elko county school district 3 grade math learning targets

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Elko County School District 3rd Grade Math Learning Targets Content Standard 1.0 Students will accurately calculate and use estimation techniques, number relationships, operation rules, and algorithms; they will determine the reasonableness of answers and the accuracy of solutions to solve problems, communicate, reason, and make connections within and beyond the field of mathematics.

Nevada State

Learning Objectives

ECSD Learning Targets The Student is expected to:

Concepts/Knowledge

Procedures/Skills Problem Solving/Reasoning

1.3.1 (I/S) Identify, use, and model place value positions of 1’s, 10’s, 100’s, and 1,000’s. Identify the value of a given digit in the 1’s, 10’s, 100’s, and 1,000’s place.

a. Identify the positions of place value up to 9,999. DOK 1 b. Identify the value given to a digit based on the place it occupies in a given whole number. DOK 1 c. Know, understand, and use the following vocabulary: DOK 1 Standard form Place value Digit Value Expanded notation (Expanded form) Whole Number Word form Short word form Number Place Period

a. Write a given whole number in expanded notation to show understanding of place value. DOK 1 b. Write a whole number in standard form when given the expanded notation. DOK 1 c. When given a word form of a whole number, write it in standard form. DOK 1 d. When given a whole number in standard form write it in word form. DOK 1 e. Use models to identify place value positions. DOK 2 f. Read whole numbers to 9,999. DOK 1

Examples: Place value position: ones place, tens place, hundreds place, etc. What is the standard form of 4,000 + 300 + 50 + 2? Standard form = 4,352

Example:300 + 4,000 + 2 + 70 = 4,372 Example of models: base ten blocks, place value charts, Clear the Mat, Race the Flat, PIG, SKUNK (Marilyn Burns)

Teacher Notes for 1.3.1

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Content Standard 1.0 Students will accurately calculate and use estimation techniques, number relationships, operation rules, and algorithms; they will determine the reasonableness of answers and the accuracy of solutions to solve problems, communicate, reason, and make connections within and beyond the field of mathematics.

Nevada State

Learning Objectives


Concepts/Knowledge


1.3.2 (I/S) Identify and model the unit fractions 1/2, 1/3, 1/4, 1/6, and 1/8 as equal parts of a whole or sets of objects. Read and write unit fractions with numbers and words.

a. Understand that a fraction is a part of a whole. DOK 1 b. Understand that the denominator identifies the number of equal pieces in the whole. DOK 1 c. Understand that the numerator tells how many equal part of the whole are being considered. DOK 1 d. Know, understand, and use the following vocabulary: DOK 1 Fraction Unit Numerator Pattern Denominator Unit fraction Equivalent fractions Equal parts Set

a. Plot fractions on a number line. DOK 1 b. Model the unit fractions 1/2, 1/3, 1/4, 1/6, and 1/8 as equal parts of a whole or sets of objects. DOK 2 c. Identify the unit fractions 1/2, 1/3, 1/4, 1/6, and 1/8 as equal parts of a whole or sets of objects. DOK 1 d. Read and write unit fractions with numbers and words. DOK 1 e. Identify fractional parts of shaded and unshaded objects. DOK 1 f. Compare and describe unit fractions as greater than or less than. DOK 2

a. Use models to identify equivalent fractions. DOK 2

Examples: Example: Make fraction kits (Marilyn Burns)

Examples of models: Cuisenaire rods, geoboards, fraction circles, fraction bars, snap cubes, pattern blocks. Example of patterning with fractions: paper folding.

Example: When comparing unit fraction, or sets, they must have the same unit value. (Marilyn Burns fraction kit) Example: Kim has 3 red markers, 2 blue markers, and one yellow marker. What fraction of her markers is blue?


