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Running Head: CURRICULUM MAP

Curriculum Map
Assignment 11
Daniella Variale
PPE 310 Health for Schools
November 8, 2015

Instructional Focus Units

Estimated
Time

Focus 1

Introduction to Multiplication and Division

5 Weeks

Focus 2

4 Weeks

Focus 3

Applying Place Value, Properties and Operations to Add/Sub


Multi- Digit Numbers
Develop Understanding of Fractions as Numbers

Focus 4

Develop Understanding of Multiplication and Division

5 Weeks

Focus 5

Demonstrating Computational Fluency in Problem Solving

2 Weeks

Focus 6

4 Weeks

Focus 7

Extending Understanding of Multiplication &


Division/Attributes of Geometric Figures
Connecting Data to the Four Operations and Fractions

Focus 8

Extending Understanding of Fractions as Numbers

3 Weeks

Focus 9

Understanding measures of Liquid Volume, Weight and Mass.

3 Weeks

5 Weeks

4 Weeks

***Based on the standards, not all lessons within the resource may be
needed to meet the needs of your students.

Focus 1: Introduction to Multiplication and Division


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. Since multiplication is a critical area for grade 3, students
will build on these concepts throughout the year, working towards fluency by the end
of the year.
Standa Estimated Principal Resource
Additional Resource
rds
Time
-Fosnot Grocery
3.OA.A. 5 weeks
Stamps and
1
Measuring Strips
3.OA.A.
Routines2
AND
-Use mini-lesson in Grocery Stamps &
3.OA.A.
Measuring Strips
3
-IDS Unit 5, including -Routines in addition to Ten-Minute
3.OA.A.
Common Core
math: word problems -equal groups
4
Resource 3.1A, 3.5A,
unknown product,
3.OA.B.
3.5B, 3.7A
-Fosnot mini-lessons Early Mult/Div. A1
5
A10
3.OA.B.
6
3.OA.C.
7
3.OA.D.
8
3.OA.D.
9
3.MD.C.
7
Notes
**Because there are two principal resources listed in this focus unit, teachers need to
determine the best sequencing for their populations needs. Please note: not all lessons
in every resource unit may be needed for every group of students. Please use your
professional judgement when planning your instruction.
End of the year 3rd grade fluency expectations
3.OA.C.7 Multiply/Divide within 100 Fluently Rote memorization of basic facts is not
fluency. Fluency with multiplication facts includes deeper understanding of concepts
and flexible thinking.

3.NBT.A.2 Add/Subtract within 1000

Focus 2: Applying Place Value, Properties and Operations to Add/Sub MultiDigit Numbers
In this focus students increase the sophistication of computation strategies that include
place value understanding for addition and subtraction within 1,000. The concept of
rounding is introduced to offer the students another strategy to judge the
reasonableness (MP.3) of their answers in addition and subtraction situations.
Standa Estimat Principal Resource Additional Resource
rds
ed
IDS Unit 3 - Include
-3.NBT.A.1 Engage NY Module 2, Topic
3.OA.D. Time
Common Core IDS
C, lesson 14
8
4 weeks Book, sessions 1.7A
3.OA.D.
and EXCLUDE
Routines
9
session 3.1
In addition to Ten-Minute math -Fosnot
3.NBT.A.
Mini-lessons in Extending add. & sub. B11
Principal resource B15
3.NBT.A.
for
-Number Talks pg. 186-196
2
3.MD.A.1 Engage
-Problem solving: Add To (Join, Result
NY Module 2, Topic Unknown) Take from (Separate, Result
A, lessons 1-5
Unknown), Put Together/Take Apart (Part3.MD.A
Part-Whole) and Compare problems. Refer
.1
to Table 1, p. 21 (in 2nd grade CCSS).
Problems into the 1,000s for add. & sub.
Include multi-step word problems.
Notes

**Because there are two principal resources listed in this focus unit, teachers need to
determine the best sequencing for their populations needs. Please note: not all lessons
in every resource unit may be needed for every group of students. Please use your
professional judgement when planning your instruction.

