Subject Math Third Grade. Goal: 1- The learner will model, identify, and compute with whole numbers through 9,999.

Transcription

1 Goal: 1- The learner will model, identify, and compute with whole numbers through 9,999. Objective Task Analysis Vocabulary Materials/Resources 1.01 Develop number Count a set of objects by 3, 5, and 10. -Model -Base Ten Blocks sense for whole Count by 10 s, 100 s, and 1,000 s from any -Base Ten Blocks -Place Value Chart -Representation numbers through number up to 9,999. -Number Line -Word Form 9,999. Read and recognize numbers from 0-9, Standard Form -Hundreds Board A. Connect model, Count forward and backward from any -Expanded Form -Digit Cards number word, number up to 9,999. -Set and number Read word names and write word names from -Place Value Resource Materials using a variety -Value 0-9,999. -Text Book -Compose and of Identify the value of an underlined digit up to -Practice and Decompose representations. 9,999. -Greater Than Assessment Booklets B. Build Identify the place value of an underlined digit -Less Than -Accelerated Math understanding up to 9,999. -Equal To of place value -Odd and Even Identify numbers up to 9,999 as odd or even. (ones through -Order Model the ones, tens, hundreds, and -Least and thousands). thousands place using base ten blocks. Greatest C. Compare and Apply block models to the paper Order. representation of various forms (word, model, standard, and expanded form, etc.). Order numbers from least to greatest and greatest to least up to 9,999. Compare numbers using greater than, less than, and equal to and the symbols <,>, and =.

2 Apply place value concepts to 9,999 including various forms to solve problems. (Ex. Using basic properties to compose and decompose numbers.) How can you model numbers in various ways? How can place value help you determine the value of a number? How can place value help you compare and order numbers? What is the difference between the value of a number and the place value?

3 OBJECTIVE 1.02 Develop fluency with multi-digit addition and subtraction through 9,999 as odd or even. A. Strategies for adding and subtracting numbers. B. Estimation of sums and differences in appropriate situations. C. Relationships between operations. When is it appropriate to estimate? Subject Math Third Grade Task Analysis Vocabulary Materials/Resources Demonstrate the inverse relationship of Estimate Base-ten blocks addition and subtraction. Partial sum Place value chart/mats Add and subtract within fact families Composing Number lines concretely and abstractly. Decomposing Accelerated Math Recognize, apply, and explain commutative Fact families Textbooks property of addition. Inverse Workbooks Estimate and explain when to use estimation. Addition Build from 100 s to 1000 s using a variety of Subtraction strategies (ex: partial-sum, composing and Commutative decomposing numbers). property of Apply multiple strategies for adding and addition subtracting numbers, including regrouping. Sum Difference Regrouping What are possible strategies for adding and subtracting numbers? What are possible strategies for estimating sums and differences? How are addition and subtraction related to each other?

4 OBJECTIVE 1.03 Develop fluency with multiplication from 1x1 to 12x12 and division up to two-digit by one-digit number. A. Strategies for multiplying and dividing numbers. B. Estimation of products and quotients in appropriate situations. C. Relationships between operations. Task Analysis Vocabulary Materials/Resources Recognize, apply, and explain the following; Multiplication Number line A. Commutative Property Division Manipulatives B. Identity Property Lattice Flash cards C. Property of One Commutative Dice D. Property of Zero property Multiplication tables E. Inverse Relationship of Multiplication Product Role play and Division Quotient Timed drills Demonstrate various multiplication and Inverse Textbooks division strategies (ex: repeated Repeated Workbooks addition/subtraction, array, modeling, addition Accelerated Math lattice, manipulatives, etc.) Array Explain what an estimate is and when to use it. Model effective strategies to estimate products and quotients. What strategies do you use to multiply and divide? How does estimating and quotients help you in solving a problem? How is multiplication similar/different to addition, subtraction, division, etc.?

5 OBJECTIVE 1.04: Use basic properties (identity, commutative, associative, order of operations) for addition, subtraction, multiplication, and division. Task Analysis Vocabulary Materials/Resources Revisit the process of the commutative property Properties Visual aids and the identity property. Operations Textbook Recognize and explain the associative property. Identity Accelerated Math Explain the purpose of order of operations. Commutative Solve problems using order of operations. Associative Recognize and apply the basic properties in solving Order of a variety of problems. operations What are the identity, commutative, and associative properties? How can these basic properties help you to solve problems? What is order of operations and how does it apply to solving problems?

