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 September 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.
-
Mathematics is
dependent on place value. A sense of number is necessary to communicate
the reasoning used in problem solving.
-
Recognizing
patterns helps us make sense of our world.
-
Geometry builds our
world.
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 are different
ways can you write a number?
-
Why do digits have
designated places in larger numbers? Why is place value important?
-
What
is symmetry?
-
What is geometry?
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 - September
 Reads, writes,
compares and orders numbers to 10,000 (written
form, standard form, expanded form, and equivalent forms: 231= 200+30+1 or 2
hundreds 3 tens 1 one 100+100+30+1).
Recognize odd/even numbers to 1,000
Understand and solve real world problems using mental
math and estimation.
Use estimation skills to find a reasonable solution
(round numbers to nearest 10 and 100).
Identify money combinations of coins to $1.00.
Compare/order
numbers 0 to 10,000
Standard 2: Patterns and Algebra - September
 Recognize,
identify, describe and extend increasing/decreasing patterns (what’s my rule? +/-)
Use patterns
to find missing elements (i.e., multiples of 2, 3, 4, 5, 10)
Identify,
describe, and extend increasing and decreasing patterns using pictures and
charts
Complete patterns using numbers
Understand
and solve problems using patterning
Standard 3: Data and Graphs - September
Organize and display data using tally charts; bar,
line, and pictographs; and tables.
Analyze data to make predictions.
 Understand and solve problems related to probability,
data, graphs, and tables.
Standard 4: Geometry - September
Identify lines of symmetry in regular polygons and
other familiar objects.
Sort shapes and objects by attributes.
Identify geometric figures in art and nature.
Understand and solve problems related to geometric
concepts.
Standard 5: Measurement - September
Tell time to nearest 5 minutes (digital and analog).
Select correct tools to measure length, weight,
temperature, time.
Understand and solve problems using appropriate
measurement tools.
Standard 6: Computation- September
Math
fact fluency in addition and subtraction to 24.
Solve
2-digit addition and subtraction problems without regrouping.
Add
3-digit numbers with regrouping.
Addition
with money.
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.
Understand
and solve problems using appropriate computational techniques.
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 |
|
Everyday Mathematics Resources |
Math Expressions Resources |
|
Everyday Mathematics requires lesson by lesson presentation to preserve
the spiral nature of the instruction. The page links provided on the
Unit Chart are for comparison only. Teachers are advised to follow the
district-determined
EDM pacing
calendar.
Everyday Math Games for Third Grade
Everyday
Math Daily Routine |
Math Expressions Lessons have been aligned to the
CSSD11 pacing guide. Click the Daily MX Lesson links below to access lessons.
Click the following links to find books and games
correlated to units of instruction K - 5th grades.
MX Literature Lists
MX Game Lists
MX Daily
Routine |
|
September
Standards |
Everyday
Mathematics |
Math Expressions |
|
Lines of symmetry
|
pp. 423-428, 439 |
pp. 231-232, 240 |
|
Place value |
pp. 39, 280-365,
292-296, 608, 670, 800, 818 |
pp. 3-7, 12-16,18, 21-25, 29-31, 34, |
|
Read, write and order numbers |
pp. 290, 297- 302, 316-320, 331,
637, 670, 725 |
pp. 8, 12-14, 18, 23, 24, 30,
282-284, 286, 287 |
|
Odd/even to 1,000 |
pp. 237, 483, 901 |
pp. 51, 107, 183, 410 |
|
Money combinations
|
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. 59, 65, 81, 89, 99 109, 115, 118, 314, 533, 747 |
|
Addition and Subtraction with Regrouping |
pp.48, 134-139, 140-145, 168 |
pp. 38, 41, 42, 72-78, 82-84, 92-94, 104-105, 111 |
|
Math Fact Fluency |
pp. 74, 94, 98-103, 147-148 |
Multiple pages under Addition and Subtraction |
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)
Parents
You can support your third grader in September mathematics by
pointing out numbers larger than 1,000 in his/her surroundings; puzzles with
high numbers of pieces, high scores on video games, etc. Give your
child practice counting coins to higher values, adding to 18 and subtracting
from 18, and noticing how 2-dimensional shapes look when they are flipped
over, slid, or rotated. Have your child point out lines of symmetry in
common everyday objects. These simple activities will help your child build
a solid foundation for more complex mathematics concepts over time.
|
