3rd Grade

3rd Grade

 

Math – 1st Semester

Math At-A-Glance YAG

Beaumont ISD

Grade Level: 3rd

Revision Date: 8/13/16

 

1st Nine Weeks

August 24, 2016 – October 14, 2016

(37 School Days)

33 Instructional Days, 4 Test Days

Pre-Test:  window from

August 24th – September 2nd

1st Universal Screener: 

August 29th – September 9th

Mid-9 Week Test:  window from

September 12th - 16th

9 Week Test and Pretest:  the week of

 October 10th – 14th

 

2nd Nine Weeks

October 17, 2016 – December 16, 2016

(39 School Days)

36 Instructional Days, 3 Test Days

Mid-9 Week Test: the week of

November 7th - 11th

2nd Universal Screener: 

November 28th – December 2nd

9 Week Test and Pretest:  the week of December 12th - 16th

 

 

Refer to instructional timelines when planning units of instruction.

See list of Ongoing Process TEKS that should be embedded in all Units of Instruction.

ALL Process TEKS are eligible for incorporating into the assessment of at least 40% of Content TEKS.

 

STAAR Standard Key:    Blue= STAAR Readiness Standard

                                             Yellow= STAAR Supporting Standard

                                                       Bold= Highest Stakes TEKS (greatest need)

                           Italics= High Stakes TEKS

 

Units

 

Unit 1- Foundations of Numbers (8 days)

Compose and decompose numbers up to 100,000; identify base-10 relationships; compare and order whole numbers through the hundred thousands place   

            

            

Unit 2- Addition and Subtraction (16 days)

Use rounding or compatible numbers to estimate solutions to problems; apply place value and properties of operations to solve problems involving addition and subtraction of whole            

             numbers within 1,000;  represent numbers on a number line

             between consecutive base-10 multiples; determine the perimeter 

             of a polygon; determine the value of a collection of coins and

             bills; represent and solve one- and two-step addition and

             subtraction  problems; 

            

Unit 3- Multiplication: Building an Understanding (10 days)

             Construct and use a variety of multiplication models, strategies           

             and properties of multiplication to learn, retain, and apply

             basic multiplication facts up to 10 x 10; represent and solve

             One- and two-step multiplication problems

 

 

 

TEKS/SEs

 

Unit 1- Foundations of Numbers (8 days)

3.2  The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value.

3.2(A)  Compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate

3.2(B)  Describe the mathematical relationships found in the base-10 place value  system through the hundred thousands place

3.2(D)  Compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or =

(This unit also includes all Process TEKS listed below.)

 

 

 

 

Unit 2- Addition and Subtraction (16 days)

3.2  The student applies mathematical process standards to represent and compare whole numbers and understand relationships related to place value.

3.2(C)  Represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers

 

3.4  The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy

3.4(A)  Solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction (covered again in Unit 5)

3.4(B)  Round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems

3.4(CDetermine the value of a collection of coins and bills

 

3.5  The student applies mathematical process standards to analyze and create patterns and relationships.

3.5(A)  Represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations(covered again in Unit 5)

 

3.7  The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement.

3.7(B)  Determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems(strike through is covered in Unit 9)

(This unit also includes all Process TEKS below.)

 

 

 

 

Unit 3- Multiplication: Building an Understanding (10 days)

3.4  The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.

3.4(D)  Determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10

3.4(E)  Represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting

3.4(F) Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts (strikethrough covered in Unit 4)(ongoing)

3.4(K)  Solve one-step and two-step problems involving multiplication and division (covered in Unit 4) within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts(entire SE covered again in Unit 5)

 

3.5  The student applies mathematical process standards to analyze and create patterns and relationships.

3.5(B)  Represent and solve one- and two-step multiplication and division(covered in Unit 4)  problems within 100 using arrays, strip diagrams, and equations(entire SE covered again in Unit 5)

3.5(C)  Describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24

 

3.6 The student applies mathematical process standards to analyze attributes of two? dimensional geometric figures to develop generalizations about their properties.

