Assessment Blueprints - As District 11 Diamond
Units/Lessons are designed and linked to the Math Web, we will
add the Assessment Blueprints that teachers created. Teachers
creating Diamond Units and Lessons design those based on the
concepts found in Understanding by Design. It promotes
the development of a comprehensive assessment plan before any of
the activities are designed. This guarantees that learning
activities are appropriately aligned to standards, and provide
varied opportunities for students to demonstrate mastery.
Before presenting the lessons, we encourage you to review the
following Assessment Blueprints for the November unit.
Adding and Subtracting;
Place Value Up To 10,000;
Knowing Characteristics of 2D and 3D;
Money Combinations up to $1.00;
Place Value to 10,000;
Place Value to 100,000;
Reading and Using a Ruler;
Recognizing Odd and Even;
Recognizing Symmetry;
Review of Patterns;
Commutative Associative;
Fact Families;
GeometryU03;
Money;
Rounding and Estimation;
Subtraction;
Computation;
GeometryU08;
Computational Facts;
Data and Graphs;
GeometryU10;
Order and Compare Numbers
Teacher observation, Hundreds Chart, Calendar Activities, Math
Bingo, Manipulative/White Board/Slate assessments, EDM
assessment CD’s. |
Enduring Understandings
are important ideas that students should carry with them years beyond the
instruction received this year.
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 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
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 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
Unit Vocabulary
*Please Note: Bolded words are vocabulary words to highlight this unit.
|
Use the
Visual Thesaurus and use
the approved login and password to the right. |
Login:
es35@d11.org
Password: d112009 |
|
November
Standards |
Everyday
Mathematics |
Math Expressions |
|
Addition/Subtraction with regrouping |
pp.48, 134-139, 140-145, 168 |
pp. 38, 41, 42, 72-78, 82-84, 92-94, 104-105, 111 |
|
Measurement in standard and metric |
pp. 176, 482, 738-739, 739, 744-745, 900, |
pp. 918-921, 924-931, 934-937 |
|
Data and Graphs |
pp. 13, 35-39, 127, 205, 347 |
pp. 318-323, 326-327, 329, 331, 335-336, 370-375,
374, 375, 378-380, 389, 390, 645, |
|
Money combinations
to $5.00 |
pp. 14, 60-65,
564-566 |
pp. 290-291, 295, 289-301 |
|
Problem solving
with mental math and estimation |
pp. 6, 62, 86,
90-91, 156, 216, 284, 370, 526, 564-566, 588, 644, 734, 808, 846 |
pp. 860 and multiple pages under Problem Solving
|
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!
|
