Building number sense and place value and money understanding

Transcription

1 Unit: 1 Place Value, Money, and Sense s to be mastered in this unit: 3.N.1 Skip count by 25 s, 50 s, 100 s to 1,000 3.N.2 Read and write whole numbers to 1,000 place 3.N.3 Compare and order numbers to 1,000 (including ordinal numbers) place 3.N.4 Understand the place value structure of the base ten number system: 10 ones = 1 ten,10 tens = 1 hundred, 10 hundreds = 1 thousand 3.N.5 Use a variety of strategies to compose and decompose three-digit numbers 3.N.16 Identify odd and even numbers 3.N.25 Round numbers up to A.1 Use the symbols <, >, = (with and without the use of a number line to compare whole numbers *no computations 3.A.2 Describe and extend numeric (+, -) and geometric patterns 3.M.7 Count and represent combined coins and dollars, using symbols ($0.00) Building number sense and place value and money understanding Coins equivalent to one dollar Use decimal point and dollar signs when representing coins and/or dollars Comparing and ordering numbers (including ordinal numbers) Comparing and ordering numbers using symbols (<, >, =) Composing and decomposing numbers Odd numbers Even numbers Round numbers Describing and extending numeric and geometric patterns How will my number sense help me as a problem solver? Essential S-VE Exit Behaviors: communication Skills needed for mastery on performance indicators, involvement of student engagement, & development of inferential and interpretive thinking skills (& possible teaching strategies): Ways to use numbers (3N-3) Skip Counting 25s, 50s, 100s (3N-1) ***practice with money, class activities, etc. Place value structure (3N-4 and 3N-5) ***talk about value as it compares to place value

2 ***make sure students know the difference between place value and a digit s value Writing numbers in different ways ***standard vs. expanded ***word names Comparing s (3N-3) Ordering s (3N-3) and geometric Patterns (3A-2) ***be sure to provide practice with extending and describing numeric and geometric patterns *** Scaffolded prompting I looked at the pattern and saw, So I know that is next because it would follow the pattern. Rounding s (3N-25) ***be sure to use the terms rounding and estimation appropriately *** introduce estimation using rounding but will not be assessed Identify odd and even numbers (3M-16) ***learning logs even + even = ***critical thinking skill if don t know the answer how can you figure it out? Counting money, using decimal points and dollar signs, (3M-7) ***make sure students can use different combinations to make up $1 Compare,decimal point, describe digit, dollar sign equivalent, estimating/estimate, even number, expanded form, explain, greatest, least,number line, number sentence, odd number, order, ordinal numbers, pattern, period, place value, rounding, standard form, value, word form Unit 2: Addition and Subtraction: Extending Sense s to be mastered in this unit: 3.A.1 3.A.2 3.N.6 3.N.9 3.N.17 Use the symbols <, >, = (with and without the use of a number line to compare whole numbers *with computations Describe and extend numeric (+, -) and geometric patterns Use and explain the commutative property of addition (and multiplication see unit 9) Understand and use the associative property of addition Develop an understanding of the properties of odd/even numbers as a

3 result of addition or subtraction 3.N.18 Use a variety of strategies to add and subtract 3 digit numbers (with and without regrouping) 3.N.24 Develop strategies for selecting the appropriate computational and operational method in problem solving situations 3.N.25 Estimate numbers up to N.27 Check reasonableness of an answer by using estimation 3.N.26 Recognize real world situations in which an estimate (rounding) is more appropriate. Addition and subtraction extends number sense Review fact families Review doubling and compensation to add 2-digit numbers commutative property of addition associative property of addition develop an understanding of the properties of odd/even numbers as a result of addition or subtraction strategies for adding and subtracting three digit numbers (with and without regrouping) develop problem solving strategies Rounding numbers up to 200 Recognize real world situations in which an estimate (using rounding) is more appropriate Use estimation to check reasonableness of an answer How will strategies help me become a better problem solver? Essential S-VE Exit Behaviors: independent/self-directed learners Skills needed for mastery on performance indicators, involvement of student engagement, & development of inferential and interpretive thinking skills (& possible teaching strategies): Addition Properties (3N-6 and 3N-9) ***share student practice ideas with each other as you teach these skills Balancing Scale activities Review fact families, doubling **flower cards, candy corn **triangle fact Use symbols <, >, = with computation (3A-1) SF 3 rd P3-14 Describe and extend numeric and geometric patterns (3A-2) Odd/Even number properties as a result of +/- (3N-17)

