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					                                                                                                      Northwest Arkansas Instructional Alignment                                                                    WORK IN PROGRESS
                                                                                                              Third Grade Mathematics
 NCTM Focal    # of               AR Department of Education
   Point or   Times                 CONTENT STANDARD/                                                Objective                                             Task Analysis                            Essential Vocabulary   Materials/Resources
  Connector   Tested          Student Learning Expectations (SLE)
                       Enduring Understanding - Successful problem solvers possess a set of core beliefs that support their work: problem solving is important,
                       takes significant time and repeated efforts, and requires reflection.
                       Essential Question - What are the specific strategies that have wide application in attacking problems and can help in problem solving?
C.3.4           0      NO.3.3.4                                                A. Solve simple problems using one operation            *use objects, mental computation, paper and pencil,      addition
                       Solve simple problems using one operation involving     involving addition using a variety of methods and tools and appropriate technology to solve simple addition      subtraction
                       addition and subtraction using a variety of methods     B. Solve simple problems using one operation            and subtraction problems in different ways               operation
                       and tools.                                              involving subtraction using a variety of methods and                                                             tools
                                                                               tools                                                                                                            expanded notation


                                                                                                         FIRST NINE WEEKS
                       1. Enduring Understanding - The base 10 number system is based on groups of 10
                       1a. Essential Question - What strategies can be used to read and compare large numbers?
                0      NO.1.3.2                                                A. Represent whole numbers including thousands          *use manipulative to show whole numbers up to and        compare
                       Use the place value structure of the base ten number    using the place value structure of the base ten         including thousands                                      represent
                       system and be able to represent and compare whole       number system                                           *use manipulative to compare numbers up to and           place value
                       numbers including thousands (using models,              B. Compare whole numbers including thousands            including thousands                                      thousands
                       illustrations, symbols, expanded notation and problem   using the place value structure of the base ten         *illustrate to show whole numbers up to and including    expanded notation
                       solving)                                                number system                                           thousands                                                models
                                                                                                                                       *illustrate to compare whole numbers up to and           base ten
                                                                                                                                       including thousands                                      period
                                                                                                                                       *use symbols to compare whole numbers up to and          comma
                                                                                                                                       including thousands
                                                                                                                                       *use expanded form to write and to compare whole
                                                                                                                                       numbers up to and including thousands
                                                                                                                                       *solve real-world problems by applying their
                                                                                                                                       knowledge of showing and comparing whole numbers
                                                                                                                                       up to and including thousands

FP.2.1          1      NO.1.3.3                                                A. Compare 4-digit numbers with and without             *identify the thousands place                             less than
                       Use mathematical language and symbols to compare        appropriate technology                                  *introduce the comma in a number                          greater than
                       and order four-digit numbers with and without           B. Order 4-digit numbers with and without appropriate   *identify the value of the digits to compare and order 4- equal to
                       appropriate technology (<, >, =)                        technology                                              digit numbers                                             order
                                                                                                                                       *use <, >, = when comparing two 4-digit numbers           compare
                                                                                                                                       *sequence multiple 4-digit numbers from greatest to
                                                                                                                                       least
                                                                                                                                       *sequence multiple 4-digit numbers from least to
                                                                                                                                       greatest




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                                                                                                      Northwest Arkansas Instructional Alignment                                                                     WORK IN PROGRESS
                                                                                                              Third Grade Mathematics
 NCTM Focal    # of               AR Department of Education
   Point or   Times                 CONTENT STANDARD/                                                Objective                                                Task Analysis                          Essential Vocabulary   Materials/Resources
  Connector   Tested          Student Learning Expectations (SLE)
                       Enduring Understanding - Successfulmethods of computation involveof core beliefs that support their work: problem solving is important,
                       2. Enduring Understanding - Flexible problem solvers possess a set grouping numbers in a variety of ways
                       takes significant time and repeated efforts, and requires reflection.
                       2a. Essential Question - What strategies can be used for finding sums and differences?
C.3.4           2      NO.3.3.1                                                A. Discover efficient and accurate methods of             *use addition strategies to solve contextual problems   sum
                       Develop, with and without appropriate technology,       computing in multi-digit addition through 999, using      through 999 (strategies may include mental math,        difference
                       computational fluency in multi-digit addition and       contextual problems: strategies for adding, estimation    composing and decomposing, finding benchmark            estimation
                       subtraction through 999.                                of sums, in order to develop computational fluency        numbers, compatible numbers, rounding, inverse          multi-digit
                                                                               B. Discover efficient and accurate methods of             operation)                                              addends
                                                                               computing in multi-digit subtraction through 999, using   *use subtraction strategies to solve contextual         compatible number
                                                                               contextual problems: strategies for subtracting,          problems through 999 (strategies may include mental     inverse
                                                                               estimation of differences in appropriate situations, in   mouth, composing and decomposing, finding               compensatory numbers
                                                                               order to develop computational fluency                    benchmark numbers, compatible numbers, rounding,
                                                                               C. Show relationships between multi-digit addition and    inverse operations)
                                                                               subtraction                                               *illustrate that addition and subtraction are inverse
                                                                                                                                         (opposite) operations
                                                                                                                                         *use technology to solve contextual problems using
                                                                                                                                         addition and subtraction

                       3. Enduring Understanding - Place value patterns are repeated in large numbers.
                       3a. Essential Question - How are place value patterns repeated in large numbers?
C.3.4           0      NO.1.3.1                                                A. Identify equivalent representations for the same       *break apart whole numbers into smaller units           equivalent
                       Recognize equivalent representations for the same       whole numbers                                             *put a set of numbers together to form a whole          whole number
                       whole number and generate them by composing and         B. Generate equivalent representations for the same       number                                                  place value
                       decomposing numbers                                     whole number using composing and decomposing              *show whole numbers in expanded form, standard          digit
                                                                               numbers                                                   form, and written form, and recognize that they are     expanded form
                                                                                                                                         equivalent                                              standard form
                                                                                                                                                                                                 written form
                                                                                                                                                                                                 ones
                                                                                                                                                                                                 tens
                                                                                                                                                                                                 hundreds
                                                                                                                                                                                                 thousands
                                                                                                                                                                                                 compose
                                                                                                                                                                                                 decompose

                0      Review: NO.1.3.2                                        A. Represent whole numbers including thousands            *use manipulatives to show whole numbers up to and      compare
                       Use the place value structure of the base ten number    using the place value structure of the base ten           including thousands                                     represent
                       system and be able to represent and compare whole       number system                                             *use manipulatives to compare numbers up to and         place value
                       numbers including thousands (using models,              B. Compare whole numbers including thousands              including thousands                                     thousands
                       illustrations, symbols, expanded notation and problem   using the place value structure of the base ten           *illustrate to show whole numbers up to and including   expanded notation
                       solving)                                                number system                                             thousands                                               models
                                                                                                                                         *illustrate to compare whole numbers up to and          base ten
                                                                                                                                         including thousands                                     period
                                                                                                                                         *use symbols to compare whole numbers up to and         comma
                                                                                                                                         including thousands
                                                                                                                                         *use expanded form to write and to compare whole
                                                                                                                                         numbers up to and including thousands
                                                                                                                                         *solve real-world problems by applying their
                                                                                                                                         knowledge of showing and comparing whole numbers
                                                                                                                                         up to and including thousands

