians talk about their ideas?
· chart paper · markers · math folders · labels for folders

Problem of the Day

The third day is a continuation of the conversation about being a good mathematician.
Students discuss the idea that math is a language and that one of the things that they will work on during math workshop is “speaking math.”
The teacher should introduce the word wall that will help students remember the words they are learning. You can chart some of these ideas and have the class practice using them.
Students learn to speak about their mathematical thinking by actually speaking about math!
Use a math anchor chart on how to talk with each other and respond to questions
Using more math word problems as the center of the discussion, students practice talking with each other. 
Create all the same centers to play some vocabulary games, as an example of the types of games that they will play all year to learn new math words.
Students learn to use different prompts to share their thinking about math. 
Review and discuss the essential question. 
4: How do good mathematicians show their work?
· Chart paper · Markers

Problem of the Day

The fourth day is about students learning that good mathematicians show their work
You want to spend some time talking with students about asking questions. Students need to get comfortable with asking questions of themselves and others.
Model what “showing work” looks like. Students should understand that they can show their work with · objects · drawings · pictures · acting it out 
In small groups, students do more work with the Problem of the Day.

Review and discuss the essential question. 
5: How do good mathematicians write?
· Chart paper · Markers 
Spiral Review of the Week
Pretest Chapter 1 
The fifth day is about writing in math class. During this session, students focus on different ways to write in math class.
Also introduce math journals and have the students make them. The journals have different sections, such as · vocabulary · donow · word problems 
Have students to respond to the essential question in their math journals.  
Week 2: Establishing Math Workshop (continued) / Chapter 1 Domain: Operations & Algebraic Thinking and Number & Operations in Base 10 Topic: Number talks / Addition and Subtraction Within 1000 Chapter Essential Question: How can you add and subtract whole numbers and decide if an answer is reasonable? STANDARDS: 3.1.1.1; 3.1.1.2; 3.1.1.3; 3.1.1.4; 3.1.1.5; 3.1.2; 3.1.2.1; 3.1.2.2; 3.1.2.3; 3.1.2.4; 3.1.2.5


Day #: Essential Question and Materials  WarmUp
57 minutes 
MiniLesson
(1012 minutes) 
Workshop
(2025 minutes) 
Closing
(57 minutes) 
1: What are the calendar routines during math workshop and how do they relate to work?
· Chart paper · Markers · Math journals
———–
1.1: Algebra: Number Patterns 
Problem of the Day

This session is about establishing one of the routines that students will practice during math workshop—the daily calendar routine.
Students will discuss different types of calendars and examine a regular calendar as well as the “classroom” calendar posted in the calendar area.
Individual calendar folders are introduced. It is important for students to make the connection between real life and the calendar routines that they will do in class. For example, why should students chart the weather? In real life, do people really follow the weather and, if so, when, where, and why? Contextualizing our daily math routines is essential to students being able to make sense of math in their world.

In small groups, do a calendar activity. (see appendix)  Have students to respond to the essential question in their math journals. 
2: How do we participate in number talks?
· Chart paper · Markers · Math journals ————
1.2: Round to the Nearest Ten or Hundred 
Problem of the Day

This session is about number talks.
Introduce this activity as a routine that students will do sometimes together as a whole class and sometimes in small guided math groups. · The class discusses how to talk during a number talk. · They emphasize some of the things they have been discussing, such as listening to each other, discussing their thinking, and showing their work. · They talk about how it is okay to be wrong and okay to be right. · They talk about how important it is to get all of their thinking on record so they can see what they are saying.
This is the day that the students are normed into this routine, through actual practice.

Class divides into small groups to participate in a math problem, in which they will practice their number talk.  Have students to respond to the essential question in their math journals. 
3: What happens during the minilesson?
· Chart paper · Markers · Math journals ————–
1.3: Estimate Sums 
Problem of the Day

During this session, students will discuss what happens during the minilesson. You can explain that the class will sometimes
· read a book · learn a poem · chant, or sing · watch a minivideo · learn a concept
Sometimes students will take notes in their journals and other times they will do activities on their whiteboards.
You should emphasize that students have a really important role during the minilesson—to listen, talk with each other, and participate.