4 Superman page Add and subtract 3 digit numbers with and without regrouping (3N18) ** Top Ready? strategy for subtracting w/regrouping; set up subtraction problem and ask Is your top (head) ready (hip)? **Students have to use addition to check subtraction answers. (work is not done until problem is checked!) ** Subtraction snake **work the problem until you get the same answer twice Add/Subtract practice geo-shape worksheets (see Cathy H) Develop problem solving strategies (3N-24) ***Critical thinking skill thinking about word problems understand what the question is asking and what information you need to use to solve the problem. ***review what words mean to add and what words mean to subtract Round numbers up to 500 (3N25) (review from first unit) **Underline the place value in directions & number Look to the right, circle the digit Is it large enough (a full hand pushes your underlined digit up) Push underlined digit up or leave it alone Finish the number (circled digit is a 0) Recognize real world situations in which an estimate (using rounding) is more appropriate (3N-26) ***Vocabulary - reasonable ***When it says to estimate it means to round first ***When estimating make sure round correctly! Use partners to estimate using rounding to 10 s place versus 100 s place to determine the closer answer Use estimation to check reasonableness of an answer (3N-27) Addends, addition, associative property of addition, commutative property of addition, Difference, doubling, enough,equation,estimate, expression, fact family, identity property Inequality, number sentence, reasonable, regroup, rounding, subtraction,sum Unit 3: Time, Data, and Graphs s to be mastered in this unit: 2.S.4 3.M.8 3.M.9 Compare and interpret data in terms of describing quantity (similarity or differences) Relate unit fractions to the face of the clock: Whole = 60 minutes, ½ = 30 minutes, ¼ = 15 minutes Tell time to the minute, using digital and analog clocks

5 3.S.3 3.S.4 3.S.5 3.S.6 3.S.7 3.S.8 3.S.1 3.S.2 Construct a frequency table to represent a collection of data Identify the parts of pictographs and bar graphs Display data in pictographs and bar graphs State the relationships between pictographs and bar graphs Read and interpret data in bar graphs and pictographs Formulate conclusions and make predictions from graphs Post-May: Formulate questions about themselves and their surroundings Post-May: Collect data using observation and surveys, and record appropriately Reading, interpreting, and communicating data Use tallies to collect and record data Relate fractions to the face of the clock Tell times using digital and analog clocks Construct frequency tables Identify parts (and read and interpret data in) of pictograph and bar graphs Display data and state relationships between in pictograph and bar graphs Use graphs to make conclusions and predictions How can data be used to communicate important information? Essential S-VE Exit Behaviors: lifelong learning/communication Skills Collect and record data using tally marks and frequency table Relate fractions to clock face (3M-8) Clock face folded in ¼ and ½/color coded Tell time to the minute using digital and analog clocks (3M-9) Identify parts of pictograph and bar graphs (3S-4) and display data in pictographs and bar graphs (3S-5) State relationship between pictographs and bar graphs (3S-6) Read and interpret data in pictographs and bar graphs (3S-7) Use graphs to draw conclusions and make predictions (3S-8) ***Use data collection opportunities within the classroom/school to be used to create graphs, interpret data, draw conclusions, and make predictions A.M./P.M.,bar graph, collect, data, draw conclusions, half hour, hour, key, labels, make predictions, minute, pictograph, quarter hour, relationship, second, survey, table, tally chart tally mark, title

6 Unit: 4 Building Multiplication and Division sense s to be mastered in this unit: 2.N.20 Develop readiness for multiplication by using repeated addition 2.N21 Develop readiness for division by using repeated subtraction, dividing objects into groups (fair share) 3.N.7 Use 1 as the identity element for multiplication 3.N.8 Use the zero property of multiplication 3.N.19 Develop fluency with single-digit multiplication facts 3.N.20 Use a variety of strategies to solve multiplication problems with the factors 0, 1, 2, 5, 9 and 10 3.N.21 Use the area model, tables, patterns, arrays, and doubling to provide meaning for multiplication Building multiplication and division number sense. 1 is the identity element The zero property Commutative property Fact families Fluency with single digit multiplication facts Understanding with single digit division facts Putting together equal groups Use area models, tables, patterns, arrays, and doubling to provide meaning for multiplication Use words to explain answers Multiplication and division are inverse operations Use tables, patterns, halving and manipulatives to provide meaning for division Who is interested in speeding up the addition process? Essential S-VE Exit Behaviors: Self discipline Skills needed for mastery on performance indicators, involvement of student engagement, & development of inferential and interpretive thinking skills (& possible teaching strategies): Multiplication as repeated addition Using arrays to provide meaning for multiplication Using manipulatives and drawings to provide meaning for multiplication Equations/ sentences

