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ALVORD UNIFIED SCHOOL DISTRICT 2009-2010 PACING GUIDE Instructional Window (August 12 - October 15): Chapters 1, 2, 3, 4, 5, 6 Third Grade Chapter 1: Understand Place Value August September October Big Idea: The position of the digit determines the value. M T W Th F M T W Th F M T W Th F Lesson 1 - NS 1.1 Obj: Find number patterns on a hundred chart. 3 4 5 6 7 1 2 3 4 1 2 Alg: HO: Patterns on a 100 Chart EQ: What patterns can you find on a hundred chart? 10 11 12 13 14 7 H 8 9 10 11 5 6 7 8 9 Lesson 2 - NS 1.3* Obj: Use place value to read, write, and represent numbers to 1,000. 17 18 19 20 21 14 15 16 17 18 12 13 14 15 16 Place Value to 1,000 EQ: How do you use place value to find the value of a digit? 24 25 26 27 28 21 22 23 24 25 N 19 20 21 22 23 Lesson 3 - NS 1.3* Obj: Use place value to read, write, and represent numbers to 10,000. 31 28 29 30 26 27 28 # 29 30 Place Value to 10,000 EQ: What is the value of 3 in 3,146? Lesson 4 - NS 1.5* Obj: Write numbers in expanded form. Benchmark Testing Window: Oct. 15-28 Expanded Form EQ: How do you write numbers in expanded form? # Math Data Due Date Lesson 5 - NS 1.1 Obj: Solve problems using the strategy logical reasoning. Dates Not Within Instructional Window PSWS: Use Logical Reasoning EQ: How can you use organizers to record problem solving clues? Teacher Inservice Day-No Students Chapter 2: Compare, Order, and Round Numbers Teacher Work Day-No Students Big Idea: Place Value is used to compare, order, and round numbers. N Notice of Not Achieving Standards Lesson 1 - NS 1.2 Obj: Use models, place value, and number lines to compare 3- and 4- digit numbers. Minimum Day Compare Numbers EQ: How can you use place value to compare two numbers? H Holiday Lesson 2 - NS 1.2 Obj: Use a number line and place value to order 3- and 4- digit numbers. Order Numbers EQ: How can you use place value to order a set of whole numbers? Lesson 3 - NS 1.2 Obj: Solve problems by using the skill use a number line . PSWS: Use a Model EQ: How can you use a number line to solve problems? Lesson 4 - NS 1.4 Obj: Use the number line and rounding rules to round 2- and 3- digit numbers to the 10. Round Numbers to the Nearest Ten EQ: How does using a number differ from using rules to round? Lesson 5 - NS 1.4 Obj: Use the number line and rounding rules to round numbers to the nearest 100. Standards CST Blueprint 32 items Round to the Nearest Hundred EQ: How does using a number line differ from using rules to round? Number Sense (NS) (49%) Lesson 6 - NS 1.4 Obj: Use the number line and rounding rules to round 4- digit numbers to the neaerst 1,000. NS 1.1 Count, read, and write whole numbers to 10,000. 1/2** Round to the Nearest Hundred EQ: How does using a number line differ from using rules to round? NS 1.2 Compare and order whole numbers to 10,000. 1 NS 1.3* Identify the place value for each digit in numbers to 10,000. 3 NS 1.4 Round off numbers to 10,000 to the nearest ten, hundred, and thousand. 1/2** NS 1.5* Use expanded notation to represent numbers (e.g., 3,206 = 3,000 + 200 + 6). 3 * Key Standard ** Fractional values indicate rotated standards Alg: Algebra HO: Hands On MM: Mental Math PSWS: Problem Solving Workshop Strategy *** Not assessable in a multiple choice format ISS / Curriculum and Instruction work in progress last updated 1/4/2011 ALVORD UNIFIED SCHOOL DISTRICT 2009-2010 PACING GUIDE Instructional Window (August 12 - October 15): Chapters 1, 2, 3, 4, 5, 6 Third Grade Chapter 3: Addition August September October Big Idea: Addition of multi-digit numbers is based on single digit addition facts and base ten and place value concepts. M T W Th F M T W Th F M T W Th F Lesson 1 - NS 2.1* Obj: Use properties of addition to solve problems. 3 4 5 6 7 1 2 3 4 1 2 Alg: Addition Properties EQ: How can each property be used? 10 11 12 13 14 7 H 8 9 10 11 5 6 7 8 9 Lesson 2 - AF 1.2 Obj: Identify missing addends in addition sentences. 17 18 19 20 21 14 15 16 17 18 12 13 14 15 16 Alg: Missing Addends EQ: What ways can you find the missing addend? 24 25 26 27 28 21 22 23 24 25 N 19 20 21 22 23 Lesson 3 - NS 1.4 Obj: Estimate sums of 2-, 3-, and 4- digit numbers by using rounding. 31 28 29 30 26 27 28 # 29 30 Estimate Sums EQ: What ways can you estimate sums? Benchmark Testing Window: Oct. 15-28 Lesson 4 - NS 2.1* Obj: Add 2- digit numbers with and without regrouping. # Math Data Due Date Add with Regrouping EQ: How is mental addition different than paper pencil addition? Dates Not Within Instructional Window Lesson 5 - NS 2.1* Obj: Explore adding 3- digit numbers with and without regrouping. Teacher Inservice Day-No Students HO: Model 3- Digit Addition EQ: How do you use base-ten blocks to model 3- digit addition? Teacher Work Day-No Students Lesson 6 - NS 2.1* Obj: Add 3- and 4- digit numbers with and without regrouping. N Notice of Not Achieving Standards Add 3- Digit and 4- Digit Numbers EQ: How do you use regrouping when adding? Minimum Day Lesson 7 - NS 2.1* Obj: Solve problems that use the strategy predict and test. H Holiday PSWS: Predict and Test EQ: How can you use an incorrect first prediction? Chapter 4: Subtraction Standards CST Blueprint Big Idea: Subtraction of multi-digit numbers is based on single digit subtraction facts and base ten and place value concepts. Number Sense (NS) 32 items (49%) Lesson 1 - NS 1.4 Obj: Estimate differences of 2-, 3-, and 4- digit numbers by using rounding. NS 1.4 Round off numbers to 10,000 to the nearest ten, hundred, and Estimate Differences EQ: When rounding will the whole class have the same answer? thousand. 1/2** Lesson 2 - NS 2.1* Obj: Subtract 2- digit numbers with and without regrouping. NS 2.1* Find the sum or difference of two whole numbers between 0 Subtract with Regrouping EQ: How do the two ways to subtract differ? and 10,000. 