EAST ALLEN COUNTY SCHOOLS
Bundle 7
Grade 3
Math
Understanding Precision in
Geometry
Big Idea: Determination
Enduring Understandings
Essential Questions
Two-dimensional and three-dimensional objects are described and classified
according to their attributes.
What are the similarities and differences in attributes of two-dimensional and
three-dimensional figures?
Lines and line segments are sets of points in space that can be used to describe
parts of other geometric lines, shapes, and solids.
How does geometry build our world?
How are lines of symmetry and mirror images identified?
Geometry involves shape, size, position, orientation, and dimension to describe
and understand the world around us.
How can an understanding of geometry help people with decision-making in
their daily lives?
An angle is formed by two rays with a common endpoint and is classified by its
size.
Temperature can be expressed using degrees Fahrenheit or degrees Celsius.
A line of symmetry divides a figure into two mirror-image halves.
CC/Learning Targets
*3.4.1
*3.4.2
*3.4.3
3.4.4
*3.4.5
*3.4.6
*3.4.7
*3.4.8
3.4.9-3.4.10
3.5.8
*3.6.1-3.6.9
3.G.1
Core Vocabulary
angles
lines
lines of symmetry
line segments
polygon
quadrilateral
Links to Technology
-Third Grade IXL website for all skills
-Educreation Interactive Whiteboard app
-Khan Academy for Math app
Bundle Performance Task(s)
Your school has decided to compete in a community garden contest. The principal has contacted third-grade students to submit garden ideas that might be used
at your school. As a class, students may research and take notes to brainstorm ideas for a new design. Students will use graph paper to show their design for the
garden. Students will include a key that uses various polygons (at least 5 types) to represent items/sections in/of their garden (such as lawn, trees, fountain,
flowers, organic vegetables, etc.) and label each symbol with a letter. The judges for this contest want the design to be presented using two-dimensional figures.
They also want the design to reflect areas of the garden that are congruent and areas that have lines of symmetry.
As an extension, students can send with their design the total area in squared units needed for their garden idea. In addition, students can send the
measurements in feet (each square unit is a foot) for the perimeter of the garden so that walkers in the community can calculate how long it will take to walk each
morning. See performance task template at the end of the bundle.
As another extension, students might create a new design for their classroom using geometric shapes to represent objects in the room. They could submit
reasons for wanting the classroom rearranged.
Grade 3
Math Bundle 7
Quarter 4
Mar.-Apr.
Big Idea: Determination
Understanding Precision in
Geometry
My Notes on the School Garden:
I learned these facts about the school grounds
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
5. ___________________________________________________________________________
These pictures will help me remember details about the school grounds.
Here are some new ideas I’ve brainstormed for the School Garden.
Big Idea: Determination
Understanding Precision in
Geometry
I have brainstormed these new ideas.
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
5. ___________________________________________________________________________
These pictures will help me remember my ideas for the School Garden.
Big Idea: Determination
Key
Understanding Precision in
Geometry
Big Idea: Determination
Understanding Precision in
Geometry
1. What geometric figures did you use to represent the garden plan (i.e. figure a = a square)?
2. Which figures are congruent?
3. What figures in the drawing have one or more lines of symmetry?
4. Label the angles on three different polygons in your design.
5. If your garden design is chosen, name five solid figures that will be viewed by visitors
who walk through the garden? Explain where they will be seen.
Example: Scalene Triangle = vegetable garden
1.
_____________________________________________________________________________
2.
_____________________________________________________________________________
3.
_____________________________________________________________________________
4.
_____________________________________________________________________________
5.
_____________________________________________________________________________
Extension: What is the area of the garden?
Extension: What is the perimeter of the garden?