3.6(C)  Determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row (covered again in Unit 9)

(This unit also includes all Process TEKS listed below.)

 

Units

 

Unit 4- Multiplication to Division: Relate and Apply (24 days)

             Use models to connect multiplication understandings

             to division; use the divisibility rule of 2 and/or partitioning to    determine if a number is odd and even;  use models to explore

             relationships within and between multiplication and division;

             construct division models; represent and solve one- and two-step

             multiplication and division problem situations within 100 

             represent multiplication and division of a two-digit number

            by a one-digit number; explore both partitive and quotative

            (measurement) division problems

           

 

Unit 5- Algebraic Reasoning:  All Operations (15 days)

            Represent and solve one- and two- step problems involving

            addition and subtraction within 1,000 and multiplication and

            division within 100; explain reasoning and solution strategies      

            using expressions, equations, and precise mathematical language; 

            understand the standard algorithm to solve problems involving

            multiplication of a two-digit number by a one-digit number;

            explore number pairs in tables to determine patterns and represent

            the pattern (or process) using equations and expression

 

 

 

TEKS/SEs

 

Unit 4-  Multiplication to Division: Relate and Apply (24 days)

3.4  The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.

3.4(F) Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts (ongoing)

3.4(G)  Use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number; strategies may include mental math, partial products, and the commutative, associative, and distributive properties(covered again in Unit 5)

3.4(H)   Determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally

3.4(I)  Determine if a number is even or odd using divisibility rule

3.4(J)  Determine a quotient using the relationship between multiplication and division

3.4(K)  Solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts(covered again in Unit 5)

 

3.5  The student applies mathematical process standards to analyze and create patterns and relationships

3.5(B)  Represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations(covered again in Unit 5)

3.5(D)   Determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product(covered again in Unit 5)

(This unit also includes all Process TEKS listed below.)

 

 

 

Unit 5- Algebraic Reasoning: All Operations (15 days)

3.4  The student applies mathematical process standards to develop and use strategies and methods for whole number computations in order to solve problems with efficiency and accuracy.

3.4(A)  Solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction

3.4(G)  Use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number; strategies may include mental math, partial products, and the commutative, associative, and distributive properties

3.4(K)  Solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts

 

3.5  The student applies mathematical process standards to analyze and create patterns and relationships.

3.5(A)  Represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations

3.5(B)  Represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations

3.5(D)  Determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product

3.5(E)  Represent real-world relationships using number pairs in a table and verbal descriptions

(This unit also includes all Process TEKS listed below.)

 

 

Process TEKS (ongoing)

The student uses mathematical processes to acquire and demonstrate mathematical understanding.

3.1(A) apply mathematics to problems arising in everyday life, society, and the workplace

3.1(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution

3.1(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems

3.1(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate

3.1(E) create and use representations to organize, record, and communicate mathematical ideas

3.1(F) analyze mathematical relationships to connect and communicate mathematical ideas

3.1(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication

 

Beaumont  22nd Century Skills

 

Critical Thinking and Reasoning:  Thinking Deeply, Thinking Differently

Information Literacy: Untangling the Web

Collaboration: Working Together, Learning Together

Self-Direction: Own Your Learning

Invention: Creating Solutions

 

 

 

 

Math – 2nd  Semester

Math At-A-Glance YAG

Beaumont ISD

Grade Level: 3rd

                              Revision Date :8/13/2016

 

3rd  Nine Weeks

January 3, 2017 – March 10, 2017

(47 School Days)

43 Instructional Days, 4 Testing Days

Mid-9 Week Test: the week of January 30th - February 3rd

District-Wide Mock STAAR Reading and Math: the week of March 6th – 10th

9 Week Test: replaced with MOCK STAAR

 

 

 

4th  Nine Weeks

March 20, 2017– June 1, 2017

(52 School Days)

47 Instructional Days, 5 Testing Days

3rd Universal Screener:  April 3rd - April 14th

Mid-9 Week Test: the week of April 10th - 13th

STAAR Math Test: May 8th

STAAR Reading Test:  May 9th

9 Week Test:  the week of May 30th – June 1st

Refer to instructional timelines when planning units of instruction.

