Using 3rd grade objectives, listed above, the student will be assessed on at the end of the project. The student will - -used 5 or more different fractions with different denominators (1/1, ½, ⅔. 3/4, 4/6,⅛) - used a different tool/material/idea for each “mini project”- wrote a short explanation for each work of art. (1/1 is a picture of my dog) - am prepared to share my work in class with my peers. Bonus - Extended my thinking creating Fraction Art with a mixed number - 1 1/3

Estimating and measuring weight/mass in U.S. Customary units Mathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Identifying and describing parts of a circle and the relationship between the parts. Mathematics Instructional Plans (MIPs) help teachers align instruction with the  Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

This resource is a series of Google Slides that asks if two attributes of quadrilaterals and triangles can exist together 'Never, Sometimes, or Always.' After posing the question, the following slide will show the an and possible examples of the given polygons.

Identify, describe, and represent points, lines, line segments, rays, angles, and intersecting, parallel, and perpendicular lines. Mathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

This video is part of the Learn and Grow with WHRO TV series. Watch Nicole Neice teach about putting numbers in order.

Applying formulas to measure attributes of shapes Mathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

The original module, created by Eureka Math, consisted of 19 lessons. It has been altered to include the first 10 lessons involving place value of multi-digit whole numbers, comparing multi-digit whole numbers, and rounding multi-digit whole numbers.  Students work with large numbers using familiar units (hundreds and thousands) and develop their understanding of millions by building their knowledge of the pattern of times ten in the base ten system on the place value chart. They learn to recognize that each sequence of three digits is read as hundreds, tens, and ones followed by the naming of the corresponding base thousand unit (thousand, and million). 

This learning resource provides students insight into combining and subdividing figures as well as utilizing the understanding of quadrilaterals.  Along with the exploration, students will be developing critical thinking through the decisions that are made to create the final mathematical product.  They will also communicate through collaboration to produce a final mathematical product.  They will also develop creative thinking and citizenship by producing a written piece to show their caring and understanding nature.

 The purpose of this lesson is to help students develop their understanding of algebra using the patterns of multiplcation that occur on a hundreds board.  This is an effective strategy that will help students develop an understanding of multiples which is very crucial in 4th grade and above.  It also reinforces mutiplication as repeated addition.  This is also an effective strategy to use with English Language Learners, Special Educational Students and struggling learners because it provides a hands-on, interactive format for the whole class to see and participate.This lesson is also very engaging and it promotes most of the 5 C's: critical thinking, creative thinking, collaboration, communication, and citizenship.Use the following sites to look at 2 products that I have used from EAI and Didax.https://www.eaieducation.com/Product/504038/Make_a_Splash%e2%84%a2_120_Mat_Floor_Game.aspx (see image)https://www.didax.com/hip-hoppin-hundreds-mat.html 

1. Have the students bring a Math graphing problem that they have been working on in class.  **This will take some coordination with their homeroom teacher in order to work! or present a simple graphing problem for them to solve.  It needs to have 3-4 variables. This is so that they can use 3-4 coordinating colors of yarn for their design.In this lesson, we will translate the bar graph chart into a horizontal graph design.  Use the numbers to represent rows of weaving. For example, if a 5 is represented in the information then color in a section of rows on the graph paper to represent 5 rows that will be woven in that color. Tell the students to use the same colors that they have on their math bar graph, when creating their graph for weaving so that there is less confusion. 

Investigating integers Mathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom. 

Determining elapsed time -- Mathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom. 

Representing, describing, and extending growing numerical and geometric patterns Mathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

This lesson, which is a remix from an Illustrative Mathematics task, models different strategies for multiplication.  It emphasizes the importance of equal groups in multiplication.  Students are encouraged to demonstrate strategies, using various representations.https://goopenva.org/courses/3-nbt-how-many-colored-pencils

Constructing sample spaces and determining the probability of outcomes Mathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

Students will do elapsed time in a 12-hour period.  The teacher will encourage students using different strategies to solve practical problems.  Social learning will be modeled as students play a game in pairs.

Determining elapsed time in hours and minutes Mathematics Instructional Plans (MIPs) help teachers align instruction with the Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

This resource encourages literacy across the curriculum and the use of hands-on manipulatives to support and facilitate student understanding of the content. The illustrative mathematics incorporated a book and the suggested modifications will supplement the lesson allowing students to make relationship with the content and the real world. The suggested modification will allow students to have a mathematical discourse and use the language of mathematics. 

Set students up for programming success by creating a BeeBot anchor chart!These editable instructions will help students identify their role as planner or driver and set clear expectations of how Bee-Bot is used in computer programming. Tips:Introduce Bee-Bot whole classMake sure students understand the importance of the clear (x) button to erase the previous codealways press clear first to signal a new code (like how a capital letter signals the start of a new sentence) Plan the program in developmentally appropriate steps (some students program one step at a time, while others can program to the end goal)Turn the Bee-Bot off and use it as a game piece to write successful algorithmsHave students write their plan, or algorithm, on a whiteboard instead of using the cardsThe Bee-Bot emulator is perfect for guided practice!