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Nevada State

Learning Objectives


Concepts/Knowledge


1.3.3 (I/S) Read, write, compare, and order numbers from 0 – 9,999. Read and write numbers words to 100.

a. Know the meaning of a whole number. DOK 1 b. Understand place value to one thousand. DOK 1 c. Know, understand, and use the following vocabulary: DOK 1 Greater than Less than Equal to Compare Order Least Greatest Standard form Word Form Inequality

a. Read and write whole numbers up to 9,999 in standard form. DOK 1 b. Read and write whole numbers up to 9,999 in word form. DOK 1 c. Using place value positions compare and order whole numbers. DOK 2 d. Write whole numbers in order from least to greatest and or greatest to least. DOK 2 e. Use <, >, and = to compare whole numbers up to 9,999. DOK 1 f. Use a number line and place value to order numbers through 9,999. DOK 2

a. Read, write, compare and order whole numbers in problem solving situations. DOK 2

Examples: Use decks of cards to generate whole numbers to read, write, and compare. Box Cars and One-Eyed Jacks Example:

Example: Apply inequalities when reading a bar graph.

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Nevada State

Learning Objectives


Concepts/Knowledge


1.3.4 (I/L) Model and explain multiplication and division as skip counting patterns. Model and explain multiplication and division as repeated addition or subtraction.

a. Understand patterns. DOK 1 b. Understand skip counting. DOK 1 c. Understand grouping and equal groups. DOK 1 d. Know, understand, and use the following vocabulary: DOK 1 Multiplication Division Array Factors Partitioning Fact family Sharing Product Quotient Divisor Repeated addition Commutative Property Successive subtraction Inverse operations Equal-sized groups

a. Model multiplication using a variety of methods. DOK 2 b. Model division using a variety of methods. DOK 2 c. Model and explain multiplication as repeated addition. DOK 2 d. Model and explain division as successive subtraction. DOK 2 e. Given a starting number, use a number line to model skip counting. DOK 2

a. Given an array, students will write the addition and corresponding multiplication sentence. DOK 1

b. Given an array, write the corresponding multiplication and division sentences (fact family). DOK 1

c. Use a set of objects to find all the possible equal groups and write the number sentence. DOK 2

d. Explain the relationship between multiplication and addition. DOK 2

e. Explain the relationship between division and subtraction. DOK 2

Teacher Notes for 1.3.4 Examples: Circles and Stars, rectangular arrays, two color counters, hundred chart Example of skip counting: Jamal used skip-counting to write the pattern below. 7, 14, 21, 28, 35, 42, . . . What is the next number in Jamal’s skip-counting pattern?

Example: XXXX 4 x 3 = 12 3 x 4 = 12 XXXX 12 ÷ 4 =3 12 ÷ 3 = 4 XXXX (commutativity)

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Nevada State

Learning Objectives


Concepts/Knowledge


1.3.5 (E/S) Immediately recall and use addition and subtraction facts. Immediately recall multiplication facts (products to 81).

a. Know the meaning of addition. DOK 1 b. Know the meaning of subtraction. DOK 1 c. Know addition and subtraction facts to 18. DOK 1 d. Know multiplication facts up to 9 x 9. DOK 1 e. Know, understand, and use the following vocabulary: DOK 1 Addition Subtraction Sum Difference Multiplication Factors Product Multiples Associative Property Addends

a. Use addition facts to solve problems. DOK 1 b. Use subtraction facts to solve problems. DOK 1 c. Use multiplication facts to solve problems. DOK 1 d. Use fact families as a strategy to solve problems. DOK 1

a. Use addition, subtraction, and/or multiplication to solve problems in practical situations. DOK 1

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Examples: Example of Associative Property: (5 + 3) + 7 = 5 + (3 + 7) (associativity)

A bus has seats for 15 people. There are 8 people seated on the bus. Then, 4 more people take seats on the bus. How many seats on the bus are empty? A 3 seats B 7 seats C 11 seats D 19 seats


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Nevada State

Learning Objectives


Concepts/Knowledge


1.3.6 (W/L) Estimate the number of objects in a set using various techniques.