In small groups, students play a game (see appendix) that practices number talk that was learned yesterday.  Have students to respond to the essential question in their math journals. 
4: How do we work at math stations?
· Chart paper · Markers · Math journal
————
1.4: Mental Math Strategies for Addition 
Problem of the Day

This session focuses on introducing math centers to the students. You will spend a great deal of time rolling out math centers over the next few days. Students need to learn to take out the math centers and to work by themselves, with partners, and in groups. They need to set some rules for:
· getting along · working well together · resolving any problems that come up (see appendix).
This takes time to do but is essential to running a great math workshop.

Using the following stations, students will practice working at and transitioning to each station:
· flash cards to practice math facts · independent practice · computer (IXL, Moby Max, Study Island, etc. for math practice 
Have students to respond to the essential question in their math journals. 
5: How do we work and play together during math workshop? (part 1)
· Chart paper · Markers · Math journals ———–
1.5: Algebra: Use Properties to Add 
Spiral Review

During this session, the class continues to explore what it means to work together during student activity time. They discuss what types of manipulatives they will use when playing games and doing activities. The teacher leads a discussion about playing with partners.
The class models this by breaking into two teams and playing some games. Part of this discussion is about how to start a game (see Figure 9.6). We play many different math games, but there are some general procedures for starting any type of game.
Although this concept seems simple, many students struggle with it in the beginning. Students do not tend to play board games these days, so they are not used to deciding who gets to start. So it is important for students to practice it during the next few days.

Have the same game set up in 4 different stations. Students practice rules for playing games and how to work together.  
Week 3: Establishing Math Workshop (continued) / Chapter 1 Domain: Operations & Algebraic Thinking and Number & Operations in Base 10 Topic: Number talks / Addition and Subtraction Within 1000 Chapter Essential Question: How can you add and subtract whole numbers and decide if an answer is reasonable? STANDARDS: 3.1.1.1; 3.1.1.2; 3.1.1.3; 3.1.1.4; 3.1.1.5; 3.1.2; 3.1.2.1; 3.1.2.2; 3.1.2.3; 3.1.2.4; 3.1.2.5


Day #: Essential Question and Materials  WarmUp
57 minutes 
MiniLesson
(1012 minutes) 
Workshop
(2025 minutes) 
Closing
(57 minutes) 
1: What are the How do we work and play together during math workshop? (part 2)
· Chart paper · Markers · Math journals ————
1.6: Us the Break Apart Strategy to Add 
Problem of the Day

During this session, the students will practice playing with cards. Card games are fun and fast. They play with a variety of cards;
· big, little · playing cards · number cards · flash cards
They talk about the different games that are possible with cards. They practice: · holding cards · shuffling cards · dealing cards
During this session, depending on the students, students play a team game and a group game. Sometimes, the class will spend a few days on this topic, with a few days on team games and a few days on group games.

Have four different card games stations in which students spend time at each.  Have students to respond to the essential question in their math journals. 
2: How do we work and play together during workshop? (part 3)
· Chart paper · Markers · Math journal ————
1.7: Use Place Value to Add 
Problem of the Day  During this session you introduce more manipulatives, highlighting the use of dominos for playing different games. You explain that sometimes students will use playing mats for dominos and sometimes they will not.