Recommended Read-Alouds
G3 - Bundle 7
Big Idea: Determination
Title
Relates to…
Author
Hamster Champs
Stuart J. Murphy
Angles
Pigs on a Ball: Fun with Math and Sports
Amy Axelrod
Angles
What’s Your Angle, Pythagoras?: A Math Adventure
Julie Ellis
Angles
Actual Size
Steve Jenkins
Line Segments
A Cloak for the Dreamer
Aileen Friedman
Points, Lines, Line Segments
Mummy Math
Cindy Neuschwander
Points, Lines, Line Segments
Sir Cumference and the First Round Table
Cindy Neuschwander
Points, Lines, Line Segments
Sir Cumference and the Sword in the Cone
Cindy Neuschwander
Points, Lines, Line Segments
Three Pigs, One Wolf, and Seven Magic Shapes
Grace MacCarone
Points, Lines, Line Segments
Shape Up! Fun With Triangles and Other Polygons
David Adler
Quadrilaterals, Angles, Geometric Shapes
3D 2D 1D
David Adler
Shapes
Snowflak e Bentley
Jacqueline Martin
Shapes
The Greedy Triangle
Marilyn Burns
Shapes
Let’s Fly a Kite
Stuart Murphy
Symmetry
Sam Johnson and the Blue Ribbon Quilt
Lisa Campbell Ernst
Symmetry
Recommended Read-Alouds
G3 - Bundle 7
Captain Invincible and the Space Shapes
Stuart J. Murphy
Three-Dimensional Shapes
Cubes, Cones, Cylinders & Spheres
Tana Hoban
Three-Dimensional Shapes
Math
G3 - Bundle 7
CC/Learning Targets
3.4.1
Identify quadrilaterals as four-sided
shapes.
Resource of Ideas
-Five Easy Steps to a Balanced Math Program for Upper Elementary
Grades pp. 3-28
(3.G.1)
-Shape Up! Fun With Triangles and Other Polygons by David Adler
-Houghton Mifflin Math website
- IDOE Resources
rd
-3rd Grade Indiana Math Skills (click on Indiana, then click on 3 grade,
scroll down to the indicator of your choice)
-Math Shape Activities
- enVisionMATH
Lesson 11.5
3.4.2
Identify right angles in shapes and
objects and decide whether other angles
are greater or less than a right angle.
a. Identify right angles in shapes and
objects.
b. Decide whether angles are greater or
less than a right angle.
-Houghton Mifflin Math
Lesson 15.4
-Five Easy Steps to a Balanced Math Program for Upper Elementary
Grades pp. 3-28
-Hamster Champs by Stuart J. Murphy
-Shape Up! Fun With Triangles and Other Polygons by David A. Adler
-Pigs on a Ball: Fun with Math and Sports by Amy Axelrod
-What’s Your Angle, Pythagoras?: A Math Adventure by Julie Ellis
-Houghton Mifflin Math website
- IDOE Resources
rd
-3rd Grade Indiana Math Skills (click on Indiana, then click on 3 grade,
scroll down to the indicator of your choice)
-Geometry Virtual Manipulatives
- enVisionMATH
Lesson 11.2, 1..4
Evidence of Learning
- enVisionMATH pp. 298-300
-Houghton Mifflin Math Chapter
Review/Test pp. 438-439
-Daily Math Review
-Have students draw and cut out
quadrilaterals and paste them on
a piece of construction paper
-Have students look through
magazines, books, newspapers,
etc. to find, cut out, and paste
quadrilaterals onto a class
quadrilateral poster
- enVisionMATH pp. 298-300
-Houghton Mifflin Math Chapter
Review/Test pp. 438-439
-Draw and label angle types
-Create a list of angles found in
everyday/classroom objects
-Use Geoboards to make different
polygons, then identify the angles
in the polygon
-Daily Math Review
-Have students draw and cut out
quadrilaterals and paste them on
a piece of construction paper,
then
label the angles found in each
shape
-Play Geometry Simon Says (give
Math
G3 - Bundle 7
-Houghton Mifflin Math
Lesson 15.1
3.4.3
Identify, describe, and classify: cube,
sphere, prism, pyramid, cone, and
cylinder.
a. Identify cube, sphere, prism, pyramid,
cone, and cylinder.
-Captain Invincible and the Space Shapes by Stuart J. Murphy
-Cubes, Cones, Cylinders & Spheres by Tana Hoban
c. Classify by finding similarities and
differences between cubes, spheres,
prisms, pyramids, cones, and cylinders.
-Identifying Shapes
-Shapes
-Houghton Mifflin Math website
- IDOE Resources
rd
-3rd Grade Indiana Math Skills (click on Indiana, then click on 3 grade,
scroll down to the indicator of your choice)
-Geometry Virtual Manipulatives
-Math Songs
-Math Shape Activities
Identify common solid objects that are
the parts needed to make a more
complex solid object.
-Houghton Mifflin Math
Lessons 15.6 - 15.7
- IDOE Resources
rd
-3rd Grade Indiana Math Skills (click on Indiana, then click on 3 grade,
scroll down to the indicator of your choice)
b. Describe cube, sphere, prism,
pyramid, cone, and cylinder by using the
terms faces, vertex (vertices), and
edges.
