mathematics- third grade first nine...

Instructional Guide 2012-2013

Mathematics- Third Grade First Nine Weeks

Topic Lesson WEEKS 1-3

Hundreds Thousands

Greater Numbers Ways to Name Numbers

1-1 1-2 1-3 1-4

Comparing Numbers Ordering Numbers

PS-Make an Organized List

1-5 1-8

Addition Meaning and Properties Adding on a Hundred Chart Using Mental Math to Add Adding 2-digit Numbers

2-1 2-2 2-3 2-6

WEEKS 4-6

Models for Adding 3-digit Numbers PS- Draw a Picture

2-7 2-8 2-9 2-10

Subtraction Meanings Subtracting on a Hundred Chart Using Mental Math to Subtract

3-1 3-2 3-3

PS-Reasonableness Models for Subtracting 2-digit Numbers Models for Subtracting 3-digit Numbers

3-5 4-1 4-2 4-3

WEEKS 6-9

Subtracting 3-digit Numbers Subtracting Across Zero

PS-Draw a Picture and Write a Number Sentence

4-4 4-5 4-6

Multiplication as Repeated Addition Arrays and Multiplication

Using Multiplication to Compare Writing Multiplication Sentences

5-1 5-2 5-3 5-4

PS- Writing to Explain 2 and 5 as Factors

10 as a Factor 9 as a Factor

5-5 5-6 5-7 5-8

Expectations:

This map is intended to guide the instruction and encourages flexibility and differentiation within classrooms.

All content is to be taught within the respective nine week periods.

Students are to engage in mathematics learning centers (small group intervention, on-level or advanced center

activities) weekly.

In preparation for future full implementation of the Common Core State Standards (CCSS) in 2014-15, each grading

period teachers are to administer one free-response test, which is comparable to the how students will be assessed

according to the CCSS. Free-response Test Masters are included in Teacher’s Teaching Tool Masters envelope.

Please visit www.elementarymathmcs.weebly.com for additional instructional ideas, resources, and strategies.

AT A GLANCE PACING SCHEDULE All content is to be taught in the specified order and within the respective

nine week periods. The pacing allows for teachers to be able to cover the material in-depth and ensure student understanding.

http://www.elementarymathmcs.weebly.com/

Instructional Map- Common Core Connections Subject: Mathematics Grade:Third Grading Period: 1st

Please note that all information is continually being revised and updated. Revised August 10, 2012

This map is intended to guide the instruction and encourages flexibility and differentiation within classrooms. Memphis City Schools

All content is to be taught within the respective nine week periods. of 16

Common Core Standards Connections are in GREEN The purpose of the map is to provide awareness to the Common Core Standards and the correlation to the TN State Standards. Students will be assessed based on the TN Diploma Standards until 2014-2015.

The Third Grade TNCore Focus Standards for the 2012-2013 school year are: Represent and solve problems involving multiplication and division Understand properties of multiplication and the relationship between multiplication and division

Represent and solve problems involving multiplication and division. 3.OA.1.Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. 3.OA.2. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. 3.OA.3. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 3.OA.4. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ? Understand properties of multiplication and the relationship between multiplication and division. 3.OA.5. Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) 3.OA.6. Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8Understand properties of multiplication and the relationship between multiplication and division.

Required Fluencies for Third Grade:

• Multiply/ Divide within 100 (know single-digit products from memory) (3.OA.7)) • Add/Subtract within 1000 (3.NBT.2)






Mathematical Practices

1. Make sense of problems and persevere in solving them. In third grade, students know that doing mathematics involves solving problems and discussing how they solved them. Students explain to themselves the meaning of a

problem and look for ways to solve it. Third graders may use concrete objects or pictures to help them conceptualize and solve problems. They may check their thinking by asking themselves, “Does this make sense?” They listen to the

strategies of others and will try different approaches. They often will use another method to check their answers.

2. Reason abstractly and quantitatively. Third graders should recognize that a number represents a specific quantity. They connect the quantity to written symbols and create a logical representation of the problem at hand,

considering both the appropriate units involved and the meaning of quantities.

3. Construct viable arguments and critique the reasoning of others. In third grade, students may construct arguments using concrete referents, such as objects, pictures, and drawings. They refine their mathematical

communication skills as they participate in mathematical discussions involving questions like “How did you get that?” and “Why is that true?” They explain their thinking to others and respond to others’ thinking.

4. Model with mathematics. Students experiment with representing problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, acting out, making a chart, list, or graph,

creating equations, etc. Students need opportunities to connect the different representations and explain the connections. They should be able to use all of these representations as needed. Third graders should evaluate their results in

the context of the situation and reflect on whether the results make sense.