Students play domino games with partners and in groups. (see appendix). The more time that you give students to practice playing together and focusing in on the math during this week, the better they will be able to do it when the class goes into full workshop mode.  Have students to respond to the essential question in their math journals. 
3: How do we use math tools during math workshop?
· Chart paper · Markers · Writing Notebooks · Math journals ————
1.8: Estimate Differences 
Problem of the Day  During this session, students spend a great deal of time talking about other tools that they can use in math workshop, besides dice, dominos, and cards.
They talk about: · Unifix cubes · bears · color tiles · calculators · other tools available in the classroom
They spend time talking about management routines concerning · the tools · playing with the tools · using the tools to do math
It is important that time is spent discussing what math tools are and how they help us do math. 
Set up four stations that use various types of manipulatives in which students will be using throughout the year.  Have students to respond to the essential question in their math journals. 
4 and 5: What happens during the student work period of math workshop?
· Chart paper · Markers · Math journals ————
1.9: Mental Math Strategies for Subtraction
1.10: Use Place Value to Subtract 
4: Problem of the Day
5: Spiral Review 
These are key sessions. Guided math groups are introduced, and the teacher begins to pull the first group. The students are all very aware that they are to be on their best behavior and are to do all the things they have been practicing over the last few days. There is usually a great deal of buzz and excitement on this day when they actually experience the full workshop in action. need to work on.

Have one guided math group.
Other students go to 3 other stations. 
The teacher must be sure to debrief this session in detail, so students know exactly what went well and what they need to work on.

Week 4: Establishing Math Workshop (continued) / Chapter 1 Domain: Operations & Algebraic Thinking and Number & Operations in Base 10 Topic: Number talks / Addition and Subtraction Within 1000 Chapter Essential Question: How can you add and subtract whole numbers and decide if an answer is reasonable? STANDARDS: 3.1.1.1; 3.1.1.2; 3.1.1.3; 3.1.1.4; 3.1.1.5; 3.1.2; 3.1.2.1; 3.1.2.2; 3.1.2.3; 3.1.2.4; 3.1.2.5


Day #: Essential Question and Materials  WarmUp
57 minutes 
MiniLesson
(1012 minutes) 
Workshop
(2025 minutes) 
Closing
(57 minutes) 
1 and 2: What happens during share time at the end of math workshop?
· Chart paper · Markers · Math journals ———
1.11: Combine Place Values to Subtract
1.12: Problem Solving: Model Addition and Subtraction 
Problem of the Day

During these sessions, students will discuss what happens during the debrief.
It is important for them to summarize their learnings for the day and keep a public record of them.
The discussion should focus on the math they did, not just the game or activity that they did.
Students make anchor charts to remind them what happens during the debrief.
They talk about the importance of the Mathematician’s Chair and how it is an honor to Mathematician’s Chair and how to treat the people who sit in it. They talk about and practice sharing their work with each other. 
Two guided math groups.
Provide three stations. 
Select a student for the Mathematician’s Chair.
Debrief the day.
Have students to respond to the essential question in their math journals. 
3, 4 and 5: What are the routines, rules and procedures during math workshop?
· Chart paper · Markers · Math journals ———–
Review and Assess (3 days) 
3 and 4: Problem of the Day
5: Spiral Review and Pretest Chapter 2

During these last three sessions, the class spends time doing the math workshop and talking about it extensively. This is the time to praise the good and work out the kinks and the rough spots. This is the blueprint for your yearlong journey.
These last few days are meant to make sure that the foundation for math workshop is solid.
· The 20day framework is just a guideline. Every class is different. Creating a vibrant, energetic, academically rigorous math workshop takes time, energy, and much effort, but it is well worth it! Stick with the process of establishing the workshop, don’t get discouraged, lean into the rough spots, and know that when it is all done, you will have created a space for learning that is: · student centered · standardsbased · cognitively engaging and demanding.
Consistency is the key! 
Begin meeting with two guided math groups a day and three stations.  Select a student for the Mathematician’s Chair.
Debrief the day.
Have students to respond to the essential question in their math journals. 
Resources
Interactive Teaching Tools:
Teacher Tool Kit http://www.crickweb.co.uk/ks2numeracytools.html
Fluency Practice (Addition/Subtraction)https://www.topmarks.co.uk/mathsgames/daily10
Fluency Practice (Addition) http://sheppardsoftware.com/mathgames/fruitshoot/fruitshoot_addition.htm
Fluency Practice (Subtraction) http://sheppardsoftware.com/mathgames/fruitshoot/fruitshoot_subtraction.htm
Fact Families https://www.topmarks.co.uk/numberfacts/numberfactfamilies
Printable:
Number of the Day– https://www.teacherspayteachers.com/FreeDownload/FREENumberoftheDayActivityforPocketChart2160876
Key Word Postershttps://www.teacherspayteachers.com/Product/AdditionSubtractionMultiplicationandDivisionPolkaDotKeywordPosters311464
Interactive Notebook https://www.teacherspayteachers.com/FreeDownload/InteractiveNotebookPlaceValueandRounding2565132
Videos:
Rounding Raphttps://www.youtube.com/watch?v=3afU6JQG15I
Weeks 5 and 6: Math Workshop – GoMath Chapter 2
Topic: Represent and Interpret Data
Domains: Operations & Algebraic Thinking and Number & Operations in Base Ten and Measurement & Data
Essential Question: How can you represent and interpret data?
STANDARDS: 3.4.1; 3.4.1.1
Info for Mini Lessons  Math Workshop  Closing