See list of Ongoing Process TEKS that should be embedded in all Units of Instruction.

ALL Process TEKS are eligible for incorporating into the assessment of at least 40% of Content TEKS.

 

STAAR Standard Key:    Blue= STAAR Readiness Standard

                                              Yellow= STAAR Supporting Standard

                                                         Bold= Highest Stakes TEKS (greatest need)

                        Italics= High Stakes TEKS

 

Units

 

Unit 6- Data Analysis (9 days)

             Collect, organize, represent, and summarize data

             using frequency tables, bar graphs(horizontal or vertical),

             pictographs, and dot plots; analyze and compare data

             representations; create bar graphs (horizontal or vertical),

             pictographs, and dot plots; examine and recognize the 

             similarities and differences between pictographs and dot plots

 

Unit 7- Fractions: Represent, Equivalent, and Compare (23 days)

Represent and explain fractional units; understand a fraction represent a single value; use symbolic notation to describe fractions; compose and decompose fractions as a sum of unit fractions; solve problems involving partitioning; representing fractions and determine corresponding fraction on number lines; explain equivalent fractions; understand the role of the numerator and denominator and develop fractional reasoning skills about the size of the fraction when comparing fractions and justify  the comparison

 

 

Unit 8: Geometry: 2- and 3-Dimensional Figures (14 days)

             develop an understanding of geometric figures by sorting

             and classifying two- and three-dimensional figures based on

             attributes using formal geometric language;  explore -

             subcategories of two-dimensional quadrilaterals; recognize

             examples and non-examples of quadrilaterals; decompose

             congruent two-dimensional figures into parts with equal 

             areas and express each part as a unit fraction of the whole;

             understand that equal shares of the same whole do not

             always have the same shape

 

 

 

 

 

 

 

 

 

 

 

 

TEKS/SEs

 

Unit 6- Data Analysis (9 days)

3.8  The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. 3.8(A)  Summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar graph with scaled intervals

3.8(B)   Solve one- and two-step problems using categorical data represented with a frequency table, dot plot, pictograph, or bar graph with scaled interval

(This unit also includes all Process TEKS listed below.)

 

 

Unit 7- Fractions: Represent, Equivalent, and Compare (23 days)

3.3 The student applies mathematical process standards to represent and explain fractional units.

3.3(A)  Represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines

3.3(B)  Determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line

3.3(C)  Explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b(the denominator) is a non-zero whole number

3.3(D)  Compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b

3.3(E)  Solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8

3.3(F)  Represent equivalent fractions with denominators of 2, 3, 4, 6, and 8 using a variety of objects and pictorial models, including number lines

3.3(G)  Explain that two fractions are equivalent if and only if they are both represented by the same point on the number line or represent the same portion of a same size whole for an area model

3.3(H)  Compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects, and pictorial models

(This unit also includes all Ongoing Process Standards listed above.)

 

3.7   The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement.

3.7(A)  Represent fractions of halves, fourths, and eighths as distances from zero on a number line

(This unit also includes all Process TEKS listed below.)

 

 

Unit 8: Geometry: 2- and 3-Dimensional Figures (14 days)

3.6   The student applies mathematical process standards to analyze attributes of two?dimensional geometric figures to develop generalizations about their properties.

3.6(A)  Classify and sort two- and three-dimensional solids, including cones, cylinders, spheres, triangular and rectangular prisms, and cubes, based on attributes using formal geometric language

3.6(B)  Use attributes to recognize rhombuses, parallelograms, trapezoids, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories

3.6(E)  Decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape

(This unit also includes all Process TEKS listed below.)

