Scope & Sequence Third Grade Math

Transcription

1 TEKS Across All Concepts: Process TEKS: 3.1A Apply mathematics to problems arising in everyday life, society, and the workplace 3.1B 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 3.1C 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 3.1D Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate 3.1E Create and use representations to organize, record, and communicate mathematical ideas 3.1F Analyze mathematical relationships to connect and communicate mathematical ideas 3.1G Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication Cycle # Concept: Focus/Foci Concept Descriptors TEKS Cycle 1 1 Foundation of Numbers: 3.2A, 3.2B, 3.2C, 3.2D, Compose and Decompose Numbers up to 100, C Place Value: Compare and order up to 100,000 Even or Odd, Money: Collection of coins and bills 3.2A Compose and decompose numbers 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 3.2B Describe mathematical relationships found in base 10 place value system 3.2C 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 # of Days Calendar Dates 20 days Aug. 15 Sept. 12

2 relative size of numbers to round whole numbers 3.2D Compare and order whole numbers using symbols,, or = 3.4C Determine value of a collection of coins and bills Cycle 1 2 Addition and Subtraction: Whole Numbers to 1, A Solve with fluency one step and two step problems involving addition using strategies based on place value, properties of operations, and relationship between addition and subtraction 3.4B Round to the nearest 10 or 1000 or use compatible numbers to estimate solution to addition problems 3.5A Represent one and two step problems involving addition using pictorial models, number lines, and equations 3.4A, 3.4B, 3.5A 14 days Sept. 12 Oct. 3 Cycle 1 3 Multiplication: Within 100; Two digit number by a 3.4D, 3.4E, 3.4F, 3.4G, 11 days Oct. 4 Oct. 19 one digit number 3.4D Determine the total number of objects when equally sized groups of objects are combined or arranged in arrays up to 10 by E Represent multiplication facts using repeated addition, equal sized groups, arrays, area models, equal on a number line, and skip counting 3.4F Recall multiplication facts up to 10 by 10 with automaticity and recall corresponding division facts 3.4G Use strategies and algorithms to multiply a two digit number by one digit number using 3.4K End of 1 st Nine Weeks

3 standard algorithm, mental math, partial product, and commutative, associative and distributive property 3.4K Solve one step and two step multiplication problems involving multiplication and division within 100 using objects, pictorial models, arrays, area model, equal groups, properties of operation, or recall facts Cycle 2 4 Division: Within F Recall multiplication facts up to 10 by 10 with automaticity and recall corresponding division facts 3.4H Determine the number of objects in each group when partitioned into equal shares or shared equally 3.4J Determine quotient using relationship between multiplication and division 3.4K Solve one step and two step division problems using objects, pictorial models, arrays, area model, equal groups, properties of operation, or recall facts 3.5D Determine unknown whole number in a division equation relating three whole numbers when an unknown is missing 3.4I Determine if number is even or odd using divisibility rules 3.4F, 3.4H, 3.4J, 3.4K, 3.5D 3.4I 8 days Oct. 22 Oct. 31 Cycle 2 5 Multiplication and Division Reasoning: Within B Represent and solve one and two step multiplication problems using arrays, strip diagrams, and equations 3.5B, 3.5D 8 days Nov. 1 Nov. 13

4 3.5D Determine the unknown whole number in a multiplication equation relating three whole numbers when the unknown is missing. Cycle 2 6 Patterns and Relationships: Number pairs 3.5C, 3.5E 9 days Nov. 14 Dec C Describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as E Represent real world relationships using number pairs in a table and verbal descriptions Cycle 2 7 Comparing Fractions: Denominators of 2, 3, 4, 6, and 8 3.3A, 3.3B, 3.3C, 3.3E, 15 days Dec. 4 Jan A Represent fractions greater than zero and 3.7A, 3.3D, 3.3F, 3.3H, less than or equal to one using concrete objects and pictorial models including strip diagrams and number lines 3.3G End of the 2 nd Nine Weeks 3.3B Determine the corresponding fraction greater than zero and less than or equal to one on a number line 3.3C Explain that the unit fraction1/b represents one part of a whole partitioned into b equal parts where b is a non zero number 3.3E Solve problems involving partitioning an object or set of objects among two or more recipients using pictorial representations of fractions 3.7A Represent fractions as halves, fourths, and eighths as distances from zero on a number line 3.3D Compose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b 3.3H Compare two fractions having same numerator or denominator by reasoning about their sizes and justify the conclusion using

5 symbols, words, objects, and pictorial models 3.3F Represent equivalent fractions using objects, pictorial models, and number line 3.3G Explain that two fractions are equivalent if and only if they are both represented by same point on the number line or represent same portion of same size whole for an area model Cycle 3 8 Geometry: Two dimensional figures; Three dimensional Figures 3.6A Classify and sort two dimensional and three dimensional figures including cones, cylinders, spheres, triangular and rectangular prisms and cubes using formal geometrical language 3.6B Use attributes to recognize quadrilaterals such as rhombuses, parallelograms, trapezoids and draw examples of quadrilaterals that do not belong to any of these subcategories Cycle 3 9 Measurement: Time; Weight/Capacity 3.7C Determine the solution to problems involving addition and subtraction of time intervals in minutes using pictorial models or tools 3.7D Determine when appropriate to use measurement of liquid volume (capacity) or weight 3.7E Determine liquid volume (capacity) or weight using appropriate units and tools Cycle 3 10 Measurement: Area & Perimeter 3.6C Determine the area of rectangles with whole number sides using multiplication of number of rows times number of squares in 3.6A, 3.6B 10 days Jan. 14 Jan C, 3.7D, 3.7E 13 days Jan. 29 Feb C, 3.6D, 3.6E, 3.7B 15 days Feb. 18 Mar. 8

6 each row 3.6D Decompose composite figures formed by rectangles into non overlapping rectangles to determine the area of the original figure using the additive property of area 3.6E Decompose two congruent two dimensional figures 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 3.7B Determine the perimeter of a polygon and determine the missing length when given the perimeter and remaining side lengths in problems Cycle 3 11 Data: Scaled Intervals; Multiple categories 3.8A, 3.8B 5 days Mar. 18 Mar A Summarize a data set using frequency table, dot plot, pictograph, or bar graph with scaled End of 3 rd Nine Weeks intervals 3.8B Solve one and two step problems using categorical data represented with frequency table, dot plot, pictograph, and bar graph with scaled intervals Cycle 4 12 Financial Literacy: Management of financial resources 3.9A Explain connection between human capital/labor and income 3.9B Describe the relationship between the availability or scarcity of resources and impact on cost 3.9D Explain that credit is used when wants and needs exceed pay and it is the borrower s responsibility to pay back the lender, usually with interest 3.9A, 3.9B, 3.9D, 3.9E 12 days Mar. 25 Apr. 10

7 3.9E List reasons to save and explain benefits of saving including for college Cycle 4 13 STAAR Camp: STAAR Review STAAR Window May 13 May 14 Cycle 4 14 Personal Financial Literacy: Management of financial resources 3.9A Explain connection between human capital/labor and income 3.9C Identify the costs and benefits of planned and unplanned spending decisions 3.9E List reasons to save and explain benefits of saving including for college TEKS based on Data collection from District benchmark and STAAR 21 days Apr.11 May A, 3.9C, 3.9F 11 days May 15 May 30 End of 4 th Nine Weeks