Guided Math  Math Stations  
· Problem Solving: Organize Data (2 days)
· Use Picture Graphs (1 day) · Make Picture Graphs (1 day) · Use Bar Graphs (1 day) · Make Bar Graphs (1 day) · Solve Problems Using Data (1 day) · Use and Make Line Plots (1 day) 
B: Reference Reteach/Enrich Chapter 2 Resource Book
O: Go Math Chapter 2
A: Reference Reteach/Enrich Chapter 22 Resource Book

Differentiated workshops; refer to resources listed below  Select a student for the Mathematician’s Chair.
Debrief the day.
Have students to respond to the essential question in their math journals. 
Resources:
Interactive Teaching Tools:
Fluency Practice (Addition/Subtraction)https://www.topmarks.co.uk/mathsgames/daily10
Fluency Practice (Addition) http://sheppardsoftware.com/mathgames/fruitshoot/fruitshoot_addition.htm
Fluency Practice (Subtraction) http://sheppardsoftware.com/mathgames/fruitshoot/fruitshoot_subtraction.htm
Fact Families https://www.topmarks.co.uk/numberfacts/numberfactfamilies
Printable:
Go Math Chapter 1 Vocabulary https://www.teacherspayteachers.com/Product/FreebieGoMathChapter1VocabularyCards2617863
Go Math Chapter 2 Vocabulary https://www.teacherspayteachers.com/Product/FreebieGoMathChapter2VocabularyCards2618033
3.MD.B.3 https://www.teacherspayteachers.com/FreeDownload/CreatingPictographsandBarGraphsFreebie1669522
3.MD.B.4 – https://www.teacherspayteachers.com/FreeDownload/TotheNearestQuarterInch3MD41141473
3^{rd} Grade math sorts https://www.teacherspayteachers.com/FreeDownload/3rdGradeMathCentersMathSortsMathGamesforReview3824699
Videos:
Weeks 7, 8 and 9: Math Workshop – GoMath Chapter 3
Topic: Represent and Interpret Data
Essential Question: How can you use multiplication to find how many in all?
STANDARDS: 3.1.2; 3.1.2.1; 31.2.2; 3.1.2.3; 3.1.2.4; 3.1.2.5
Info for MiniLesson  Math Workshop  Closure  
Guided Math  Workshop Stations  
· Count Equal Groups (1 day)
· Algebra: Relate Addition and Multiplication (2 days) · Skip Count on a Number Line (2 days) · Problem Solving: Model Multiplication (2 days) · Model with Arrays (2 days) · Algebra: Commutative Property of Multiplication (1 day) · Algebra: Multiply with 1 and 0 (1 day) 
B: Reference Reteach/Enrich Chapter 3 Resource Book
O: Go Math Chapter 3
A: Reference Reteach/Enrich Chapter 3 Resource Book

