French III
Unit- Les Vacances

Students should be able to:
understand people talking about where and when they take their holidays and why
make a short oral presentation about personal holiday plans

Students will create a three day travel itinerary for a city in France. They can choose from a variety of project options.

French Vocabulary: Clothing

The resource contains a long list of words to help teachers and students master French clothing vocabulary.

French Vocabulary - Family (detailed)

The article first introduces an overview of close and extended family members in French, then clarifies some of the common misconceptions and differences between the English and French expressions. Finally, it presents a sample dialogue on the topic of family.

This document has fun conjugation charts for the verbs être, avoir, faire, aller, prendre, and boire.

This activity reviews French subject pronouns and how to replace nouns with subject pronouns. The students will cut out of the subjects from page 2. They will glue them onto page 1 under the correct subject pronouns that would replace the noun. 

This is a project for geometry students after they have completed their unit on parallel lines and angles formed by parallel lines and transversals.  This project involves creativity and artistic expression.

Contesta y prepara las preguntas con detalle para conversar en clase.Answer the questions and prepare for class discussion/conversationReview of Spanish 1-3 general questions

The concepts of points, lines, planes, line segments, and rays are crucial for creating a great foundation on which to understand Geometry. Unlike the real-world objects that they model, points, lines, and planes do not have any actual size.  In geometry, point, line, and plane are considered undefined terms beacause they are only explained using examples and descriptions.  In this lesson, students will be able to describe, name, and sketch a picture of a point, line, plane, line segment, ray, and opposite rays.  

In this activity, students will be randomly assigned a point and a slope. They will use a movable point to plot a second point and receive visual feedback via animation as well as explicit written feedback about the slope of the line they created. All starting points and target slopes are generated randomly, so students in the class are not likely to get the same problems within a slide. They will all be practicing plotting points given a slope.

Lesson Plan for a Constitution Scavenger Hunt.Students will engage in discussion about the organization and importance of the Constitution. After, students will be given the Scavenger Hunt and, using a copy of the Constitution, answer all questions going through each Article. The Scavenger Hunt goes over basic information within the Cconstitution. Follow-up lessons could go into deeper, higher level inquiry.Includes Lesson Plan outline as well as Google Doc/PDF attachments of the Scavenger Hunt.

This unit serves as a foundation for understanding the way in which the American government was formed and the way it is structured. The unit has three main sections. In the first section, students learn about the functions of government, the three main branches of government, and how the branches work together to meet the ever-changing needs of our country. In this section students will be challenged to think about how government is useful to its citizens and about the key powers of each branch. In the second section, students explore elections and how people become elected officials. Students also explore the women's suffrage movement, why women couldn't vote before 1920, and what changes brought about women's suffrage in the United States. Finally, in the third section, students read biographies of a few courageous individuals who overcame racism, sexism, and hardships to prove that they deserved a spot in government and that they would do whatever it takes to fight for and push for change. During this final section, students will be challenged to think about how the actions of others can inspire us to drive for change, especially in the current political climate.

This unit expands on the work done in units 1 and 2 to build reading skills. Students will continue to develop their skills as critical consumers of a text by annotating for main idea and details that support the main idea of a text, summarizing sections of a text, explaining the connection between ideas and concepts, interpreting information presented through different text features, and describing the structure of different paragraphs. In this unit students will also be challenged to think about how an author uses evidence and reasoning to support particular points or ideas in a text. They will also be challenged to integrate information from one text with information they learn in another text about the same topic.

This is a crossword puzzle that uses the vocabulary and defintions from the Virginia Standards of Learning for CS3.8 and CS 3.9.

To promote creative expression and give students experience with the basic idea of copyright.
To introduce the concept of fair use.

In the first unit of Grade 3, students will build on their understanding of the structure of the place value system from Grade 2 (MP.7), start to use rounding as a way to estimate quantities (3.NBT.1), as well as develop fluency with the standard algorithm of addition and subtraction (3.NBT.2). Throughout the unit, students attend to the precision of their calculations (MP.6) and use them to solve real-world problems (MP.4).

