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

• A sense of number is necessary to communicate the reasoning used in problem solving.

• Analyzing data displays allows us to interpret and explain data and make predictions based on probability and statistics.

• Multiplication and division are inverse operations.

• The vocabulary of probability helps us develop reasonable solutions to problems.

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

• What is number sense, and how is it used in problem solving?

• What mathematics vocabulary do you need to communicate mathematical ideas?

• In what ways can I communicate the reasoning used in problem solving situations? 

• What makes a quality solution?

• What essential components are needed to solve problems?

• How do probability and statistics help us to make predictions?
   

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 - January

Review money combinations to $5.00

Standard 3: Data/graphing - January

Probability using most likely, least likely, equally likely, certain, impossible

Combination of matching sets using a set of 2 elements and a set of 3 elements

Review interpreting/drawing conclusions of data, graphs and tables

Standard 5: Measurement - January

Review measurement to nearest centimeter and ½ inch

Standard 6: Computation - January

Multiplication and division facts from 1-11

Fact families: multiplication/division (commutative and associative property)

Extended response problem solving using real world situations

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

Your third grader is ready to really move forward in mathematics! You can support this effort by giving your child practice with multiplication and division facts through 11. Help your child understand the inverse nature of multiplication and division by working with fact families. (2 * 4 = 8; 4 * 2 = 8; 8 / 4 = 2; 8 / 2 = 4) In addition and subtraction, your child needs to practice with 4 digits and regrouping. (borrowing, carrying) Ask your child to explain their answers in words or writing. Using common denominators of 4 or less, give your child experience adding and subtracting fractions using pictures or real objects. (1/2 + 1/2 = 1; 1/3 + 1/3 = 2/3; 3/4 - 2/4 = 1/4) Use terms like certain, most likely, least likely, and impossible to strengthen probability, estimation, and reasonableness of answer. Your efforts will be rewarded with fun times shared with your child in mathematics, and with increased understanding for your child in class.
 

Lessons