5. Use appropriate tools strategically. Third graders consider the available tools (including estimation) when solving a mathematical problem and decide when certain tools might be helpful. For instance, they may use graph paper to

find all the possible rectangles that have a given perimeter. They compile the possibilities into an organized list or a table, and determine whether they have all the possible rectangles.

6. Attend to precision. As third graders develop their mathematical communication skills, they try to use clear and precise language in their discussions with others and in their own reasoning. They are careful about specifying units of

measure and state the meaning of the symbols they choose. For instance, when figuring out the area of a rectangle they record their answers in square units.

7. Look for and make use of structure. (Deductive Reasoning) In third grade, students look closely to discover a pattern or structure. For instance, students use properties of operations as strategies to multiply and divide

(commutative and distributive properties).

8. Look for and express regularity in repeated reasoning. (Inductive Reasoning) Students in third grade should notice repetitive actions in computation and look for more shortcut methods. For example, students may use the

distributive property as a strategy for using products they know to solve products that they don’t know. For example, if students are asked to find the product of 7 x 8, they might decompose 7 into 5 and 2 and then multiply 5 x 8 and 2 x

8 to arrive at 40 + 16 or 56. In addition, third graders continually evaluate their work by asking themselves, “Does this make sense?”






Quarter One - Common Core State Standards Crosswalk Correlations:

To view the alignments between the K-8 Common Core State Standards and the current Tennessee Mathematics Standards please click on the link below and go to Mathematics: Grades K-8. TN Common Core Math Crosswalk

CC.3.NBT.3 Use place value understanding and properties of operations to perform multi-digit arithmetic. Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using

strategies based on place value and properties of operations. (A range of algorithms may be used.)

CC.3.OA.1 Represent and solve problems involving multiplication and division. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For

example, describe a context in which a total number of objects can be expressed as 5 × 7.

CC.3.OA.3 Represent and solve problems involving multiplication and division. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and

measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

CC.3.OA.4 Represent and solve problems involving multiplication and division. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example,

determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = __÷ 3, 6 × 6 = ?.

CC.3.OA.6 Understand properties of multiplication and the relationship between multiplication and division. Understand division as an unknown-factor problem. For example, divide 32 ÷ 8 by finding the

number that makes 32 when multiplied by 8.

CC.3.OA.7 Multiply and divide within 100. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5

= 8) or properties of operations. By the end of Grade 3, know from memory all products of one-digit numbers.

CC.3.OA.8 Solve problems involving the four operations, and identify and explain patterns in arithmetic. Solve two-step word problems using the four operations. Represent these problems using equations

with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (This standard is limited to problems posed with

whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of

Operations).

CC.3.OA.9 Solve problems involving the four operations, and identify and explain patterns in arithmetic. Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain

them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

http://www.tncurriculumcenter.org/common_core






To promote focus and give educators the opportunity to begin to explore the new standards (and the critically important accompanying Constructed Response Assessment), the State Department of Education decided to narrow the focus of the TCAP for the next two school years (2012-13 and 2013-14), by removing 15-25% of the SPIs in each grade in mathematics, grades 3-8.In selecting which SPIs to remove, the following was considered:

Which SPIs focused on content that will not be covered in the CCSSM? Which SPIs focused on content that will be covered in a meaningfully different way in the CCSSM?

Which SPIs shifted up grade levels in the Common Core? State Performance Indicators (SPIs) dropped from the 2012-2013 Mathematics Grades 3-8 TCAP

SPI Code SPI Language SPI 0306.1.1 Solve problems using a calendar. SPI 0306.1.3 Determine the correct chance from a transaction less than a dollar (Dropped from Quarter One) SPI 0306.1.6 Identify and use vocabulary to describe attributes of two- and three-dimensional shapes. SPI 0306.1.8 Express answers clearly in verbal, numerical or graphical (bar and picture) form, using units when appropriate SPI 0306.3.4 Describe or extend (including finding missing terms) geometric and numeric patterns. SPI 0306.4.2 Determine if two figures are congruent based on size and shape. SPI 0306.4.3 Identify the line of symmetry in a two-dimensional design or shape. SPI 0306.5.3 Make predictions based on various representations of data.

