CCSS.MATH.CONTENT.3.OA.A.4 – Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
NCSS theme – The study of people, places, and environments enables us to understand the relationship between human populations and the physical world.
Minnesota State Standard – History Sub-strand 4, Standard 15 “North America was populated by indigenous nations that had developed a wide range of social structures, political systems, and economic activities, and whose expansive trade networks extended across the continent.”
⏰ Time
20 minutes
📲 Technology required
Internet connection on a PC or Chromebook laptop, tablet, or phone.
📃 Summary
Students watch a video on the importance of the Red River cart in expanding trade. The teacher presents (or students may read) a presentation discussing Red River carts followed by two related word problems. The lesson concludes with students playing Making Camp Premium, reinforcing multiplication facts and the Ojibwe history lesson learned.
📚 Lesson
Watch Red River Cart history video
Presentation on Red River Carts and multiplication
Use this Google slides presentation in-class or assigned online to review a little on the Red River cart and then solve two math problems involving carts and horses. In the first activity, the students drag the correct number of wheels to show 5 groups of 3 and then 3 groups of 5, both correct answers to the question. In the second problem, students drag 4 groups of 6 horses to solve the word problem.
Play a game
Students play Making Camp Premium (instructions on which activities are included in the slides presentation).
Assessment
Making Camp Premium offers Data and Reports for teachers to access to view students playing time and the number of items answered correctly addressing each standard taught in the game.
NCSS theme – The study of people, places, and environments enables us to understand the relationship between human populations and the physical world.
Minnesota State Standard – History Sub-strand 4, Standard 15 “North America was populated by indigenous nations that had developed a wide range of social structures, political systems, and economic activities, and whose expansive trade networks extended across the continent.”
⏰ Time
40 minutes
📲 Technology needed
Internet connection on a PC or Chromebook laptop, tablet, or phone.
📃 Summary
This Ojibwe clan lesson for Grade 3 is focused on Ojibwe culture. Students learn where people and places are located and why they are there. They will become familiar with the causes, patterns and effects of Ojibwe settlement and migration. They will learn of the different population centers in Ojibwe society and investigate the impact of human activities on the environment.
📚 Lesson
The downloadable Google Slides presentation is available here. This has a digestible summary of the Ojibwe migration, and why and how it happened. The Ojibwe clans are introduced as well as the new lifestyles that the Ojibwe adopted after they migrated to the Great Lakes area and Ontario, Canada.
Game
Making Camp Premium can reinforce clans and culture studies using the Life section.
Select the LIFE button from the main choice screen.
From the LIFE choices, click on the box in the middle of the bottom row, the one with the four people, and watch the video about Ojibwe social structure. Answer the questions that follow the video.
Next, select the box on the bottom right. Watch the overview video on clans and totems. Answer the questions.
Students can also click on each individual clan totem icon to learn more about each Ojibwe clan and answer a question antabuse without prescription about each of them to earn points.
Return to the wigwam and trade with the points earned in this lesson.
Alternatively, students may also play Forgotten Trail, which is an adventure game that homes in on the Ojibwe migration. Two kids in the game retrace the Ojibwe migration on their own and learn more about Ojibwe history along the way.
Students must have access to laptops, desktop computers, or tablets with an internet connection if they are playing Making Camp Premium in a web browser. Teachers need a projector with a laptop to present the slideshow.
📃 Summary
This idioms lesson for Grades 3-4 begins with a presentation, popular song about idioms, a list of animal idioms, two video games, and an idioms matching activity. Also enclosed is a book list for Grades 1-4 about idioms.
Note: This lesson can include the Idioms Book Activity (which needs paper, coloring tools, and some preparation time for booklet assembly).
📚 Lesson
It’s a piece of cake
The lesson slideshow, Animal Idioms, begins with a song video about idioms and then a short warm-up using three idioms. The answers to the warm-up are provided. Students getting prednisone will gain more understanding of how some idioms can have the same meaning.
Match the Idioms: Students can work together in groups, pairs, or individually for the Match the Idioms formative assessment activity with manipulatives. The answer key for the two sets (20 in all) is provided here. Distribute a copy of the Slides file and review the answers with them later, using the answer key.
Use idioms in a creative writing activity: If you are remote or in class, students modafinil can pick some animal idioms from the Match the Idioms answer key to use in sentences, a short story, or a poem using their chosen idioms.
Assessment
Students can choose their favorite idioms to illustrate in their Idiom Book, which they can make themselves, for assessment. This activity is great for in-class activity as the materials are easily accessible, but can be done remotely as well.