4 Lesson 3 - NS 2.1* Obj: Explore subtracting 3- digit numbers with and without regrouping. Algebra and Functions (AF) 12 items (18%) HO: Model 3- Digit Subtraction EQ: How do you use models to show subtraction? AF 1.1* Represent relationships of quantities in the form of Lesson 4 - NS 2.1* Obj: Subtract 3- digit numbers with and without regrouping. mathematical expressions, equations, or inequalities. 4 Subtract 3- and 4- Digit Numbers EQ: How is the subtraction algorithm extended for larger numbers? AF 1.2 Solve problems involving numeric equations or inequalities. 1 Lesson 5 - NS 2.1* Obj: Subtract 3- and 4- digit numbers across zeros. AF 2.2 Extend and recognize a linear pattern by its rules (e.g., for the Subtract Across Zeros EQ: How do you subtract across zeros? isosceles triangle, three equal sides for the equilateral triangle, Lesson 6 - AF 1.1* Obj: Solve problems by using the skill choose the operation. right angle for the right triangle. 1 PSWS: Choose the Operation EQ: How can context clues be used to solve the problem? Mathematical Reasoning (MR) embedded Lesson 7 - AF 2.2 Obj: Describe, extend, create, and predict addition and subtraction patterns. MR 2.5 Identify, describe, and classify common three-dimensional Number Patterns EQ: How can you create and extend patterns? geometric objects (e.g., cube, rectangular solid, sphere, prism, Lesson 8 - MR 2.5 Obj: Solve problems by using the skill estimate or exact answer . pyramid, cone, cylinder). embedded PSWS: Estimate or Exact Answer EQ: When would you use an estimate rather than an exact answer? * Key Standard ** Fractional values indicate rotated standards Alg: Algebra HO: Hands On MM: Mental Math PSWS: Problem Solving Workshop Strategy *** Not assessable in a multiple choice format ISS / Curriculum and Instruction work in progress last updated 1/4/2011 ALVORD UNIFIED SCHOOL DISTRICT 2009-2010 PACING GUIDE Instructional Window (August 12 - October 15): Chapters 1, 2, 3, 4, 5, 6 Third Grade Chapter 5: Understand Multiplication August September October Big Idea: Multiplication is related to repeated addition and tells how many in equal groups. M T W Th F M T W Th F M T W Th F Lesson 1 - NS 2.2* Obj: Relate addition to multiplication. 3 4 5 6 7 1 2 3 4 1 2 Alg: Relate Addition to Multiplication EQ: How is addition related to multiplication? 10 11 12 13 14 7 H 8 9 10 11 5 6 7 8 9 Lesson 2 - NS 2.2* Obj: Use arrays to understand multiplication and the Commutative Property of Multiplication. 17 18 19 20 21 14 15 16 17 18 12 13 14 15 16 Model with Arrays EQ: How can arrays show multiplication and the Commutative Property of Multiplication? 24 25 26 27 28 21 22 23 24 25 N 19 20 21 22 23 Lesson 3 - NS 2.2* Obj: Multiply with the factor 2. 31 28 29 30 26 27 28 # 29 30 Multiply with 2 EQ: How can you multiply with the factor 2? Lesson 4 - NS 2.2* Obj: Mutiply with 4. Benchmark Testing Window: Oct. 15-28 Multiply with 4 EQ: How is multiplying by 4 like/different than multiplying by 2? # Math Data Due Date Lesson 5 - NS 2.6 Obj: Multiply with the factors 1 and 0. Dates Not Within Instructional Window Alg: Multiply with 1 and 0 EQ: What rules can you make about multiplying by 1 or 0? Teacher Inservice Day-No Students Lesson 6 - NS 2.2* Obj: Solve problems by using the draw a picture strategy. Teacher Work Day-No Students PSWS: Draw a Picture EQ: How can drawing a picture help you solve problems? N Notice of Not Achieving Standards Chapter 6: Multiplication Facts Minimum Day Big Idea: Basic facts strategies for multiplication are based on properties, patterns, and number relationships. H Holiday Lesson 1 -NS 2.2* Obj: Multiply with factors 5 and 10. Multiply with 5 and 10 EQ: What ways can you multiply with factors 5 and 10? Lesson 2 - NS 2.2* Obj: Multiply with factor 3. Multiply with 3 EQ: What ways can you multiply with factor of 3? Lesson 3 - NS 2.2* Obj: Mutiply with 6. Multiply with 6 EQ: How is multiplying by 6 like/different than multiplying by 3? Lesson 4 - NS 2.2* Obj: Practice multiplication facts with factors, 0, 1, 2, 3, 4, 5, 6, and 10. Alg: Practice the Facts EQ: What ways can you multiply? Lesson 5 - NS 2.2* Obj: Solve problems by using the act it out strategy. PSWS: Act It Out EQ: What different models can you act out a problem with? Standards CST Blueprint 32 items Number Sense (NS) (49%) NS 2.2* Memorize to automaticity the multiplication table for numbers between 0 and 10. NA*** NS 2.6 Understand the special properties of 0 and 1 in multiplication and division. 1 * Key Standard ** Fractional values indicate rotated standards Alg: Algebra HO: Hands On MM: Mental Math PSWS: Problem Solving Workshop Strategy *** Not assessable in a multiple choice format ISS / Curriculum and Instruction work in progress last updated 1/4/2011 ALVORD UNIFIED SCHOOL DISTRICT 2009-2010 PACING GUIDE Instructional Window (October 16 - January 6): Chapters 7, 8, 9, 10, 11, 12 Third Grade Chapter 7: Facts and Strategies October November December Big Idea: Basic Facts strategies for multiplication are based on properties, patterns, and number relationships. M T W Th F M T W Th F M T W Th F Lesson 1 - NS 2.2* Obj: Multiply with the factor of 8. 1 2 2 3 4 5 6 1 2 3 4 Multiply with 8 EQ: What ways can you multiply by a factor of 8? 5 6 7 8 9 9 10 G 11 H 12 13 7 8 9 10 11 Lesson 2 - NS 2.2* Obj: Multiply with the factor of 9. 12 13 14 15 16 16 17 18 19 20 14 15 16 17 18 Alg: Patterns with 9 EQ: How can you use patterns or related facts to multiply by a factor of 9? 19 20 21 22 23 23 24 25 26 H 27 H 21 H 22 H 23 H 24 H 25 H Lesson 3 - NS 2.2* Obj: Multiply with the factor of 7. 26 27 28 29 30 30 28 29 30 31 H Multiply with 7 EQ: What ways can you multiply by a factor of 7? Lesson 4 - NS 2.2* Obj: Practice multiplication facts with factors 0-10. January Benchmark Testing Window: Jan. 6-20 Alg: Practice with the Facts EQ: What ways can you multiply? M T W Th F # Math Data Due Date Lesson 5 - AF 2.1* Obj: Use the strategy make as table to solve. 1 H Dates Not Within Instructional Window PSWS: Make a Table EQ: How can a table help solve problems? 