Standards
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?
-
How many different
ways can you write a number?
-
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 - 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
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
|
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 |
Click the following links to find books and games
correlated to units of instruction K - 5th grades.
MX Literature Lists
MX Game Lists |
|
October/November
Standards |
Everyday
Mathematics |
Scott Foresman |
Houghton Mifflin |
|
Place value to
10,000 |
pp. 39, 282-365,
292-296, 608, 670, 800, 818, 865 |
pp. 51-62, 88 |
pp. 42-47, 50-51, 56-57,
352-353, 358, 379 |
|
Numbers to 10,000
in equivalent and differing forms |
pp. 53, 55-56, 328,
333, 536, 568, 651, 718-723 |
pp. 51-62, 87-88,
370-371, 388 |
pp. 42-47, 50-51,
79 |
|
Odd/even to 1,000 |
pp. 237, 483, 901 |
pp. 306-307, 312 |
pp. 7, 61, 109,
161, 165 167, 176, 431 |
|
Money combinations
to $5.00 |
pp. 14, 60-65,
564-566 |
pp. 105-122,
125-129,
134-135, 140, 142 |
pp. 12, 47, 51,
64-69, 71, 79, 89, 176, 199 |
|
Addition/subtraction fact
fluency to 18 |
pp. 74, 92-103,
107, 147-148, 253-258, 556 |
pp. 23, 37, 95,
149, 249, 305 |
Multiple pages
under Addition/Subtraction. See also Fact Families. |
|
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 |
Multiple pages
under problem solving. Also mental math. Estimation pp. 68, 102 |
Multiple pages
under mental math, estimation, and problem solving |
|
Problem solving
with reasonableness of answer to the nearest 10 and 100 |
Multiple pages
under problem solving and estimation |
Multiple pages
under problem solving, analyze word problems, and applications |
Multiple pages
under problem solving and reasonableness of answer. |
|
Lines of symmetry
in regular geometric shapes |
pp. 423-428, 439 |
pp. 332-335, 338 |
pp. 240-241, 243,
246-247, 262, 265, 268-269, |
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!
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