6 OBJECTIVE Task Analysis Vocabulary Materials/Reso urces Connect concrete to symbolic Equivalents Rulers, fraction 1.05 Use area or region models representations. Relationships tiles, fraction Proper fractions and set models of fractions to Concrete can be geometric strips, Benchmark explore part-whole shapes; parts of a whole; parts of numbers manipulatives relationships. a set (discrete). Mixed numbers Role play A. Represent fractions Symbolic fractions would be ½, Improper fractions Fractional concretely and symbolically ¼, 1/3, 1/6, 1/8 Model pictures (halves, fourths, thirds, sixths, Use manipulatives, pictures, words, and Concrete Number line eighths). numbers to represent common Symbolic Fractional circle B. Compare and order fractions (halves, fourths, thirds, sixths, eighths). C. Model and describe common equivalents, especially relationships among halves, fourths, and eighths, and thirds and sixths. D. Understand that the equivalents and relationships between fractions. Model and manipulate mixed numbers, improper fractions, and their equivalent forms using manipulatives, pictures, numbers, and words. Use number lines and rulers to model fractional relationships between consecutive whole numbers. Accelerated math Study Textbook Workbook fractional relationships that Manipulate models and placement of occur between zero and one also proper fractions within benchmark occur between every two numbers (0, ½, and 1); explain answers in consecutive whole numbers. words and pictures. E. Understand and use mixed Use various concrete representations of numbers and their equivalent fractions to explore part-whole relationships. fraction forms.

7 How can you represent fractions concretely and symbolically? How can you compare and order fractions? How can you identify common equivalent fractions? How are fractional parts located between consecutive whole numbers? How are mixed numbers related to fractions?

8 Objective Task Analysis Vocabulary Materials/Resources 1.06 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper pencil. Demonstrate and apply a variety of problem solving strategies across the curriculum and in real world situations. Choose relevant facts Guess and Check Make a table Create a chart/graph Draw a diagram/picture Make an organized list Work backwards Find a pattern Solve a simpler problem Act it out Identify missing or extraneous information Estimate Choose appropriate tools when solving problems. Paper and pencil Mental math Calculators Computers Evaluate and defend the reasonableness or a chosen strategy when solving a problem. Table Chart Graph Diagram Pattern Facts Calculators Computers Paper and pencil Math text Accelerated Math Website

9 How do you determine appropriate tools to solve problems? How do you know if your chosen problem solving strategy is reasonable?

10 Goal: 2 The learner will recognize and use standard units of metric and customary measurement. Objective Task Analysis Vocabulary Materials/Resources 2.01 Solve problems using measurement concepts and procedures. Define elapsed time and its purpose Determine start and end time being measured. Determine the amount of time that passes between two given times. Analyze the amount of time needed to complete a task. Elapsed time Customary Metric Convert Equivalent Capacity Clocks Rulers Metric wheel Capacity containers Yard stick Meter stick A. Elapsed Determine if elapsed time is reasonable based on the Length Accelerated Math Time start time and end time. Seconds B. Equivalent Define capacity. Minutes Math Text Measures Explain the need for capacity. Hours within the Recognize and order units of customary capacity. same (cup, pint, quart, and gallon) measurement Recognize and order units of metric capacity. system. (milliliter and liter) Define length. Explain the need for length. Recognize and order units of customary length. (inches, feet, yards, and miles) Recognize and order units of metric length. (centimeter, meter, kilometer) Define weight/mass. Explain the need for weight/mass. Recognize and order units of customary weight.