The TCAP will remain similarly slimmed and narrowed in the 2013-2014 school year. In 2014-2015, PARCC assessments will replace all TCAP exams. In order to emphasize the importance of the Focus Standards and provide students and teachers feedback on readiness for the CCSSM, as well as prepare students for the types of extended, innovative item types they will likely see on PARCC exams, we will be expanding the Constructed Response Assessment (CRA) to all grades 3-8. The new CRA will only assess the TNCore Focus Standards in math. Students will take three CRA’s: the first assessment will be administered in a window from October 15, 2012 to October 25, 2012. (Source: www.TNCore.org)






The Common Core State Standards in Mathematics (CCSSM) present an opportunity to engage students more deeply in the types of problem solving and mathematical thinking that build the fundamental and adaptive math skills necessary for life after high school. Please find below information about the key instructional shifts called for by the CCSSM:

Instructional Shifts

1. Focus strongly where the Standards focus Focus: The Standards call for a greater focus in mathematics. Rather than racing to cover topics in today's mile-wide, inch-deep curriculum, teachers use the power of the eraser and significantly narrow and deepen the way time and energy is spent in the math classroom. They focus deeply on the major work * of each grade so that students can gain strong foundations: solid conceptual understanding, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the math classroom.

2. Coherence: think across grades, and link to major topics* within grades

Thinking across grades: the Standards are designed around coherent progressions from grade to grade. Principals and teachers carefully connect the learning across grades so that students can build new understanding onto foundations built in previous years. Teachers can begin to count on deep conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning. Linking to major topics: Instead of allowing additional or supporting topics to detract from the focus of the grade, these topics can serve the grade level focus. For example, instead of data displays as an end in themselves, they support grade-level word problems.

3. Rigor: in major topics* pursue:

conceptual understanding,

procedural skill and fluency, and

application with equal intensity.

Conceptual understanding: The Standards call for conceptual understanding of key concepts, such as place value and ratios. Teachers support students' ability to access concepts from a number of perspectives so that students are able to see math as more than a set of mnemonics or discrete procedures. Procedural skill and fluency: The Standards call for speed and accuracy in calculation. Teachers structure class time and/or homework time for students to practice core functions such as single-digit multiplication so that students have access to more complex concepts and procedures. Application: The Standards call for students to use math flexibly for application. Teachers provide opportunities for students to apply math in context. Teachers in content areas outside of math, particularly science, ensure that students are using math to make meaning of and access content.

Source: Student Achievement Partners Revised (7.2.12)

www.TNCore.org






GLE 0306.2.1 Understand the place value of whole numbers to ten-thousands place including expanded notation for all arithmetic operations. Common Core Connection CC.3.NBT.1 GLE 0306.1.6 Read and interpret the language of mathematics and use written/oral communication to express mathematical ideas precisely. Common Core Connection CC.3.OA.1

Knowledge and Skills Outcomes

(Checks for Understanding) Resources and Instructional Strategies Assessments

Intervention/ Enrichment

Technology and Additional Web-Based Resources

SPI 0306.2.1 Read and write numbers up to 10,000 in numerals and up to 1,000 in words. SPI 0306.2.2 Identify the place-value of numbers in the ten-thousands, thousands, hundreds, tens, and ones positions. Common Core Connection CC.3.NBT.1 SPI 0306.2.3 Convert between expanded and standard form with whole numbers to 10,000. SPI 0306.2.4 Compare and order numbers up to 10,000 using the words less than, greater than, and equal to, and the symbols <, >, =.

Academic Vocabulary Digit Place value Standard form Expanded form Period Ordinal number Compare

Order

0306.2.1 Represent whole numbers up to 10,000 using various models (such as base-ten blocks, number lines, place value charts) and in standard form, written form, and expanded form.

0306.2.2 Understand and use the symbols =, < and > to signify order and comparison.

0306.1.10 Use correct, clearly written and oral mathematical language to pose questions and communicate ideas.

Report to Families: I can use place value to show whole numbers using numerals, words, expanded form, and models up to then-thousands place. (See page 16 for Report Card Criteria for Mastery)

enVision Topic 1: Numeration - TE 26A-26B: Lessons 1.1 -1.4 –TE 2A-11B Math Background for Teachers - 2A-2B; 4A; 6A; 8A; 10A enVision Student’s Edition Topic 1: Numeration 1.1-1.4; pp 2-11 Teacher–Selected Pearson Ancillary Resources

Daily Spiral Review

Problem of the Day

Interactive Learning Recording Sheet

Visual Learning Animation

Practice/Reteach Workbook

Enrichment

Quick Check

Center Activities

Home-School Connection The Language of Math Topic 1

Vocabulary Cards/Activities

Reading Comprehension and Problem Solving

Written and Oral Language in Math

WorldScapes Reader – Figi Facts and Figures

Everyday Counts Calendar Math

Formative:

Placement Test

Teacher Observations

Placement Test

Review What You Know: p.3

Problem of the Day: 1.1-1.4

Quick Check: 1.1-1.4

Daily Spiral Review: 1.1-1.4

Close/Assess: 1.1-1.4

TCAP Reteaching: p. 28 Sets A-C

Teacher/Team Created Assessment

Common Core Connection:

High-level tasks (Please visit www.TNCORE.org, tasks will be posted beginning August 2012)

Teacher Generated Assessing/Advancing Questions

Please visit

www.elementarymathmcs.weebly.com for additional CCSSM instructional

resources and strategies.