4 5 6 7 8 Teacher Work Day-No Students Chapter 8: Algebra: Facts and Properties 11 12 13 14 15 N N Notice of Not Achieving Standards Big Idea: Basic Facts strategies for multiplication are based on properties, patterns, and number relationships. 18 H 19 20 # 21 22 G Grade Report (Last Day) Lesson 1 - AF 2.1* Obj: Find a rule for a numerical pattern shown on a function table. 25 26 27 28 29 Minimum Day Find a Rule EQ: How can you use find the rule shown on a function table? H Holiday Lesson 2 - AF 1.1* Obj: Use an array and a multiplication table to find missing factors. HO: Missing Factors EQ: How can you use arrays or multiplication tables to find missing factors? Standards CST Blueprint 32 items Lesson 3 - AF 1.5 Obj: Multiply with three factors using the Associative (grouping) Property of Multiplication. Number Sense (NS) (49%) Multiply 3 Factors EQ: How can you use the Associative Property to multiply three numbers? NS 2.2* Memorize to automaticity the multiplication table for numbers Lesson 4 - AF 1.5 Obj: Use the Identity, Zero, Commutative, & Associative Properties of Mult. to find products. between 0 and 10. NA*** Multiplication Properties EQ: How can you use the properties to solve problems? NS 2.8 Solve problems that require two or more of the skills mentioned Lesson 5 - NS 2.8 Obj: Solve problems by using the skill multistep problems . above. 1 12 items PSWS: Multistep Problems EQ: How do you determine what to do in each step? Algebra and Functions (18%) AF 1.1* Represent relationships of quantities in the form of mathematical expressions, equations, or inequalities. 4 AF 1.5 Recognize and use the commutative and associative properties of multiplication (e.g., if 5 × 7 = 35, then what is 7 × 5? and if 5 × 7 × 3 = 105, then what is 7 × 3 × 5?). 1 AF 2.1* Solve simple problems involving a functional relationship between two quantities (e.g., find the total cost of multiple items given the cost per unit). 3 * Key Standard ** Fractional values indicate rotated standards Alg: Algebra HO: Hands On MM: Mental Math PSWS: Problem Solving Workshop Strategy *** Not assessable in a multiple choice format ISS / Curriculum and Instruction work in progress last updated 1/4/2011 ALVORD UNIFIED SCHOOL DISTRICT 2009-2010 PACING GUIDE Instructional Window (October 16 - January 6): Chapters 7, 8, 9, 10, 11, 12 Third Grade Chapter 9: Understand Division October November December Big Idea: Division tells how many groups or how many in each group & is related to repeated subt. & is the inverse of mult. M T W Th F M T W Th F M T W Th F Lesson 1 - NS 2.0 Obj: Use models to explore the meaning of division. 1 2 2 3 4 5 6 1 2 3 4 HO: Model Division EQ: How can models help you understand division? 5 6 7 8 9 9 10 G 11 H 12 13 7 8 9 10 11 Lesson 2 - NS 2.0 Obj: Relate division to repeated subtraction. 12 13 14 15 16 16 17 18 19 20 14 15 16 17 18 Relate Division and Subtraction EQ: How is division related to subtraction? 19 20 21 22 23 23 24 25 26 H 27 H 21 H 22 H 23 H 24 H 25 H Lesson 3 - NS 2.0 Obj: Model division by using arrays. 26 27 28 29 30 30 28 29 30 31 H HO: Model with Arrays EQ: How can you use multiplication arrays to find quotients? Lesson 4 - NS 2.3* Obj: Relate multiplication and division. January Benchmark Testing Window: Jan. 6-20 Alg: Multiplication and Division EQ: How can you use arrays to find fact families? M T W Th F # Math Data Due Date Lesson 5 - NS 2.3* Obj: Use multiplication and division fact families. 1 H Dates Not Within Instructional Window Alg: Fact Families EQ: What ways can you divide by 2 and 5? 4 5 6 7 8 Teacher Work Day-No Students Lesson 6 - AF 1.1* Obj: Solve problems by using the strategy write a number sentence. 11 12 13 14 15 N N Notice of Not Achieving Standards PSWS: Write a Number Sentence EQ: What kind of number sentences can you use to solve problems? 18 H 19 20 # 21 22 G Grade Report (Last Day) Chapter 10: Division Facts 25 26 27 28 29 Minimum Day Big Idea: The primary strategy for learning division is using a related multiplication fact. H Holiday Lesson 1 - NS 2.3* Obj: Divide by 2 and 5. Divide by 2 and 5 EQ: What ways can you divide by 2 and 5? Lesson 2 - NS 2.3* Obj: Divide by 3 and 4. Divide by 3 and 4 EQ: What ways can you divide by 3 and 4? Lesson 3 - NS 2.6 Obj: Divide using rules for 0 and 1. Standards CST Blueprint 32 items Division Rules for 1 and 0 EQ: What rules can you use to divide using 0 and 1? Number Sense (NS) (49%) Lesson 4 - NS 2.3* Obj: Practice division facts through 5 using various strategies. NS 2.0 Students calculate and solve problems involving addition, Alg: Practice with the Facts EQ: What strategies can you use to divide? subtraction, multiplication, and division. Lesson 5 - AF 1.1* Obj: Solve problems by using the skill choose the operation . NS 2.3* Use the inverse relationship of multiplication and division to PSWS: Choose the Operation EQ: What is the appropriate operation for a problem? compute and check results. 3 NS 2.6 Understand the special properties of 0 and 1 in multiplication and division. 1 12 items Algebra and Functions (18%) AF 1.1* Represent relationships of quantities in the form of mathematical expressions, equations, or inequalities. 4 * Key Standard ** Fractional values indicate rotated standards Alg: Algebra HO: Hands On MM: Mental Math PSWS: Problem Solving Workshop Strategy *** Not assessable in a multiple choice format ISS / Curriculum and Instruction work in progress last updated 1/4/2011 ALVORD UNIFIED SCHOOL DISTRICT 2009-2010 PACING GUIDE Instructional Window (October 16 - January 6): Chapters 7, 8, 9, 10, 11, 12 Third Grade Chapter 11: Facts through 10 October November December Big Idea: Fluency with division basic facts is based upon patterns and the inverse relationship to recall quotients. M T W Th F M T W Th F M T W Th F Lesson 1 - NS 2.3* Obj: Divide by 6. 1 2 2 3 4 5 6 1 2 3 4 Divide by 6 EQ: What ways can you divide by 6? 5 6 7 8 9 9 10 G 11 H 12 13 7 8 9 10 11 Lesson 2 - NS 2.3* Obj: Divide by 7 and 8. 12 13 14 15 16 16 17 18 19 20 14 15 16 17 18 Divide by 7 and 8 EQ: What ways can you divide by 7 and 8? 