This is a 12 day unit. We will begin January 7 and test on January 23rd. We will identify polygons, compare and contrast quadrilaterals, investigate attributes in depth, explore partitioning of shapes, and symmetry. We will continue to incorporate graphing throughout the unit and have our multiplication timings each week.
MCC3.G.1 Understand that shapes in
different categories (e.g., rhombuses, rectangles, and others) may share
attributes (e.g., having four sides), and that the shared attributes can define
a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and
squares as examples of quadrilaterals, and draw examples of quadrilaterals that
do not belong to any of these subcategories.
MCC3.G.2 Partition shapes into
parts with equal areas. Express the area of each part as a unit fraction of the
whole. For example, partition a shape into 4 parts with equal area, and
describe the area of each part as 1/4 of the area of the shape.
MCC3.MD.3 Draw a scaled picture
graph and a scaled bar graph to represent a data set with several categories.
Solve one- and two-step “how many more” and “how many less” problems using
information presented in scaled bar graphs. For example, draw a bar graph in
which each square in the bar graph might represent 5 pets.
MCC3.MD.4. Generate measurement data
by measuring lengths using rulers marked with halves and fourths of an inch.
Show the data by making a line plot, where the horizontal scale is marked off
in appropriate units— whole numbers, halves, or quarters.
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Can a shape be represented in more than one way? How and why?
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How are quadrilaterals alike and different?
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How are solid figures different from plane figures?
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How can angle and side measures help us to create and classify quadrilaterals?
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How can I use attributes to compare and contrast shapes?
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How can partitioning a shape into halves, thirds, fourths, sixths, or eighths
in a variety of ways help me further develop my understanding of fractions?
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How can plane figures be combined to create new figures?
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How can shapes be combined to create new shapes?
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How can solid figures be categorized and classified?
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How can we communicate our thinking about mathematical vocabulary?
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How can you create different types of quadrilaterals?
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How does combing figures affect the attributes of those figures?
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What are the properties of quadrilaterals?
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What is a quadrilateral?
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What properties do solid figures have in common?
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Why are units important in measurement?
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Why is it important to partition shapes into equal areas?
We will begin Unit 4 in Science: Habitats and Adaptations
This will be broken into two parts: adaptations and habitats. We will test twice and quiz throughout. We will explore the five habitats as well. It is an 18 day unit. We will begin January 7 and conclude February 1.
Standards:
S3L1. Students will
investigate the habitats of different organisms and the dependence of organisms
on their habitat.
a. Differentiate between habitats of Georgia
(mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms
that live there.
b. Identify features of green plants that allow
them to live and thrive in different regions of Georgia.
c. Identify features of animals that allow them to
live and thrive in different regions of Georgia.
d. Explain what will happen to an organism if the
habitat is changed.
EQ:
How do habitats affect
living things?
Why are there different
habitats in Georgia?
What
is in a habitat that supports life?
Reading/Language Arts
We will begin Mr. Popper's Penguins in ELA. All students will read it given that the accelerated group would have missed this opportunity to read such a great novel that connects with our science unit and is at a challenging lexile level.
We will continue to draft, revise, and publish our research papers that yet again connect with our science unit (I thrive for Cross-curricular themes!!).
We will begin personal narratives as soon as our research reports are published. The students may save their work to a ZIP/USB/pin/thumb drive, but he/she may not work on it at home.