Intervention Stanford Math ELL Visual Learning ELL Assessment Strategies Differentiated Centers RTI - Diagnostic and Intervention Systems(blue box) Reteach Masters 1.1-1.4 Enrichment Stanford Math Differentiated Centers Enrichment Masters 1.1-1.4

Stanford Math http://stanfordmathproxy.mcsk12.net/

www.pearsonsuccessnet.com

www.eduplace.com/math/mw

www.education.ti.com

www.tnelc.org/math

stemresources.com

illuminations.nctm.org/indes.aspx

elementary.nettrekker.com/subject/?ctgry_id=E102494

streaming.discoveryeducation.com/

www.internet4classrooms.com

www.sheppardsoftware.com

www.henryanker.com

www.woodlands-junior.kent.sch.uk/ Examples of High Rich Tasks

www.exemplars.com

www.TNCORE.org

enVision Math Technology Pouch: (all material on CD’s are included on-line except for Quiz Show)

Visual Learning Animations

Exam View

Electronic Teachers Edition

Electronic Student Edition

Electronic Manipulatives

enVision Student e-tools

www.pearsonsuccessnet.com – Under My Teacher Resources click Student Edition; click to open, click “e” to open e-tools

enVision Teacher e-tools

www.pearsonsuccessnet.com – Under My Teacher Resources click Teacher’s Edition; click to open, click “e” to open e-tools

Teachers should emphasize the use of calculators which students are permitted to use on the TCAP Assessment.

GLE 0306.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world.

First Nine Weeks-Week 1 (Lessons 1.1, 1.2, 1.3, 1.4)

Weeks 1 -3


http://stanfordmathproxy.mcsk12.net/

http://www.pearsonsuccessnet.com/

http://www.internet4classrooms.com/

http://www.sheppardsoftware.com/

http://www.henryanker.com/

http://www.woodlands-junior.kent.sch.uk/

http://www.exemplars.com/

http://www.tncore.org/








GLE 0306.2.1 Understand the place value of whole numbers to ten-thousands place including expanded notation for all arithmetic operations. Common Core Connection CC.3.NBT.1





SPI 0306.2.2 Identify the place-value of numbers in the ten-thousands, thousands, hundreds, tens, and ones positions. Common Core Connection CC.3.NBT.1 SPI 0306.2.4 Compare and order numbers up to 10,000 using the words less than, greater than, and equal to, and the symbols <, >, =.

0306.2.1 Represent whole numbers up to 10,000 using various models (such as base-ten blocks, number lines, place-value charts) and in standard form, written form, and expanded form. 0306.2.2 Understand and use the symbols =, < and > to signify order and comparison. Report to Families: I can compare and order numbers using the words and symbols for less than, greater than, and equal to.

(See page 16 for Report Card Criteria for Mastery)

enVision Topic 1: Numeration –TE 12A-23; 22AB: Lessons 1.5 -1.6 NOTE: Lessons 1.6 and 1.7 have been omitted because the SPIs are no longer assessed in third grade and do not align to the Common Core State Standards for Mathematics.

Transitioning to Common Core Lessons: 01-5a Understanding Number Lines 01-5b Counting on the Number Line

Math Background for Teachers - 12A; 16A; 18A enVision Student’s Edition Topic 1: Numeration 1.5-1.6; pp. 12-17

Teacher–Selected Pearson Ancillary Resources

Daily Spiral Review

Problem of the Day




Enrichment

Quick Check

Center Activities

Home-School Connection

The Language of Math Topic 1

Vocabulary Cards

Vocabulary Activities





Formative:

Teacher Observation






Summative:

Topic 1 TCAP Test Prep pp. 26-27

TCAP Reteaching: p. 29 Sets D-E

Multiple Choice Test Master Topic 1

Alternate Assessments:

Free Response Test Master, pg 144-145 , TE 27A

Assess students’ understanding of the concepts and skills in Topic 1 in free-response format.