Differentiated workshops; refer to resources listed below  Allow students share out what they learned today. 
Resources
Interactive Teaching Tools:
Fluency Practice (Multiplication/Division)– https://www.topmarks.co.uk/mathsgames/hitthebutton
Fluency Practice (Multiplication) http://www.learnyourtables.co.uk/en/index2.htm
Fluency Practice (Multiplication)https://www.timestables.co.uk/
Fluency Practice (Multiplication) https://www.timestables.co.uk/timestablesmemory.html
Fluency Practice (Multiplication) https://www.timestables.co.uk/spuqtimestables.html
Fluency Practice (Multiplication) https://www.topmarks.co.uk/timestables/coconutmultiples
Fluency Practice (Multiplication)http://www.crickweb.co.uk/ks2numeracymultiplication.html
Fluency Practice (Division) https://www.timestables.co.uk/spuqdivisiontables.html
Printable:
Operations and Algebraic Thinking C.C.S.S. Center Activities https://www.k5mathteachingresources.com/3rdgradenumberactivities.html
Go Math Chapter 3 Vocabulary Cardshttps://www.teacherspayteachers.com/Product/FreebieGoMathChapter3VocabularyCards2618192
Multiplication Fact Postershttps://www.teacherspayteachers.com/Product/MultiplicationFactsNumberPostersFREEBIE3152159
Multiplication Songs–https://www.teacherspayteachers.com/Product/TheMultiplicationSongs523630
Math Strategies Anchor Charthttps://www.teacherspayteachers.com/Product/MathStrategyAnchorCharts1614754
3.OA.A.1 Activity https://www.teacherspayteachers.com/FreeDownload/MultiplicationTaskCardsFREE2560298
3.OA.A.3 Activityhttps://www.teacherspayteachers.com/FreeDownload/24MultiplicationandDivisionWordProblemsFREEBIE1131149
Videos:
Multiplication Strategies https://www.youtube.com/watch?v=EI2qZC1vUGk
Multiplication Strategies https://www.youtube.com/watch?v=vczu9agvF4g
Times Table Songs https://www.youtube.com/watch?v=9XzfQUXqiYY&list=PLb7Q5jsm9eh_fdDPQmVpyp4XRuraUbHc
Week 10
Review and Assessment
Using engaging activities, review chapters 1 3. 
Assessment of chapters 1 3 and Pretest chapter 4 
Weeks 11, 12 and 13: Math Workshop – GoMath Chapter 4 and Pretest Chapter 5
Topic: Multiplication Facts and Strategies
Essential Question: What strategies can you use to multiply?
STANDARDS: 3.2.2.1; 3.2.2.2; 3.1.2.1; 3.1.2.2; 3.1.2.3; 3.1.2.4; 3.1.2.5
Info for MiniLesson  Math Workshop  Closure  
Guided Math  Math Stations  
· Multiply with 2 and 4 (1 day)
· Multiply with 5 and 0 (1 day) · Multiply with 3 and 6 (2 days) · Algebra: Distributive Property (2 days) · Multiply with 7 (1 day) · Algebra: Associative Property of Multiplication (1 day) · Algebra: Patterns on the Multiplication Table (2 days) · Multiply with 8 (1 day) · Multiply with 9 (1 day) · Problem Solving: Multiplication (2 days)

B: Reference Reteach/Enrich Chapter 4 Resource Book
O: Go Math Chapter 4
A: Reference Reteach/Enrich Chapter 4 Resource Book
Pretest Chapter 5

Differentiated workshops; refer to resources listed below  Allow students share out what they learned today. 
Weeks 14, 15 and 16: Math Workshop – GoMath Chapter 5
Topic: Understand Division
Essential Question: How can you use multiplication facts, place value, and properties to solve multiplication problems?
STANDARDS: 3.2.1.1
Info for MiniLesson  Math Workshop  Closure  
Guided Math  Math Stations  
· Algebra: Describe Patterns (1 day)
· Algebra: Fid Unknown Numbers (1 day) · Problem Solving: Use the Distributive Property (1 day) · Multiplication Strategies with Multiples of 10 (1 day) 
B: Reference Reteach/Enrich Chapter 5 Resource Book
O: Go Math Chapter 5
A: Reference Reteach/Enrich Chapter 5 Resource Book

