**Note: These suggestions are not my own. They have been taken directly from the material available on the Engage NY website. Please visit them for additional information: https://www.engageny.org/
Grade 3 Module 2
If pacing is a challenge, consider the following modifications and omissions. Omit Lesson 1. Prior to Lesson 2, use a stopwatch to time different activities such as lining up or moving to the meeting area of the classroom. Discuss the continuity of time. Reduce Lesson 2 by replacing the Minute Counting fluency with an activity in which students draw and label 14-centimeter number lines with tick marks at every centimeter in preparation for the Concept Development component of the lesson. Omit Lesson 4, the first of two consecutive problem solving lessons involving time. Take note of the word problem analysis it provides, and consider embedding that work into the delivery of Lesson 5. Consolidate Lessons 15 and 16. Within the lesson that results, include some problems that require regrouping once to add and some problems that require regrouping twice. Consolidate Lessons 18 and 19. Within the lesson that results, include some problems that require regrouping once to subtract and some problems that require regrouping twice. Omit Lesson 20. While it engages students in a study of estimation and provides practice with reasoning about the relationships between quantities, the lesson does not present new skills. Grade 3 Module 3 If pacing is a challenge, consider the following modifications and omissions. Omit Lessons 6 and 10. Both lessons involve using the distributive property with multiplication and division, a recurring objective in Module 3. Within later distributive property lessons, incorporate units of 6 and 7. Omit Lesson 11, a problem solving lesson involving multiplication and division. Lesson 11 shares an objective with Lesson 15 and is also similar to Lesson 7. Omit Lesson 13. Study its essential understandings, and embed them into the delivery of Lesson 14’s Concept Development. Modify Lesson 14 by omitting Part 1 of the Concept Development, a part which relies on the foundation of Lesson 13. Grade 3 Module 4 If pacing is a challenge, consider the following modifications and omissions. Consolidate Lessons 2 and 3, both of which involve measuring and comparing area. From Lesson 3, omit the use of square centimeter tiles and the Application Problem. Have students establish square inches as units, and then tile with them as a strategy to measure area. Consider omitting Lesson 9, which reviews previously learned skills. If omitting, be sure that students are ready to transition toward more complex practice. Omit Lessons 15 and 16. These lessons guide students through a project involving floor plans. Skip the application of area that these lessons provide. Grade 3 Module 5 If pacing is a challenge, consider the following modifications and omissions. Omit Lesson 3. Lesson 3’s objective is similar to Lesson 2’s. The difference is a shift from concrete to pictorial. Students will have exposure to extensive pictorial practice throughout the module. Omit Lesson 4. Although Lesson 4 is an exploratory lesson that affords students the opportunity to synthesize their learning, no new material is presented. Consolidate Lessons 10 and 11, both of which have nearly identical objectives and provide practice comparing unit fractions pictorially. Within the lesson that results, incorporate a variety of models into practice. Omit Lesson 13. Lesson 13 provides practice with concepts and skills taught in the three preceding lessons. Although this lesson deepens practice, no new material is presented. Omit Lesson 19. Lesson 19, designated as an optional lesson in the teaching sequence, provides practice with concepts and skills taught in the five preceding lessons. Omit Lesson 20, an equivalent fractions lesson. The seven subsequent lessons in Topic E provide practice that is more targeted toward specific understandings about equivalent fractions. Consider omitting Lesson 25 since its content is embedded into the work of prior lessons. Ensure that students have practiced counting and labeling whole number fractions as part of their work with fractions on the number line. Grade 3 Module 6 If pacing is a challenge, consider the following modifications and omissions. Omit Lesson 9, a problem solving lesson involving categorical and measurement data. Be sure to embed problem solving practice with both types of data into prior lessons. Grade 3 Module 7 If pacing is a challenge, consider the following modifications and omissions. Move Lessons 8 and 9 to art class or to another time of day. At this level, the use of tangrams is quite similar to that of Grade 2. Omit Lesson 11. Tessellating helps students understand that perimeter is not just a property of shapes with straight sides. Lesson 16 revisits this idea. Omit Lesson 22. This lesson culminates Topic D by having students record data collected from Lessons 20 and 21 on a line plot. Although it deepens understanding of concepts explored in earlier lessons, no new material is presented. Consider omitting Lessons 24–27, which guide students through a multi-day art project involving perimeter and area. If omitting, simply skip this opportunity for application. Omit Lessons 31–34, which provide a review of important Grade 3 material including fluency and fractions. Be sure, however, to notice the resources for summer practice included in Lesson 34.
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