7 Using tables to provide meaning for multiplication Using doubling to provide meaning for multiplication Using patterns to provide meaning for multiplication Using a multiplication chart for multiplication Find a rule for multiplication Fluency with single digit multiplication facts 0, 1, 2, 5, 9, 10 Using tables to provide meaning for division Using manipulatives and drawings to provide meaning for division Using halving to provide meaning for division Using patterns to provide meaning for division Division as repeated subtraction Division as sharing Using a multiplication chart for division Find a rule for division Solve problems using multiplication and/or division Developing single digit division facts 0, 1, 2, 5, 9, 10 Post March: Fluency with single digit multiplication facts 3, 4, 6, 7, 8, 11 and 12 Post March: Understanding single digit division facts 3, 4, 6, 7, 8, 11 and 12 Multiply, factor, product, array, Commutative Property of Multiplication, Identity (one) Property of Multiplication, Zero Property of Multiplication, multiple, square number, Twice, Associative (grouping) Property of Multiplication, division, dividend, divisor, quotient, remainder, divisible, numeric expression Unit: 5 Geometry s to be mastered in this unit: 2.G.5 3.G.1 3.G.2 3.G.3 3.G.4 3.G.5 Review: Explore and predict the outcome of slides, flips and turns of two dimensional shapes Define and use correct terminology when referring to shapes (circle, triangle, square, rectangle, rhombus, trapezoid, and hexagon) Identify congruent and similar figures Name, describe, compare, and sort three-dimensional shapes: cube, cylinder, sphere, prism, and cone Identify the faces on a three-dimensional shape as two-dimensional shapes Identify and construct lines of symmetry

8 Major Concept: Identify and analyze the attributes of plane/two-dimensional and solid/three-dimensional figures. Attributes of two-dimensional figures Identify two-dimensional figures by name Similarities and differences of two-dimensional figures Attributes of three-dimensional figures Identify three-dimensional figures by name Similarities and differences of three-dimensional figures Identify faces on three-dimensional figures as two-dimensional shapes Identify and construct lines of symmetry Post March: Identify congruent and similar figures How do two-dimensional shapes fit into my three-dimensional world? Essential S-VE Exit Behaviors: Independent (self directed) learner Skills needed for mastery on performance indicators, involvement of student engagement, & development of inferential and interpretive thinking skills (& possible teaching strategies): Name two-dimensional figures Circle, triangle, square, rectangle, rhombus, trapezoid and hexagon Identify, analyze and compare attributes of two-dimensional figures Angles, sides, parallel lines, length, width Name three-dimensional figures Cube, sphere, cylinder, rectangular prism, pyramid and cone Identify, analyze and compare attributes of three-dimensional figures Faces, edges, vertices, length, width and depth Identify faces on three-dimensional figures as two-dimensional shapes Identify and construct lines of symmetry Post March: Identify congruent and similar figures polygon, Two-dimensional (circle, triangle, square, rectangle, rhombus, trapezoid, hexagon) three-dimensional (cube, sphere, cylinder, cone, prism, pyramid), right angle line, congruent, similar, corner, 4 th grade: intersecting lines, line segment, point, ray, acute angle, obtuse angle, perpendicular, quadrilateral, pentagon, octagon