                       4. Enduring Understanding - Currency amounts can be grouped and exchanged to solve problems.
                       4a. Essential Question - Why is it important to represent currency amounts in different ways?
                0      M.13.3.5                                                Identify the value of money up to $10                     *state the value of bills ($1, $5, $10)                 dollar bill
                       Determine the value of money up to $10                                                                            *state the value of coins                               dime
                                                                                                                                         *count coins (count by 50's, 25's, 10's, 5's, 1's)      nickel
                                                                                                                                         *sort money to prepare to count                         penny
                                                                                                                                         *count money, begin with the largest value              quarter
                                                                                                                                                                                                 half dollar
                                                                                                                                                                                                 value


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                                                                                                    Northwest Arkansas Instructional Alignment                                                       WORK IN PROGRESS
                                                                                                            Third Grade Mathematics
 NCTM Focal    # of               AR Department of Education
   Point or   Times                 CONTENT STANDARD/                                             Objective                                     Task Analysis                          Essential Vocabulary   Materials/Resources
  Connector   Tested          Student Learning Expectations (SLE)
              1 OR                                                         A. Identify change with the least possess a set of core beliefs that support change
                       Enduring Understanding - Successful problem solvers amount of currency in *recognize the relationship between cost and their
                       M.13.3.6                                                                                                                                                   decimal problem solving is important,
                                                                                                                                                                                 work: point
                       Apply money concepts in contextual situations up to contextual situations up to $10.00             *determine change with the least amount of currency      dollar sign
                       takes                                               B. Compare money up to $10.00 in reflection.
                       $10.00 significant time and repeated efforts, and requires contextual                              *compare values of money up to $10                       cost
                                                                           situations                                     *develop strategies for solving money problems in        change
                                                                                                                          context



                       5. Enduring Understanding - Multiplication and division can be accomplished through addition and subtraction of partial products.
                       5a. Essential Question - How can multiples be used to solve problems?
C.3.4           1      NO.3.3.5                                              A. Solve problems using estimation strategies   *use front-end estimation, rounding, under-estimation, estimate
                       Use estimation strategies to solve problems and judge B. Judge the reasonableness of the answer       over-estimation to solve problems                      reasonable
                       the reasonableness of the answer.                                                                     *judge the reasonableness of the answer




                                                                                                                                                                                                                             3 of 18
                                                                                                        Northwest Arkansas Instructional Alignment                                                                      WORK IN PROGRESS
                                                                                                                Third Grade Mathematics
NCTM Focal    # of               AR Department of Education
  Point or   Times                 CONTENT STANDARD/                                                   Objective                                             Task Analysis                           Essential Vocabulary     Materials/Resources
 Connector   Tested          Student Learning Expectations (SLE)
                      Enduring Understanding - Successfultime is the measure of the a set of core beliefs that support their work: problem solving is important,
                      6. Enduring Understanding - Elapsed problem solvers possess duration of an event.
                      takes significant time and repeated efforts, and requires reflection. of time and time of day?
                      6a. Essential Understanding - What is the difference between length
               0      M.12.3.1                                                 Identify the number of days in a month, days in a year *use strategies to determine the number of days in a       day
                      Determine the number of days in a month, days in a       and identify the number of weeks in a year             month                                                      week
                      year and identify the number of weeks in a year.                                                                *identify the days in a year and a leap year               month
                                                                                                                                      *identify the number of weeks in a year                    year
                                                                                                                                                                                                 leap year
               0      M.12.3.2                                                 Identify that 60 minutes equals 1 hour and that a day     *recognize that 60 minutes equals one hour              A.M. (Ante-Meridian)
                      Recognize that 60 minutes equals 1 hour and that a       is divided into A.M. and P.M.                             *recognize that a day is divided into A.M. and P.M.     P.M. (Post-Meridian)
                      day is divided into A.M. and P.M.
               0      M.13.3.2                                                 Tell time to the nearest 1-minute intervals               *identify that each mark on a clock represents one      minute hand
                      Tell time to the nearest 1-minute intervals.                                                                       minute according to the minute hand                     hour hand
                                                                                                                                         *count by ones and fives to determine time              second hand
                                                                                                                                         *identify that there are sixty minutes in one hour
                                                                                                                                         *read a clock to the nearest one-minute interval
               0      M.13.3.3                                                 Express time to the half hour and quarter hour using      *define quarter as related to time, not money           quarter hour
                      Express time to the half hour and quarter hour using     the terms half-past, quarter after, quarter until         *identify that four quarters equals one whole (as       half hour
                      the terms half-past, quarter after, quarter until                                                                  related to fractions)                                   quarter until
                                                                                                                                         *use quarter after, quarter until, and half past when   quarter of
                                                                                                                                         expressing time                                         quarter to
               0      M.13.3.1                                            Use a calendar to determine elapsed time from month *read a calendar from month to month (forward and                  week
                      Use a calendar to determine elapsed time from month to month                                            backward)                                                          month
                      to month.                                                                                               *develop the strategy that every time you move up or               year
                                                                                                                              down a square you move a week or seven days                        leap year
                                                                                                                              *determine elapsed time by reading a calendar                      calendar
                                                                                                                                                                                                 elapsed
               0      M.13.3.4                                                 Identify elapsed time in contextual situations to five-   *determine what the unknown is                          elapsed
                      Determine elapsed time in contextual situations to five- minute intervals                                          *determine the amount of time that has passed           starting time
                      minute intervals.                                                                                                  between a starting time and an ending time to the       ending time
                                                                                                                                         nearest five minutes                                    analog clock
                                                                                                                                         *determine how to figure out the ending time when       digital clock
                                                                                                                                         given the starting time to the nearest five minutes
                                                                                                                                         *develop strategies for finding various unknowns
                                                                                                                                         (counting by 5s, counting to the next hour, adding an
                                                                                                                                         hour)




                                                                                                                                                                                                                                             4 of 18
                                                                                                      Northwest Arkansas Instructional Alignment                                                                    WORK IN PROGRESS
                                                                                                              Third Grade Mathematics
 NCTM Focal    # of               AR Department of Education
   Point or   Times                 CONTENT STANDARD/                                               Objective                                              Task Analysis                            Essential Vocabulary   Materials/Resources
  Connector   Tested          Student Learning Expectations (SLE)