End of the year 3rd grade fluency expectations


3.OA.C.7 Multiply/Divide within 100 fluently - Rote memorization of basic facts is not
fluency. Fluency with multiplication facts includes deeper understanding of concepts
and flexible thinking.
3.NBT.A.2 Add/Subtract within 1000

Focus 3: Develop Understanding of Fractions as Numbers


Students have had experience partitioning shapes into fair shares (1.G.3 and 2.G.3)
using words to describe the quantity. In this focus students extend this understanding
to partition shapes and number lines representing these fair shares using fraction
notation. Students learn to view unit fractions as building blocks-understating that
every fraction is an iteration of unit fractions. (2/3 = 2 pieces of size one-third)
Standa Estimated Principal Resource
Additional Resource
rds
Time
Engage NY Module 5 http://www.k3.NF.A. 5 weeks
Topic A, B, & C
5mathteachingresources.com/
1
http://www.illustrativemathematics.org
AND
3.NF.A.
/illustrations
2
IDS Unit 7
3.NF.A.
RoutinesInvestigations
1
&
2
3
-In addition to Ten-Minute math:
3.G.A.2
Problem solving with strong emphasis

on fractions in real world context


-Number Talks pgs. 197-216.
Notes
Students develop an understanding of fractions, beginning with unit fractions. Students
view fractions in general as being built out of unit fractions, and they use fractions
along with visual fraction models to represent parts of a whole. Students understand
that the size of a fractional part is relative to the size of the whole. For example, 1/2 of
the paint in a small bucket could be less paint than 1/3 of the paint in a larger bucket,
but 1/3 of a ribbon is longer than 1/5 of the same ribbon because when the ribbon is
divided into 3 equal parts, the parts are longer than when the ribbon is divided into 5
equal parts.

**Because there are two principal resources listed in this focus unit, teachers need to
determine the best sequencing for their populations needs. Please note: not all lessons
in every resource unit may be needed for every group of students. Please use your
professional judgement when planning your instruction.

End of the year 3rd grade fluency expectations


3.OA.C.7 Multiply/Divide within 100 fluently - Rote memorization of basic facts is not
fluency. Fluency with multiplication facts includes deeper understanding of concepts
and flexible thinking.
3.NBT.A.2 Add/Subtract within 1000

Focus 4: Develop Understanding of Multiplication and Division


This focus provides students a solid foundation in solving problems with equal groups
and arrays. This is necessary to support future success with measurement problems.
It includes multiple experiences to explore the connections between distributive
property and multiplying the side lengths to determine area. Students recognize that

multiplication strategies can be used to make sense of and solve division problems.
Standa Estimated
Principal
Additional Resourcerds
Time
Resource
www.k5 weeks
Fosnot Muffles and 5mathteachingresources.com/3rd3.OA.A. Sustainability
Truffles
grade-number-activities.html
3
mini-lesson
http://www.illustrativemathematics.org
Nutrition mini- AND
/illustrations
3.OA.A. lesson
http://www.insidemathematics.org/inde
4
Engage NY Module x.php/3rd-grade
3.OA.B. Sleep mini3, Topic A, B, C, D,
5
lesson
E, & F
Routines3.OA.C.
-Fosnot mini-lessons from Muffles and
7
Truffles
3.OA.D.
-Problem solving refer to CCSS pg. 29
8
Arrays/area- (unknown product- group
3.OA.D.
size unknown- number of groups
9
unknown).
3.MD.C.
7
3.NBT.A.
3
Notes
During Muffles Truffles make sure to use the term AREA where applicable. Make the
connection of multiplication and area.

**Because there are two principal resources listed in this focus unit, teachers need to
determine the best sequencing for their populations needs. Please note: not all lessons
in every resource unit may be needed for every group of students. Please use your
professional judgement when planning your instruction.