11 (ounces and pounds) Recognize and order units of metric mass. (gram and kilogram) Define temperature. Explain the need for temperature. Recognize units of temperature. (Customary- Fahrenheit, Metric-Celsius) How are seconds, minutes and hours related? How can you measure elapsed time? How do you determine the amount of time it takes to complete a task if you know the start and ending time? How do you find equivalent measurements within the same system? How do you compare units of measurements within the same system? (length and capacity)

12 Objective Task Analysis Vocabulary Materials/Resources 2.02 Estimate and measure using appropriate units. A. Capacity (cups, pints, quarts, gallons, liters). B. Length (miles, kilometers). C. Mass (Ounces, pounds, grams, kilograms). D. Temperature (Fahrenheit, Celsius). Capacity, Length, and Mass o Apply measurement strategies to determine customary capacity(cup, pint, quart, and gallon) o Apply measurement strategies to convert customary capacity (cups to pints, cups to quarts, cups to gallons, pints to quarts, pints to gallons, quarts to gallons) o Predict customary capacity of sample items and decide if reasonable. o Apply measurement strategies to determine metric capacity (milliliter and liter) o Apply measurement strategies to convert metric capacity (milliliter to liter) o Predict metric capacity of sample items and decide if reasonable. o Apply measurement strategies to determine customary length (inches, feet, yards, and miles) o Apply measurement strategies to convert customary length (inches to feet, inches to yards, feet to yards) o Predict customary length of sample items and decide if reasonable. o Apply measurement strategies to determine metric length (centimeter, meter, kilometer) o Apply measurement strategies to convert metric length (centimeters to meters) o Predict lengths of sample items and decide if Cups Pints Quarts Gallons Capacity Length Mass Ounces Pounds Kilograms Grams Fahrenheit Celsius Kilometers Miles Liters Meters Inches Feet Centimeters Millimeters Milliliters Rulers Metric wheel Capacity containers Yard stick Meter stick Accelerated Math Math Text Scales Simple Balance Thermometer

13 reasonable. o Apply measurement strategies to determine customary weight (ounces and pounds) o Apply measurement strategies to convert customary weight (ounces to pounds) o Predict customary weight of sample items and decide if reasonable. o Apply measurement strategies to determine metric mass (gram and kilogram) o Apply measurement strategies to convert metric mass (grams to kilograms) o Predict metric mass of sample items and decide if reasonable. Temperature o Apply strategies to read temperature in Fahrenheit. o Define freezing and boiling point. o Define the point of freezing and boiling in Fahrenheit. o Record the temperature of multiple samples in Fahrenheit. o Predict temperature and explain reasoning of prediction. o Predict the temperature in Fahrenheit and explain reasoning of prediction. o Define the point of freezing and boiling in Celsius. o Record the temperature of multiple samples in Celsius. o Predict temperature in Celsius and explain reasoning of prediction. o Compare the differences and similarities of each scale. o Given the temperature in one scale, relate it to the

14 other scale. When do you measure capacity? How do you measure capacity using appropriate tools? When do you measure length? How do you measure length or distance using appropriate tools? When do you measure mass? How do you measure mass using appropriate tools? How do you measure temperature using the appropriate tools? How do measure temperature using appropriate scale?

15 Goal: 3 The learner will recognize and use basic geometric properties of two- and three- dimensional figures. Objective Task Analysis Vocabulary Materials/Resources 3.01: Use appropriate vocabulary to compare, describe, and classify twoand threedimensional figures. Three dimensional figures Real life models Paper folded models Chart Accelerated math Textbook Identify two- and three- dimensional figures using appropriate terms: Circle Polygons Square Triangle Trapezoid Hexagon Pentagon Parallelogram Rhombus Quadrilateral Octagon Decagon Rectangle Polyhedron Cube Prism Solids Sphere Cylinder Cone Define and locate faces, edges and vertices of solid figures. Circle Polygons Square Triangle Trapezoid Hexagon Pentagon Parallelogram Rhombus Quadrilateral Octagon Decagon Rectangle Polyhedron Cube Prism Solids Sphere Cylinder Cone Twodimensional Threedimensional

16 Organize a list of attributes for solid and plane figures including faces, edges, and vertices. Identify the shapes of different faces of solid figures and understand their relationships (rectangle/prism, circle/sphere, square/cube, triangle/pyramid). Compare and contrast plane and solid figures. Plane figures Solid figures Faces Edges Vertices How do you compare two and three-dimensional figures?