Performance Assessment Master, pg 146 , TE 27B

For this assessment, students plan a vacation trip between two cities.






www.tnelc.org/math

stemresources.com






www.henryanker.com


www.exemplars.com

www.TNCORE.org



Exam View









First Nine Weeks –Week 2 (Lesson 1.5, 1.6, 1.7, 1.8)

Weeks 1 -3
















GLE 0306.1.4 Move flexibly between concrete and abstract representations of mathematical ideas in order to solve problems, model mathematical ideas, and communicate solution strategies. GLE 0306.2.1 Understand the place value of whole numbers to ten-thousands place including expanded notation for all arithmetic operations. Common Core Connection CC.3.NBT.1 GLE 0306.3.1 Develop meaning for and apply the commutative, associative, and distributive properties using various representations. Common Core Connection CC.3.OA.5





SPI 0306.1.5 Represent problems mathematically using diagrams, numbers, and symbolic expressions. Common Core Connection CC.3.OA.1 SPI 0306.2.9 Solve contextual problems involving the addition (with and without regrouping) and subtraction (with and without regrouping) of two- and three digit whole numbers. Common Core Connection CC.3.NBT.2 SPI 0306.3.1 Verify a conclusion using algebraic properties.

Academic Vocabulary: Commutative Property of

Addition Identity Property of Addition Associative Property of

Addition Addends Sum Round Estimate

Compatible number

0306.2.3 Use parentheses to indicate grouping.

0306.2.6 Solve a variety of addition and subtraction story problems including those with irrelevant information.

0306.2.4 Use a variety of methods to perform mental computations and compare the efficiency of those methods.

0306.3.1 Show that addition and multiplication are commutative operations.

0306.3.4 Solve problems using the

commutative, associative, and distributive properties. Report to Families: I can solve problems involving addition and subtraction of whole numbers with and without regrouping.


enVision Topic 2: Adding Whole Numbers -–TE 30A-49B: Lessons 2.1-2.3; 2.6

Math Background for Teachers - 32A; 34A; 36A; 48A enVision Student’s Edition Topic 2: Adding Whole Numbers; pp. 30-49


Daily Spiral Review

Problem of the Day




Enrichment

Quick Check

Center Activities






WorldScapes Reader – Below Zero


Formative: Placement Test

Teacher Observations

Placement Test

Review What You Know: p. 31

Problem of the Day: 2.1-2.3; 2.6

Quick Check: 2.1-2.3; 2.6

Daily Spiral Review: 12.1-2.3; 2.6

Close/Assess: 2.1-2.3; 2.6

TCAP Reteaching Sets A-B





Please visit

www.elementarymathmcs.weebly.com for additional CCSSM

instructional resources and strategies.

Intervention Stanford Math ELL Visual Learning ELL Assessment Strategies Differentiated Centers RTI - Diagnostic and Intervention Systems(blue box) Reteach Masters 2.1-2.3; 2.6 Enrichment Stanford Math Differentiated Centers Enrichment Masters 2.1-2.3; 2.6





www.tnelc.org/math

stemresources.com






www.henryanker.com


www.exemplars.com

www.TNCORE.org

EnVision Math Technology Pouch: (all material on CD’s are included on-line except for Quiz Show)


Exam View









First Nine Weeks – Week 3 (Lessons 2.1, 2.2, 2.3, 2.6)

Weeks 1 -3


















GLE 0306.1.4 for and apply the commutative, associative, and distributive properties using various representations. Common Core Connection CC.3.OA.5





SPI 0306.1.5 Represent problems mathematically using diagrams, numbers, and symbolic expressions. Common Core Connection CC.3.OA.1 SPI 0306.2.9 Solve contextual problems involving the addition (with and without regrouping) and subtraction (with and without regrouping) of two- and three digit whole numbers. Common Core Connection CC.3.NBT.2 SPI 0306.3.1 Verify a conclusion using algebraic properties.

0306.2.3 Use parentheses to indicate grouping.

0306.2.6 Solve a variety of addition and subtraction story problems including those with irrelevant information.

0306.2.4 Use a variety of methods to perform mental computations and compare the efficiency of those methods.

0306.3.1 Show that addition and multiplication are commutative operations.

0306.3.4 Solve problems using the commutative, associative, and distributive properties Report to Families:

I can use models to represent, communicate, and connect mathematics in multiple ways.

