HPISD Grade 3 TAG Math
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1 Unit Overview HPISD Grade 3 TAG Math Title Estimated Duration 9 Weeks Measurement 4 weeks Concepts of measurement to solve problems involving angles in degrees, drawing angles, and determining the measure of an unknown angle. Applications of appropriate customary and metric units, strategies, and tools to solve problems involving measurement. Convert measurements within the same measurement unit. Concepts/Big Ideas Measurement Comparison Estimation Conversion Enduring Understandings The student will understand that: Guiding/Essential Questions Some attributes of objects are measureable and can be quantified using unit amounts. Numbers, expressions, and measures can be compared by their relative values. An approximation of an actual value based on thought or calculation. Representation of the same value with different units of measure within the same system. The perimeter and area of a rectangular objects depends on their dimensions All measurements are approximations A protractor can be used to find the measurement of an angle in degrees. Elapsed time is the measure of the duration of an event When is it important to know how to estimate the length of an object? Why is estimation an important skill to use in measurement? How do the customary units of length relate to each other? When is it useful to know perimeter? How would you determine the area of a square? How would you determine the area of a rectangle?
2 How would you determine the area of an irregular shape? Is there a relationship between the perimeter of a shape and its area? How can concrete models help you measure the volume of an object? How do the customary units of capacity relate to each other? How do the customary units of weight relate to each other? When do you measure elapsed time in the real world? How are perimeter, area, and volume related? Why are all measurements approximations? How can measurement be converted to solve problems? How are measured angles added and subtracted? Learning Targets The student will use quantifiable attributes of objects to estimate and measure to solve problems and answer questions. Formative Assessments Summative Assessments TEKS: Readiness Standards 4.5D Solve problems related to perimeter and area of rectangles where dimensions are whole numbers. 4.7C Determine the approximate measures of angles in degrees to the nearest whole number using a protractor. 4.8C Solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate. TEKS: Supporting Standards 4.7D Draw an angle with a given measure. 4.7E Determine the measure of an unknown angle formed by two nonoverlapping adjacent angles given one or both angle measures. 4.8A Identify relative sizes of measurement units within the customary and metric systems. 4.8B Convert measurements within the same measurement system, customary or metric, from a smaller unit into a larger unit or a larger unit into a smaller unit when given other equivalent measures represented in a table.
3 SEs Not Included in Assessed Curriculum: 4.5C Use models to determine the formulas for the perimeter of a rectangle (l + w + l + w or 2l + 2w), including the special form for perimeter of a square (4s) and the area of a rectangle (l x w). 4.7A Illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is "cut out" by the rays of the angle. Angle measures are limited to whole numbers. 4.7B Illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that "cuts" n/360 out of any circle whose center is at the angle's vertex has a measure of n degrees. Angle measures are limited to whole numbers. TEKS: Process Standards 4.1A apply mathematics to problems arising in everyday life, society, and the workplace; 4.1B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution; 4.1C select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems; 4.1D communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; 4.1E create and use representations to organize, record, and communicate mathematical ideas; 4.1F analyze mathematical relationships to connect and communicate mathematical ideas; and 4.1G display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.
4 Processes and Skills: What students should be able to DO Convert or change one unit of measurement into another. Choose the accurate estimation and actual amount for the weight/mass of an object. Also determine the appropriate unit of measurement. Choose the accurate estimate and actual amount for capacity of a container. Determine the appropriate unit of measurement. Draw and utilize the Big G. Use the dimensions (and formulas) to determine the area and perimeter of a rectangle. Identify relative sizes of measurement units within the customary and metric system Draw an angle with a given measure Determine the approximate measures of angles in degrees to the nearest whole number Facts: What students should KNOW Length can be estimated and measured in different systems using different units Capacity is the measure of the amount of liquid a container can hold The weight of an object is a measure of how heavy an object is Mass is a measure of the quantity of matter in an object Relationships between metric and customary measurement units can be used to convert between metric and customary units of the same attribute by multiplying or dividing Time can be expressed using different units Topics Angle Measurement Area Capacity Customary System Length Mass Metric System Perimeter Time Unit Conversion Volume Weight
5 Language of Instruction area capacity centimeter century Customary units of measure decade decimeter feet fluid ounce gram inches interval kilogram kilometer leap year length liter State Assessment Connections mass Metric units of measure mile millennium milliliter perimeter protractor tablespoon teaspoon time volume weight yard National Assessment Connections Resources Envisions 2.0 Topic 12: Measurement Units and Conversions Topic 13: Solving Measurement Problems Topic 14: Lines, Angles, and Shapes Long Distance Airplanes Lesson Elementary & Middle School Mathematics 7 th Edition-Texas John Van de Walle
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