Standards

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

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

• Multiplication and division are inverse operations.

• Estimation and computation are vital tools.

• The vocabulary of probability helps us develop reasonable solutions to problems.

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

• Why is place value important?

• Explain how multiplication and addition are related.

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 - March

Read, write and order numbers to 1,000,000.

Identify place value of numbers to 1,000,000.

Compare numbers to 1,000,000.

Review money combinations and make change up to $5.00

Recognize odd/even numbers to 100,000

Understand and solve problems using mental math and estimation.

Standard 2: Patterns - March

Review patterns

Extended response problem solving using patterns and a table

Identify, describe, and extend increasing and decreasing patterns (i.e., “what’s my rule? +, -, x)

Understand and solve problems using patterning.

Standard 3: Data and Graphs - March

Determine mode and median given a set of numbers.

Find all possible combinations (i.e., matching sets using a set of 2 elements and a set of 3 elements).

Define, understand, apply and interpret concepts of probability using most likely, least likely, equally likely, certain, impossible.

Understand and solve problems related to probability, data, graphs, and tables.

Standard 4: Geometry - March

Identify 3-dimensional shapes.

Review Quarter 1 and Quarter 2 e-skills.

Understand and solve problems related to geometric concepts.

Standard 5: Measurement - March

Read, interpret representations of length, weight, temperature.

Read and interpret number lines, graphs, and maps.

Measure distance between locations on a map.

Standard 6: Computation - March

Add and subtract decimals.

Knows basic multiplication/division facts of 1’s, 2’s, 3’s, 4’s, 5’s, 9’s, and 10’s (as well as 6, 7, 8, 11).

Add 4-digit numbers with regrouping.

Subtract 4-digit numbers with regrouping.

Determine from real-world problems, whether an estimated or exact sum, difference, or product is acceptable.

Understand and solve problems using appropriate computational techniques.

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 ready to really move forward in mathematics! You can support this effort by giving your child practice with multiplication and division facts through 11. Help your child understand the inverse nature of multiplication and division by working with fact families. (2 * 4 = 8; 4 * 2 = 8; 8 / 4 = 2; 8 / 2 = 4) In addition and subtraction, your child needs to practice with 4 digits and regrouping. (borrowing, carrying) Ask your child to explain their answers in words or writing. Using common denominators of 4 or less, give your child experience adding and subtracting fractions using pictures or real objects. (1/2 + 1/2 = 1; 1/3 + 1/3 = 2/3; 3/4 - 2/4 = 1/4) Use terms like certain, most likely, least likely, and impossible to strengthen probability, estimation, and reasonableness of answer. Your efforts will be rewarded with fun times shared with your child in mathematics, and with increased understanding for your child in class.

Lessons