In Grade 2, students developed an understanding of the structure of the base-ten system as based in repeated bundling in groups of 10. With this deepened understanding of the place value system, Grade 2 students “add and subtract within 1000, with composing and decomposing, and they understand and explain the reasoning of the processes they use” (NBT Progressions, p. 8). These processes and strategies include concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction (2.NBT.7). As such, at the end of Grade 2, students are able to add and subtract within 1,000 but often aren’t relying on the standard algorithm to solve.

Thus, Unit 1 starts off with reinforcing some of this place value understanding of thousands, hundreds, tens, and ones being made up of 10 of the unit to its right that students learned in Grade 2. Students use this sense of magnitude and the idea of benchmark numbers to first place numbers on number lines of various endpoints and intervals, and next use those number lines as a model to help students round two-digit numbers to the tens place as well as three-digit numbers to the hundreds and tens place (3.NBT.1). Next, students focus on developing their fluency with the addition and subtraction algorithms up to 1,000, making connections to the place value understandings and other models they learned in Grade 2 (3.NBT.2). Last, the unit culminates in a synthesis of all learning thus far in the unit, in which students solve one- and two-step word problems involving addition and subtraction and use rounding to assess the reasonableness of their answer (3.OA.8), connecting the NBT and OA domains. These skills are developed further and built upon in subsequent units in which multiplication and division are added to the types of word problems students estimate and solve.

Unit 2 opens students’ eyes to some of the most important content students will learn in Grade 3—multiplication and division. In this unit, “students begin developing these concepts by working with numbers with which they are more familiar, such as 2s, 5s, and 10s, in addition to numbers that are easily skip counted, such as 3s and 4s,” allowing the cognitive demand to be on the concepts of multiplication and division themselves rather than the numbers (CCSS Toolbox, Sequenced Units for the Common Core State Standards in Mathematics Grade 3). Then in Unit 3, students will work on the more challenging units of 0, 1, 6–9, and multiples of 10.

In Grade 2, students learned to count objects in arrays using repeated addition (2.OA.4) to gain a foundation to multiplication. They’ve also done extensive work on one- and two-step word problems involving addition and subtraction, having mastered all of the problem types that involve those operations (2.OA.1). Thus, students have developed a strong problem-solving disposition and have the foundational content necessary to launch right into multiplication and division in this unit.

At the start of this unit, students gain an understanding of multiplication and division in the context of equal group and array problems in Topic A. To keep the focus on the conceptual understanding of multiplication and division (3.OA.1, 3.OA.2), Topic A does not discuss specific strategies to solve, and thus students may count all objects (a Level 1 strategy) or remember their skip-counting and repeated addition (Level 2 strategies) from Grade 2 to find the product. In Topics B and C, however, the focus turns to developing more efficient strategies for solving multiplication and division, including skip-counting and repeated addition (Level 2 strategies) as well as “just knowing” the facts, which works toward the goal that “by the end of grade 3, [students] know from memory all products of two single-digit numbers and related division facts” (3.OA.7). As the Operations and Algebraic Thinking Progression states, “mastering this material and reaching fluency in single-digit multiplications and related division may be quite time consuming because there are no general strategies for multiplying or dividing all single-digit numbers as there are for addition or subtraction” (OA Progression, p. 22). Thus, because “there are many patterns and strategies dependent upon specific numbers,” they first work with factors of 2, 5, and 10 in Topic B, since they learned these skip-counting sequences in Grade 2. Then in Topic C, they work with the new factors of 3 and 4. Only then, when students have developed more familiarity with these factors, will students solve more complex and/or abstract problems with them, including determining the unknown whole number in a multiplication or division equation relating three whole numbers (3.OA.4) and solving two-step word problems using all four operations (3.OA.3, 3.OA.8), assessing the reasonableness of their answers for a variety of problem types in Topic D.

Throughout the unit, students engage in a variety of mathematical practices. The unit pays particular attention to reasoning abstractly and quantitatively, as students come to understand the meaning of multiplication and division and the abstract symbols used to represent them (MP.2). Further, students model with mathematics with these new operations, solving one- and two-step equations using them (MP.4).

Unit 3 extends the study of factors from 2, 3, 4, 5, and 10, which students explored in Unit 2, to include all units from 0 to 10, as well as multiples of 10 within 100. To work with these more challenging units, students will rely on skip-counting (a Level 2 strategy) and converting to an easier problem (a Level 3 strategy dependent on the properties of operations). They then will apply their understanding of all four operations to two-step word problems as well as arithmetic patterns. Finally, the unit culminates with a focus on categorical data, where students draw and solve problems involving scaled picture graphs and scaled bar graphs, a nice application of the major work of multiplication and division.