                                                                        SECOND NINE set of core
                       Enduring Understanding - Successful problem solvers possess a WEEKS beliefs that support their work: problem solving is important,
                       takes significant time and repeated efforts, and requires reflection.
                       1. Enduring Question - Multiplication and division are inverse operations.
                       1a. Essential Question - What is the relationship among factors, products, and quotients?
C.1.3           1      NO.2.3.2                                               Determine if a 3-digit number is even or odd              *identify the digit in the one's place and determine if even
                       Apply number theory. *determine if a 3-digit number                                                              the 3-digit number is even or odd based on the digit in odd
                       is even or odd                                                                                                   the one's place (no matter the other digits)            number theory
                                                                                                                                        *identify the patterns for even (0,2,4,6,8)
                                                                                                                                        *identify the patterns for odd (1,3,5,7,9)
FP.3.1          0      NO.2.3.1                                               A. Show the commutative property of multiplication        *use arrays, groups and area models to show the         commutative property of
                       Develop an understanding of the commutative and        using objects                                             commutative property of multiplication                  multiplication
                       identity properties of multiplication using objects.   B. Show the identity properties of multiplication using   *make arrays and groups to show the identity property   identity property of
                                                                              objects                                                   of multiplication                                       multiplication
                                                                                                                                        *commutative property of multiplication - Ex. 2x4=4x2   array
                                                                                                                                        *identity property of multiplication - Ex. 2x1=2




                                                                                                                                                                                                                                          5 of 18
                                                                                                      Northwest Arkansas Instructional Alignment                                                                     WORK IN PROGRESS
                                                                                                              Third Grade Mathematics
 NCTM Focal    # of               AR Department of Education
   Point or   Times                 CONTENT STANDARD/                                                Objective                                            Task Analysis                              Essential Vocabulary       Materials/Resources
  Connector   Tested          Student Learning Expectations (SLE)
                       Enduring UnderstandingHow can models for multiplication be used toof core beliefs that support their work: problem solving is important,
                       1b. Essential Question - - Successful problem solvers possess a set divide?
FP.3.1          1      takes                                                  A. Model, represent requires reflection.
                       NO.2.3.4 significant time and repeated efforts, andand explain division as                                     *identify/describe when you know the number in each         division                  MEASUREMENT:
                       Model, represent and explain division as               measurement                                             set and the total but not how many sets, that is            partitive division        *Apply to price (Ex. Pies cost
                       measurement and partitive division including equal     B. Model, represent and explain division as partitive   division as measurement                                     measurement division      $4 each. How many pies can
                       groups, related rates, price, rectangular arrays (area division                                                *identify/describe when you know how many sets and          remainder                 you buy for $28?)
                       model), combinations and multiplicative comparison. NOTE: INCLUDE REPEATED SUBTRACTION                         the total but not how many in each set, that is partitive   inverse operation         *Apply to rate (Ex. Ellen walks
                                                                                                                                      division                       *apply to price, rate,       rate                      3 miles an hour. How many
                                                                                                                                      and multiplicative comparison (see last column)                                       hours will it take her to walk 15
                                                                                                                                      *use rectangular arrays and combinations to show                                      miles?)
                                                                                                                                      division in these two forms                                                           *Apply to multiplicative
                                                                                                                                      *explain how a remainder may impact an answer in a                                    comparison (Ex. The giraffe is
                                                                                                                                      real-world situation                                                                  18 feet tall.The kangaroo is 6
                                                                                                                                                                                                                            feet tall. The giraffe is how
                                                                                                                                                                                                                            many times taller than the
                                                                                                                                                                                                                            kangaroo?)
                                                                                                                                                                                                                            PARTITIVE:
                                                                                                                                                                                                                            *Apply to rate (Ex. Ellen
                                                                                                                                                                                                                            walked 15 miles.It took her 5
                                                                                                                                                                                                                            hours. If she walked the same
                                                                                                                                                                                                                            speed the whole way, how far
                                                                                                                                                                                                                            did she walk in one hour?)
                                                                                                                                                                                                                            *Apply to price (Ex. Jan bought
                                                                                                                                                                                                                            7 pies. She spent a total of
                                                                                                                                                                                                                            $28. If each pie cost the same
                                                                                                                                                                                                                            amount, how much did one pie
                                                                                                                                                                                                                            cost?)                     *Apply
                                                                                                                                                                                                                            to multiplicative comparison
                                                                                                                                                                                                                            (Ex. The giraffe is 18 feet tall.
                                                                                                                                                                                                                            She is 3 times as tall as the
                                                                                                                                                                                                                            kangaroo. How tall is the
                                                                                                                                                                                                                            kangaroo?)




FP.3.1          0      A.4.3.2                                                Use skip-counting patterns to multiply NOTE:            *practice skip counting by any given number up to ten multiples of numbers
                       Relate skip-counting patterns to multiplication.       INCLUDE REPEATED ADDITION                               *relate skip counting to repeated addition            skip counting
                       .                                                                                                              *use skip counting as a strategy for multiplication




                                                                                                                                                                                                                                                    6 of 18
                                                                                                           Northwest Arkansas Instructional Alignment                                                                     WORK IN PROGRESS
                                                                                                                   Third Grade Mathematics
 NCTM Focal     # of               AR Department of Education
   Point or    Times                 CONTENT STANDARD/                                                    Objective                                               Task Analysis                             Essential Vocabulary   Materials/Resources
  Connector    Tested          Student Learning Expectations (SLE)

                        1c. Essential Question - - Successful problem used to learn basic multiplication and division facts?
                        Enduring UnderstandingWhat strategies can besolvers possess a set of core beliefs that support their work: problem solving is important,
FP.4.1;C.4.5    3       takes                                                A. Discover efficient requires reflection.
                        NO.3.3.3 significant time and repeated efforts, and and accurate methods of                                           *develop and use strategies for multiplying and           product
               OR-1     Develop, with and without appropriate technology,    computing in multiplication, using contextual                    dividing numbers                                          factor
                        computational fluency in multiplication and division problems: strategies for multiplying, estimation of              *perform operations in more than one way                  divisor
                        using contextual problems                            products, in order to develop computational fluency              *estimate products and quotients in appropriate           dividend
                                                                             B. Discover efficient and accurate methods of                    situations                                                quotient
                                                                             computing in division, using contextual problems:                *show the relationship between multiplication and         doubles
                                                                             strategies for division, estimation of quotients in              division.                                                 multiple
                                                                             appropriate situations, in order to develop                      *solve contextual problems involving multiplication
                                                                             computational fluency                                            and division with and without appropriate technology
                                                                             C. Show relationships between multiplication and
                                                                             division


FP.3.1           0      NO.3.3.2                                                   A. Discover efficient and accurate methods of              *develop multiplication strategies (strategies may        product
                        Develop with and without appropriate technology,           computing basic number combinations for                    include arrays, skip counting, repeated addition,         factor
                        fluency with basic number combinations for                 multiplication facts (10 x 10) in order to develop         derived facts (using a fact you know, figure out a fact   divisor
                        multiplication and division facts (10 x 10)                computational fluency                                      you don't know), doubles, patterns) with and without      dividend
                                                                                   B. Discover efficient and accurate methods of              appropriate technology                                    quotient
                                                                                   computing basic division facts (100 / 10) in order to      *develop division strategies (strategies may include      doubles
                                                                                   develop computational fluency                              using repeated subtraction, multiplication (inverse       multiple
                                                                                                                                              operation)), knowing multiplication facts, arrays, fact
                                                                                                                                              family) with and without appropriate technology