a. Know what it means to estimate the number of objects in a set. DOK 1 b. Know, understand, and use the following vocabulary: DOK 1 Reasonableness of an answer Estimate Rounding Front-end estimation Compatible numbers

a. Use prior knowledge to check the reasonableness of an estimate. DOK 1 b. Use a variety of strategies to estimate the number of objects in a set. DOK 2 c. Round numbers to the nearest 10 or 100. DOK 1 d. Round numbers to the nearest 1,000. DOK 1 e. Estimate to decide whether an estimate or an exact answer is needed. DOK 2

a. Use a variety of strategies to estimate the number of objects in a set in a practical situation. DOK 2 b. Explain orally and in writing the reason for using a specific estimation strategy. DOK 2

Examples: Examples of strategies: guess and check, repeated addition, multiples, prior knowledge, etc.

Example of Literature: Counting on Frank


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Nevada State

Learning Objectives


Concepts/Knowledge


1.3.7 (I/S) Add and subtract two- and three-digit numbers with and without regrouping. Add and subtract decimals using money as a model.

a. Understand the concept of addition and subtraction with regrouping. DOK 1 b. Know, understand, and use the following vocabulary: DOK 1 Addition Subtraction Sum Difference Addends Monetary Regrouping Decimal Mental math Dollar sign Cent sign Minuend Subtrahend

a. Use a variety of strategies to add and subtract multi-digit numbers with regrouping, including monetary amounts as decimals. DOK 1 b. Use a variety of strategies to add and subtract multi-digit numbers without regrouping, including monetary amounts as decimals. DOK 1

a. Apply the correct operation to solve a given problem in practical situations. DOK 1 b. Use vocabulary as clues to determine the appropriate operation to solve problems. DOK 1 c. Explain the steps to solve a problem. DOK 2

Teach in conjunction with 1.3.8. Example: Juan bought a set of sport cards for $4.53. He paid for the cards with $10.00. What is the correct amount of change Juan should receive? A $4.53 B $5.47 C $5.53 D $6.47


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Nevada State

Learning Objectives


Concepts/Knowledge


1.3.8 (E/S) Generate and solve two-step addition and subtraction problems and one-step multiplication problems based on practical situations. Model addition, subtraction, multiplication, and division in a variety of ways. Use mathematical vocabulary and symbols to describe multiplication and division.

a. Know, understand, and use the following vocabulary: DOK 1 Factor Product Addends Sum Difference Monetary Divisor Dividend Quotient Decimal point Regrouping

a. Model addition, subtraction, multiplication, and division in a variety of ways. DOK 2 b. Use mathematical vocabulary and symbols to describe multiplication and division. DOK 2

a. Generate and solve two-step addition and subtraction problems based on practical situations. DOK 2 b. Generate and solve one-step multiplication problems based on practical situations. DOK 2 c. Solve multiple step addition and/or subtraction problem and provide support with a mathematical explanation which justifies the answer. DOK 3

Teach in conjunction with all 1.0 standards.

Examples: 24 Ms. Grady has 8 flowerpots for tulips. She planted 7 tulips in each flowerpot. What is the total number of tulips Ms. Grady planted in her 8 flowerpots? A 15 tulips B 49 tulips C 54 tulips D 56 tulips

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Content Standard 2.0 Students will use various algebraic methods to analyze, illustrate, extend, and create numerous representations (words, numbers, tables, and graphs) of patterns, functions, and algebraic relations as modeled in practical situations to solve problems, communicate, reason, and make connections within and beyond the field of mathematics.