19 20 21 22 23 23 24 25 26 H 27 H 21 H 22 H 23 H 24 H 25 H Lesson 3 - MR 1.1 Obj: Solve problems using the strategy work backward . 26 27 28 29 30 30 28 29 30 31 H PSWS: Work Backward EQ: How can you work backward to solve problems? Lesson 4 - NS 2.3* Obj: Divide by 9 and 10. January Benchmark Testing Window: Jan. 6-20 Divide by 9 and 10 EQ: What ways can you divide by 9 and 10? M T W Th F # Math Data Due Date Lesson 5 - NS 2.3* Obj: Practice division facts through 10 using various strategies. 1 H Dates Not Within Instructional Window Alg: Practice the Facts EQ: What ways can you practice division facts? 4 5 6 7 8 Teacher Work Day-No Students Lesson 6 - NS 2.7 Obj: Use multiplication and division to find the cost of items. 11 12 13 14 15 N N Notice of Not Achieving Standards Alg: Find the Cost EQ: How can you use multiplication and division to find the cost of items? 18 H 19 20 # 21 22 G Grade Report (Last Day) Lesson 7 - AF 1.1* Obj: Write expression & equations that represent situations & find missing operation signs. 25 26 27 28 29 Minimum Day Alg: Expressions and Equations EQ: How do you know what operations to use when writing expressions and equations? H Holiday Standards CST Blueprint 32 items Number Sense (NS) (49%) NS 2.3* Use the inverse relationship of multiplication and division to compute and check results. 3 NS 2.7 Determine the unit cost when given the total cost and number of units. 1 12 items Algebra and Functions (18%) AF 1.1* Represent relationships of quantities in the form of mathematical expressions, equations, or inequalities. Mathematical Reasoning embedded MR 1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns. embedded * Key Standard ** Fractional values indicate rotated standards Alg: Algebra HO: Hands On MM: Mental Math PSWS: Problem Solving Workshop Strategy *** Not assessable in a multiple choice format ISS / Curriculum and Instruction work in progress last updated 1/4/2011 ALVORD UNIFIED SCHOOL DISTRICT 2009-2010 PACING GUIDE Instructional Window (October 16 - January 6): Chapters 7, 8, 9, 10, 11, 12 Third Grade Chapter 12: Plane Figures October November December Big Idea: Two-dimensional figures can be classified according to geometric properties. M T W Th F M T W Th F M T W Th F Lesson 1 - MG 2.4 Obj: Identify points, lines, line segments, rays, and angles. 1 2 2 3 4 5 6 1 2 3 4 HO: Line Segments and Angles EQ: How are points, lines, and line segmentsrelated? 5 6 7 8 9 9 10 G 11 H 12 13 7 8 9 10 11 Lesson 2 - MG 2.0 Obj: Identify and classify lines as intersecting or parallel. 12 13 14 15 16 16 17 18 19 20 14 15 16 17 18 Types of Lines EQ: How do you classify lines? 19 20 21 22 23 23 24 25 26 H 27 H 21 H 22 H 23 H 24 H 25 H Lesson 3 - MG 2.1* Obj: Identify, classify, and describe plane figures. 26 27 28 29 30 30 28 29 30 31 H Identify Plane Figures EQ: How are plane figures classified? Lesson 4 - MG 2.2* Obj: Identify, describe, and classify triangles. January Benchmark Testing Window: Jan. 6-20 Triangles EQ: What ways can you classify triangles? M T W Th F # Math Data Due Date Lesson 5 - MG 2.3* Obj: Identify, describe, and classify quadrilaterals. 1 H Dates Not Within Instructional Window Quadrilaterals EQ: What ways can you classify quadrilaterals? 4 5 6 7 8 Teacher Work Day-No Students Lesson 6 - MG 2.3* Obj: Compare plane figures. 11 12 13 14 15 N N Notice of Not Achieving Standards Compare Plane Figures EQ: What ways can you compare polygons? 18 H 19 20 # 21 22 G Grade Report (Last Day) Lesson 7 - AF 2.2*` Obj: Solve problems by using the strategy find a pattern . 25 26 27 28 29 Minimum Day PSWS: Find a Pattern EQ: What types of patterns help you solve problems? H Holiday Standards CST Blueprint 16 items Measurement and Geometry (MG) (25%) MG 2.0 Students describe & compare the attributes of plane & solid geometric figures & use their understanding to show relationships & solve problems. MG 2.1* Identify, describe, and classify polygons (including pentagons, hexagons, and octagons). 2 Identify attributes of triangles (e.g., 2 equal sides for the isosceles MG 2.2* triangle, 3 equal sides for the equilateral triangle, right angle for the right triangle). 2 Identify attributes of quadrilaterals (e.g., parallel sides for the MG 2.3* parallelogram, right angles for the rectangle, equal sides & right angles for the square). 2 MG 2.4 Identify right angles in geometric figures or in appropriate objects and determine whether other angles are greater or less than a right angle. 2/3** 12 items Algebra and Functions (18%) Extend and recognize a linear pattern by its rules (e.g., the number of AF 2.2 legs on a given number of horses may be calculated by counting by 4s or by multiplying the number of horses by 4). 1 * Key Standard ** Fractional values indicate rotated standards Alg: Algebra HO: Hands On MM: Mental Math PSWS: Problem Solving Workshop Strategy *** Not assessable in a multiple choice format ISS / Curriculum and Instruction work in progress last updated 1/4/2011 ALVORD UNIFIED SCHOOL DISTRICT 2009-2010 PACING GUIDE Instructional Window (January 7-March 15): Chapters 13, 14, 15, 16, 17, 18 Third Grade Chapter 13: Solid Figures January February March Big Idea: Three-dimensional figures can be classified according to geometric properties. M T W Th F M T W Th F M T W Th F Lesson 1 - MG 2.5 Obj: Identify, describe, and classify solid figures. 1 H 1 2 3 4 5 1 2 3 4 5 Identify Solid Figures EQ: How are solid figures classified? 4 5 6 7 8 8H 9 10 11 12 8 9 G 10 11 12 Lesson 2 - MG 2.5 Obj: Identify faces, vertices, edges, and vertices in solid figures. 11 12 13 14 15 N 15 H 16 17 18 19 15 16 17 18 19 Faces, Edges, and Vertices EQ: How can the number of faces, vertices, edges, & vertices help you identify a solid figure? 