17 3.02 Use a rectangular coordinate system to solve problems. A. Graph and identify points with whole number and/or letter coordinates. B. Describe the path between given points of on a plane. Subject Math Third Grade Objective Task Analysis Vocabulary Materials/Resources Describe a rectangular coordinate system. x-axis Coordinate grid Identify key components of the rectangular y-axis Math text coordinate system. (grid, ordered pair, axes, axis, grid point) ordered pair Graph paper Identify the x-axis and the y-axis. point Accelerated Math Determine that in an ordered pair there are two diagonal components within parenthesis separated by a geometric comma. The x-axis is the first letter or number and parenthesis the second letter or number is the y-axis. coordinate Identify the correct point on a grid. plane Label the correct point on a grid when given and ordered pair. Locate two or more points on a grid. Using the path between two points describe as a straight line, a diagonal, a line moving west 5 spaces, a line moving north 2 spaces, etc. Design geometric shapes given points on a grid. Use geometric terminology to describe paths and shapes created on a grid. How can you use a coordinate plane to identify location or solve problems? How can you describe the path of points on a plane?

18 Goal: 4 The learner will understand and use data and simple probability concepts. Objective Task Analysis Vocabulary Materials/Resources 4.01: Collect, organize, analyze, and display data (including circle graphs and tables) to solve problems. Pose questions and using observations, surveys, and experiments. Compare and Contrast the function of each data display (examples: pictographs, line plots, Venn Diagrams (two or more circles), tables (frequency and tally), surveys, and circle graphs. Choose appropriate data display. Construct a display using collected data including but not limited to: pictographs, line plots, Venn Diagrams (two or more circles), tables (frequency and tally), surveys, and circle graphs. Explain the difference in representing categorical and numerical data. Data Survey Venn Diagrams Table (Frequency and Tally) Circle Graph Observation Pictograph Line Plots Venn Diagram Circle Graphs Pictograph Survey Survey Questions Line Plots Tables Math Text Accelerated Math Chart Paper How can you collect data? What is the best way to display different types of data? How do you read a circle graph in order to interpret data? How do you represent categorical and numerical data?

19 Subject - Math Third Grade Objective Task Analysis Vocabulary Materials/Resources 4.02 Determine the number of permutations and combinations of up to three items. Explain permutations as order matters (possible outcomes for three people to finish a race first, second, third place, etc.). Explain combinations as order does not matter (ice cream flavors, toppings, cones). Construct and explain organize lists using possible outcomes. Permutations Combinations Outcomes Order Probability Color tiles Dice Coins Role play Math Text Accelerated math What are the possible outcomes in a permutation or combination up to three items?

20 OBJECTIVE 4.03 Solve probability problems using permutations and combinations. Task Analysis Vocabulary Materials/Resources Permutations Combinations Outcomes Order Probability Explain probability as the likelihood of an event occurring. Demonstrate the different ways of writing probability answers (1 out of 3, 1/3, 1 to 3). Solve probability problems using permutations and combinations. Color tiles Dice Coins Role play Math Text Accelerated math What is probability? How can you use permutations and combinations to solve probability problems?

21 Goal: 5 The learner will recognize, determine, and represent patterns and simple mathematical relationships. Objective Task Analysis Vocabulary Materials/Resources 5.01 Describe and extend numeric and geometric patterns. Identify numeric patterns. Identify geometric patterns. Extend numeric patterns. Extend geometric patterns. Pattern Relationships Rule Repeat Geometric shapes Color tiles Number tiles Number cards Calculator Accelerated Math Math Text How can you describe and extend patterns?

22 Objectives Task Analysis Vocabulary Materials/Resources 5.02 Extend and find missing terms of repeating and growing patterns. Describe patterns as repeating or growing. Using growing and repeating patterns, find missing terms. Pattern relationships Geometric shapes Color tiles Number tiles Number cards Calculator Accelerated Math Math Text How can you find missing term using patterns, rules, and functions?

23 Objectives Task Analysis Vocabulary Materials/Resources 5.03 Use symbols to represent unknown quantities in number sentences. Identify a variable and understand that a variable can represent any number. Understand that a variable can represent an unknown quantity. Use symbols of unknown quantities in number sentences. Variables Symbols Number sentences Visual aids Textbook Accelerated Math How do you solve for unknown quantities?

24 Objectives Task Analysis Vocabulary Materials/Resources 5.04 Find the value of the unknown in a number sentence. Determine the relationship of the unknown to the rest of the sentence. Using a variety of strategies, determine the missing value. Unknown Variable Equation Value Equations Sentence strips Chart paper Math Text Accelerated Math How can you find the value of an unknown number in an equation?