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 1: Number Sense - October
Reads, writes, and orders numbers to 100,000 (written form, standard form, expanded form).
Equivalent representations up to 4-digit numbers (i.e., 25=20+5 or 10+5 or 2 tens 5.)
Solve addition and subtraction problems using commutative and associative properties (i.e., 2+3+6=6+3+2)
Write and order numbers to 100,000 counting by 2s, 10s, and 100s forward and backward.
Recognize odd/even numbers to 100,000
Standard 2: Patterns and Algebra - October
Identify, describe, and extend increasing and decreasing patterns using pictures and charts.
Use patterns to find missing elements (i.e., multiples of 2, 3, 4, 5, 10).
Complete numeric patterns on a given table (i.e., input/output tables).
Understand and solve problems using patterning.
Standard 3: Data and Graphs - October
Collect, organize and display data using tally charts; bar, line, and pictographs; and tables.
Interpret and evaluate data, graphs, tables, lists, etc.
Analyze data to make predictions.
Understand and solve problems related to data, graphs, and tables.
Standard 4: Geometry - October
Recognize & identify geometric shapes.
Identify and list the characteristics of 2- & 3-dimensional (i.e., cubes, spheres, cylinders).
Identify congruent figures.
Identify flips, slides and turns
Identify points, lines, line segments.
Discuss right angles, acute angles and obtuse angles (to include rays in relation to angles).
Understand and solve problems related to geometric concepts.
Create a figure with at least 1 line of symmetry in regular polygons.
Standard 5: Measurement - October
Select correct tools to measure length, weight, temperature, time.
Approximate the measurement of objects using standard and non-standard units.
Understand and solve problems using appropriate measurement tools.
Standard 6: Computation - October
Add and subtract using money up to $10.00.
Use rounding and estimation of whole numbers to make predictions before computation.
Select and use appropriate operation solve problems (+, -).
Determine from real-world problems whether an estimated or exact sum/difference is acceptable.
Solve 2- & 3-digit addition and subtraction problems without regrouping.
Understand and solve problems using appropriate computational techniques.

Standard 6: Computation - October

Fact families- commutative and associative properties

2-3 digit subtraction with regrouping

Subtraction with money

Standard 2: Patterns - October

Numeric patterns in given table (Input/Output T-table)

Standard 1: Number Sense - October

Review Place Value up to 100,000,

Read, write, order numbers

Even/Odd

MORE CHART INFO. 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 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