For formative/summative assessment, have students play Making Camp Premium idioms mini games so their game progress will be recorded and accessed from your teacher reports dashboard.
Game
Students will play the Words section of the Making Camp Premium from our selection of Growing Math games. The Words section features four minigames that focus only on idioms. If they are remote, students may use their phone or tablet app or play using the web browser game link on a desktop computer. You will be able to monitor the student answers from your teacher reports account. This will also inform you if the students have participated in practicing using the video games.
Enclosed in the slides is another link to a web browser game about idioms offered from a standards-aligned website. You won’t be able to monitor the students on it, but it can be used as another potential resource for idioms practice.
CCSS.MATH.CONTENT.3.NF.A.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.
CCSS.MATH.CONTENT.3.NF.A.2.A Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.
CCSS.MATH.CONTENT.3.NF.A.2.B Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.
CCSS.MATH.CONTENT.4.NF.B.3.D Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
⏰ LESSON TIME
45 minutes
📃 SUMMARY
This lesson plan will build upon the already introduced concepts and key terms of fractions in our “Introducing Fractions” lesson plan. Students will learn that a fraction N/N =1 and be able to solve problems with fractions equal to 1 in various contexts, including number lines, time and pizza.
📲TECHNOLOGY REQUIRED
Students will need a PC, Mac or iPad. Fish Lake is playable on PC and Mac through an online download and installation as well as on iPad through an App Store download. Students will also need access to the games.
📚 LESSON
Start the lesson by having your students watch the “Fractions Equivalent to 1” video. In this video, students are introduced to the concept of when fractions equal 1 and shown different examples. (This video is 3 minutes and 32 seconds.)
Fractions Equivalent to 1
Students will take the information from the video and use it to complete the “A Fraction Can Equal 1” activity in this Google slides deck. In this activity, students practice grasping the concept of a fraction, N/N, equaling 1 through different real-world situations. (20 minutes)
To end the lesson, students can play Fish Lake to further practice fractions. (20 minutes)
Download and install Fish Lake on Mac or Windows
ASSESSMENT
Assessment is built into the conclusion of the activity where students break apart the number line into N parts, label the number line, and state what fraction equals 1. The last activity problem will show if students have understood the concept of N/N = 1. Fish Lake data reports are also available for teachers to access after students have finished playing.
STATE STANDARDS
Minnesota State Standards
3.1.3.1 – Read and write fractions with words and symbols. Recognize that fractions can be used to represent parts of a whole, parts of a set, points on a number line, or distances on a number line.
3.1.3.2 – Understand that the size of a fractional part is relative to the size of the whole.
CCSS.Math.Content.3.OA.B.5 Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.)
CCSS.MATH.CONTENT.3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
⏰ TIME
40 minutes
📲TECHNOLOGY REQUIRED
In class:
Printer to print cards. Computer with projector in classroom to watch video. Access to computers or tablets to play games.Students can also play on phones.
Link for flash cards if you DO have two-sided printing. Just print out one sheet and have students cut out the cards. Hint: If using this as a center activity or for multiple classes, teachers may wish to make a few sets of cards and laminate them.
Remote:
Computer with Internet access to view flash cards, watch video and play games.
📃 SUMMARY
Students watch a video on multiplication terms then review terms with flash cards. Students quiz each other with flash cards. The lesson closes with practicing multiplication and division by playing Making Camp Premium.
📚 Lesson
Watch video
Learn Multiplication Terms with Ms. Sancjhez
Perhaps you know the definition of a product and a factor, but what about the distributive property of multiplication? Have you ever thought about the Identity Property as a mirror or the Zero Property of Multiplication occurring because zero is a number that won’t share the spotlight? Learn these and more with Ms. Sanchez.
Make the Cards
I strongly recommend having students make their own cards. It saves work for the teacher, it is one more opportunity for students to see the material and some students learn better when physically engaged.
If you will be using printed flash cards, there are two downloadable PDFs.
If you can print two-sided, you can just print out these sheets. They can cut the cards out with scissors, with the term on the front and the definition on the back.
Students can review using printed cards or review cards in a Google slides presentation shared with students . This activity should take 5-10 minutes.
Students review with classmates
After reviewing individually, students take 5 minutes to pair up and quiz their classmates. Students should take turns giving a term and asking for the definition. Students learning remotely can pair up with a classmate and take turns using the Google slides presentation to quiz one another.
Play a game
Students play the Making Camp Premium game to practice multiplication and division.
