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

• Mathematics is dependent on place value.

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

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

• How can a digit have different values in different places?

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

• How are addition and subtraction related to each other?

• How do addition and subtraction relate to money?

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 6: Computation - November

4 digit addition and subtraction with regrouping

Real world problem solving using addition/subtraction/estimation

Make change/subtract money

Extended response in problem solving

Standard 3: Graphing/Data - November

Read, interpret, and draw conclusions of data, graphs, and tables

Organize and display data using tallies, bar graphs, pictographs, and tables

Standard 5: Measurement - November

Describe/Compare metric and standard units of measurement

Standard 1: Number Sense - November

Money combinations up to $5.00

Review Place Value up to 100,000

      Read, write, order numbers

      Even/Odd

Standard 2: Patterns - November

Review all types of patterns

MORE CHART INFORMATION TO COME...

Resources for Teachers

• 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 experiencing the magic of place value. Why does a digit have different values in different places? Previous work with tens and hundreds gets practical application this quarter. Be sure to give your child plenty of opportunities to think about and talk about the idea of ten to support the concept of place value (ten ones make a ten, ten tens make a hundred, ten hundreds make a thousand, etc.). Help your child see information that is important to him/her in the form of a graph. An example would be a simple chart with either chores, allowance, or sports or music practice. Turn the chart information into a graph and talk about the trends you both see. Children whose parents let them work with money in practical ways learn how to count change with less effort. All of these simple activities will build your relationship and your child's math fluency. Cost = $0, Return = Priceless!
 

Lessons