This task is related to Sub Claim C: Elapsed Time. Students are adding and subtracting time intervals on a number line. Standard 3.MD.1

This task challenges students to find the area of different sections of a garden and the entire garden. With missing lengths and widths, the students are challenged to apply computation skills to finding missing measurements.

This task requires students to find the area and perimeter of a rectilinear figure and model their thinking through multiple equations. This task relates to the Common Core State Standards: 3.MD.C.7d, 3.MD.D.8, and 3.OA.D.8.

This task requires students to find the area of a rectilinear figure and model their thinking through multiple equations. This task relates to the Common Core State Standards: 3.MD.C.7d and 3.OA.D.8.

This is a concrete referent reasoning task for Grade 3. Students need to use the diagram to find the information to find the area of a rectilinear figure. This is a task that would be a good starting point for solving problems for this standard.

A task related to standard 3.MD.7d, additive area of rectilinear figures. Students find the area of the parts of a pool to ultimately find the area of the entire pool.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Find the area of each colored figure. Each grid square is 1 inch long....

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Draw a purple pentagon Draw a blue shape with 3 line segments that is not a triangle. Draw an orange shape with 4 line segments that is not a quadrilat...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Plot the following numbers on the number line: 80 328 791 1. Round each number to the nearest 100. How can you see this on the number line? 2. Round ea...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: There are 6 tables in Mrs. Potter's art classroom. There are 4 students sitting at each table. Each student has a box of 10 colored pencils. (A) How ma...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Plot 8, 32, and 79 on the number line. 1. Round each number to the nearest 10. How can you see this on the number line? 2. Round each number to the nea...

This task gives students the opportunity to analyze two number lines in order to identify the one that correctly shows an improper fraction. Students then communicate their understanding by describing the reasoning they used to determine their answer was correct. It is aligned to evidence statement 3.C.6-1

This number line task has students reason about which fractional distance is farther.

This task gives students the opportunity to reason about equivalent fractions. Students use images to develop an accurate claim and describe their thinking through reasoning.

A math task on Sub Claim C: Concrete Referents. Students are using a provided image to compare fractions of the same sized whole and then compare. Students explain how they know which fraction is the greatest.

This flawed reasoning task provides practice for students to understand the size of the wholes must be equal in order to compare fractions.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Choose each statement that is true. $\frac34$ is greater than $\frac54$. $\frac54$ is greater than $\frac34$. $\frac34 \gt \frac54$. $\frac34 \lt \frac...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Choose each statement that is true. $\frac98$ is greater than $\frac{9}{4}$. $\frac{9}{4}$ is greater than $\frac98$. $\frac98 \gt \frac{9}{4}$. $\frac...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: The number line below shows two numbers, 0 and 1. Where is $\frac14$ on this number line? http://www.youtube.com/watch?v=HJ0LDgxVGfU...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: The number line below shows two numbers, 0 and $\frac53$. Where is 1 on this number line? http://www.youtube.com/watch?v=wAXRjMUgiu4...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: The number line below shows two numbers, 0 and 1. Where is $\frac74$ on this number line? http://www.youtube.com/watch?v=TEzH_PbHZIw...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Who correctly compares the numbers 2/3 and 2/5? Ben said that 2/3 is greater than 2/5. Lee said that 2/3 is equal to 2/5. Mia said that 2/3 is less tha...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Alec and Felix are brothers who go to different schools. The school day is just as long at Felix' school as at Alec's school. At Felix' school, there a...

This task provides students the opportunity to identify a mistake in reasoning related to the relationship between multiplication and division.

This task has student solve a two step word problem involving addition and division. Students identify flawed reasoning and provide a correct answer and explanation.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Tehya and Kenneth are trying to figure out which number could be placed in the box to make this equation true. Tehya insists that 12 is the only number...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Suppose there are 4 tanks and 3 fish in each tank. The total number of fish in this situation can be expressed as $4 \times 3 = 12$. Describe what is m...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Presley has 18 markers. Her teacher gives her three boxes and asks her to put an equal number of markers in each box. Anthony has 18 markers. His teach...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Mrs. Moore’s third grade class wants to go on a field trip to the science museum. * The cost of the trip is \$245. * The class can earn money by runnin...

This is a task neutral proficiency scale for 3-PS2-1. Resources used to make this: NGSS.NSTA.org, Appendix E from the NextGenScience site and the actual performance expectations. This scale was created through collaboration with five elementary teachers.

Note: Proficiency scales assume learning progression. A student that can independently plan and conduct an investigation could be building off a collaborative investigation by changing their variables.

In this lesson, students expand their understanding of solid waste management to include the idea of 3RC (reduce, reuse, recycle and compost). They will look at the effects of packaging decisions (reducing) and learn about engineering advancements in packaging materials and solid waste management. Also, they will observe biodegradation in a model landfill (composting).

These lesson plans and activities were developed by Janine Darragh, Gina Petrie, and Stan Pichinevskiy and were previously located on the Reaching for English app. Created for K-12 English teachers in Nicaragua, the materials may be used and adapted for any country's specific context and needs. 

 Unit Objective(s): Expose students to a variety of careers.Answer the question, “How do people find their careers?”Students will have new ideas for career pathways. Note: Teachers and students will need to have a Nepris account.The full lesson plan is attached.

The attached lesson plan is designed for 3rd grade English Language Arts students. Students will analyze informational text to determine the main ideas for a report, apply the concepts of the writing process, and communicate their research through an oral presentation to their classroom peers. This lesson plan addresses the following NDE Standards: NE LA 3.1.6.e, NE LA 3.2.1.a,c,d,e,j, NE LA 3.3.1.aIt is expected that this lesson plan will take five one-hour sessions to complete.

In this unit students will use what they know about how words are structured to read a variety of Expository Texts about the election process. Students will identify author’s point of view, explain why the author wrote the text and support their answer by citing proof in text. Students will then hold an election of their own, choose from a variety of topics they would like to vote on, then create digitally a campaign video communicating their point of view with details to support their point of view in hopes to persuade the audience to vote for their topic.

This unit on American Indians: By studying the regions of the United States and the cultures that live in each region, students are able to compare/contrast within regions and across regions how tribes used their environments, and their cultural and other contributions to American life.

Note that the emphasis here is on broader groups of tribes for each region with some instruction on specific tribes representing each region. In no way is this case study approach to learning about one tribe meant to be generalized to all tribes of that region. We understand that each tribe was and continues to be unique in its culture, practices, lifeways, and traditions.