End of the year 3rd grade fluency expectations


3.OA.C.7 Multiply/Divide within 100 fluently Rote memorization of basic facts is not
fluency. Fluency with multiplication facts includes deeper understanding of concepts
and flexible thinking.
3.NBT.A.2 Add/Subtract within 1000

Focus 5: Demonstrating Computational Fluency in Problem Solving


Students will focus on problems solving in order to demonstrate fluency with addition
and subtraction to 1,000. Include two-step word problems.
Standa Estimated Principal Resource
Additional Resource
rds
Time
IDS Unit 8
http://www.insidemathematics.org/inde
3.OA.A. 2 weeks
x.php/3rd-grade
3
Teacher links twohttp://www.illustrativemathematics.org
3.OA.C.
step word problems
/illustrations
7
3.OA.D.
Routines
8
-In addition to Ten-Minute math3.OA.D.
Problem solving refer to CCSS 2nd
9
grade pg. 22 compare - difference
3.NBT.A.
unknown. Problem solving refer to
2
CCSS 3rd grade pG.A.29 compare
unknown product, group size unknown,
and number of groups unknown. **2
step word problems must be
incorporated**
Notes
**Because there are two principal resources listed in this focus unit, teachers need to
determine the best sequencing for their populations needs. Please note: not all lessons
in every resource unit may be needed for every group of students. Please use your
professional judgement when planning your instruction.

End of the year 3rd grade fluency expectations


3.OA.C.7 Multiply/Divide within 100 fluently - Rote memorization of basic facts is not
fluency. Fluency with multiplication facts includes deeper understanding of concepts
and flexible thinking.
3.NBT.A.2 Add/Subtract within 1000

10

Focus 6: Extending Understanding of Multiplication & Division/Attributes of


Geometric Figures
Students will focus on reasoning with shapes and their attributes, including area and
perimeter. The standards in this focus strongly support one another because
perimeter, like area, is an attribute of shape. The focus extends students
understanding of multiplication and division.
Standar Estimated Principal Resource
Additional Resource
ds
Time
IDS unit 4
3.MD.C. 4 weeks
EXCLUDE
5
investigation 2
Routines
3.MD.C.
In addition to Ten-Minute math6
Fosnot Mini-lessons Extending Add &
3.MD.C.
Engage NY Module 4, Sub. C7-C12
7
Topics A, B, C & D
-Continue problem solving for add/sub.
3.MD.D.8
within 1000's or mult/div within 100
3.G.A.1
**2 step word problems must be
incorporated**
-Number Talks pg. 278-285.
Notes
Students recognize area as an attribute of two-dimensional regions. They measure the
area of a shape by finding the total number of same-size units of area required to cover
the shape without gaps or overlaps, a square with sides of unit length being the
standard unit for measuring area. Students understand that rectangular arrays can be
decomposed into identical rows or into identical columns. By decomposing rectangles
into rectangular arrays of squares, students connect area to multiplication, and justify
using multiplication to determine the area of a rectangle.

11

**Because there are two principal resources listed in this focus unit, teachers need to
determine the best sequencing for their populations needs. Please note: not all lessons
in every resource unit may be needed for every group of students. Please use your
professional judgement when planning your instruction.

End of the year 3rd grade fluency expectations


3.OA.C.7 Multiply/Divide within 100 fluently - Rote memorization of basic facts is not
fluency. Fluency with multiplication facts includes deeper understanding of concepts
and flexible thinking.
3.NBT.A.2 Add/Subtract within 1000

Focus 7: Connecting Data to the Four Operations and Fractions


In this focus students will represent and interpret data in various formats (line plot,
tables and bar graphs, etc) that includes measurement of lengths with whole
numbers and fractions. Students will solve one and two step how many more and
how many less problems using the date presented in these graphs.
Standar Estimat Principal Resource
Additional Resource
ds
ed Time -IDS Unit 2 Include
http://illuminations.nctm.org/LessonDe
3.MD.B.3 4 weeks
Common Core Book,
tail.aspx?id=U149
3.MD.B.4
session 2.3A and
3.OA.A.
exclude sessions 2.3 Routines
3
2.7
In addition to Ten-Minute math3.OA.C.
Fosnot mini-lessons extended Add and
7
4.MD.B.4 - Engage NY
Sub. C24-C32
3.OA.D.
Module 6, Topic B
-Problem solving into the 1,000s for
8
add. & sub. **2 step word problems
3.OA.D.
must be incorporated** refer to

12

9
3.NBT.A.
2

Table 1, pg. 21 (in 2nd grade CCSS)


problem solving using multiplication
and division refer to pg. 29 in 3rd
grade CCSS.