I can solve word problems using four operations.


enVision Topic 2: Adding Whole Numbers –TE 50A-61B: Lessons 2.7 – 2.10 Math Background for Teachers - 50A; 54A; 56A; 58A enVision Student’s Edition Topic 2: Adding Whole Numbers; pp. 50-63

Transitioning to Common Core Lessons: 02-7A Adding with an Expanded Algorithm


Daily Spiral Review

Problem of the Day




Enrichment

Quick Check

Center Activities





WorldScapes Reader – Below Zero


Formative:

Teacher Observation






Summative:

Topic 2 TCAP Test Prep pp. 60-61

TCAP Reteaching: Sets E-F



Free Response Test Master, pp. 97-98, TE 61A


Performance Assessment Master, pg 99 , TE 61B

For this assessment, students represent numbers by drawing place-value blocks and write numbers sentence to finds the distance from different locations on a map to other locations.






www.tnelc.org/math

stemresources.com






www.henryanker.com


www.exemplars.com

www.TNCORE.org



Exam View









Weeks 4-6
















GLE 0306.1.7 Recognize the historical development of mathematics, mathematics in context, and the connections between mathematics and the real world. GLE 0306.2.1 Understand the place value of whole numbers to ten-thousands place including expanded notation for all arithmetic operations. Common Core Connection CC.3.NBT.1





SPI 0306.1.5 Represent problems mathematically using diagrams, numbers, and symbolic expressions. Common Core Connection CC.3.OA.1 SPI 0306.2.4 Compare and order numbers up to 10,000 using the words less than, greater than, and equal to, and the symbols <, >, =. SPI 0306.2.9 Solve contextual problems involving the addition (with and without regrouping) and subtraction (with and without regrouping) of two- and three digit whole numbers. Common Core Connection CC.3.NBT.2

Academic Vocabulary:

Fact family

difference

0306.1.6 Use estimation to check answers for reasonableness, and calculators to check for accuracy. 0306.2.4 Use a variety of methods to perform mental computations and compare the efficiency of those methods. 0306.2.5 Use highest order value (such as tens or hundreds digit) to make

simple estimates. Report to Families:




enVision Topic 3; Subtraction Number Sense TE pp. 64A-73B: Lessons 3.1-3.3 Math Background for Teachers - 66A; 68A; 72A enVision Student’s Edition Topic 3: Subtraction Number Sense; pp. 64-73; (TN1-pp. TN4-TN5) Interdisciplinary Connections - p. 47- Mixed Problem Solving


Daily Spiral Review

Problem of the Day




Enrichment

Quick Check

Center Activities


Vocabulary Card/ Activities


Written and Oral Language in Math WorldScapes Reader – Magic

Squares and More


Formative:

Teacher Observation

Review What You Know! p. 65

Problem of the Day: 3.1-3.3; TN1

Quick Check 3.1-3.3; TN1

Daily Spiral Review 3.1-3.3; TN1

Close/Assess 3.1-3.3; TN1

TCAP Reteaching Sets A-C





Please visit



Intervention Stanford Math ELL Visual Learning ELL Assessment Strategies Differentiated Centers RTI - Diagnostic and Intervention Systems(blue box) Reteach Masters 3.1-3.3; TN1 Enrichment Stanford Math Differentiated Centers Enrichment Masters 3.1-3.3; TN1





www.tnelc.org/math

stemresources.com






www.henryanker.com


www.exemplars.com

www.TNCORE.org



Exam View









Weeks 4-6


















GLE 0306.2.1 Understand the place value of whole numbers to ten-thousands place including expanded notation for all arithmetic operations. Common Core Connection: CC.3.OA.6 GLE 0306.3.1 Develop meaning for and apply the commutative, associative, and distributive properties using various representations. Common Core Connection CC.3.OA.5





SPI 0306.1.5 Represent problems mathematically using diagrams, numbers, and symbolic expressions. Common Core Connection CC.3.OA.1 SPI 0306.2.9 Solve contextual problems involving the addition (with and without regrouping) and subtraction (with and without regrouping) of two- and three digit whole numbers. Common Core Connection CC.3.NBT.2

0306.2.4 Use a variety of methods to perform mental computations and compare the efficiency of those methods. Report to Families:




enVision Topic 3: Subtraction Number Sense - TE pp. 78A-79B: Lesson 3.5 enVision Topic 4: Subtracting Whole Numbers to Solve TE pp. 84A-91B: Lessons 4.1-4.3 Math Background for Teachers - 78A; 86A; 88A; 90A enVision Student’s Edition Topic 3: Subtraction Number Sense pp. 78-79; Topic 4: Subtracting Whole Numbers to Solve Problems pp. 84-91 Interdisciplinary Connections - p. 47- Mixed Problem Solving Teacher–Selected Pearson Ancillary Resources