Nevada State

Learning Objectives


Concepts/Knowledge


2.3.1 (I/S) Recognize, describe, and create patterns using objects and numbers found in tables, number charts, and charts. Record results of patterns created using manipulatives, pictures, and numeric representations and describe how they are extended.

a. Know repeating and increasing patterns. DOK 1 b. Understand the concept of patterns. DOK 1 c. Know, understand, and use the following vocabulary: DOK 1 Sequence Pattern Manipulatives Numeric representations Repeating patterns Numeric patterns Increasing patterns

a. Recognize patterns using objects and numbers found in tables, number charts, and charts. DOK 1 b. Find patterns as it relates to the calendar. DOK 1

a. Generalize a pattern to create a rule using objects and numbers found in tables, number charts, and charts. DOK 3 b. Record results of patterns created using manipulatives, pictures, and numeric representations and describe how they are extended. DOK 2 c. Describe orally and in writing patterns using objects and numbers found in tables, number charts, and charts. DOK 2 d. Use patterns and their extensions to solve problems. DOK 2

Use hundreds chart to identify multiplication patterns. Example: The numbers below are part of a number pattern that repeats. 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 0 3 2 1 What is the next number in the pattern? A 0 B 1 C 2 D 3

Examples: Rachel writes 2 letters to her cousins and 1 letter to her grandfather each week. The number pattern below shows the total number of letters Rachel has written after each week for the first 5 weeks. 3 6 9 12 15 Rachel continues the pattern of writing letters. Which rule best describes how to find the total number of letters Rachel has written after each week? A add 2 and then subtract 1 from the total number of letters from the week before B multiply the total number of letters from the week before by 3 C multiply the total number of letters from

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the week before by 5 D add 3 to the total number of letters from the week before A number is missing in the number pattern shown below. 24, 20, 16, ____, 8, 4 What number is missing? A 11 B 12 C 14 D 15 Use t-charts Examples for creating patterns: Cuisenaire rods, snap cubes, hundred chart, etc.


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Nevada State

Learning Objectives


Concepts/Knowledge


2.3.2 (I/S) Model, explain, and solve open number sentences involving addition, subtraction, and multiplication facts. Use variables and open sentences to express relationships.

a. Review missing operations and missing numbers in open number sentences involving number facts in addition and subtraction. DOK 1 b. Understand that a variable replaces a number. DOK 1 c. Know that the unknown is now a variable. DOK 1 d. Know, understand, and use the following vocabulary: DOK 1 Number sentence Variable Addition Subtraction Multiplication Array Open number sentence

a. Model open number sentences involving addition, subtraction, and multiplication facts. DOK 2 b. Solve open number sentences involving addition, subtraction, and multiplication facts. DOK 1 c. When given the value of a variable, solve open number sentences involving addition, subtraction, and multiplication facts. DOK 1

a. Explain orally and in writing open number sentences involving addition, subtraction, and multiplication facts. DOK 2 b. Use variables and open sentences to express information in a word problem (relationships). DOK 2

Examples: Example: a + 4 = 9

Example: Mary has a total of 7 pens and pencils on her desk. The number sentence below shows information about the number of pens and pencils on Mary’s desk. ___ + ___ = 7 Which numbers could be placed in the blanks to make the number sentence true? Find all possible solutions Example: Draw all possible arrays for the product 24. Explain all multiplication sentences.


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Nevada State

Learning Objectives


Concepts/Knowledge


2.3.3 (I/S) Complete number sentences with the appropriate words and symbols (+, -, >, <, =).

a. Review +, -, and = symbols. DOK 1 b. Explain in words and use correctly +, -, >, <, =. DOK 1 c. Know, understand, and use the following vocabulary: DOK 1 Greater than Less than Equal to Word form Number sentence

a. Determine the correct mathematical symbol in a number sentence. DOK 1

Examples:


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Content Standard 3.0 Students will use appropriate tools and techniques of measurement to determine, estimate, record, and verify direct and indirect measurements to solve problems, communicate, reason, and make connections within and beyond the field of mathematics.

