3rd+Grade

** 21ST Century Curriculum Template (EL Template) ** ** Essential Learning ** || ** Indicators of Success ** || ** Common Assessment ** || ** Instructional Activities, Strategies, Learning Experiences ** || ** Differentiation Strategies ** || The whole number system describes place value relationships from ones to 10,000 and forms the foundation for efficient algorithms (steps in mathematical thinking). || 1. Read and write numbers from one to 10,000 and explain place value for four-digit numbers. 2. Generalize the change represented when moving from one place value to another place value in a number. 3. Compose and decompose (standard and expanded) multi-digit numbers based on place value. || Harcourt textbook series: chap. 2 || ||  || Parts of a whole can be modeled and represented in different ways. || 1. Use drawings, models, and numerals to represent fractions (halves, thirds, fourths, sixths, eighths) based on a whole shape, number set, or number line. 2. Estimate and justify the reasonableness of solutions to problems involving representations of fractions. 3. Describe why equivalent fractions are two ways of modeling the same quantity using a model or drawing. || Harcourt textbook series: chap. 25 || ||  || Formulate, represent, and use algorithms (steps in mathematical thinking) to add and subtract multi-digit whole numbers with flexibility, accuracy, and efficiency. || 1. Use number sense to estimate and justify the reasonableness of solutions to problems. 2. Use flexible methods of computing, including student-generated strategies and standard algorithms. 3. Estimate using strategies such as front-end estimation or landmark numbers. || Harcourt textbook series: chap. 1, 4, 5 || ||  || Multiplying and dividing are inverse operations modeled in a variety of ways. || 1. Demonstrate fluency with multiplication and division facts with single-digit factors. 2. Describe relationships between related facts and between multiplication and division. 3. Represent multiplication and division problems with drawings, models, number sentences, and stories. 4. Model strategies to achieve a personal financial goal using arithmetic operations. (PFL) || Harcourt textbook series: chap. 8 -14 (unit test 3,4) || || || Number patterns are based on operations and relationships. || 1. Extend simple arithmetic and geometric sequences. 2. Count by and analyze patterns in multiples of 2,3,5,9,10,11,25,50, and 100. 3. Use known multiplication facts to solve unknown multiplication problems. || Harcourt textbook series: chap. 11,23 || ||  || Number properties can be used to solve problems. || 1. Use the commutative property (order) to solve addition and multiplication problems. 2. Use the associative property (grouping) to solve addition problems. 3. Use the relationship between addition and multiplication to solve problems. || Harcourt textbook series: chap. 1, 8,11 || ||  || Visual displays of data can be used to explore and describe fairness. || 1. Compose questions to generate data. 2. Collect and organize data from simple experiments or surveys in class. 3. Create picture graphs, bar graphs, dot plots (ordered pair), and frequency tables from a data set. 4. Describe data using the concepts of mode, clusters and gaps. || Harcourt textbook series: chap. 15,16 || ||  || Mathematical models are used to explore and describe fairness. || 1. Investigate chance devices such as coins, spinners, and number cubes. 2. Apply the concepts of impossible, unlikely and likely. 3. Determine if a chance device is fair or unfair. || Harcourt textbook series: chap. 24 || ||  || Geometric figures are described by their attributes and position in the plane. || 1. Construct and describe two-dimensional shapes by attributes and properties such as sides, angles, and symmetry. 2. Recognize and demonstrate transformations- reflections, translations, and rotations- of basic shapes or designs. 3. Use geometric properties of points and line segments to describe figures. || Harcourt textbook series: chap. 19,20 || ||  || Objects have distinct attributes that can be measured with appropriate tools. || 1. Use standard and metric units to measure to the nearest ½ or whole inch or centimeter. 2. Estimate and measure distance and perimeter. || Harcourt textbook series: chap. 17, 18, 22 || ||  ||
 * Grade Level: 3 |||||| Names: Amy Delarm, Christi Marquardt, Tina McNeal, Becky Elms ||  ||
 * Subject Area: Reading ||  ||   ||   ||   ||
 * Essential Learning || Indicators for Success || Common Assessment in place or needed (Notes only) || Materials or training in place or needed (Notes only) || CDE new standards link (Jan 2010) ||
 * Phonics: Will be able to break a word into its components or sounds to read at grade level || *Use of letter-sounds relationships *Syllable spelling patterns to decode words || DIBELS || Phonemic Awareness EL ends 2nd Grade Phonics EL ends 3rd Grade ||  ||
 * Fluency: Read grade level material fluently and accurately || *Adjust reading pace for purpose, intonation, phrasing, punctuation and difficulty || DIBELS ||  || Reading 1e: Fluency/ strategies Reading 2e: Fluency/ comprehension ||
 * Vocabulary: Will demonstrate understanding of grade level vocabulary || *Understand vocabulary essential to text *Use a range of resources *Recognize common prefixes, suffixes, roots in multisyllabic words *use knowledge of word relationships to identify antonymns,synonymns, to clarify meaning || Series Unit test : Sept/ April || Series: Unit Evaluation Summary page Resources: dictionary, reference guides || Reading 1c: Signal Words/ strategy Reading 1e: Fluency/ strategy ||
 * Comprehension: Read and understand a wide range of genres using a range of strategies. || *Retell narrative (characters, setting, events) *Retell expository (main idea, details) *Summarize main ideas and details *Generate a response by citing examples using signal words *Use text features and text structures to predict, construct meaning, and organize information *describe and draw inferences || Series Unit Test: Sept/ April Reading Counts Quizzes Adams 50 DIBELS (retell) || Series: Unit Evaluation Summary page || Reading 1a: Inferences Reading 1b: Summarize Reading 1c: Signal Words/ strategies Reading 1d: Comprehension strategies Reading 2a: Text features Reading 2b: Text structures Reading 2c: Citing supporting information Reading 2d: Signal Words/comprehension ||
 * Grade Level: 3 ** ||||||||
 * Name(s): Tina McNeal, Amy DeLarm, Christi Marquardt, Becky Elms ** ||
 * Subject Area: Math ** ||||||||
 * Date: February 2010 ** ||
 * Subject Area: Math ** ||||||||
 * Date: February 2010 ** ||