9 Unit: 6 Fractions s to be mastered in this unit: 3.N.10 Develop an understanding of fractions as part of a whole unit and as parts of a collection 3.N.11 Use manipulatives, visual models, and illustrations to name and represent unit fractions (,,,,, and ) as part of a whole or a set of objects N.12 Understand and recognize the meaning of numerator and denominator in the symbolic form of a fraction 3.N.13 Recognize fractional numbers as equal parts of a whole 3.A.1 Use the symbols <, >, = (with and without the use of a number line to compare whole numbers and unit fractions (1/2, 1/3, ¼, 1/5, 1/6, 1/10) 3.N.14 Post Test - Explore equivalent fraction (1/2,1/3,1/4) 3.N.15 Post Test - Compare and order unit fractions (1/2,1/3,1/4) and find their approximate locations on a number line Fractional numbers as equal parts of a whole or set. Fractions as equal parts of a whole or set/collection Name and represent unit fractions Understand the meaning of numerator and denominator Post Test Estimating Fractions Post Test - Compare and order unit fractions How will understanding fractions help me everyday? Essential S-VE Exit Behavior: Self Esteem Skills needed for mastery on performance indicators, involvement of student engagement, & development of inferential and interpretive thinking skills (& possible teaching strategies): Fractions as equal parts of a whole Fractions as equal parts of a set Understanding numerator and denominator Post Test - Estimating fractions Post Test - Comparing and ordering unit fractions Post Test - Equivalent fractions

10 Fraction, numerator, denominator, set/collection, whole, compare, equal, half, third, fourth, fifth, sixth, tenth Unit: 7 Linear Measurement s to be mastered in this unit: 3.M.1 3.M.2 3.M.10 4.M.1 & 2 Select tools and units (customary) appropriate for the length measured Use a ruler/yardstick to measure to the nearest standard unit (whole and ½ inches, whole feet, and whole yards) Select and use standard (customary) and non-standard units to estimate measurements Select tools and units (customary and metric) appropriate for the length measured Use a ruler to measure to the nearest standard unit (whole, ½ and ¼ inches, whole feet, whole yards, whole centimeters, and whole meters) (4th grade prep) Major Concept: To be able to select and use linear measurement tools. Metric and standard units Estimate measurements Personal references Select appropriate tool Understanding of linear tools and their markings Why do I need to know how to use a ruler? Essential S-VE Exit Behaviors: Effective communicator Skills needed for mastery on performance indicators, involvement of student engagement, & development of inferential and interpretive thinking skills (& possible teaching strategies): Personal references Selecting appropriate tool for measuring Estimating measurements Ruler markings Measuring to the nearest half inch

11 Knowing common conversions 12 in. = 1 ft. 36 in. = 1 yd. 3 ft. = 1 yd. inch, foot, yard, mile, centimeter, decimeter, meter, kilometer, customary, metric temperature Unit: 8 Extending Multiplication & Division s to be mastered in this unit: 3.N.19 Develop fluency with single-digit multiplication facts; up to 10 X N.20 Use a variety of strategies to solve multiplication problems with factors up to 12 x 12 3.N.22 Demonstrate understanding and apply single-digit division facts; up to N.23 Use tables, patterns, halving, and manipulatives to provide meaning for division Extending multiplication and division number sense Develop fluency with single digit multiplication facts Develop fluency with single digit division facts Use a variety of strategies to solve multiplication problems Use a variety of strategies to provide meaning of division How can you use multiplication and/or division in every day living? Essential S-VE Exit Behaviors: Life Long Learner Skills needed for mastery: Develop fluency with multiplication facts(3n-19) Use a variety of strategies to solve multiplication problems with factors up to 12X12 (3N-20) Understand single-digit division facts (3N-22 and 3N-23) Optional activities Multiplication Top It/ Multiplication Baseball multiply, divide, product, equal groups, factor, array, estimation, doubles, twice, half, each

12 Unit 9: Capacity, Weight, and Temperature s to be mastered in this unit: 2.M.4 3.M.3 3.M.4 3.M.5 3.M.6 Recognize mass is a qualitative measure (heavier/lighter) Measure objects, using ounces and pounds Recognize capacity as an attribute that can be measured Compare capacities (e.g., Which contains more? Which contains less?) Measure capacity, using cups, pints, quarts, and gallons Measure and compare capacities, weights, and temperatures Recognize mass is a qualitative measure (heavier/lighter) Ability to measure using ounces and pounds Capacity can be measured Recognize and compare capacities How can I measure the world around me? Essential S-VE Exit Behaviors: lifelong learning/communication Skills Capacity Temperature Ounces and Pounds Capacity, cup (c), pint (pt), quart (qt), gallon (gal), pound (lb), ounce (oz), thermometer degrees Fahrenheit ( F), degrees Celsius ( C), customary units, metric units