Differentiated workshops; refer to resources listed below  Allow students share out what they learned today. 
Week 17
Review and Assessment
Using engaging activities, review chapters 1 5.  
Assessment of chapters 1 5 and Pretest chapter 6 
Weeks 18 and 19: Math Workshop – GoMath Chapter 6
Topic: Understand Division
Essential Question: How can you use division to find how many in each group or how many equal groups?
STANDARDS: 3.2.1.1
Info for MiniLesson  Math Workshop  Closure  
Guided Math  Math Stations  
· Problem Solving: Model Division (2 days)
· Size of Equal Groups (2 days) · Number of Equal Groups (2 days) · Model with Bar Models (1 day) · Algebra: Relate Subtraction and Division (1 day) · Investigate: Model with Arrays (2 days) · Algebra: Relate Multiplication and Division (1 day) · Algebra: Write Related Facts (1 day) · Algebra: Division Rules for 1 and 0 (1 day)

B: Reference Reteach/Enrich Chapter 6 Resource Book
O: Go Math Chapter 6
A: Reference Reteach/Enrich Chapter 6 Resource Book

Differentiated workshops; refer to resources listed below  Allow students share out what they learned today. 
Weeks 20, 21 and 22: Math Workshop – GoMath Chapter 7
Topic: Understand Division
Essential Question: What strategies can you use to divide?
STANDARDS: 3.2.1.1
Info for MiniLesson  Math Workshop  Closure  
Guided Math  Workshop Stations  
· Divide by 2 (1 day)
· Divide by 10 (1 day) · Divide by 5 (2 days) · Divide by 3 (2 days) · Divide by 4 (1 day) · Divide by 6 (1 day) · Divide by 7 (1 day) · Divide by 8 (1 day) · Divide by 9 (1 day) · Problem Solving: Two Step Problems (1 day) · Investigate: Order of Operations (2 days) 
B: Reference Reteach/Enrich Chapter 6 Resource Book
O: Go Math Chapter 7
A: Reference Reteach/Enrich Chapter 7 Resource Book

Differentiated workshops; refer to resources listed below  Allow students share out what they learned today. 
Week 23
Review and Assessment
Using engaging activities, review chapters 1 – 7. 
Assessment of chapters 1 – 7 and Pretest chapter 8. 
Weeks 24, 25 and 26: Math Workshop – GoMath Chapter 8
Topic: Understand Fractions
Essential Question: How can you use fractions to describe how much or how many?
STANDARDS: 3.1.2.1; 3.1.3.2; 3.1.3.3
Info for MiniLesson  Math Workshop  Closure  
Guided Math  Workshop Stations  
· Equal Parts of a Whole (1 day)
· Equal Shares (2 days) · Unit Fractions of a Whole (1 day) · Fractions of a Whole (1 day) · Fractions on a Number Line (2 days) · Relate Fractions and Whole Numbers (1 day) · Fractions of a Group (1 day) · Find Part of a Group Using Unit Fractions (2 days) · Problem Solving: Find the Whole Group Using Unit Fractions (2 days)

B: Reference Reteach/Enrich Chapter 8 Resource Book
O: Go Math Chapter 8
A: Reference Reteach/Enrich Chapter 8 Resource Book
Pretest chapter 9 
Differentiated workshops; refer to resources listed below  Allow students share out what they learned today. 
Weeks 27, 28 and 29: Math Workshop – GoMath Chapter 9
Topic: Compare Fractions
Essential Question: How can you compare fractions?
STANDARDS: 3.1.2.1; 3.1.3.2; 3.1.3.3
Info for MiniLesson  Math Workshop  Closure  
Guided Math  Workshop Stations  
· Problem Solving: Compare Fractions (2 days)
· Compare Fractions with the Same Denominator (1 day) · Compare Fractions with the Same Numerator (2 days) · Compare Fractions (1 day) · Compare and Order Fractions (1 day) · Investigate: Model Equivalent Fractions (2 days) · Equivalent Fractions (2 days) 
B: Reference Reteach/Enrich Chapter 9 Resource Book
O: Go Math Chapter 9
A: Reference Reteach/Enrich Chapter 9 Resource Book