Nevada State Learning Objectives


Concepts/Knowledge


3.3.1 (E/S) Compare, order, and describe objects by various measurable attributes for area and volume/capacity.

a. Understand the concept of measurement. DOK 1 b. Review comparing objects to standard whole units to find objects that are greater than, less than, and/or equal to a given unit. DOK 1 c. Know, understand, and use the following vocabulary: DOK 1 Volume/Capacity Area Cup Pint Quart Gallon Liter Compare Length Order Width Customary measurement system Metric measurement system Measurable attributes

a. Compare objects by various measurable attributes for volume/capacity. DOK 2 b. Using grid paper, compare various measurable attributes for area. DOK 2

c. Order objects by various measurable attributes for volume/capacity. DOK 2 d. Order objects by various measurable attributes for area. DOK 2

a. Using a variety of manipulatives, create and compare two different polygons that have the same square units. DOK 2 b. Describe objects, orally and in writing, by various measurable attributes for volume/capacity. DOK 2 c. Describe objects, orally and in writing, by various measurable attributes for area. DOK 2 d. Choose the best unit to measure volume/capacity. DOK 1

Examples: Examples for volume/capacity: rice, sand, liquid.

Example: Which holds less? A glass of water, a fish aquarium, swimming pool


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Concepts/Knowledge


3.3.2 (I/S) Select and use appropriate units of measure. Measure to a required degree of accuracy (to the nearest 1/2 unit).

a. Review non-standard and standard measurement. DOK 1 b. Know the increment of one-half. DOK 1 c. Know the measurement one inch. DOK 1 d. Know length is linear. DOK 1 e. Know the measurement one centimeter. DOK 1 f. Know, understand, and use the following vocabulary: DOK 1 Length Ruler Inches Centimeters Yard Foot Mile Meter Kilometer Temperature Degree of accuracy Linear Appropriate unit of measure

a. Using various standard units of length, to measure objects to the nearest ½ unit. DOK 1 b. Use appropriate units of measure. DOK 1

a. Draw line segments of 1” and ½”. DOK 2 b. Identify and record objects in the classroom that measure to the ½ unit (inches and centimeters). DOK 1 c. In a given situation, select appropriate units of measure. DOK 1

Examples: Example: Using a ruler, yardstick, centimeter rules, meter stick


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Concepts/Knowledge


3.3.4 (E/S) Determine possible combinations of coins and bills to equal given amounts. Read, write, and use money notation. Recognize equivalent relationships between and among bills and coins.

a. Review how to correctly use the cent sign, dollar sign, and decimal point. DOK 1 b. Review the value of the penny, nickel, dime, and quarter. DOK 1 c. Know, understand, and use the following vocabulary: DOK 1 Money notation Total Equivalent Bills Coins

a. Determine possible combinations of coins and bills to equal given amounts. DOK 1 b. When given an amount, create or explain equivalent relationships between and among bills and coins. DOK 2

a. Determine all possible combinations of coins and bills to equal a given amount. DOK 2 b. Recognize equivalent relationships between and among bills and coins. DOK 1 c. Read, write, and use money notation in practical situations. DOK 1

Examples: Example: I have six coins that total $ 0.24. What coins do I have? (2 dimes and 4 pennies) Example of equivalent relationships: 2 quarters = 5 dimes

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Concepts/Knowledge


3.3.6 (E/S) Tell time to the nearest minute, using analog and digital clocks. Use elapsed time in half-hour increments, beginning on the hour or half-hour, to determine start, end, and elapsed time. Recognize that there are 60 minutes in 1 hour.

a. Review elapsed time in one hour increments. DOK 1 b. Review time to the nearest half-hour and quarter hour. DOK 1 c. Know that there are 60 minutes in an hour. DOK 1 d. Know that 30 minutes equal one half hour. DOK 1 e. Know that 15 minutes equals a quarter hour. DOK 1 f. Know, understand, and use the following vocabulary: DOK 1 Increments Half hour Elapsed time Analog clock Digital clock Quarter hour

a. Tell time to the nearest minute, using analog and digital clocks. DOK 1 b. Use elapsed time in half-hour increments, beginning on the hour or half-hour, to determine start, end, and elapsed time. DOK 1 c. Write time in two different ways. DOK 1

a. Calculate the elapsed time in half-hour increments, beginning on the hour or half-hour, to determine start, end, and elapsed time in practical situations. DOK 1