18 H 19 20 21 22 22 23 24 25 26 22 23 24 25 26# Lesson 3 - MG 2.5 Obj: Identify and make a model a solid figure from a net. 25 26 27 28 29 29 30 31 Model Solid Figures EQ: How do you use nets to model solid figures? Lesson 4 - MG 2.6 Obj: Identify commom solid figures in complex solid figures. Benchmark Testing Window: March 15-26 Combine Solid Figures EQ: How do you create complex solid figures? # Math Data Due Date Lesson 5 - MG 2.5 Obj: Solve problems by using the skill identify relationships . Dates Not Within Instructional Window PSWS: Identify Relationships EQ: How can you identify the relationship between a solid figure and a plane figure? N Notice of Not Achieving Standards Chapter 14: Perimeter, Area, and Volume G Grade Report (Last Day) Big Idea: Attributes of two- and three- dimensional figures can be measured. H Holiday Lesson 1 - MG 1.3* Obj: Find the perimeter of a shape. HO: Perimeter EQ: What can you use to find perimeter? Lesson 2 - MG 1.3* Obj: Estimate and measure perimeter. Estimate and Measure Perimeter EQ: How can you find perimeter of a shape? Lesson 3 - MG 1.2* Obj: Estimate and measure the area of a plane figure. Area of Plane Figures EQ: How do you estimate the area of a plane figure? Lesson 4 - MG 1.2* Obj: Use a net to find the area of solid figures. Area of Solid Figures EQ: How can you use a net to find surface area? Lesson 5 - MG 1.2* Obj: Estimate and find volume. Estimate and Find Volume EQ: How is counting the cubes related to multiplying to find volume? Lesson 6 - MG 1.2* Obj: Solve problems by using the skill use a model . Standards CST Blueprint 16 items PSWS: Use a Model EQ: How can you model volume to solve problems? Measurement and Geometry (25%) Estimate or determine the area and volume of solid figures by covering MG 1.2* them with squares or by counting the number of cubes that would fill them. 3 MG 1.3* Find the perimeter of a polygon with integer sides. 3 Identify, describe, and classify common 3-dimensional geometric MG 2.5 objects (e.g., cube, rectangular solid, sphere, prism, pyramid, cone, cylinder). 2/3** * Key Standard ** Fractional values indicate rotated standards Alg: Algebra HO: Hands On MM: Mental Math PSWS: Problem Solving Workshop Strategy *** Not assessable in a multiple choice format ISS / Curriculum and Instruction work in progress last updated 1/4/2011 ALVORD UNIFIED SCHOOL DISTRICT 2009-2010 PACING GUIDE Instructional Window (January 7-March 15): Chapters 13, 14, 15, 16, 17, 18 Third Grade Chapter 15: Multiply by 1-Digit January February March Big Idea: Multiplication of multi-digit whole numbers is based on place value and the basic multiplication facts. M T W Th F M T W Th F M T W Th F Lesson 1 - NS 2.4* Obj: Use basic facts and patterns to multiply multiples of 10 and 100. 1 H 1 2 3 4 5 1 2 3 4 5 Alg: Multiples of 10 and 100 EQ: How can you use basic facts to multiply bigger numbers? 4 5 6 7 8 8H 9 10 11 12 8 9 G 10 11 12 Lesson 2 - NS 2.4* Obj: Model multiplication using arrays with base-ten blocks. 11 12 13 14 15 N 15 H 16 17 18 19 15 16 17 18 19 HO: Arrays with Tens and Ones EQ: How can you use arrays to show multiplication? 18 H 19 20 21 22 22 23 24 25 26 22 23 24 25 26# Lesson 3 - NS 2.4* Obj: Model 2-digit mult. w/ base-ten blocks using place value (partial products) & regrouping. 25 26 27 28 29 29 30 31 HO: Model 2-Digit Multiplication EQ: How does multiplying using place value differe from multiplying using regrouping? Lesson 4 - NS 2.4* Obj: Ue estimation to find a product. Benchmark Testing Window: March 15-26 Estimate Products EQ: How do you use estimate to find products? # Math Data Due Date Lesson 5 - NS 2.4* Obj: Multiply 2- digit numbers using an algorithm. Dates Not Within Instructional Window Multiply 2-Digit Numbers EQ: How can you describe the regrouping and place value algorithms for multiplication? N Notice of Not Achieving Standards Lesson 6 - NS 2.4* Obj: Solve problems by using the strategy solve a simpler problem . G Grade Report (Last Day) PSWS: Solve a Simpler Problem EQ: What ways can you make multiplication problems simpler? H Holiday Chapter 16: Multiply Greater Numbers Big Idea: Multiplication of multi-digit whole numbers is based on place value and the basic multiplication facts. Lesson 1 - NS 2.4* Obj: Use basic facts and patterns to multiply multiples of 10, 100, and 1000. Multiples of 10, 100, 1000 EQ: How can you use basic factors and patterns to multiply bigger numbers? Lesson 2 - NS 2.4* Obj: Use the strategy find a pattern to solve problems. PSWS: Find a Pattern EQ: How can you use multiplication patterns to solve problems? Lesson 3 - NS 2.4* Obj: Multiply 3- digit numbers using an algorithm. Multiply 3-Digit Numbers EQ: How can the multiplication algorithm be applied to larger numbers? Lesson 4 - NS 2.4* Obj: Multiply 4- digit numbers using an algorithm. Multiply 4-Digit Numbers EQ: How can the multiplication algorithm be applied to larger numbers? Lesson 5 - NS 3.3* Obj: Multiply money amounts using an algorithm. Standards CST Blueprint 32 items Multipy Money Amounts EQ: How is multiplying money like/different from multiplying whole numbers? Number Sense (NS) (49%) NS 2.4* Solve simple problems involving multiplication of multidigit numbers by one-digit numbers (3,671 × 3 = ___). 5 NS 3.3* Solve problems involving addition, subtraction, multiplication, & division of money amounts in decimal notation & multiply & divide money amounts in decimal notation by using whole-number multipliers & divisors. 4 * Key Standard ** Fractional values indicate rotated standards Alg: Algebra HO: Hands On MM: Mental Math PSWS: Problem Solving Workshop Strategy *** Not assessable in a multiple choice format ISS / Curriculum and Instruction work in progress last updated 1/4/2011 ALVORD UNIFIED SCHOOL DISTRICT 2009-2010 PACING GUIDE Instructional Window (January 7-March 15): Chapters 13, 14, 15, 16, 17, 18 Third Grade Chapter 17: Divide by 1-Digit January February March Big Idea: Division of multi-digit whole numbers is based on place value and the basic multiplication facts. M T W Th F M T W Th F M T W Th F Lesson 1 - NS 2.5 Obj: Divide 2-digit numbers without remainders. 1 H 1 2 3 4 5 1 2 3 4 5 HO: Model Division EQ: What ways can you model 2-digit division? 