Assessment
Making Camp Premium offers Data and Reports for teachers to access after students are finished playing. If you are remote teaching students experiencing low internet connectivity students can play offline but the data will not be transmitted to show their progress.
CCSS.MATH.CONTENT.3.MD.B.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.
CCSS.MATH.CONTENT.2.MD.A.2: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
⏰ TIME
40-50 minutes
📲TECHNOLOGY REQUIRED
The teacher will need a computer with projector or smart board to show the presentation. Students will need a tablet or phone to do the activity and a measurement app installed. They will also need a ruler or tape measure.
This is the second of three lessons that use Augmented Reality apps. If you did the first lesson on perimeter, you already have one of the measurement apps installed.
You’ll need a measurement app installed.
Measure: For iPhones or iPads
Measure app
If using an iPhone, the Measure app should already be installed. On iPads, it may not be. Before starting this lesson, we recommend you check and, if not, parents or teachers can download the app for free here.
For Android Devices
Ruler app
Android devices do not come with a measure app. I tried several free AR measurement apps and all were difficult to use. I can’t honestly recommend any. Not an augmented reality app, but students can use the Ruler app by NixGame. It is simply a ruler on a phone and you can only use it to measure items the length of the phone/ tablet. We tried a lot of ruler and measure apps on Google Play and this is the one we recommend as the easiest for elementary school students to use and with the least annoying ads.
📃 Summary
Students learn that augmented reality is a type of computer application that adds to (augments) the reality we see. They learn that the measure apps on phones and tablets are a type of augmented reality. Students use an app to measure items, then use a ruler or tape measure to measure again. They plot their measurements on line plots and compare the two measures.
This one-minute video is also in the Google slides but it is included here just in case, since we know media doesn’t always play in presentations, even when it should! (You can also check out some AR math apps here.)
Introduce apps your students will be using for measurement
Use this short presentation to explain how to use apps to measure, well, anything. If you already completed the first lesson on measuring perimeter and used this presentation, you may want to show it again to remind them and also to make the point that they were using augmented reality already and didn’t know it!
Optional: Watch this video on creating a line plot
If your students are not familiar with line plots, you may want to have them watch this seven-minute video which explains line plots step by step.
Now that students have watched the video and collected the data, their final task is to create two line plots of their results. Feel free to copy and paste the text below into your Google classroom or other assignment.
Line Plot Assignment
OPTIONAL: If students are learning online, they can use Jamboard to create a line plot, as shown in the video below.
You are going to make TWO line plots.
First, make a line plot of the ten measurements you did with the APP.
Second, make a line plot of the ten measurements you did with the RULER or TAPE MEASURE.
Now that you have your line plots, answer these questions.
Compare the two line plots. Do they look the same?
Compare your line plots with other students in the class.
Assessment
You can assess student’s progress through the assignment completed which shows both their measurement skills and ability to create and interpret line plots.
Individualizing Instruction
For students who are more advanced, you may wish to have them measure items and complete line plots using fractions or mixed numbers rather than just whole numbers.
CCSS.ELA-LITERACY.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
CCSS.ELA-LITERACY.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
📃Summary
This English language arts and agriculture lesson consists of two short activities that teach students in Grades 3-4 about sheep using an online ebook and flashcards about domestic sheep. The lesson ends with a formative assessment writing activity consisting of either an informational writing prompt or an opinion one.
⏰Time Required
30 minutes
📲Technology Required
Access to computer or tablet for remote learning. Printing out cards for your students is best for this lesson.
📚Lesson
Activity 1: Use flash cards to learn vocabulary
The sheep flash cards below can be used to pre-teach the vocabulary found in the All About Sheep book for 8-10 minutes.
Click the link to access the ebook on Book Creator: All About Sheep.
Students may read the book on their own or alternatively, listen to it.
This can take 5-10 minutes.
Assessment
Have students complete a writing prompt about what they learned after reading All About Sheep. This can take about 10-15 minutes. You can choose from the following writing activities.
Opinion Writing Prompts
My favorite part of being a shepherd would be…
If I had wool, I would make…
If I could feed a sheep a snack, I would feed it…
2. Informational Writing Prompts
Reflect: Why are sheep important to us? What resources do they give us?
Reflect: Why do sheep need a shepherd?
Synthesize (Going beyond the text.): Why might it be important to put colorful markings on a ewe and her lamb?
3. Book Review
Write a book review about All About Sheep. Have students tell other young readers what the book was about. Have students include their own evaluation or interpretation about All About Sheep.