Notes
**Because there are two principal resources listed in this focus unit, teachers need to
determine the best sequencing for their populations needs. Please note: not all lessons
in every resource unit may be needed for every group of students. Please use your
professional judgement when planning your instruction.

End of the year 3rd grade fluency expectations


3.OA.C.7 Multiply/Divide within 100 fluently - Rote memorization of basic facts is not
fluency. Fluency with multiplication facts includes deeper understanding of concepts
and flexible thinking.
3.NBT.A.2 Add/Subtract within 1000

Focus 8: Extending Understanding of Fractions as Numbers


Students will develop a conceptual understanding of equivalence. Multiple types of
models and representations should be used to help students develop this
understanding. Students will apply their understanding of equivalence to compare
fractions. As a result students will develop conceptual understanding of fraction
comparisons and practice reasoning about size. Students defend their reasoning and
critique the reasoning of others using both visual models and their understanding of
the structure of fractions.

13

Standa
rds
3.NF.A.
2
3.NF.A.
3
3.G.A.2

Estimated
Time
3 weeks

Principal Resource
Engage NY Module 5
Topic D, E, & F

Additional Resource
Teaching Student Centered
Mathematics 3-5 pgs. 131-152
http://www.insidemathematics.org/inde
x.php/3rd-grade
Routines
-Continue 2 step word problems.
Integrate fractions into word problems
(use the book Extending Childrens
Mathematics Fractions and Decimals
for word problems examples)

Notes
Students are able to use fractions to represent numbers equal to, less than, and
greater than one. They solve problems that involve comparing fractions by using visual
fraction models and strategies based on noticing equal numerators or denominators.
**Because there are two principal resources listed in this focus unit, teachers need to
determine the best sequencing for their populations needs. Please note: not all lessons
in every resource unit may be needed for every group of students. Please use your
professional judgement when planning your instruction.

End of the year 3rd grade fluency expectations


3.OA.C.7 Multiply/Divide within 100 fluently - Rote memorization of basic facts is not
fluency. Fluency with multiplication facts includes deeper understanding of concepts
and flexible thinking.
3.NBT.A.2 Add/Subtract within 1000

14

Focus 9: Understanding measures of Liquid Volume, Weight and Mass.


In this focus students will solve problems involving measurement and estimation of
liquid volumes and masses of objects. Solve one-step word problems involving all four
operations with grams, kilograms, liters, and milliliters given in the same units.
Standa Estimate Principal Resource
Additional Resource
rds
d Time
IDS Unit 9 - ONLY
http://www.illustrativemathematics.org/ill
3.MD.A 3 weeks
Common Core IDS
ustrations
.2
Book, sessions 4A.1 - http://www.k3.NBT.A.
4A.3
5mathteachingresources.com/3rd-grade1
measurement-and-data.html
3.NBT.A.
3.MD.2- Engage NY
2
Module 2, Topic B
Routines
In addition to Ten-Minute Math-Problem solving involving masses and
volumes that are given in the same units
Notes
**Because there are two principal resources listed in this focus unit, teachers need to
determine the best sequencing for their populations needs. Please note: not all lessons
in every resource unit may be needed for every group of students. Please use your
professional judgement when planning your instruction.

End of the year 3rd grade fluency expectations


3.OA.C.7 Multiply/Divide within 100 fluently - Rote memorization of basic facts is not
fluency. Fluency with multiplication facts includes deeper understanding of concepts
and flexible thinking.
3.NBT.A.2 Add/Subtract within 1000

15

Table 1: Common addition and subtraction situations.6

Add to

Take from

Put
Together /
Take Apart2

Compare3

Result Unknown
Two bunnies sat on the grass.
Three more bunnies hopped
there. How many bunnies are
on the grass now?
2+3=?

Total Unknown
Three red apples and two
green apples are on the
table. How many apples are
on the table?
3+2=?