 

Units

 

Unit 9: Measurement (24 days)

 Determine the area of a rectangle, square, or a composite figure  

 by decomposing the figures; determine the perimeter of a

             polygon with given side lengths as well as by measuring side 

 lengths with both customary and metric measures; understand the
 concept of area and perimeter as presented in real-world problem      

 situations; determine weight and liquid volume (capacity) using

 customary and metric units of measure appropriate tools,

 understand the relationship between the sizes of units; solve  

 problems involving addition and subtraction of time interval

 

 

Unit 10: Personal Financial Literacy (5 days)

   Explain the connections between human capital/labor and  

               income, explore concepts and decisions related to future   

   financial security;  explore how skills and education may impact   

               income earned, explore how scarcity or availability of resources

               may impact cost; identify and planned and unplanned spending,

               list reasons to save and explain the benefits of saving; identify

               decisions regarding charitable giving

 

 

Curriculum Focal Points

  • Review for mastery: Relating multiplication and division as inverse operations and solving problems with multiplication and division within 100 through the use of representations using properties of addition and multiplication to multiply and apply sophisticated strategies to solve multiplication and division problems
  • Review for mastery: Using fraction models, names and symbols to describe and compare fractional parts of wholes, sets, and points or distances on number lines; understanding that a fractions represent a sum of its unit fractions.

 

 

 

 

 

 

 

 

 

TEKS/SEs

 

Unit 9- Measurement (24 days)

3.6   The student applies mathematical process standards to analyze attributes of two?dimensional geometric figures to develop generalizations about their properties.

3.6(C)  Determine the area of rectangles with whole number side lengths in problems using multiplication related to the number of rows times the number of unit squares in each row 

3.6(D)  Decompose composite figures formed by rectangles into non-overlapping rectangles to determine the area of the original figure using the additive property of area

 

3.7   The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving customary and metric measurement.

3.7(B)  Determine the perimeter of a polygon or a missing length when given perimeter and remaining side lengths in problems

3.7(C)  Determine the solutions to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools such as a 15-minute event plus a 30-minute event equals 45 minutes

3.7(D)  Determine when it is appropriate to use measurements of liquid volume (capacity) or weight

3.7(E)  Determine liquid volume (capacity) or weight using appropriate units (customary and metric) and tools

(This unit also includes all Process TEKS listed below.)

 

 

Unit 10: Personal Financial Literacy (5 days)

3.9  The student applies mathematical process standards to manage one’s financial resources effectively for lifetime financial security.

3.9(AExplain the connection between human capital/labor and income

3.9(BDescribe the relationship between the availability or scarcity of resources and how that impacts cost

3.9(CIdentify the costs and benefits of planned and unplanned spending decisions (Not tested on STAAR)

3.9(DExplain that credit is used when wants or needs exceed the ability to pay and that it is the borrower's responsibility to pay it back to the lender, usually with interest

 3.9(E)  List reasons to save and explain the benefit of a savings plan, including for college

 3.9(F)  Identify decisions involving income, spending, saving, credit, and charitable giving (Not tested on STAAR)

(This unit also includes all Process TEKS listed below.)

 

 

Curriculum Focal Points

  • Solving problems with multiplication and division: Same TEKS as those found in Unit 4 and the TEKS related to multiplication and division in found in Unit 5.
  • Understanding fractions as numbers:  Same TEKS as those found in Unit 7.

Process TEKS (ongoing)

The student uses mathematical processes to acquire and demonstrate mathematical understanding.

3.1(A) apply mathematics to problems arising in everyday life, society, and the workplace

3.1(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution

3.1(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems

3.1(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate

3.1(E) create and use representations to organize, record, and communicate mathematical ideas

3.1(F) analyze mathematical relationships to connect and communicate mathematical ideas

3.1(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication

 

Beaumont  22nd Century Skills

 

Critical Thinking and Reasoning:  Thinking Deeply, Thinking Differently

Information Literacy: Untangling the Web

Collaboration: Working Together, Learning Together

Self-Direction: Own Your Learning

Invention: Creating Solutions