                        1d. Essential Question - What strategies are used to estimate products and quotients?
C.3.4            1      Review: NO.3.3.5                                      A. Solve problems using estimation strategies                   *use front-end estimation, rounding, under-estimation, estimate
                        Use estimation strategies to solve problems and judge B. Judge the reasonableness of the answer                       over-estimation to solve problems                      reasonable
                        the reasonableness of the answer                                                                                      *judge the reasonableness of the answer
                        2. Enduring Understanding - Relationships between numbers can be described by generalizations.
                        2a. Essential Question - How can a pattern be generalized?
C.3.1            1      A.4.3.5                                                    Evaluate the relationship between sets of numbers,         *find one-step rules involving sets of numbers in
                        Determine the relationship between sets of numbers         and use that to select the rule                            various forms (charts, lists)
                        by selecting the rule                                                                                                 *apply the rule to the set of numbers
                        3. Enduring Understanding - Symbolic notation is used to represent mathematical relationships.
                        3a. Essential Question - How are symbols used to represent mathematical relationships including operations, equality, and inequality?
C.3.1            2      A.5.3.1                                                    Select and/or write number sentences (equalities) to       *define the equal sign to mean that the equation is       equation
                        Select and/or write number sentences (equalities) to       find the unknown in problem-solving contexts               balanced ("same as")                                      balance
                        find the unknown in problem-solving contexts               involving two-digit times one-digit multiplication using   *write number sentences that can be used to solve a       equal sign
                        involving two-digit times one-digit multiplication using   appropriate labels                                         word problem                                              label
                        appropriate labels.                                                                                                   *use appropriate labels                                   place value
C.3.1; C.5.1     2      A.5.3.2                                                    Express mathematical relationships using equalities        *explain and understand the symbols (<, >, =, ≠)          greater than
                        Express mathematical relationships using equalities        and inequalities                                           *evaluate expressions on both sides                       less than
                        and inequalities.                                                                                                     *use symbols to compare the expressions                   equal to
                        Ex.                                                                                                                   *decide whether an equality or inequality is true or      not equal to
                        4 x 9 ___ 36 - 3                                                                                                      false                                                     true
                                                                                                                                              *compare numbers in expressions using symbols             false
                                                                                                                                              *supply numbers that make given equalities or             expression
                                                                                                                                              inequalities true                                         equality
                                                                                                                                                                                                        inequality

C.5.1            2      A.5.3.3                                                    Use a symbol to represent an unknown quantity in a         *use a symbol to represent an unknown number         symbol
                        Use a symbol to represent an unknown quantity in a         number sentence involving contextual situations and        *identify the unknown                                strategy
                        number sentence involving contextual situations and        find the value                                             *solve for the unknown using a mathematical strategy unknown
                        find the value.                                                                                                                                                            value
                        Ex.                                                                                                                                                                        number sentence
                        2 x Δ = 16




                                                                                                                                                                                                                                                  7 of 18
                                                                                             Northwest Arkansas Instructional Alignment                                                            WORK IN PROGRESS
                                                                                                     Third Grade Mathematics
NCTM Focal    # of              AR Department of Education
  Point or   Times                CONTENT STANDARD/                                         Objective                                       Task Analysis                        Essential Vocabulary    Materials/Resources
 Connector   Tested         Student Learning Expectations (SLE)
               0                                                     Write problem solvers possess a                 of core information from story problem
                      Enduring Understanding - Successful equations for contextual problems involving set*identify vital beliefs thatasupport their
                      NO.2.3.3                                                                                                                                               work: problem solving is important,
                                                                                                                                                                              symbols
                      Use conventional mathematical symbols to write multiplication using conventional mathematical *use strategies to solve a story problem by writing an   equations
                      takes for contextual problems and repeated efforts, and requires reflection. equation that represents a multiplication story.
                      equationssignificant timeinvolving             symbols                                                                                                 contextual problems
                      multiplication.




                                                                                                                                                                                                                        8 of 18
                                                                                                        Northwest Arkansas Instructional Alignment                                                                      WORK IN PROGRESS
                                                                                                                Third Grade Mathematics
 NCTM Focal    # of               AR Department of Education
   Point or   Times                 CONTENT STANDARD/                                                 Objective                                               Task Analysis                             Essential Vocabulary   Materials/Resources
  Connector   Tested          Student Learning Expectations (SLE)

                                                                           THIRD NINE set of core
                       Enduring Understanding - Successful problem solvers possess a WEEKS beliefs that support their work: problem solving is important,
                       takes significant time and repeated efforts, and requires shows relationships.
                       1. Enduring Understanding - Organization of information reflection.
                       1a. Essential Question - What are some ways to organize data?
C.3.3           0      A.6.3.1                                                  Complete a chart or table to organize given               *using the information given, identify the rule to      chart
                       Complete a chart or table to organize given              information and use the chart to identify relationships   complete the chart or table                             table
                       information and to understand relationships and          and explain the results                                   *explain how you arrived at your result using words
                       explain the results.                                                                                               and/or pictures
                                                                                                                                          *use a chart or table to describe relationships (change
                                                                                                                                          from January to July in a given chart, etc.)


C.3.3           2      DAP.14.3.1                                               A. Design a survey question after being given a topic     *describe a frequency table, line plot, bar graph, and    survey
                       Design a survey question after being given a topic       B. Collect, organize, display and describe simple data    pictograph                                                data
                       and collect, organize, display and describe simple       using frequency tables or line plots, pictographs and     *identify what a survey is                                frequency table
                       data using frequency tables or line plots, pictographs   bar graphs                                                *design a question from the given topic                   line plot
                       and bar graphs.                                                                                                    *collect and sort data                                    pictograph
                                                                                                                                          *decide how to display data                               key (on a pictograph)
                                                                                                                                          *organize and display data using a frequency table,       bar graph
                                                                                                                                          line plot, pictograph, and bar graph                      organize
                                                                                                                                          *label and title graph or table correctly (vertical and   display
                                                                                                                                          horizontal labels, values, key)                           tally mark
                                                                                                                                          *apply data procedure with frequency tables, line
                                                                                                                                          plots, pictographs, and bar graphs.