Differentiated workshops; refer to resources listed below  Allow students share out what they learned today. 
Week 30
Review and Assessment
Using engaging activities, review chapters 1 – 9. 
Assessment of chapters 1 – 9 and pretest chapter 10. 
Weeks 31, 32 and 33: Math Workshop – GoMath Chapter 10 and Pretest Chapter 11
Topic: Time, Length, Liquid Volume, and Mass
Essential Question: How can you tell time and use measurement to describe the size of something?
STANDARDS: 3.3.1.1; 3.3.1.2; 3.3.2.1; 3.3.2.2; 3.3.2.3; 3.3.3.1; 3.3.3.2; 3.3.3.3; 3.3.3.4
Info for MiniLesson  Math Workshop  Closure  
Guided Math  Workshop Stations  
· Time to the Minute (1 day)
· A.M. and P.M. (1 day) · Measure Time Intervals (1 day) · Use Time Intervals (1 day) · Problem Solving: Time Intervals (2 days) · Problem Solving: Time Intervals (2 days) · Measure Length (1 day) · Estimate and Measure Liquid Volume (2 days) · Estimate and Measure Mass (2 days) · Solve Problems About liquid Volume and Mass (2 days)

B: Reference Reteach/Enrich Chapter 10 Resource Book
O: Go Math Chapter 10
A: Reference Reteach/Enrich Chapter 10 Resource Book
Pretest Chapter 11 
Differentiated workshops; refer to resources listed below  Allow students share out what they learned today. 
Resources
Interactive Teaching Tools: Measuring using no standard unithttp://www.harcourtschool.com/activity/length_strength3/ Measuring using centimeters http://www.harcourtschool.com/activity/length_strength1_centi/ Measuring using inches http://www.harcourtschool.com/activity/length_strength1_inches/
Printable: Measurement C.C.S.S. Center Activitieshttps://www.k5mathteachingresources.com/3rdgrademeasurementanddata.html 3.MD.A.1https://www.teacherspayteachers.com/Product/TellingTimeandElapsedTimeFreeSample1683017 3.MD.A.1https://www.teacherspayteachers.com/FreeDownload/ElapsedTimeFreeResources2511224 3.MD.A.1– https://www.teacherspayteachers.com/FreeDownload/ElapsedTimeMathMatandTaskCards3040040 3.MD.A.2– https://www.teacherspayteachers.com/Product/CapacityandMassFlipUps1807234 3.MD.A.2 https://www.teacherspayteachers.com/Product/CapacityWarGame2908688
Videos: Measurement Songs https://www.youtube.com/watch?v=EZhYy8T9IG4 
Weeks 34, 35 and 36: Math Workshop – GoMath Chapter 11
Topic: Perimeter and Area
Essential Question: How can you solve problems involving perimeter an area?
STANDARDS: 3.3.1.1; 3.3.1.2; 3.3.2.1; 3.3.2.2; 3.3.2.3; 3.3.3.1; 3.3.3.2; 3.3.3.3; 3.3.3.4
Info for MiniLesson  Math Workshop  Closure  
Guided Math  Workshop Stations  
· Investigate: Model Perimeter (1 day)
· Find Perimeter (1 day) · Algebra: Find Unknown Side Lengths (1 day) · Understand Area (2 days) · Measure Area (2 days) · Use Area Models (1 day) · Problem Solving: Area of Rectangles (2 days) · Area of Combined Rectangles (2 days) · Same Perimeter, Different Areas (1 day) · Same Area, Different Perimeters (1 day) 
B: Reference Reteach/Enrich Chapter 11 Resource Book
O: Go Math Chapter 11
A: Reference Reteach/Enrich Chapter 11 Resource Book