Examples: Example: Jane starts washing dishes at 6:00. She finished half and hour later. What time did she finish? (6:30)

Example: Jane finished reading her book at 7:30. She read for a half-hour. When did she start reading? (7:00)


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Content Standard 4.0 Students will identify, represent, verify, and apply spatial relationships and geometric properties to solve problems, communicate, and make connections within and beyond the field of mathematics.

Nevada State

Learning Objectives


Concepts/Knowledge


4.3.1 (I/S) Describe, sketch, compare, and contrast plane geometric figures.

a. Review meaning of two-dimensional shapes. DOK 1 b. Review which shapes are considered two-dimensional. DOK 1 c. Review properties of two-dimensional shapes. DOK 1 d. Know, understand, and use the following vocabulary: DOK 1 Plane figure Property Geometric figure Circle Plane geometric figure Triangle Rectangle Rhombus Square Trapezoid Quadrilateral Pentagon Octagon

a. Sketch plane geometric figures. DOK 2 b. Compare and contrast plane geometric figures according to their properties. DOK 2

a. Describe, sketch, compare, and contrast plane geometric figures according to their properties. DOK 2

Examples: Teacher Notes for 4.3.1

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Nevada State

Learning Objectives


Concepts/Knowledge


4.3.2 (I/L) Demonstrate and describe the transformational motions of geometric figures (translation/slide, reflection/flip, and rotation/turn).

a. Review congruent, similar, and symmetrical. DOK 1 b. Know the meaning of geometric shapes. DOK 1 c. Know, understand, and use the following vocabulary: DOK 1 Translation/Slide Reflection/Flip Rotation/Turn Transformational motion

a. Model the transformational motions of geometric figures (translation/slide, reflection/flip, and rotation/turn). DOK 2

a. Given the shapes, classify geometric shapes according to translation/slide, reflection/flip, and rotation/turn. DOK 2 b. Describe orally and in writing, the transformational motions of geometric figures (translation/slide, reflection/flip, and rotation/turn). DOK 2

Examples: Example: Identify specific geometric figures.


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Nevada State

Learning Objectives


Concepts/Knowledge


4.3.3 (I/L) Create two-dimensional designs that contain a line of symmetry.

a. Review meaning of symmetry. DOK 1 b. Review meaning of two-dimensional shapes. DOK 1 c. Review shapes that are symmetrical. DOK 1 d. Know, understand, and use the following vocabulary: DOK 1 Symmetry Symmetrical Two-dimensional designs

a. Identify the line of symmetry in any two-dimensional design. DOK 1

a. Create two-dimensional designs that contain a line of symmetry. DOK 2


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Nevada State

Learning Objectives


Concepts/Knowledge


4.3.4 (I/L) Compare, contrast, sketch, model, and build two- and three-dimensional geometric figures and objects.

a. Review the meaning of two-dimensional and three-dimensional shapes. DOK 1 b. Review two-dimensional shapes based on their properties. DOK 1 c. Know, understand, and use the following vocabulary: DOK 1 Vertices Edges Faces Three-dimensional Nets Two-dimensional

a. Sketch two- and three-dimensional geometric figures and objects. DOK 2 b. Given nets or manipulatives, model two- and three-dimensional geometric figures and objects. DOK 2

a. Create, two- and three-dimensional geometric figures and objects. DOK 2 b. Compare and contrast orally and in writing two- and three-dimensional figures and objects. DOK 3