                       1b. Essential Question - How can the elements of a graph help people to understand and to interpret the data?
C.3.3           2      Review: DAP.14.3.1                                       A. Design a survey question after being given a topic     *describe a frequency table, line plot, bar graph, and    survey
                       Design a survey question after being given a topic       B. Collect, organize, display and describe simple data    pictograph                                                data
                       and collect, organize, display and describe simple       using frequency tables or line plots, pictographs and     *identify what a survey is                                frequency table
                       data using frequency tables or line plots, pictographs   bar graphs                                                *design a question from the given topic                   line plot
                       and bar graphs.                                                                                                    *collect and sort data                                    pictograph
                                                                                                                                          *decide how to display data                               key (on a pictograph)
                                                                                                                                          *organize and display data using a frequency table,       bar graph
                                                                                                                                          line plot, pictograph, and bar graph                      organize
                                                                                                                                          *label and title graph or table correctly (vertical and   display
                                                                                                                                          horizontal labels, values, key)                           tally mark
                                                                                                                                          *apply data procedure with frequency tables, line
                                                                                                                                          plots, pictographs, and bar graphs

C.3.3           0      DAP.15.3.2                                             Match a set of data with a graphical representation of *compare data with a graphical representation (Does            graphical representation
                       Match a set of data with a graphical representation of the data                                               the graph represent the data?)                                 data
                       the data.                                                                                                     *choose the appropriate graph to represent a given
                                                                                                                                     set of data
C.3.3           0      DAP.16.3.1                                               Make predictions for a given set of data                  *make predictions for a particular set of data by         prediction
                       Make predictions for a given set of data                                                                           extending charts and graphs                               certain
                                                                                                                                                                                                    impossible
                                                                                                                                                                                                    possible
C.3.3           0      A.7.3.1                                                  Identify the change over time                             *identify change as related to time vs. money             difference
                       Identify the change over time.                                                                                     *use given information to identify the distinction        compare
                                                                                                                                          between two or more events over a longer period of
                                                                                                                                          time

                       1c. Essential Question - How does changing the scale affect how data is communicated?




                                                                                                                                                                                                                                              9 of 18
                                                                                                      Northwest Arkansas Instructional Alignment                                                                   WORK IN PROGRESS
                                                                                                              Third Grade Mathematics
 NCTM Focal    # of               AR Department of Education
   Point or   Times                 CONTENT STANDARD/                                                Objective                                            Task Analysis                           Essential Vocabulary     Materials/Resources
  Connector   Tested          Student Learning Expectations (SLE)
C.3.3           2                                                       Read problem solvers possess a                   of core beliefs that pictograph
                       Enduring Understanding - Successful and interpret pictographs and bar graphs in set*identify and count symbols on asupportintheir work: a pictograph)
                       DAP.15.3.1                                                                                                                                                 key (on problem                  solving is important,
                       Read and interpret pictographs and bar graphs in which symbols or intervals are greater than one intervals greater than one using the key                  symbol
                       takes significant time and repeated efforts, and requires reflection. *find information on a bar graph by counting in
                       which symbols or intervals are greater than one.                                                                                                           vertical label
                                                                                                                        intervals greater than one (2's, 5's, 10's, etc.)         horizontal label
                                                                                                                        *identify that a half symbol represents half of the value pictograph
                                                                                                                        on a pictograph                                           bar graph
                                                                                                                        *read and interpret pictographs and bar graphs in
                                                                                                                        which symbols or intervals are greater than one


                       1d. Essential Question - How can the next step in a pattern be found?
C.4.1           3      A.4.3.4                                                 A. Use repeating numeric or geometric patterns to     *extend a variety of numeric and geometric patterns      repeating patterns
                       Use repeating and growing numeric or geometric          solve problems                                        *differentiate between a repeating and a growing         growing patterns
                       patterns to solve problems.                             B. Use growing numeric or geometric patterns to solve pattern                                                  extend
                                                                               problems
                0      A.4.3.1                                                 Count forward and backward when given a number          *count forward and backward by any given number to forward
                       Count forward and backward when given a number          less than or equal to 1000                              1000 in written or oral form                       backward
                       less than or equal to 1000 _____, 399, _____,
                       _____
                0      A.4.3.3                                                 Identify a number that is more or less than any whole   *skip count by multiples of ten from any number        more
                       Identify a number that is more or less than any whole   number up to 1000 using multiples of ten and/or 100     forward and backward (Ex. 23, 33, 43, 53, etc.) with   less
                       number up to 1000 using multiples of ten and/or 100                                                             objects such as 100s charts                            multiple
                                                                                                                                       *skip count by multiples of one hundred from any       whole number
                                                                                                                                       number forward and backward (Ex. 114, 214, 314,
                                                                                                                                       414, etc.) with objects such as numbers charts




                                                                                                                                                                                                                                         10 of 18
                                                                                                         Northwest Arkansas Instructional Alignment                                                                    WORK IN PROGRESS
                                                                                                                 Third Grade Mathematics
 NCTM Focal      # of               AR Department of Education
   Point or     Times                 CONTENT STANDARD/                                                Objective                                            Task Analysis                              Essential Vocabulary        Materials/Resources
  Connector     Tested          Student Learning Expectations (SLE)
                         Enduring Understanding - Successful problem solvers possess a set of for communicating measurements. problem solving is important,
                         2. Enduring Understanding - Standard units provide common language core beliefs that support their work:
                         takes significant time and repeated efforts, and requires reflection.
                         2a. Essential Question - How are units of measure related?
                  1      M.12.3.4                                                A. Show the relationship between linear measurement *identify how many inches are in a foot and in a yard,        foot
                         Demonstrate the relationship among different            B. Show the relationship between units of capacity  feet in a yard using tools (rulers, etc.)                     inch
                         standard units.                                         C. Show the relationship between units of weight    *identify how many cups are in a pint, how many pints         yard
                                                                                                                                     in a quart, and how many quarts in a gallon using             cup
                                                                                                                                     materials                                                     pint
                                                                                                                                     *identify how many ounces are in a pound using                quart
                                                                                                                                     materials                                                     ounce
                                                                                                                                     *identify the abbreviations for the standard units or         pound
                                                                                                                                     measurement                                                   length
                                                                                                                                     *apply measurement relationships in context                   capacity
                                                                                                                                                                                                   weight/mass
                                                                                                                                                                                                   standard units of measurement
                                                                                                                                                                                                   linear measurement
                                                                                                                                                                                                   (measuring a straight line)


                  0      M.12.3.5                                                Create and complete a conversion table to show          *create a conversion table                                convert
                         Create and complete a conversion table (from larger     relationships between units of measurement in the       *use a conversion table                                   conversion table
                         unit to smaller unit) to show relationships between     same system (LARGER UNIT TO SMALLER UNIT)               *change feet to inches using multiplication
                         units of measurement in the same system.                                                                        *change yards to feet using multiplication
                         Ex. Change feet to inches using multiplication                                                                  *change yards to inches using multiplication
                                                                                                                                         *change pints to cups using multiplication
                                                                                                                                         *change quarts to pints using multiplication
                                                                                                                                         *change gallons to quarts using multiplication
                                                                                                                                         *change pounds to ounces using multiplication
                                                                                                                                         *read and use the mathematics references sheet in
                                                                                                                                         Benchmark released items