Daily Spiral Review

Problem of the Day




Enrichment

Quick Check

Center Activities

Home-School Connection The Language of Math Topics 3 & 4






Formative:

Teacher Observation


Problem of the Day 3.5; 4.1-4.3

Quick Check 3.5; 4.1-4.3

Daily Spiral Review 3.5; 4.1-4.3

Close/Assess 3.5; 4.1-4.3

TCAP Reteaching Topic 3-Set E p. 83; Topic 4-Sets A-C p. 104


Topic 3-TCAP Test Prep-pp. 80-81

Alternate Assessments (Topic3):

Free Response Test Master, pg. 50-51, TE 81A


Performance Assessment Master Students use data from a shopping list to represent subtraction situations with drawings, to use mental math to subtract, and to estimate differences.

Intervention Stanford Math ELL Visual Learning ELL Assessment Strategies Differentiated Centers RTI - Diagnostic and Intervention Systems(blue box) Reteach Masters 3.5; 4.1-4.3 Enrichment Stanford Math Differentiated Centers Enrichment Masters 3.5; 4.1-4.3





www.tnelc.org/math

stemresources.com






www.henryanker.com


www.exemplars.com

www.TNCORE.org



Exam View









Weeks 4-6
















GLE 0306.2.1 Understand the place value of whole numbers to ten-thousands place including expanded notation for all arithmetic operations. Common Core Connection CC.3.NBT.1 GLE 0306.3.1 Develop meaning for and apply the commutative, associative, and distributive properties using various representations. Common Core Connection CC.3.OA.5





SPI 0306.2.9 Solve contextual problems involving the addition (with and without regrouping) and subtraction (with and without regrouping) of two- and three digit whole numbers. Common Core Connection CC.3.NBT.2

0306.2.4 Use a variety of methods to perform mental computations and compare the efficiency of those methods. 0306.3.5 Find unknowns in number sentences and problems involving addition, subtraction, multiplication, or division. Report to Families:




enVision Topic 4: Subtracting Whole Numbers to Solve Problems TE pp. 92A-101B: Lessons 4.4-4.6 Math Background for Teachers - 92A; 96A; 98A enVision Student’s Edition Topic 4: Subtracting Whole Numbers to Solve Problems pp. 92-101 Teacher–Selected Pearson Ancillary Resources

Daily Spiral Review

Problem of the Day




Enrichment

Quick Check

Center Activities








Formative:

Teacher Observation

Problem of the Day 4.4-4.6

Quick Check 4.4-4.6

Daily Spiral Review 4.4-4.6

Close/Assess 4.4-4.6


Summative:

Topic 4-TCAP Test Prep-pp. 102-103

TCAP Reteaching Topic 4-Sets C-F p. 105


Cumulative Test Topics 1-4, pg. 61-64, TE 105A-105B

Benchmark Test Topics 1-4, pg. 65-75, TE 105C-105D


Free Response Test Master, pg. 58-59, TE 103A


Performance Assessment Master Students use data from a table to represent subtraction solutions, find differences, and use drawings and diagrams to explain their work.






www.tnelc.org/math

stemresources.com






www.henryanker.com


www.exemplars.com

www.TNCORE.org



Exam View









First Nine Weeks – Week 7 (Lessons 4.4, 4.5, 4.6)

Weeks 7-9
















GLE 0306.1.4 Move flexibly between concrete and abstract representations of mathematical ideas in order to solve problems, model mathematical ideas, and communicate solution strategies. GLE 0306.2.2 Develop understanding of multiplication and related division facts through multiple strategies and representations. Common Core Connection: CC.3.OA.7 GLE 0306.2.3 Relate multiplication and division as inverse operations. Common Core Connection: CC.3.OA.6





GLE 0306.2.4 Solve multiplication and division problems using various representations. Common Core Connection CC.3.OA.1 SPI 0306.1.5 Represent problems mathematically using diagrams, numbers, and symbolic expressions. Common Core Connection CC.3.OA.1 SPI 0306.2.5 Identify various representations of multiplication and division. Common Core Connection CC.3.OA.1 SPI 0306.2.6 Recall basic multiplication facts through 10 times10 and the related division facts. Common Core Connection CC.3.OA.7

Academic Vocabulary: Multiplication Factor Product Array Commutative Property of

Multiplication Identity Property of

Multiplication Associative Property of

Multiplication

twice

0306.2.7 Represent multiplication using various representations such as equal-size groups, arrays, area models, and equal jumps on number lines. 0306.2.9 Describe contexts for multiplication and division facts. 0306.3.1 Show that addition and multiplication are commutative operations. 0306.3.3 Use commutative, associative, and distributive properties to multiply whole numbers. 0306.3.4 Solve problems using the commutative, associative, and distributive properties. 0306.3.5 Find unknowns in number sentences and problems involving addition, subtraction, multiplication, or division.