Examples: Examples of Two-dimensional figures: circles, triangle, rectangle, square, rhombus, pentagon, hexagon, octagon, trapezoid Examples of Three-dimensional figures: cube, sphere, rectangular prism, triangular prism, cylinder, rectangular pyramid


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Nevada State

Learning Objectives


Concepts/Knowledge


4.3.6 (I/S) Identify, draw, and describe horizontal, vertical, and oblique lines.

a. Know horizontal, vertical, and oblique lines. DOK 1 b. Know, understand, and use the following vocabulary: DOK 1 Horizontal line Vertical line Oblique line

a. Identify a given line as horizontal, vertical, and oblique lines. DOK 1

a. Draw and describe orally and in writing, horizontal, vertical, and oblique lines. DOK 2


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Nevada State

Learning Objectives


Concepts/Knowledge


4.3.9 (I/L) Use the quantifiers all, some, and none to describe the characteristics of a set.

a. Review attributes and characteristics. DOK 1 b. Know logic is the process by which a conclusion is derived. DOK 1 c. Know, understand, and use the following vocabulary: DOK 1 Quantifier All Logic Some None

a. Identify similarities or differences of a set using all, some, and none. DOK 1

a. Compare, contrast and describe orally and in writing, the characteristics of a given set. DOK 2

Examples: Quantifiers are all, some, and none.


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Content Standard 5.0 Students will collect, organize, display, interpret, and analyze data to determine statistical relationships and probability projections to solve problems, communicate, reason, and make connections within and beyond the field of mathematics.

Nevada State

Learning Objectives


Concepts/Knowledge


5.3.1 (I/S) Pose questions that can be used to guide data collection, organization, and representation. Use graphical representations, including number lines, frequency tables, and pictographs to represent data.

a. Review how to collect, record, and classify data. DOK 1 b. Review parts of a graph. DOK 1 c. Review the meaning of data. DOK 1 d. Review tables, pictographs, and bar graphs. DOK 1 e. Know use of tally chart for collecting data. DOK 1 f. Know what a frequency table is. DOK 1 g. Know, understand, and use the following vocabulary: DOK 1 Graphical representation Number line Frequency table Pictographs Key Unit Bar graph

a. Pose questions that can be used to guide the collection of categorical and numerical data. DOK 3 b. Organize collected data using an appropriate strategy or method. DOK 2 c. Use the parts of the graph (key, x-axis, and y-axis) to determine appropriate units. DOK 1

a. Create a frequency table to represent data collected. DOK 2 b. Create a pictograph to represent data collected. DOK 2 c. Use graphical representations, including number lines, frequency tables, and pictographs to represent data with labels (title, x-axis, y-axis, headings, etc). DOK 2 d. Make generalization citing evidence based on data collected. DOK 3

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Examples:


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Content Standard 5.0 Students will collect, organize, display, interpret, and analyze data to determine statistical relationships and probability projections to solve problems, communicate, reason, and make connections within and beyond the field of mathematics.

Nevada State

Learning Objectives


Concepts/Knowledge

Procedures/Skills

Problem Solving/Reasoning

5.3.5 (I/S) Use informal concepts of probability (certain, likely, unlikely, impossible) to make predictions about future events.

a. Review the concept of probability. DOK 1 b. Review the meaning of predictions. DOK 1 c. Review the meaning of certain in relation to probability. DOK 1 d. Review the meaning of impossible in relation to probability. DOK 1 e. Know the meaning of likely in relation to probability. DOK 1 f. Know the meaning of unlikely in relation to probability. DOK 1 g. Know, understand, and use the following vocabulary: DOK 1 Likely Unlikely Probability Impossible Certain Prediction Equally likely and unlikely

a. Conduct simple probability experiments using concrete materials. DOK 2

a. Explain orally and in writing the results of simple probability experiments, using the terms certain, likely, unlikely, and impossible. DOK 2

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Examples:


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elko county school district 3 grade math learning targets

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