                         3. Enduring Understanding - Perimeter is a one-dimensional measure (perimeter surrounds); area is a two-dimensional measure (area covers);
                         volume is a three-dimensional measure (volume fills in).
                         3a. Essential Question - What strategies can be used to find area, perimeter, and volume of a shape or region?
C.2.2; FP.4.3   OR-1     M.13.3.10                                              Find the perimeter of a figure by measuring the length *identify that perimeter is the distance around a figure perimeter
                         Find the perimeter of a figure by measuring the length of the sides                                           *measure a side and label the side with that             length
                         of the sides.                                                                                                 measurement                                              side
                                                                                                                                       *find perimeter by adding the length of ALL the sides
                                                                                                                                       (even if there is an unknown side)


C.3.2             0      M.13.3.11                                              Find the area of any region counting squares and half- *identify that area is the measurement of the interior of   area
                         Find the area of any region counting squares and half- squares                                                a figure                                                    square
                         squares.                                                                                                      *contrast square units with units.                          square unit
                                                                                                                                       *recognize that each square represents one square           grid
                                                                                                                                       unit                                                        array
                                                                                                                                       *combine half square units into whole square units
                                                                                                                                       using grid paper, square tiles, pictures to find the area
                                                                                                                                       of any region
FP.5.3            1      M.13.3.12                                               Discover strategies for finding the volume of           *recognize a rectangular prism and a cube using           rectangular prism
                         Develop strategies for finding the volume (cubic units) rectangular prisms and cubes using models               models                                                    cube
                         of rectangular prisms and cubes using models.                                                                   *contrast units, square units, and cubic units            cubic unit
                                                                                                                                         *use models and pictorial representations of models       volume
                                                                                                                                         *develop strategies to find volume by counting cubes
                                                                                                                                         that may or may not be seen


                         4. Enduring Understanding - A three-dimensional figure can be analyzed in terms of its two-dimensional parts.
                         4a. How are one-, two-, or three-dimensional shapes described and classified?

                                                                                                                                                                                                                                                 11 of 18
                                                                                                       Northwest Arkansas Instructional Alignment                                                                     WORK IN PROGRESS
                                                                                                               Third Grade Mathematics
 NCTM Focal    # of               AR Department of Education
   Point or   Times                 CONTENT STANDARD/                                                Objective                                            Task Analysis                              Essential Vocabulary   Materials/Resources
  Connector   Tested          Student Learning Expectations (SLE)
FP.5.3          1                                                                                                               of core beliefs that
                       Enduring Understanding - Successful problem solvers possess a set*identify 3-D solids (G.8.2.1) support their work: problem solving
                       G.8.3.1                                             A. Compare and contrast 3-D solids by investigating                                                         faces                                is important,
                       Compare, contrast and build 3-D solids by           the number of faces, edges, and vertices on models  *use 3-D models to show faces, edges, and vertices      edges
                       takes significant faces, and repeated Build 3-D solids by investigating reflection. *count the faces, edges, and vertices on each 3-D
                       investigating the number of timeedges, and vertices B.efforts, and requires the number of                                                                       vertices
                       on models.                                          faces, edges and vertices on models                 model                                                   solids
                                                                                                                               *compare/contrast the faces, edges, and vertices of all three-dimensional (3-D)
                                                                                                                               3-D models                                              rectangular prism
                                                                                                                               *build a 3-D solid using the number of faces, edges,    cone
                                                                                                                               and vertices given                                      sphere
                                                                                                                                                                                       cube
                                                                                                                                                                                       cylinder
                                                                                                                                                                                       properties

FP.3.3          0      G.8.3.2                                                Identify regular polygons with at least 4 sides        *identify a polygon                                        regular polygon
                       Identify regular polygons with at least 4 sides.                                                              *know the definition of a regular polygon (equal sides,    square
                                                                                                                                     equal angles)                                              regular pentagon
                                                                                                                                     *identify square, regular pentagon, regular hexagon,       regular hexagon
                                                                                                                                     and regular octagon                                        regular octagon
                                                                                                                                                                                                properties
FP.3.3          0      G.11.3.1                                               Replicate a three-dimensional model composed of        *provide a model built from cubes for students to          3-D model
                       Replicate a three-dimensional model composed of        cubes when given a physical model                      replicate                                                  replicate
                       cubes when given a physical model.                                                                                                                                       sides
                                                                                                                                                                                                vertices
                                                                                                                                                                                                faces
                                                                                                                                                                                                visualization

                       5. Enduring Understanding - Changing the position of an object does not affect its attributes.
                       5a. Essential Question - What strategies can be used to check for symmetry?
FP.3.3          1      G.9.3.1                                                Draw one or more lines of symmetry in a polygon        *apply congruency and symmetry (G.9.2.1)                   congruent
                       Draw one or more lines of symmetry in a polygon.                                                              *identify one of more lines of symmetry in a polygon       symmetry
                                                                                                                                     *draw one or more lines of symmetry in a polygon           lines of symmetry



                       6. Enduring Understanding - Objects can be described and compared using geometric attributes.
                       6a. Essential Question - How can objects be represented and compared using geometric attributes?
FP.3.3          3      G.11.3.2                                              Identify which new figure will be formed by combining *identify figures by name                                    combining
                       Determine which new figure will be formed by          and subdividing models of existing figures            *combine figures to make new figures                         subdividing
                       combining and subdividing models of existing figures.                                                       *take apart an existing whole figure into its parts          visualization
                                                                                                                                                                                                properties

                       6b. Essential Question - How are points, lines, line segments, and rays related?
                0      G.8.3.3                                                A. Identify line, line segment and ray using           *identify the definition of a line, a line segment, and a line
                       Identify and draw line, line segment and ray using     appropriate labels                                     ray by using examples                                     line segment
                       appropriate labels.                                    B. Draw line, line segment and ray using appropriate   *identify a line, a line segment, and a ray using         ray
                                                                              labels                                                 appropriate labels
                                                                                                                                     *compare/contrast a line, a line segment, and a ray
                                                                                                                                     using appropriate labels
                                                                                                                                     *draw a line, a line segment, and a ray using
                                                                                                                                     appropriate labels
                1      G.8.3.4                                                A. Identify intersecting and parallel lines            *identify the definition of intersecting and parallel lines intersecting lines
                       Identify and draw intersecting and parallel lines.     B. Draw intersecting and parallel lines                by using examples                                           parallel lines
                                                                                                                                     *identify intersecting and parallel lines by using
                                                                                                                                     examples of real-world objects (shapes, pictures,
                                                                                                                                     letters)
                                                                                                                                     *draw intersecting and parallel lines

                       7. Enduring Understanding - A transformation is a specific movement of an object.
                       7a. Essential Question - What are translations, rotations, and reflections?