Change Unknown
Two bunnies were sitting on
the grass. Some more
bunnies hopped there. Then
there were five bunnies.
How
many bunnies hopped over
to the first two?
2+?=5
Five apples were on the
table. I ate some apples.
Then there were three
apples. How many apples
did I eat?
5?=3
Addend Unknown
Five apples are on the table.
Three are red and the rest
are green. How many apples
are green?
3 + ? = 5, 5 3 = ?

Difference Unknown
(How many more? version):
Lucy has two apples. Julie
has five apples. How many
more apples does Julie have
than Lucy?

Bigger Unknown
(Version with more):
Julie has three more apples
than Lucy. Lucy has two
apples. How many apples
does Julie have?

Some apples were on the


table. I ate two apples. Then
there were three apples.
How many apples were on
the table before?
?2=3
Both Addends Unknown1
Grandma has five flowers.
How many can she put in
her red vase and how many
in her blue vase?
5 = 0 + 5, 5 = 5 + 0
5 = 1 + 4, 5 = 4 + 1
5 = 2 + 3, 5 = 3 + 2
Smaller Unknown
(Version with more):
Julie has three more apples
than Lucy. Julie has five
apples. How many apples
does Lucy have?

(How many fewer?


version):
Lucy has two apples. Julie
has five apples. How many
fewer apples does Lucy have
than Julie?
2 + ? = 5, 5 2 = ?

(Version with fewer):


Lucy has 3 fewer apples
than Julie. Lucy has two
apples. How many apples
does Julie have?
2 + 3 = ?, 3 + 2 = ?

(Version with fewer):


Lucy has 3 fewer apples
than Julie. Julie has five
apples. How many apples
does Lucy have?
5 3 = ?, ? + 3 = 5

Five apples were on the


table. I ate two apples. How
many apples are on the table
now?
52=?

Start Unknown
Some bunnies were sitting
on the grass. Three more
bunnies hopped there. Then
there were five bunnies.
How many bunnies were on
the grass before?
?+3=5

Adapted from Box 2-4 of Mathematics Learning in Early Childhood, National Research Council (2009, pp.
32, 33).

These take apart situations can be used to show all the decompositions of a given number. The associated equations,
which have the total on the left of the equal sign, help children understand that the = sign does not always mean
makes or results in but always does mean is the same number as.
1

Either addend can be unknown, so there are three variations of these problem situations. Both Addends Unknown is a productive
extension of this basic situation, especially for small numbers less than or equal to 10.
3
For the Bigger Unknown or Smaller Unknown situations, one version directs the correct operation (the version using more for the
bigger unknown and using less for the smaller unknown). The other versions are more difficult.

16

Table 2: Common multiplication and division situations.7

Equal
Groups

Arrays,4
Area5

Compare

General

Unknown Product

Group Size Unknown


(How many in each group?
Division)

Number of Groups
Unknown
(How many groups?
Division)

3x6=?

3 x ? = 18, and 18 3 = ?

? x 6 = 18, and 18 6 = ?

There are 3 bags with 6


plums in each bag. How
many plums are there in all?

If 18 plums are shared


equally into 3 bags, then
how many plums will be in
each bag?

If 18 plums are to be packed


6 to a bag, then how many
bags are needed?

Measurement example.
You need 3 lengths of string,
each 6 inches long. How
much string will you need
altogether?

Measurement example.
You have 18 inches of string,
which you will cut into 3
equal pieces. How long will
each piece of string be?

There are 3 rows of apples


with 6 apples in each row.
How many apples are there?

If 18 apples are arranged


into 3 equal rows, how many
apples will be in each row?

Area example.

Area example.

What is the area of a 3 cm


by 6 cm rectangle?

A rectangle has area 18


square centimeters. If one
side is 3 cm long, how long
is a side next to it?

A blue hat costs $6. A red


hat costs 3 times as much
as the blue hat. How much
does the red hat cost?

A red hat costs $18 and that


is 3 times as much as a blue
hat costs. How much does a
blue hat cost?

Measurement example.

Measurement example.

A rubber band is 6 cm long.


How long will the rubber
band be when it is stretched
to be 3 times as long?

A rubber band is stretched


to be 18 cm long and that is
3 times as long as it was at
first. How long was the
rubber band at first?

General a x b = ?

a x ? = p, and p a = ?