Pretest chapter 12 
Differentiated workshops; refer to resources listed below  Allow students share out what they learned today. 
Resources
Interactive Teaching Tools: Measuring using no standard unithttp://www.harcourtschool.com/activity/length_strength3/ Measuring using centimeters http://www.harcourtschool.com/activity/length_strength1_centi/ Measuring using inches http://www.harcourtschool.com/activity/length_strength1_inches/
Printable: Measurement C.C.S.S. Center Activitieshttps://www.k5mathteachingresources.com/3rdgrademeasurementanddata.html 3.MD.A.1https://www.teacherspayteachers.com/Product/TellingTimeandElapsedTimeFreeSample1683017 3.MD.A.1https://www.teacherspayteachers.com/FreeDownload/ElapsedTimeFreeResources2511224 3.MD.A.1– https://www.teacherspayteachers.com/FreeDownload/ElapsedTimeMathMatandTaskCards3040040 3.MD.A.2– https://www.teacherspayteachers.com/Product/CapacityandMassFlipUps1807234 3.MD.A.2 https://www.teacherspayteachers.com/Product/CapacityWarGame2908688
Videos: Measurement Songs https://www.youtube.com/watch?v=EZhYy8T9IG4 
Weeks 37 and 38: Math Workshop – GoMath Chapter 12 and Pretest Chapter 13
Topic: Two Dimensional Shapes
Essential Question: What are some ways to describe and classify twodimensional shapes?
STANDARDS: 3.3.1.1; 3.3.1.2; 3.3.2.1; 3.3.2.2; 3.3.2.3; 3.3.3.1; 3.3.3.2; 3.3.3.3; 3.3.3.4
Info for MiniLesson  Math Workshop  Closure  
Guided Math  Workshop Stations  
· Describe Plane Shapes (1 day)
· Describe Angles in Plane Shapes (1 day) · Identify Polygons (1 day) · Describe Sides of Polygons (1 day) · Classify Quadrilaterals (1 day) · Draw Quadrilaterals (1 day) · Describe Triangles (1 day) · Problem Solving: Classify Plane Shapes (1 day) · Investigate: Relate Shapes, Fractions, and Area (1 day) 
B: Reference Reteach/Enrich Chapter 12 Resource Book
O: Go Math Chapter 12
A: Reference Reteach/Enrich Chapter 12 Resource Book
Pretest Chapter 13 
Differentiated workshops; refer to resources listed below  Allow students share out what they learned today. 
Resources
Interactive Teaching Tools:
Interactive Whiteboard Shapes: http://www.crickweb.co.uk/ks2numeracyshapeandweight.html#triangles
Interactive Geoboard https://apps.mathlearningcenter.org/geoboard/
Polygon Sort http://www.crickweb.co.uk/ks2numeracyshapeandweight.html#triangles
Triangle Sort http://www.crickweb.co.uk/ks2numeracyshapeandweight.html#triangles
Printable:
Geometry C.C.S.S Center Activities https://www.k5mathteachingresources.com/3rdgradegeometry.html
Polygon Posterhttps://www.teacherspayteachers.com/Product/Polygons1149616
3.G.A.1–https://www.teacherspayteachers.com/Product/GeometryTaskCardsFREE440709
3.G.A.2–https://www.teacherspayteachers.com/FreeDownload/PerimeterAreaScootTetrisStyle1238598
Videos:
The Polygon Song https://www.youtube.com/watch?v=EkWSlcsWCUM
Geometry Lines and Angles Songshttps://www.youtube.com/watch?v=zJJiFdVYTc
Weeks 39 and 40
Review and Assessment
Using engaging activities, review chapters 1 – 12. 
Assessment of chapters 1 – 12. 