                                                                                                                                                                                                                                          12 of 18
                                                                                                 Northwest Arkansas Instructional Alignment                                                             WORK IN PROGRESS
                                                                                                         Third Grade Mathematics
 NCTM Focal    # of              AR Department of Education
   Point or   Times                CONTENT STANDARD/                                           Objective                                         Task Analysis                           Essential Vocabulary   Materials/Resources
  Connector   Tested         Student Learning Expectations (SLE)
FP.3.3          1                                                                                                             of core beliefs a figure (G.9.22)
                       Enduring Understanding - Successful problem solvers possess a set*recognize the motion of that support their
                       G.9.3.2                                          Describe the motion of a two-dimensional figure as a                                                        work: problem solving is important,
                                                                                                                                                                                     slide (translation)
                       Describe the motion (transformation) of a two-   flip, slide or turn                                  *model and explain flip, slide and turn with objects   flip (reflection)
                       takes significant time and repeated efforts, and requires reflection. *describe how a figure was moved using flip, slide or
                       dimensional figure as a flip (reflection), slide                                                                                                             turn (rotation)
                       (translation) or turn (rotation).                                                                     turn                                                   motion




                                                                                                                                                                                                                              13 of 18
                                                                                                   Northwest Arkansas Instructional Alignment                                                                     WORK IN PROGRESS
                                                                                                           Third Grade Mathematics
 NCTM Focal    # of               AR Department of Education
   Point or   Times                 CONTENT STANDARD/                                            Objective                                            Task Analysis                            Essential Vocabulary     Materials/Resources
  Connector   Tested          Student Learning Expectations (SLE)
                       Enduring Understanding - Successful problem solvers possess a set of core beliefs that support their work: degree of precisionimportant,
                       8. Enduring Understanding - The choice of measurement tools depends on the measurable attribute and the problem solving is required.
                       takes significant time and repeated efforts, and requires reflection.
                       8a. Essential Question - What determines the choice of a measurement tool?
C.3.2           3      M.13.3.8                                             A. Use appropriate customary measurement tools for    *identify which measurement tool applies to various      length
                       Use appropriate customary measurement tools for      length                                                situations (ruler, yard stick, measuring tape,           capacity
                       length, capacity and mass                            B. Use appropriate customary measurement tools for    thermometer, scale, balance scale, teaspoons, cups,      mass
                                                                            capacity                                              gallons, pints, quarts)                                  measurement tool
                                                                            C. Use appropriate customary measurement tools for    *use the appropriate tool to measure length, capacity,   ruler
                                                                            mass                                                  and mass                                                 yard stick
                                                                                                                                                                                           measuring tape
                                                                                                                                                                                           thermometer
                                                                                                                                                                                           scale
                                                                                                                                                                                           balance scale
                                                                                                                                                                                           teaspoon
                                                                                                                                                                                           cup
                                                                                                                                                                                           gallon
                                                                                                                                                                                           pint

                1      M.12.3.3                                             Distinguish the temperature to contextual problems    *identify that the higher you go on the Fahrenheit       Fahrenheit
                       Distinguish the temperature to contextual problems   using the Fahrenheit scale on a thermometer           scale the hotter it gets and the lower you go the colder vertical number line
                       using the Fahrenheit scale on a thermometer                                                                it gets
                       Ex.                                                                                                        *identify that water freezes at 32 degrees Fahrenheit
                       If I need to wear mittens and a scarf, what                                                                *apply temperatures to contextual problems
                       temperature would it be? 35°F or 70°F?


                0      M.13.3.7                                           A. Read temperatures on Fahrenheit scale in intervals   *recognize whether it is a Fahrenheit or Celsius         temperature
                       Read temperatures on Fahrenheit and Celsius scales of two                                                  thermometer by looking at the label                      Fahrenheit
                       in intervals of two and five.                      B. Read temperatures on Celsius scale in intervals of   *count by 2's and 5's                                    Celsius
                                                                          five                                                    *read temperature on Fahrenheit and Celsius              degree

                       8b. Essential Question - What estimation strategies are used in measurement?
C.3.2           2      M.13.3.9                                             A. Estimate length, capacity/volume and mass using    *describe the order of the measurement tools (largest    estimate
                       Estimate and measure length, capacity/volume and     appropriate customary units                           to smallest, smallest to largest)                        pound
                       mass using appropriate customary units               B. Measure length, capacity/volume and mass using     *relate a measurement tool to a non-standard tool        ounce
                                                                            appropriate customary units                           (fingertip, paper clip, arm span) in order to estimate   customary units
                                                                                                                                  *measure length, capacity, and mass with a
                                                                                                                                  measurement tool




                                                                                                                                                                                                                                      14 of 18
                                                                                                   Northwest Arkansas Instructional Alignment                                                               WORK IN PROGRESS
                                                                                                           Third Grade Mathematics
NCTM Focal    # of               AR Department of Education
  Point or   Times                 CONTENT STANDARD/                                             Objective                                           Task Analysis                            Essential Vocabulary   Materials/Resources
 Connector   Tested          Student Learning Expectations (SLE)
                      Enduring Understanding - Successfulpairs show an exact location onof coordinate plane.
                      9. Enduring Understanding - Ordered problem solvers possess a set a core beliefs that support their work: problem solving is important,
                      takes significant time and repeated locationand requires reflection.
                      9a. Essential Question - How is the efforts, of a point on a grid described?
               0      G.10.3.1                                              A. Locate and identify points on a coordinate grid   *demonstrate how to locate a point on a grid by          point
                      Locate and identify points on a coordinate grid and   using common language and geometric vocabulary       moving horizontally on the grid then vertically on the   coordinate grid
                      name the ordered pair (quadrant one only) using       B. Name the ordered pair using common language       grid (which direction to move first)                     ordered pair
                      common language and geometric vocabulary              and geometric vocabulary                             *name a point on a grid                                  horizontal
                      (horizontal and vertical)                                                                                  *identify a point on a grid                              vertical
                                                                                                                                                                                          column
                                                                                                                                                                                          row




                                                                                                                                                                                                                                   15 of 18
                                                                                                          Northwest Arkansas Instructional Alignment                                                                    WORK IN PROGRESS
                                                                                                                  Third Grade Mathematics
 NCTM Focal    # of               AR Department of Education
   Point or   Times                 CONTENT STANDARD/                                                   Objective                                              Task Analysis                            Essential Vocabulary      Materials/Resources
  Connector   Tested          Student Learning Expectations (SLE)
                       Enduring Understanding - Successful problem solvers possess a set of core beliefs that support their work: problem solving is important,
                                                                         FOURTH NINE WEEKS
                       1. Enduring Understanding - Both common and requires fractions can represent fractional parts.
                       takes significant time and repeated efforts, and decimal reflection.
                       1a. Essential Question - How are numbers that represent fractional parts compared?
FP.3.2          0      NO.1.3.4                                                 Express fractions (halves, thirds, fourths, sixths and     *use objects to model halves, thirds, fourths, sixths,   fraction
                       Represent fractions (halves, thirds, fourths, sixths and eighths) using words, numerals and physical models         and eighths as they relate to parts of a set and parts   halves
                       eighths) using words, numerals and physical models                                                                  of a whole                             *understand the   thirds
                       Ex.                                                                                                                 meaning of the numbers in a fraction                     fourths
                       Identify and illustrate parts of a whole and parts of                                                               *write the fraction in words                             sixths
                       sets of objects                                                                                                     *recognize that a fractional part of a model does not    eighths
                       Recognize that a fractional part of a rectangle does                                                                have to be shaded in contiguous (touching) parts         numerator
                       not have to be shaded with contiguous parts                                                                                                                                  denominator
                                                                                                                                                                                                    contiguous (touching) parts
                                                                                                                                                                                                    whole
                                                                                                                                                                                                    set