4 5 6 7 8 8H 9 10 11 12 8 9 G 10 11 12 Lesson 2 - NS 2.5 Obj: Use basic facts and patterns to divide multiples of 10, 100, 1000. 11 12 13 14 15 N 15 H 16 17 18 19 15 16 17 18 19 Alg: Division Patterns EQ: How can basic facts and patterns help divide larger numbers? 18 H 19 20 21 22 22 23 24 25 26 22 23 24 25 26# Lesson 3 - NS 2.5 Obj: Use compatible numbers to estimate a quotient. 25 26 27 28 29 29 30 31 Estimate Quotients EQ: How do you estimate to find quotients? Lesson 4 - NS 2.5 Obj: Divide 2- and 3-digit numbers without remainders. Benchmark Testing Window: March 15-26 Divide 2 and 3-Digit Numbers EQ: How can base-ten blocks show the algorithm for long division? # Math Data Due Date Lesson 5 - NS 2.5 Obj: Solve problems by using the strategy solve a simpler problem . Dates Not Within Instructional Window PSWS: Solve a Simpler Problem EQ: What are some examples of simpler problems? N Notice of Not Achieving Standards Lesson 6 - NS 3.3* Obj: Divide money amounts. G Grade Report (Last Day) Divide Money Amounts EQ: How is dividing money like/different from dividing whole numbers? H Holiday Lesson 7 - NS 2.0 Obj: Use counters to model division with remainders. Model Division with Remainders EQ: What does a remainder represent when modeling division? Chapter 18: Understand Fractions Big Idea: Fractional parts are equal shares or equal-sized portions of a whole or group and can be expressed in equivalent forms. Lesson 1 - NS 3.0 Obj: Read, write, and model fractional parts of a whole. Standards CST Blueprint 32 items Model Part of a Whole EQ: How can you show a fraction as part of a whole? Number Sense (NS) (49%) Lesson 2 - NS 3.0 Obj: Read, write, and model fractional parts of a group. NS 2.0 Students calculate and solve problems involving addition, Model Part of a Group EQ: How can you show a fraction as part of a group? subtraction, multiplication, and division. Lesson 3 - NS 3.1 Obj: Model and write equivalent fractions. NS 2.5 Solve division problems in which a multidigit number is evenly Model Equivalent Fractions EQ: How can you model 2/4 and 1/2 using fraction bars? divided by a one-digit number (135 5 = ___). 1 Lesson 4 - NS 3.1 Obj: Compare and order fractions. NS 3.0 Students understand the relationship between whole numbers, Compare and Order Fractions EQ: How do you use fraction bars, tiles, and number lines to compare fractions? simple fractions, and decimals. Lesson 5 - NS 3.1 Obj: Solve problems by using the strategy make a model . NS 3.1 Compare fractions represented by drawings or concrete materials to show equivalency & to add & subtract simple fractions in context (e.g., PSWS: Make a Model EQ: What are different ways you can model fractions? ½ of a pizza is the same amount as 2/4 of another pizza that is the same size; show that 3/8 is larger than ¼). 1 NS 3.3* Solve problems involving addition, subtraction, multiplication, & division of money amounts in decimal notation & multiply & divide money amounts in decimal notation by using whole-number multipliers & divisors. 4 * Key Standard ** Fractional values indicate rotated standards Alg: Algebra HO: Hands On MM: Mental Math PSWS: Problem Solving Workshop Strategy *** Not assessable in a multiple choice format ISS / Curriculum and Instruction work in progress last updated 1/4/2011 ALVORD UNIFIED SCHOOL DISTRICT 2009-2010 PACING GUIDE Instructional Window (March 16 - June 3): Chapters 19, 20, 21, 22, 23, 24 Third Grade Chapter 19: Add and Subtract Like Fractions March April May Big Idea: Addition and subtraction of like fractions can be solved using models, visuals, and number sentences. M T W Th F M T W Th F M T W Th F Lesson 1 - NS 3.1 Obj: Add like fractions by usign fraction bars. 1 2 3 4 5 1 2 3 4 5 6 7 HO: Add Like Fractions EQ: What happens to numerators and denominators when adding fractions? 8 9 G 10 11 12 5 H 6 7 8 9 10 11 12 13 14 Lesson 2 - NS 3.2* Obj: Add like fractions and write the sum in simplest form. 15 16 17 18 19 12 13 14 15 16 17 18 19 20 21 Add Like Fractions EQ: What happens to numerators and denominators when adding fractions? 22 23 24 25 26 19 20 21 22 23N 24 25 26 27 28G Lesson 3 - NS 3.1 Obj: Subtract like fractions by using fraction bars. 29 30 31 26 27 28 29 30 31 H HO: Subtract Like Fractions EQ: What happens to numerators and denominators when subtracting fractions? Lesson 4 - NS 3.2* Obj: Subtract like fractions and write the difference in simplest form. June Benchmark Testing Window: May 20 - June 3 Subtract Like Fractions EQ: What happens to numerators and denominators when subtracting fractions? M T W Th F # Math Data Due Date Lesson 5 - MR 1.1 Obj: Solve problems using the skill too much/too little information . 1 2 3# 4 Dates Not Within Instructional Window PSWS : Too Much/Too Little Information EQ: How does having too much/too little information affect your answer? 7 8 9 10 11 Teacher Work Day-No Students Chapter 20: Understand Decimals 14 15 16 17 18 N Notice of Not Achieving Standards Big Idea: The place value to the right of the decimal point in the base-ten system name numbers less than one. 21 22 23 24 25 Minimum Day Lesson 1 - NS 3.4 Obj: Model and write fractions and decimals in tenths. 28 29 30 H Holiday HO: Model Tenths EQ: How are decimals od tenths place value related to fractions? STAR Testing Lesson 2 - NS 3.4 Obj: Model and write fractions and decimals in hundredths. G Grade Report (Last Day) HO: Model Hundredths EQ: How are decimals of hundredths place value related to fractions? Lesson 3 - NS 3.4 Obj: Read and write decimals greater than one. Standards CST Blueprint 32 items Decimals Greater Than One EQ: What is the value of each digit in the number 4.37? Number Sense (NS) (49%) Lesson 4 - NS 3.4 Obj: Relate fractions, decimals, and money. NS 3.1 Compare fractions represented by drawings or concrete materials to show equivalency & to add & subtract simple fractions in context (e.g., Relate Fractions, Decimals, & Money EQ: How can two dollars and forty-two cents be written as a fraction and decimal? 