Report to Families:

I can fluently multiply and divide within 100 (know from memory all single-digit numbers)

I can represent and solve problems using multiplication and division.


enVision Topic 5: Multiplication Meanings and Facts 5.1-5.4 pp. 106A- 117B Math Background for Teachers - 108A;110A;114A 116A enVision Student’s Edition Topic 5: Multiplication Meanings and Facts pp. 106-117 Interdisciplinary Connections – p. 113- Math and Art Teacher–Selected Pearson Ancillary Resources

Daily Spiral Review

Problem of the Day




Enrichment

Quick Check

Center Activities




Written and Oral Language in Math WorldScapes Reader – Keeping

Count


Formative:

Teacher Observation



Quick Check 5.1-5.4



TCAP Reteaching Topic 4-Sets A-B p. 136





Please visit








www.tnelc.org/math

stemresources.com






www.henryanker.com


www.exemplars.com

www.TNCORE.org



Exam View









Weeks 7-9


















GLE 0306.2.2 Develop understanding of multiplication and related division facts through multiple strategies and representations. Common Core Connection: CC.3.OA.7 GLE 0306.2.3 Relate multiplication and division as inverse operations. Common Core Connection: CC.3.OA.6 GLE 0306.2.4 Solve multiplication and division problems using various representations. Common Core Connection: CC.3.OA.1





SPI 0306.2.6 Recall basic multiplication facts through 10 times10 and the related division facts. Common Core Connection CC.3.OA.7

0306.3.5 Find unknowns in number sentences and problems involving addition, subtraction, multiplication, or division. 0306.1.8 Explain and justify answers on the basis of mathematical properties, structures, and relationships. Report to Families:




enVision Topic 5: Multiplication Meanings and Facts 5.5-5.8 pp. 118A-129B Math Background for Teachers - 118A; 122A; 126A; 128A enVision Student’s Edition Topic 5: Multiplication Meanings and Facts pp. 118-129


Daily Spiral Review

Problem of the Day




Enrichment

Quick Check

Center Activities


The Language of Math Topic 5 Vocabulary Cards/Activities



WorldScapes Reader – Keeping Count


Formative:

Teacher Observation


Quick Check 5.5-5.8




Summative:

TCAP Reteaching Topic 5-Set C p. 137



Free Response Test Master, pp. 98-99, TE 135A


Performance Assessment Master, p. 100, TE 135B

For this assessment, students multiply with factors of 2,5, 9, and 10 using patterns.






www.tnelc.org/math

stemresources.com






www.henryanker.com


www.exemplars.com

www.TNCORE.org



Exam View








Teachers should emphasize the use of calculators which students are permitted to use on the TCAP

Assessment.

Weeks 7-9
















Report to Families Mathematics Checklist Report Card Criteria for Mastery - Bold highlighted items are the report card statements. Items below each statement must be met in order to master that skill during that quarter. .

Quarter 1 – Grade 3 Mathematics I can use place value to show whole numbers using numerals, words, expanded form, and models up to then-thousands place.

I can read and write numbers up to 10,000 in numerals and words.

I can identify the place value of numbers to the ten-thousands place.

I can convert between expanded and standard form with whole numbers to 10,000.

I can round numbers to the nearest 10 and nearest 100.

I can order and compare numbers up to 10,000 using the words and symbols for less than, greater than, and equal to.

I can compare and order numbers up to 10,000 using the words and symbols for less than, greater than, and equal to.

I can solve problems involving addition and subtraction of whole numbers of two- and three-digit numbers (with and without regrouping).

I can solve problems involving addition with and without regrouping of two-digit and three- digit whole numbers.

I can solve problems involving subtraction with and without regrouping of two-digit and three-digit whole numbers.


I can correctly solve multiplication problems (0’s, 1’s, 2’s, and 5’s).


I can model and explain multiplication using skip counting, arrays, counters, and repeated addition.


I can consistently and independently create and use pictures, manipulatives, models, and symbols to organize, record, and communicate ideas.

I can solve word problems using the four operations.

I can consistently and independently solve one step word problems involving addition and subtraction and show my work with units.

mathematics- third grade first nine...

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