The final module of the year offers students intensive practice with word problems, as well as hands-on investigation experiences with geometry and perimeter. Topic A begins with solving one- and two-step word problems based on a variety of topics studied throughout the year, using all four operations (3.OA.8). The lessons emphasize modeling and reasoning to develop solution paths. They incorporate teacher facilitated problem solving, opportunities for students to independently make sense of problems and persevere in solving them, and time for students to share solutions and critique peer strategies. Topic B introduces an exploration of geometry. Students build on Grade 2 ideas about polygons and their properties, specifically developing and expanding their knowledge of quadrilaterals. They explore the attributes of quadrilaterals and classify examples into various categories, including recognizing the characteristics of polygons (3.G.1). Students draw polygons based on their attributes, producing sketches from descriptions like, “This shape has two long sides that are parallel, two short sides, and no right angles.” Students next use tangrams and tetrominoes (see examples to the right) to compose and decompose shapes. They reason about the relationships between shapes and between attributes. For example, students understand that quadrilaterals can be decomposed into triangles, and recognize that the two smallest triangles in a tangram puzzle can be put together to form a parallelogram, a square, and a medium triangle. Students tessellate to bridge geometry experience with the study of perimeter in Topic C. They first decompose a quadrilateral and then rearrange the parts. They use the new shape to tile. Students then define perimeter in two distinct ways: (1) as the boundary of a planar region and (2) as the length of the boundary curve. Students see varied examples from the tiles used to tessellate.
The final module of the year offers students intensive practice with word problems, as well as hands-on investigation experiences with geometry and perimeter. Topic A begins with solving one- and two-step word problems based on a variety of topics studied throughout the year, using all four operations (3.OA.8). The lessons emphasize modeling and reasoning to develop solution paths. They incorporate teacher facilitated problem solving, opportunities for students to independently make sense of problems and persevere in solving them, and time for students to share solutions and critique peer strategies. Topic B introduces an exploration of geometry. Students build on Grade 2 ideas about polygons and their properties, specifically developing and expanding their knowledge of quadrilaterals. They explore the attributes of quadrilaterals and classify examples into various categories, including recognizing the characteristics of polygons (3.G.1). Students draw polygons based on their attributes, producing sketches from descriptions like, “This shape has two long sides that are parallel, two short sides, and no right angles.” Students next use tangrams and tetrominoes (see examples to the right) to compose and decompose shapes. They reason about the relationships between shapes and between attributes. For example, students understand that quadrilaterals can be decomposed into triangles, and recognize that the two smallest triangles in a tangram puzzle can be put together to form a parallelogram, a square, and a medium triangle. Students tessellate to bridge geometry experience with the study of perimeter in Topic C. They first decompose a quadrilateral and then rearrange the parts. They use the new shape to tile. Students then define perimeter in two distinct ways: (1) as the boundary of a planar region and (2) as the length of the boundary curve. Students see varied examples from the tiles used to tessellate.