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3rd Grade Math Instructional Guide

Page history last edited by kmorrison@... 9 years, 9 months ago

ISS Student Friendly Learning Target 

 Essential Vocabulary

Teaching Strategies  Teacher Resources Student Resources 

Competency Goal 1: The learner will model, identify, and compute with whole numbers through 9,999

 

 

 

 

 

 

a. I can recognize a number in many forms.

 

b. I can identify the place value of a number one through thousand.

 

c. I can compare and order numbers.

 

1.01 Develop number sense for whole numbers through 9,999

 

a.  Connect model, number word, and number using a variety of representations

 

b.  Build understanding of place value (ones through thousands)

 

     c.  Compare and order

 

Expanded form

standard form

word form

thousands place

hundreds place

tens place

ones place

digit

estimate

value

least

greatest

compare

about

less than

greater than

equal to

not equal to

Written/word form

     

a.    I can add and subtract numbers. 

 

b.  I can estimate using addition and subtraction. 

 

c.  I can write addition and subtraction fact families.  

 

1.2 Develop fluency with multi-digit addition and subtraction through 9,999 using: 

a.       Strategies for adding and subtracting numbers

 

b.      Estimation of sums and differences in appropriate situations 

 

c.       Relationships between operations 

 

sum

difference

addend

estimate

about

how many more

altogether

regroup

order

fact family

 

 

 

 

                  

 

 

a.  I can multiply and divide. 

 

b.  I can estimate using multiplication and division. 

 

c.  I can write multiplication and division fact families. 

 

1.03    Develop fluency with multiplication from 1x1 to 12x12 and division up to two-digit by one-digit numbers using: 

 

 

a.   Strategies for multiplying and dividing numbers

 

b.  Estimation of products and quotients in

     appropriate situations 

 

c.  Relationships between operations

 

multiples

array

factor

sets

repeated addition

multiply

skip count

product

divide

repeated subtraction

quotient

divisor

dividend

division

remainder

left over

equally

pattern

estimate

Array

Multiple

 

 

 

 

 

 

 

 

I can identify addition, subtraction, multiplication, and division basic properties. 

 

1.04 Use basic properties (identify, commutative, associative, order of operations) for addition, subtraction, multiplication, and division 

 

 

 

parenthesis

operations

Identity property

Commutative property

Associative property

Order of operations for addition, subtraction, multiplication and division

Properties

Product

Multiplication

Division

Quotient

 

 

 

 

 

 

 

I can produce the fractions, halves, fourths, thirds, sixths, eighths. 

 

 

 

1.05 Use area or region models and set models of fractions to explore part-whole relationships. 

 

a.   Represent fractions concretely and symbolically (halves, fourths, thirds, sixths, eighths) 

 

halves

fourths

thirds

sixths

eights

Mixed numbers

Improper fractions

 

 

 

 

 

 

 

I can compare and order fractions halves, fourths, thirds, sixths, eighths. 

 

1.05 Use area or region models and set models of fractions to explore part-whole relationships.

 

b.  Compare and order fractions (halves, fourths, thirds, sixths, eighths) using models and benchmark numbers (zero, one-half, one); describe comparisons  

 

   

 

 

 

 

 

 

 

 

I can find equivalent fractions using halves, fourths, thirds, sixths, eighths. 

 

1.05 Use area or region models and set models of fractions to explore part-whole relationships. 

 

c.       Model and describe common equivalents, especially relation-ships among halves, fourths, and eighths, and thirds and sixths 

 

I can identify that fractions fall between two whole numbers. 

 

1.05 Use area or region models and set models of fractions to explore part-whole relationships.

 

d.      Understand that the fractional relationships that occur between zero and one also occur between every two consecutive whole numbers 

 

 

 

Number line   

 

 

 

 

 

 

I can recognize mixed numbers and their equivalent forms. 

 

e.       Understand and use mixed numbers and their equivalent fraction form 

 

 

   

 

 

 

 

 

 

I can solve problems using many strategies. 

 

1.06 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil. 

 

 

   

 

 

Competency Goal 2: The learner will recognize and use standard units of metric and customary measurement 

 

2.01 Solve problems using measurement concepts and procedures involving: 

a.       Elapsed time 

 

   

 

 

I can compare and convert units of measurement. 

 

 

 

2.01 Solve problems using measurement concepts and procedures involving: 

b.      Equivalent measures within the same measurement system 

 

Customary/Metric measurement

Equivalent 

 

 

 

Elapsed time

Quarter till/of

 

 

 

 

 

 

 

I can estimate and measure cups, pints, quarts, gallons, and liters. 

 

2.02 Estimate and measure using appropriate units 

a.       Capacity (cups, pints, quarts, gallons, liters) 

 

Capacity

Mass

 

 

 

 

 

 

I can estimate and measure miles and kilometers. 

 

2.02 Estimate and measure using appropriate units 

b.  Length (miles, kilometers) 

 

   

 

 

 

 

 

 

 

2.02 Estimate and measure using appropriate units 

c.       Mass (ounces, pounds, grams, kilograms) 

d.      Temperature(Fahrenheit, Celsius) 

 

   

 

 

Competency Goal 3: The learner will recognize and use basic geometric properties of two-and three-dimensional figures 

 

 

I can identify and name parts of two and three dimensional shapes. 

 

3.01 Use appropriate vocabulary to compare, describe, and classify two-and three-dimensional figures 

 

3-D shapes

Angles acute, obtuse, right

Perpendicular

Parallel lines

Intersecting lines

Vertex/vertices 

 

 

 

 

 

 

 

a.  I can graph ordered pairs. 

 

b.  I can locate a path between different points on a graph. 

 

3.02 Use a rectangular coordinate system to solve problems 

a.       Graph and identify points with whole number and/or letter 

b.      Describe the path between given points on the plane 

 

Ordered pairs   

 

 

Competency Goal 4: The learner will understand and use data and simple probability concepts 

 

I can collect, organize, and understand data to make charts and graphs. 

 

4.01 Collect, organize, analyze, and display data (including circle graphs and tables) to solve problems 

Probability

Value

Variable

Order of operation 

 

 

 

 

 

4.02 Determine the number of permutations and combinations of up to three items 

   

 

 

 

 

 

4.03 Solve probability problems

 

 using permutations and combinations 
   

 

 

 

 

 

 

Competency Goal 5: The learner will recognize, determine, and represent patterns and simple mathematical relationship  

I can explain and continue patterns using numbers and shapes.  5.01 Describe and extend numeric and geometric patterns  

 

 

 

 

 

 

 

 

 

I can continue patterns or find the missing number or shape in a pattern and solve growing patterns. 

 

5.02 Extend and find missing terms of repeating and growing patterns

 

 

 

 

 

 

 

 

 

 

I can use symbols for missing numbers in equations. 

 

 5.03 Use symbols to represent unknown quantities in number sentences 

 

       

I can find the answer to a number sentence that has a missing number or symbol. 

 

 5.04 Find the value of the unknown in a number sentence 

 

 

   

 

 

 

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