Measurement example.
You have 18 inches of string,
which you will cut into
pieces that are 6 inches
long. How many pieces of
string will you have?
If 18 apples are arranged
into equal rows of 6 apples,
how many rows will there
be?
Area example.
A rectangle has area 18
square centimeters. If one
side is 6 cm long, how long
is a side next to it?
A red hat costs $18 and a
blue hat costs $6. How
many times as much does
the red hat cost as the blue
hat?
Measurement example.
A rubber band was 6 cm
long at first. Now it is
stretched to be 18 cm long.
How many times as long is
the rubber band now as it
was at first?
? x b = p, and p b = ?

17
The first examples in each cell are examples of discrete things. These are easier for students and should be given
before the measurement examples.
4
The language in the array examples shows the easiest form of array problems. A harder form is to use the terms rows
and columns: The apples in the grocery window are in 3 rows and 6 columns. How many apples are in there? Both
forms are valuable.
5
Area involves arrays of squares that have been pushed together so that there are no gaps or overlaps, so array
problems include these especially important measurement situations.
7

This curriculum map is for the Kyrene School District. It guides third grade year-long mathematics
instruction at Kyrene de la Mirada Elementary School. All the health related mini-lessons described below can
be embedded in the math content instruction to encourage understanding of standards covered throughout the
year, such as solving two-step word problems where the result is unknown, developing an understanding of
multiplication, and developing an understanding of division as sharing into equal groups.
Sleep
Standard 3.OA.D.8. Solve two-step word problems using the four operations. Represent these problems using
equations with a letter standing for the unknown quantity (Arizona Department of Education, 2013).
Students must learn about all aspects of personal health in order to begin practicing healthy habits and
eventually sustain a healthy lifestyle later in life. Part of maintaining good health is meeting the bodys sleep
requirements consistently. According to the National Sleep Foundation, the need for sleep changes with age and
also varies from person to person (Anspaugh & Ezell, 2013, p. 153).
The teacher will share this general information about the importance of sleep for good health with
students. Then, the teacher will show the following table from the National Sleep Foundation on the Smartboard
and discuss the sleep requirement for each age group. The teacher will explain the months ages (12 months is
one year old, 18 months is a year and a half). The teacher will tell students to use the lower number when doing
math with each age group. For example, 7 hours will represent the amount of sleep adults need.

18

(Anspaugh & Ezell, 2013, p. 153)


Students will work to answer two-step word problems that involve
multiplication and subtraction as well as two steps of addition. In both problem types, the result is the unknown
of the equation. Worksheet problems will include:
1. You are 8 years old, so you need at least 9 hours of sleep a day. Adults need at least 7 hours of sleep a day.
a. How much sleep do you need to have in one week (7 days in one week)?
b. How much sleep does your mom need in one week (7 days in one week)?
c. How much more sleep do you need than your mom?
2. You need at least 9 hours of sleep a day. Your sister is 4 years old and needs at least 11 hours of sleep a day.
a. How much sleep do you need to have in one week (7 days in one week)?
b. How much sleep does your sister need to have in one week (7 days in one week)?
c. How much more sleep does your sister need than you?
3. Your mom, your sister, and you all live in the same house. In one day, how much sleep do these people in
your household get?
4. You need at least 9 hours of sleep a day.
a. How much sleep do you get every night?
b. How much sleep do you get in a week (7 days in a week)?
c. How much more or less sleep do you get than what is required?
The teacher will model how to complete problem number one. Students will work in pairs to complete
problems two and three, and students will complete number four independently. When the problems are
completed, the students will share their strategies for solving the problems and show their work using the
Smartboard. Then, the teacher will lead a discussion that guides students to reflect on their sleep habits and if
they are giving their body what is required for healthy growth and development. The teacher will ask what
students answers were for number four. She will also ask students how they feel when they do not get enough
sleep and how well they feel they learn at school when they have not had enough sleep. The teacher will use
student answers to reinforce the importance of sleep for learning and physical health.