Topic A begins by reminding students of the commutative property they learned in Unit 2, as well as introducing them to the distributive and associative properties, upon which they will rely for many of the strategies they learn for the larger factors. In order to be able to use these properties, they need to understand how to compute with a factor of 1, which they explore along with 0, as well as understand how to use parentheses. They’ll then explore the factors of 6, 7, 8, and 9 in Topics B and C. Because of the increased difficulty of these facts, students will rely on both skip-counting (a Level 2 strategy) as well as converting to an easier problem (a Level 3 strategy). Converting to an easier problem is dependent on the properties of operations (e.g., to find 6 x 7, think of 5 x 7 and add a group of 7 is dependent on the distributive property). Thus, students will work with the properties extensively throughout the unit, with their understanding of them and notation related to them growing more complex and abstract throughout the unit. In Topic D, students will multiply one-digit numbers by multiples of 10 and by two-digit numbers using the associative property. Then, students solve two-step word problems involving all four operations, assessing the reasonableness of their answer, and identify arithmetic patterns and explain them using the properties of operations. Finally, students explore picture graphs in which each picture represents more than one object and bar graphs where the scale on the axis is more than 1, a key development from Grade 2 (3.MD.3). As the Progressions note, “these developments connect with the emphasis on multiplication in this grade” (MD Progression, p. 7). Students also solve one- and two-step word problems related to the data in these plots, relying on the extensive work students have done with word problems throughout the year. Thus, this supporting cluster standard nicely enhances the major work they’ve been working on throughout this and the previous unit.

In Unit 3, students deepen their understanding of multiplication and division, including their properties. “Mathematically proficient students at the elementary grades use structures such as…the properties of operations…to solve problems” (MP.7) (Standards for Mathematical Practice: Commentary and Elaborations for K–5, p. 9). Students use the properties of operations to convert computations to an easier problem (a Level 3 strategy), as well as construct and critique the reasoning of others regarding the properties of operations (MP.3). Lastly, students model with mathematics with these new operations, solving one- and two-step equations using them (MP.4).

In Unit 4, students understand area as how much two-dimensional space a figure takes up and relate it to their work with multiplication in Units 2 and 3.

In early elementary grades, students may have informally compared area, seeing which of two figures takes up more space. In Grade 2, students, partitioned a rectangle into rows and columns of same-sized squares and counted to find the total number of them, including skip-counting and repeated addition to more efficiently do so (2.G.2, 2.OA.4).

Students begin their work in this unit by developing an understanding of area as an attribute of plane figures (3.MD.5) and measure it by counting unit squares (3.MD.6). After extensive work to develop students’ spatial structuring, students connect area to the operation of multiplication of length and width of the figure (3.MD.7a, b). Lastly, students connect the measure of area to both multiplication and area, seeing with concrete cases that the area of a rectangle with whole-number side lengths a and b+c is the sum of a×b and a×c (3.MD.7c), and using the more general idea that area is additive to find the area of composite figures (3.MD.7d). Thus, the unit serves as a way to link topics and thinking across units, providing coherence between the work with multiplication and division in Units 2 and 3 (3.OA) with the work of area in this unit (3.MD.C).

Students will engage with many mathematical practices deeply in the unit. For example, students “use strategies for finding products and quotients that are based on the properties of operations; for example, to find [the area of a rectangle by multiplying] 4×7, they may recognize that 7=5+2 and compute 4×5+4×2. This is an example of seeing and making use of structure (MP.7). Such reasoning processes amount to brief arguments that students may construct and critique (MP.3)” (PARCC Model Content Frameworks for Mathetmatics, p. 16). Further, students make use of physical tiles, rulers to relate side lengths to physical tiles, and later in the unit, the properties of operations themselves in order to find the area of a rectangle (MP.5). Additionally, “to build from spatial structuring to understanding the number of area-units as the product of number of units in a row and number of rows, students might draw rectangular arrays of squares and learn to determine the number of squares in each row with increasingly sophisticated strategies, such as skip-counting the number in each row and eventually multiplying the number in each row by the number of rows (MP.8)” (GM Progression, p. 17).