3.4.4
-Five Easy Steps to a Balanced Math Program for Upper Elementary
Grades pp. 3-28
a. Identify common solid objects that are
the parts needed to make a more
complex solid object.
-Houghton Mifflin Math
Lessons 17.6 - 17.7
commands to use their body to
form angles, lines, segments,
points, etc.)
-Create a simple map using points
(for stoplights), lines and
segments (for roads), angles (for
direction changes), and shapes
(for objects in landscape)
-Houghton Mifflin Math Chapter
Review/Test pp. 438-439
-Daily Math Review
-Bring in objects that are threedimensional, label them with
letters (3-D shape A, 3-D shape
B, etc.), and have students name
each 3D shape
-Practice naming threedimensional shapes using
flashcards with partners
-Use cubic units to fill a shoebox
and record how many cubes it
took
-Have students gather solid
objects from their environment
and build a more complex
structure using those solid
objects
Math
3.4.5
G3 - Bundle 7
Draw shape that is congruent to another
shape.
-Five Easy Steps to a Balanced Math Program for Upper Elementary
Grades pp. 3-28
a. Draw a shape that is congruent to
another shape.
-Houghton Mifflin Math website
- IDOE Resources
rd
-3rd Grade Indiana Math Skills (click on Indiana, then click on 3 grade,
scroll down to the indicator of your choice)
-Geometry Virtual Manipulatives
-Math Songs
-Houghton Mifflin Math
Lessons 16.1- 16.2
3.4.6
Use the terms point, line, and line
segment in describing two-dimensional
shapes.
a. Define the terms point, line, and line
segment correctly.
b. Use the terms point, line, and line
segment in describing two-dimensional
shapes.
-Five Easy Steps to a Balanced Math Program for Upper Elementary
Grades pp. 3-28
-3D 2D 1D by David Adler
-Sir Cumference and the Sword in the Cone by Cindy Neuschwander
-A Cloak for the Dreamer by Aileen Friedman
-Mummy Math by Cindy Neuschwander
-Sir Cumference and the First Round Table by Cindy Neuschwander
-Three Pigs, One Wolf, and Seven Magic Shapes by Grace MacCarone
-Identifying Shapes
-Shapes
-Take a walk around the school
and have students identify a
structure that uses more than one
solid figure to build it, then draw a
diagram of the structure where
the solid figures are labeled
-Houghton Mifflin Math Chapter
Review/Test pp. 458-459
-Draw a shape and have a partner
draw the congruent shape
-Use Geoboards to make different
polygons, then use another
Geoboard to make congruent
figures
-Make a design of a building
incorporating congruent shapes
Have students share their designs
with partners/groups
-Observe students playing a
congruent shape memory game
-Draw a house that uses
congruent shapes
- enVisionMATH pp. 298-300
-Daily Math Review
-Quiz
-Name and describe geometric
shapes with partners using shape
flashcards
-Observe students playing
Geometry Simon Says (give
commands to use their body to
form angles, lines, segments,
points, etc.)
-Create a simple map using points
Math
G3 - Bundle 7
-Houghton Mifflin Math website
- IDOE Resources
rd
-3rd Grade Indiana Math Skills (click on Indiana, then click on 3 grade,
scroll down to the indicator of your choice)
3.4.7
Draw line segments and lines.
a. Draw line segments and lines using a
straightedge.
b. Draw line segments to a given length
using a straightedge.
- enVisionMATH
Lesson 11.1
-Five Easy Steps to a Balanced Math Program for Upper Elementary
Grades pp. 3-28
-Actual Size by Steve Jenkins
-Houghton Mifflin Math website
- IDOE Resources
rd
-3rd Grade Indiana Math Skills (click on Indiana, then click on 3 grade,
scroll down to the indicator of your choice)
(for stoplights), lines and
segments (for roads), angles (for
direction changes), and shapes
(for objects in landscape)
- enVisionMATH pp. 298-300
-Houghton Mifflin Math Chapter
Review/Test pp. 438-439
-Daily Math Review
-Create a simple map using points
(for stoplights), lines and
segments (for roads), angles (for
direction changes), and shapes
(for objects in landscape)
- enVisionMATH
Lesson 11.1
3.4.8
Identify and draw lines of symmetry in
geometric shapes (by hand or using
technology).
a. Define symmetry.
b. Determine whether a line is a line of
symmetry in a given shape.
c. Construct a line of symmetry for a
geometric shape.