19

Nutrition
Standard 3.OA.A.4. Determine the unknown whole number in a multiplication or division equation relating
three whole numbers (Arizona Department of Education, 2013).
The teacher will explain to students that proper nutrition is important for taking care of our body. Proper
nutrition means eating a balanced diet with the variety of foods we need to satisfy nutritional needs. The teacher
will show students the Choose My Plate SuperTracker account built for a third-grade student. The teacher will
draw attention to the daily food groups we needgrains, vegetables, fruits, dairy, and proteinas well as the
amount of calories per day students need to give their bodies energy (U.S. Department of Agriculture, n.d.).

Students will practice writing multiplication problems correctly with the result (product) as the unknown
whole number. There will be a Farmers Market set up around the room with one station representing each
variety of food we need. There will be pictures of two different food items that students can buy at each station.
For example, the options at the grain station might be pictures of whole-grain loaves of bread or pasta. The
protein station might have pictures of chicken and beef. The fruit station could have pictures of apples and
oranges. The vegetable station might have pictures of carrots and peas. The dairy station could have pictures of
yogurt and milk. Each station gives a price per one food item. Students will travel to each food station to buy at
least two items to represent grocery shopping for a week of food. Five students will be the shop keepers, who
have to make sure peers calculate the right cost for the products they buy. Students who travel to each station
will have a whiteboard, marker, sock (to erase), and a sandwich baggie to keep the pictures of their bought items
in. Students have to write the multiplication equation for how much their food at that station will cost and solve
it correctly, as checked by the shop keeper, before getting the food item pictures and moving to the next station.
Once students buy from every station, they will return to their seats and participate in a class discussion based
on the Choose my Plate information to determine if the food they bought creates a balanced diet.

20

Sustainability
Standard 3.OA.A.3. Use multiplication and division within 100 to solve word problems in situations involving
equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the
unknown number to represent the problem (Arizona Department of Education, 2013).
Sustainability means using resources in a way that provides enough for current use and enough for
future generations to use. Part of sustainability is food consumption. Growing food is one of the main causes of
environmental stress, so we need to be careful of poor distribution methods so that farm soil is not exhausted for
growth without the products being consumed (Food and Agriculture Organization of the United Nations, 2015).
The teacher will remind students of the definition of sustainability and will introduce food consumption
as a topic related to sustainability. The teacher will explain that buying, sharing, and consuming food
responsibly is important to our environment because it is difficult for the Earth to support all the food crops we
must grow to feed everyone on the planet. The sustainability goal of ending world hunger by sharing food
resources equality will be introduced to students. The teacher will tell students that in this activity they will
practice how they can share food responsibly in their own homes.
There will be five division word problems posted around the room. All the problems will cover the topic
of dividing food resources evenly. The total amount of food will be given, and the amount of people who want
to share will be given. Students will be dividing to find the amount of food each person gets. The food used in
the problems will be healthy snacks, such as apple slices. Students will solve problems such as, There were 21
apple slices in one bag. John and his two brothers wanted to share the snack equally. How many slices will each
person get? Students will work in pairs and rotate around the room to complete each of the five problems.
When students have written the equation for the word problem and think they have solved it correctly, they will
sit back-to-back with their partner. The teacher will come to partners sitting back-to-back to approve their
answer before allowing them to move to the next station. Students can spend as much or as little time as the
partnership needs to solve the problems. At the end of the activity, the teacher will restate sustainability goals
and remind students that they can help our environment by consuming food responsibly.

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References
Anspaugh, D. J., & Ezell, G. (2013). Personal health. In Teaching today's health (p. 153). Boston: Pearson.
Arizona Department of Education. (2013, August). Arizonas common core standards mathematics. [PDF
document] Retrieved from
http://www.azed.gov/azcommoncore/files/2013/07/grade3mathfinalstd_august_2013.pdf
Food and Agriculture Organization of the United Nations. (2015). Sustainable food consumption and
production. Retrieved from http://www.fao.org/ag/ags/sustainable-food-consumption-andproduction/en/
Kyrene School District. (2015, November 3). Third grade curriculum and resources. Retrieved from
http://www.kyrene.org/Page/806
U.S. Department of Agriculture. (n.d.). Food tracker. Retrieved from
https://www.supertracker.usda.gov/foodtracker.aspx

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