Enduring Understandings are important ideas that students should carry with them years beyond the instruction received this year.

• Basic fact fluency is the foundation for problem solving in mathematics.
• Coordinate grid systems give us graphic representations of data.
• Estimation strategies help us determine reasonableness of answers in problem solving.

Essential Questions are most important “big picture” questions students should be able to answer after completing learning activities.

• How do basic mathematics facts help us solve problems?
• Explain coordinate grid systems and their importance in mathematics.
• How does estimation help us determine reasonableness of answers?

CSAP Tested Standards  Highest Frequency High Frequency Other Standards and E-Skills Highest Frequency = the timing, intensity and level of accountability is extremely high because mastery of these skills will must be demonstrated in multiple test items on CSAP at this grade level. High Frequency = the timing, intensity and level of accountability is high because mastery of these skills will be tested at this grade level. Other Standards and E-Skills = the timing, intensity, and level of mastery are not urgent. It should be introduced during this time so students can experience the concept and return in future quarters to strive towards mastery.

Standard 1: Number Sense - April

Read, write and order numbers to 1,000,000.

Identify place value of numbers to 1,000,000.

Compare numbers to 1,000,000.

Review money combinations up to $5.00

Use reasonable estimation to solve problems.

Standard 2: Patterns - April

Explain how patterns are generated.

Identify, describe, and extend increasing and decreasing patterns (i.e., “what’s my rule? +, -, x)

Understand and solve problems using patterning.

Standard 3: Data and Graphs - April

Determine mode and median given a set of numbers.

Collect and organize data.

Standard 4: Geometry - April

Explore and find area and volume.

Make and use coordinates systems on a grid.

Explore and create new shapes using manipulatives (i.e., tangrams, pattern blocks, etc.).

Compare and contrast attributes of squares and rectangles.

Standard 5: Measurement - April

Explore and find area and volume.

Make and use coordinates systems on a grid.

Tell time to nearest 5 minutes (digital and analog).

Measure objects accurately.

Standard 6: Computation - April

Demonstrate understanding of 1’s, 2’s, 3’s, 5’s and 10’s multiplication facts as well as extended facts for multiples of 10 for 1, 2, 3, and 5 (i.e., 11, 12, 13, 15).

Addition/subtraction of common fractions using pictures.

Demonstrate math fact fluency in addition and subtraction.

Add 4-digit numbers with regrouping (to include money).

Subtract 4-digit numbers with regrouping (to include money).
 

MORE CHART INFORMATION TO COME...

Resources for Teachers

• For Scott Foresman and Houghton Mifflin page numbers click here.

• Mountain Math, Math Their Way, Creative Mathematics (Kim Sutton), Math Solutions (Marilyn Burns), Math Perspectives (Kathy Richardson) (if your building has purchased these resources)

• Your particular math series (see chart on Unit pages listing page numbers to support standards)

• Success Maker (ask your LTE)

• Exemplars (CSAP style problem solving with writing, 4-point rubrics, and sample student papers available on D11 website For Teachers pages)

• Math Keys (electronic manipulative – ask your LTE)

Assessments
Teacher observation, Hundreds Chart, Calendar Activities, Math Bingo, Manipulative/White Board/Slate assessments, EDM assessment CD’s.

Parents
Consider helping your third grader prepare for fourth grade mathematics by doing these fun, no-cost activities together. As you cut up pizzas or pans of brownies, help your child understand 1/2, 1/4, 1/3, and 1/8. If children experience fractions in food, they will understand! Use the phone book or other local maps to help your child understand coordinate grids. On a trip, have your child serve as navigator. Give your child practice with the words of estimation by using words like near, close to, about, approximately. Your student will understand ball-park figures and if answers are reasonable or unrealistic. Having your child work with you determining area for home projects will help reinforce multiplication facts in arrays. Allowing your child to add and subtract amounts of money will support work with decimals and fractions. You have a great deal of opportunity to build your child's mathematical strength that will serve him/her well in middle school and beyond. Thank you!

Lessons