-Houghton Mifflin Math
Lesson 15.1
-Five Easy Steps to a Balanced Math Program for Upper Elementary
Grades pp. 3-28
-Let’s Fly a Kite by Stuart Murphy
-Sam Johnson and the Blue Ribbon Quilt by Lisa Campbell Ernst
-Houghton Mifflin Math website
-IDOE Resource
rd
-3rd Grade Indiana Math Skills (click on Indiana, then click on 3 grade,
scroll down to the indicator of your choice)
-Symmetry Lesson
-Houghton Mifflin Math Chapter
Review/Test pp. 458-459
-Daily Math Review
-Provide students with cut-outs of
figures and have them fold and
sort the figures by having
symmetry/not having symmetry,
then have the students draw the
lines of symmetry in the
appropriate figures
Math
3.4.9
Sketch the mirror image reflections of
shapes.
a. Sketch the mirror image reflections of
shapes.
3.4.10
Recognize geometric shapes and their
properties in the environment and
specify their locations.
a. Label/name geometric shapes and
structures found in the environment.
b. Tell where geometric shapes and
structures are found in the environment.
3.5.8
G3 - Bundle 7
-Houghton Mifflin Math
Lesson 16.3
-Five Easy Steps to a Balanced Math Program for Upper Elementary
Grades pp. 3-28
-Houghton Mifflin Math website
-IDOE Resource
rd
-3rd Grade Indiana Math Skills (click on Indiana, then click on 3 grade,
scroll down to the indicator of your choice)
-Houghton Mifflin Math
Lesson 16.4
-The Greedy Triangle by Marilyn Burns
-Shape Up! Fun With Triangles and Other Polygons by David Adler
-Snowflake Bentley by Jacqueline Martin
-Houghton Mifflin Math website
-IDOE Resource
rd
-3rd Grade Indiana Math Skills (click on Indiana, then click on 3 grade,
scroll down to the indicator of your choice)
-Math Shape Activities
c. Describe shapes in the environment
by referring to their properties, i.e.,
symmetry and angles.
-Houghton Mifflin Math
Lessons 15.2 - 15.3
Compare temperatures in Celsius and
Fahrenheit.
-Temperature by Chris Woodford
-Houghton Mifflin Math website
-IDOE Resource
rd
-3rd Grade Indiana Math Skills (click on Indiana, then click on 3 grade,
scroll down to the indicator of your choice)
-Houghton Mifflin Math Chapter
Review/Test pp. 458-459
-Use symmetry mirrors to draw
mirror image reflections of student
drawn images
-Houghton Mifflin Math Chapter
Review/Test pp. 438-439
-Take a walk around the school
grounds and have students make
a list of the geometric shapes
they
see, draw pictures of them in the
environment
-The Figure Shop activity from
Houghton Mifflin Math p. 410D
-Create a simple map using points
(for stoplights), lines and
segments (for roads), angles (for
direction changes), and shapes
(for objects in landscape)
-Observe students using a
thermometer to measure and
record the daily temperature
outside/inside
-Observe students using a
thermometer to measure and
Math
G3 - Bundle 7
-Houghton Mifflin Math
Lesson 12.7
3.6.13.6.9
-The Problem Solver 3: Activities for Learning Problem-Solving
Strategies
-Five Easy Steps to a Balanced Math Program for Upper Elementary
Grades pp. 3-28
Problem Solving
rd
-3rd Grade Indiana Math Skills (click on Indiana, then click on 3 grade,
scroll down to the indicator of your choice)
- enVisionMATH
Lessons 11.8 - 11.9
-Houghton Mifflin Math
Lesson 15.5 (Find a Pattern)
Lesson 16.5 (Visual Thinking)
Lesson 17.5 (Use Measurement)
Correlating CC/Learning Targets
3.1.1
3.1.11
3.1.12
3.1.13
3.1.2
3.2.
3.2.8
3.3.1
3.3.2
3.3.3
3.5.1
3.5.3
3.5.4
Teacher Notes
record the temperature for a
science experiment
-Have students use the internet to
find the high/low temperature for
the day in degrees Fahrenheit,
then use a thermometer to decide
about how many degrees Celsius
that is
-Daily Math Review
-See Problem Solving Template in
Appendix
-Problem Solver Activities
-Evidence in a math journal
-Observation of students
participating in Poster Method
problem solving