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ELA:
Unit of Study: Culture and China
Essential Question: How does culture affect the way people live and work in China?
- Students will read nonfiction text and fiction stories to answer the question: What is culture?
- Students will read nonfiction text and fiction stories to learn about the geography, culture and natural resources affect the way people live and work in China.
Big Idea:
Students understand that factors such as culture impact where and how people live.
Students understand that readers use a variety of strategies and skills to understand complex text.
Resources:
China: People and Culture
Writing: Informative Writing
- Students will use the writing process and 6+1 Traits of Writing to share their research on culture including cultural recipes.
- Students will use the writing process and 6+1 Traits of Writing to share their research on topics related to the culture of China.
Eureka Math:
Module 3: Multiplication and Division with Units of 0, 1, 6-9, and multiples of 10
Students will...…
- apply the distributive and commutative properties to relate multiplication facts
- count by units to multiply and divide
- interpret the unknown in multiplication and division
Module 4: Multiplication and Area
Students will…
- understand and determine the area of rectangles
- apply the distributive property to find the total area
- solve word problems involving area
Common Core Learning Standards:
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.
3.OA.A.4 – Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
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.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
3.OA.C.7 - Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
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. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
3.OA.D.9 - Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
3.NBT.3 - Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
3.MD.C.5 - Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.MD.C.6 - Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.C.7 - Relate area to the operations of multiplication and addition.
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