Minnesota State Standard – History Sub-strand 4, Standard 15 “North America was populated by indigenous nations that had developed a wide range of social structures, political systems, and economic activities, and whose expansive trade networks extended across the continent.”
⏰Time
10 Minutes
These 10-minute lessons can be done as stand-alone activities at the beginning or end of a class to raise student engagement, or the three in this unit can be combined for a single 30-45 minute lesson.
📲Technology Required
Device with web-browser – Chromebook, laptop or desktop computer, phone or tablet
📃Summary
Today we are focused on the Ojibwe history part of Making Camp. As one of our very favorite middle school history teachers said,
History is more than names and dates. It’s how people lived, the things they used.
– Jose Gonzalez, Social Studies Teacher, Gompers Middle School, Los Angeles
Students will watch two brief videos, one on building a wigwam and one on trading between tribes. They then trade in the points they have earned for items for their wigwam. Clicking on each item gives information on how that item was used by the Ojibwe. If you did the previous ten-minute lesson, your students already have points. If not, they’ll need to earn some by playing Making Camp mini-games (just click on anyone of the choices on the main screen).
📚Lesson Plan
1. Click on the wigwam icon to watch two videos
If you have been following along in order, the player now has enough points to get a wigwam and at least two items to supply their wigwam.
NOTE: If the player does not have at least 1 point to trade, the wigwam video will not play and instead, he/she will be told that at least one point is needed to trade for a wigwam.
If the player does not have at least 3 points to trade (1 for the wigwam, plus two more) after the wigwam building video, h/she will be told that at least two points are needed for trading.
The first time a player clicks on the wigwam icon the on the bottom left of the screen it will play a video on how a wigwam was built. This will be followed by a second video that briefly discusses that trading existed between and within tribes long before the settlers came. The player then has an option to trade points for items for the wigwam.
2. Click on the inside of the wigwam image in the bottom right corner to bring the player to the wigwam where items purchased can be moved to decorate or interact.
Clicking on an item will bring up a text box with information on how that item was used or obtained by the Ojibwe people.
Some items also perform actions when clicked. For example, the parfleche opens to show pemmican inside, the dog walks across the wigwam.
Device with web-browser – Chromebook, laptop or desktop computer, phone or tablet
📃 Summary
Students learn about what foods the Ojibwe people ate and how their diet changed when they were forced on to the reservation. They play a multiplication tic-tac-toe to snare rabbits and spend the points earned in the game to outfit their wigwam.
📚 Lesson
1. Watch a one-minute video on rabbit stew
Narrated by Deb Gourneau, of Turtle Mountain, this video explains the importance of rabbit stew in helping people survive when food was scarce.
2. Play Rabbit Tic-Tac-Toe in Making Camp Premium
Remember, clicking on the link with the boxes in the bottom left corner will always take you to the choices page.
Click on the box with the rabbit to play a tic-tac-toe game in Making Camp. Each correct multiplication problem snares a rabbit. Incorrect problems leave an empty snare.
When you win this game, there will be an arrow to go back to the numbers page.
3. Play a Matching Game to earn more points
Click on the box with the buffalo to match multiplication problems with their answers.
4. Learn what else was part of the Ojibwe diet
Now that you have 4 more points, go back to the wigwam and if you have not already traded for these, select the fish, deer hide or parfleche to see what else the Ojibwe would eat. Click on each of these items in your wigwam to learn more about it.
Minnesota Math Standard 3.2.2.2 – Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true.
Minnesota Math Standard 4.1.1.1 – Demonstrate fluency with multiplication and division facts.
Minnesota History Substrand 2, Standard 3. Historical events have multiple causes and can lead to varied and unintended outcomes.
CCSS.MATH.CONTENT.3.MD.D.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
CCSS.MATH.CONTENT.4.MD.A.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems.
⏰LESSON TIME
30 minutes without gameplay, 45 minutes with gameplay
📃 SUMMARY
In this lesson plan, students will learn how to compute perimeter, apply those skills in game-based practice problems and solve perimeter problems using an interactive web-based activity with virtual manipulatives.
📲 TECHNOLOGY REQUIRED
Device with web-browser (Chromebook, laptop or desktop computer); or iOS (iPhone/iPad) with access to Google apps.
📚 Lesson Plan
1. Video: How to Find the Perimeter and Polygons
Watch this animated video that explains how to find the perimeter of different polygons, including rectangles, triangles and squares. (3:00)
2. INSTRUCTIONAL ACTIVITY WITH ASSESSMENT: Interactive perimeter problems activity