FP.3.2          0      NO.1.3.7                                                  Write a fraction that is equivalent to a given fraction   *use models (to ensure conceptual understanding) to      equivalent
                       Write a fraction that is equivalent to a given fraction   with the use of models                                    show equivalent fractions (fraction circles, fraction    fraction
                       with the use of models.          Ex. 1/2 = 4/8 = 8/16                                                               kits, fraction towers, fraction steps, fraction bars,
                                                                                                                                           student-created fraction strips, etc.)
                                                                                                                                           *recognize and write equivalent fractions using
                                                                                                                                           various models


FP.3.2          0      NO.1.3.5                                                  Recognize that the size of the whole determines the       *use different size models to represent a whole to       quantity
                       Utilize models to recognize that the size of the whole    size of the fraction depending on the original quantity   show, for example, half of a larger shape is different   whole
                       determines the size of the fraction depending on the      using models                                              than half of a smaller shape (large pizza vs. small      fractions
                       original quantity                                                                                                   pizza)
FP.4.2          0      NO.1.3.6                                                  A. Represent (using the place value structure of the      *recognize that $1 is a whole                            decimal point
                       Use the place value structure of the base ten number      base ten number system) decimals to hundredths in         *recognize that the coins are parts of a whole           dollar sign
                       system and be able to represent and compare               money                                                     *recognize that the decimal point means "and"            base ten
                       decimals to hundredths in money (using models,            B. Compare (using the place value structure of the        (separating the whole from the parts)                    place value
                       illustrations, symbols, expanded notation and problem     base ten number system) decimals to hundredths in         *recognize that the numbers after the decimal            tens
                       solving)                                                  money                                                     represent the parts of a whole ("change")                tenths
                       Ex:                                                                                                                 *compare two money amounts using <, >, =                 hundreds
                       $193.76 _____$139.67                                                                                                *write a money amount in expanded notation               hundredths
                                                                                                                                                                                                    ones
                                                                                                                                                                                                    expanded notation
                                                                                                                                                                                                    numeral value




                                                                                                                                                                                                                                                16 of 18
                                                                                                       Northwest Arkansas Instructional Alignment                                                                WORK IN PROGRESS
                                                                                                               Third Grade Mathematics
 NCTM Focal    # of               AR Department of Education
   Point or   Times                 CONTENT STANDARD/                                                 Objective                                          Task Analysis                           Essential Vocabulary   Materials/Resources
  Connector   Tested          Student Learning Expectations (SLE)
                       Enduring Understanding - Successful problem solvers possess a set of core graphically. support their work: problem solving is important,
                       2. Enduring Understanding - Probability can be represented numerically and beliefs that
                       takes significant time and repeated efforts, represented numerically?
                       2a. Essential Question - How is probability and requires reflection.
C.7.4           0      DAP.17.3.1                                              Use fractions to predict probability of an event       *identify what probability is                           probability
                       Use fractions to predict probability of an event                                                               *relate fractions to probability as parts of a set      fraction
                                                                                                                                      *express probability in fraction form and word form     event
                                                                                                                                      *relate part to whole                                   outcome
                                                                                                                                                                                              numerator
                                                                                                                                                                                              denominator

                       2b. Essential Question - How is the likelihood of an event determined and communicated?
                0      DAP.17.3.3                                              Use physical models, pictures and organized lists to   *manipulate objects to find combinations of two sets of physical model
                       Use physical models, pictures and organized lists to    find combinations of two sets of objects               objects                                                 organized list
                       find combinations of two sets of objects                                                                       *develop a strategy for organizing and finding
                                                                                                                                      combinations (organized list, pictures, web, table,
                                                                                                                                      objects)
               5       DAP.17.3.2                                              A. Conduct simple probability experiments and record   *conduct many various simple probability experiments    probability
              OR -1    Conduct simple probability experiments, record the      the data                                               (spinners, tiles, number cubes) and record the data     fair
                       data and draw conclusions about the likelihood of       B. Draw conclusions about the likelihood of possible   *use strategy to choose how to record data              unfair
                       possible outcomes (roll number cubes, pull tiles from   outcomes                                               *determine the fairness of a game by playing fair and   tally marks
                       a bag, spin a spinner, or determine the fairness of                                                            unfair games                                            experiment
                       games)                                                                                                         *use tally marks to record data during experiment       data
                                                                                                                                      *use data to conclude the likelihood of a possible      conclusion
                                                                                                                                      outcome                                                 outcome
                                                                                                                                                                                              possible outcome
                                                                                                                                                                                              chance
                                                                                                                                                                                              most likely
                                                                                                                                                                                              less likely
                                                                                                                                                                                              equally likely




                                                                                                                                                                                                                                      17 of 18
                                                                                                          Northwest Arkansas Instructional Alignment                                                               WORK IN PROGRESS
                                                                                                                  Third Grade Mathematics
 NCTM Focal     # of               AR Department of Education
   Point or    Times                 CONTENT STANDARD/                                                  Objective                                              Task Analysis                         Essential Vocabulary   Materials/Resources
  Connector    Tested          Student Learning Expectations (SLE)
                        Enduring Understanding - Successful problem solvers possess a set of core beliefsplacesupport their work: problem solving is important,
                        3. Enduring Understanding - Strategies for multiplication and division are based on that value concepts.
                        takes significant time and repeated efforts, and place value help with multiplication and division of large numbers?
                        3a. Essential Question - How can knowledge of requires reflection.
FP.4.1;C.4.5    3       NO.3.3.3                                                  A. Discover efficient and accurate methods of            *develop and use strategies for multiplying and       product
               OR-1     Develop with and without appropriate technology,          computing in two-digit by one-digit multiplication,      dividing numbers                                      factor
                        computational fluency in multiplication and division up   using contextual problems: strategies for multiplying,   *perform operations in more than one way              divisor
                        to two-digit by one-digit numbers using two-digit by      estimation of products, in order to develop              *estimate products and quotients in appropriate       dividend
                        one-digit contextual problems                             computational fluency                                    situations                                            quotient
                                                                                  B. Discover efficient and accurate methods of            *show the relationship between multiplication and     doubles
                                                                                  computing in two-digit by one-digit division, using      division                                              multiple
                                                                                  contextual problems: strategies for division,            *solve contextual problems involving multiplication
                                                                                  estimation of quotients in appropriate situations, in    and division of two-digit numbers by one-digit
                                                                                  order to develop computational fluency                   numbers with and without appropriate technology
                                                                                  C. Show relationships between two-digit by one-digit
                                                                                  multiplication and division




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