1/2 of a pizza is the same amount as 2/4 of another pizza that is the Lesson 5 - NS 3.3* Obj: Add and subtract decimal amounts. same size; show that 3/8 is larger than 1/4). 1 Add and Subtract Decimals & Money EQ: How does the paper and pencil methhod of adding represent the model? NS 3.2* Add and subtract simple fractions (e.g., determine that Lesson 6 - NS 3.3* Obj: Solve problems by using the strategy make a model . 1/8 + 3/8 is the same as 1/2). 2 PSWS: Make a Model EQ: How can you make a model to solve problems? NS 3.4 Know and understand that fractions and decimals are two different representations of the same concept (e.g., 50 cents is ½ of a dollar, 75 cents is ¾ of a dollar). 1 Mathematical Reasoning embedded MR 1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns. embedded * Key Standard ** Fractional values indicate rotated standards Alg: Algebra HO: Hands On MM: Mental Math PSWS: Problem Solving Workshop Strategy *** Not assessable in a multiple choice format ISS / Curriculum and Instruction work in progress last updated 1/4/2011 ALVORD UNIFIED SCHOOL DISTRICT 2009-2010 PACING GUIDE Instructional Window (March 16 - June 3): Chapters 19, 20, 21, 22, 23, 24 Third Grade Chapter 21: Data and Probability March April May Big Idea: Data can be collected, analyzed, and displayed in various graphical formats; probability measures the likelihood of events M T W Th F M T W Th F M T W Th F and provides a basis for making predictions. 1 2 3 4 5 1 2 3 4 5 6 7 Lesson 1 - SDAP 1.3* Obj: Collect, organize, and record data in tally tables. 8 9 G 10 11 12 5 H 6 7 8 9 10 11 12 13 14 Record Outcomes EQ: Why is a tally table a good way to show data? 15 16 17 18 19 12 13 14 15 16 17 18 19 20 21 Lesson 2 - SDAP 1.3* Obj: Solve problems using the strategy make a graph . 22 23 24 25 26 19 20 21 22 23N 24 25 26 27 28G PSWS: Make a Graph EQ: How can making a graph help solve problems? 29 30 31 26 27 28 29 30 31 H Lesson 3 - SDAP 1.1 Obj: Decide if an event is likely, unlikely, certain, or impossible. June Benchmark Testing Window: May 20 - June 3 Probability: Likelihood of Events EQ: How can you describe the likelihood of an event occurring? M T W Th F # Math Data Due Date Lesson 4 - SDAP 1.2* Obj: Find the possible outcomes for simple events. 1 2 3# 4 Dates Not Within Instructional Window Possible Outcomes EQ: How can you predict and record the possible outcomes? 7 8 9 10 11 Teacher Work Day-No Students Lesson 5 - SDAP 1.3* Obj: Conduct probability experiments, record the results, & describe the probability of outcomes. 14 15 16 17 18 N Notice of Not Achieving Standards Experiments EQ: What steps do you use to test, record, and display outcomes of experiments? 21 22 23 24 25 Minimum Day STAR Testing Lesson 6 - SDAP 1.3* Obj: Read and make line plots. 28 29 30 H Holiday G Grade Report (Last Day) Line Plots EQ: How can you find the measures of central tendency from line plots? Lesson 7 - SDAP 1.4 Obj: Use the results of probability experiments to make predictions. Standards CST Blueprint Predict Future Events EQ: How can you use probability to predict future events? Statistics, Data Analysis, and Probability 5 items (8%) Lesson 8 - SDAP 1.2 Obj: Solve problems by using the strategy make an organized list . SDAP1.1 Identify whether common events are certain, likely, unlikely, or PSWS: Make an Organized List EQ: What steps can you take to make an organized list? improbable. 1 Chapter 22: Money and Time SDAP1.2* Record the possible outcomes for a simple event (e.g., tossing Big Idea: Money amounts can be added, subtracted, and compared just like whole numbers; time is the duration of an event. a coin) and systematically keep track of the outcomes when Lesson 1 - AF 1.1* Obj: Compare money amounts with bills and coins. the event is repeated many times. 2 Compare Money Amounts EQ: How can you use bills and coin to compare money amounts? SDAP1.3* Summarize and display the results of probability experiments Lesson 2 - NS 3.3* Obj: Make change by counting on. in a clear & organized way (e.g., use a bar graph or a line plot). 2 Model Making Change EQ: How can you count on to make change? SDAP1.4 Use the results of probability experiments to predict future events (e.g., use a line plot to predict the temperature forecast for the next day). Lesson 3 - NS 3.3* Obj: Compare different strategies to solve problems. NA*** 12 items PSWS: Compare Strategies EQ: How can you use each strategy to solve problems? Algebra and Functions (18%) Lesson 4 - NS 3.3* Obj: Add money amounts with and without regrouping. AF 1.1* Represent relationships of quantities in the form of Add Money Amounts EQ: How do you use decimals to add money amounts? mathematical expressions, equations, or inequalities. 4 32 items Lesson 5 - NS 3.3* Obj: Subtract money amounts with and without regrouping. Number Sense (NS) (49%) Subtract Money Amounts EQ: How do you use decimals to subtract money amounts? NS 3.3* Solve problems involving addition, subtraction, multiplication, & division of money amounts in decimal notation & multiply & divide money Lesson 6 - NS 3.3* Obj: Multiply and divide amounts of money. amounts in decimal notation by using whole-number multipliers & Multiply and Divide Money Amounts EQ: How do you multiply and divide money amounts? divisors. 4 * Key Standard ** Fractional values indicate rotated standards Alg: Algebra HO: Hands On MM: Mental Math PSWS: Problem Solving Workshop Strategy *** Not assessable in a multiple choice format ISS / Curriculum and Instruction work in progress last updated 1/4/2011 ALVORD UNIFIED SCHOOL DISTRICT 2009-2010 PACING GUIDE Instructional Window (March 16 - June 3): Chapters 19, 20, 21, 22, 23, 24 Third Grade Chapter 22: Money and Time (Cont.) March April May Big Idea: Money amounts can be added, subtracted, and compared just like whole numbers; time is the duration of an event. M T W Th F M T W Th F M T W Th F Lesson 7 - MG 1.4 Obj: Read, write, & tell time to the nearest 1/2 hour, 1/4 hour, & minute shown on analog and digital clocks. 1 2 3 4 5 1 2 3 4 5 6 7 Tell Time EQ: What would 7:33 look like on digital and analog clock? 8 9 G 10 11 12 5 H 6 7 8 9 10 11 12 13 14 Lesson 8 - MG 1.4 Obj: Read write and tell time in a.m. and p.m. 15 16 17 18 19 12 13 14 15 16 17 18 19 20 21 A.M. and P.M. EQ: What activities do you like to do in the a.m. and p.m? 22 23 24 25 26 19 20 21 22 23N 24 25 26 27 28G Lesson 9 - MG 1.4 Obj: Use a clock to measure elapsed time. 29 30 31 26 27 28 29 30 31 H Model Elapsed Time EQ: How is finding elapsed time different from subtraction? Lesson 10 - MG 1.4 Obj: Use a calendar to determine elapsed time. June Benchmark Testing Window: May 20 - June 3 Use a Calendar EQ: How is finding elapsed time different from subtraction? M T W Th F # Math Data Due Date Lesson 11 - MR 1.1 Obj: Use a clock, a calendar, and a time line to determine a sequence of events. 1 2 3# 4 Dates Not Within Instructional Window Sequence of Events EQ: What ways can you use sequence of events? 7 8 9 10 11 Teacher Work Day-No Students Chapter 23: Customary Measurement 14 15 16 17 18 N Notice of Not Achieving Standards Big Idea: Measurement involves a comparison of an attribute of an object with a unit that has the same attribute. 21 22 23 24 25 Minimum Day Lesson 1 - MG 1.1 Obj: Introduce customary units of length. 28 29 30 H Holiday Length EQ: When can you use each customary unit of length? STAR Testing Lesson 2 - MG 1.1 Obj: Estimate and measure length to the nearest inch and half inch. G Grade Report (Last Day) HO: Estimate and Measure Inches EQ: When would an estimate be better than an actual measurement? Lesson 3 - MG 1.1 Obj: Estimate and measure length to the nearest foot and yard. HO: Estimate & Measure Feet & Yards EQ: When would an estimate be better than an actual measurement? Lesson 4 - MG 1.1 Obj: Estimate and measure capacity. Standards CST Blueprint 16 items HO: Capacity EQ: How are cups, pints, quarts, and gallons related? Measurement and Geometry (25%) Lesson 5 - MG 1.1 Obj: Estimate and measure weight. MG 1.0 Students choose and use appropriate units and measurement HO: Weight EQ: How are ounces and pounds related? tools to quantify the properties of objects. Lesson 6 - MG 1.1 Obj: Know when to estimate or when to measure. MG 1.1 Choose the appropriate tools & units (metric and U.S.) and estimate & Estimate or Measure measure the length, liquid volume, & weight/ mass of given objects. EQ: When would an estimate be better than an actual measurement? 1 Lesson 7 - MG 1.4 Obj: Use rules to change units of measure. MG 1.4 Carry out simple unit conversions within a system of Alg: Rules for Changing Units EQ: How do you use rules to change units of measure? measurement (e.g., centimeters & meters, hours and minutes). 1 Lesson 8 - MG 1.1 Obj: Solve problems by using the skill choose a unit . Mathematical Reasoning embedded PSWS: Choose a Unit EQ: What question(s) can you ask to help choose a unit? MR 1.1 Analyze problems by identifying relationships, distinguishing Lesson 9 - MG 1.0 Obj: Use a thermometer to estimate and measure temperature in degrees Fahrenheit. relevant from irrelevant information, sequencing and prioritizing Use a Thermometer EQ: What information can be found in a Fahrenheit thermometer? information, and observing patterns. embedded * Key Standard ** Fractional values indicate rotated standards Alg: Algebra HO: Hands On MM: Mental Math PSWS: Problem Solving Workshop Strategy *** Not assessable in a multiple choice format ISS / Curriculum and Instruction work in progress last updated 1/4/2011 ALVORD UNIFIED SCHOOL DISTRICT 2009-2010 PACING GUIDE Instructional Window (March 16 - June 3): Chapters 19, 20, 21, 22, 23, 24 Third Grade Chapter 24: Metric Measure March April May Big Idea: Measurement involves a comparison of an attribute of an object with a unit that has the same attribute. M T W Th F M T W Th F M T W Th F Lesson 1 - MG 1.1 Obj: Introduce metric units of length. 1 2 3 4 5 1 2 3 4 5 6 7 Length EQ: How are metric units of length related? 8 9 G 10 11 12 5 H 6 7 8 9 10 11 12 13 14 Lesson 2 - MG 1.1 Obj: Estimate and measure length to the nearest centimeter and decimeter. 15 16 17 18 19 12 13 14 15 16 17 18 19 20 21 HO: Centimeters and Decimeters EQ: When would you use each unit of measure? 22 23 24 25 26 19 20 21 22 23N 24 25 26 27 28G Lesson 3 - MG 1.1 Obj: Measure longer lengths in meters and kilometers. 29 30 31 26 27 28 29 30 31 H HO: Meters and Kilometers EQ: When would you use each unit of measure? Lesson 4 - MG 1.1 Obj: Estimate and measure capacity. June Benchmark Testing Window: May 20 - June 3 HO: Capacity EQ: How can you compare liters and mililiters? M T W Th F # Math Data Due Date Lesson 5 - MG 1.1 Obj: Estimate and measure mass. 1 2 3# 4 Dates Not Within Instructional Window HO: Mass EQ: How can you compare grams and kilograms? 7 8 9 10 11 Teacher Work Day-No Students Lesson 6 - MG 1.4 Obj: Use rules to change units of measure. 14 15 16 17 18 N Notice of Not Achieving Standards Alg: Rules for Changing Units EQ: How do you use rules for changing metric units? 21 22 23 24 25 Minimum Day Lesson 7 - MG 1.4 Obj: Compare different strategies to solve problems. 28 29 30 H Holiday PSWS: Compare Strategies EQ: How can you solve a problem by making a table or by acting it out? STAR Testing G Grade Report (Last Day) Standards CST Blueprint 16 items Measurement and Geometry (25%) MG 1.1 Choose the appropriate tools & units (metric and U.S.) and estimate & measure the length, liquid volume, & weight/ mass of given objects. 1 MG 1.4 Carry out simple unit conversions within a system of measurement (e.g., centimeters & meters, hours and minutes). 1 * Key Standard ** Fractional values indicate rotated standards Alg: Algebra HO: Hands On MM: Mental Math PSWS: Problem Solving Workshop Strategy *** Not assessable in a multiple choice format ISS / Curriculum and Instruction work in progress last updated 1/4/2011

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