2.0 Students will understand : the purpose of a thermometer : thermometers are in different increments of measure

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1 Subject: Math Standard (3.E.GM.2.6): Use an analog thermometer to determine temperature to the nearest degree in Fahrenheit and Celsius. 4.0 Students will be able to show how to take one temperature from an analog thermometer and compare the opposite degree type (Fahrenheit to Celsius and Celsius to Fahrenheit) using real world scenarios. Level of Rigor/2 Use an analog thermometer to determine temperature to the nearest degree in Fahrenheit and Celsius. 2.0 Students will understand : the purpose of a thermometer : thermometers are in different increments of measure 1.0 With teacher prompts, students still have no success with this skill.

2 Subject: Math Standard (3.E.GM.2.1): Find the perimeter of a polygon, given whole number lengths of the sides, in real-world and mathematical situations. 4.0 Write to explain how the perimeter of a polygon would change if one length of the polygon is changed. Level of Rigor/2 Find the perimeter of a polygon, given whole number lengths of the sides, in real-world and mathematical situations. 2.0 Select from a list the perimeter of a polygon, given whole number lengths of the sides, in real-world and mathematical situations. Students will understand that perimeter is the distance around an object. 1.0 With teacher prompts, students still have no success with this skill

3 Grade Level: 3rd Subject: Math Standard: Geometry & Measurement (3.E.GM.2.2) Develop formulas to determine the area of rectangles. Justify why length and width are multiplied to find the area of a rectangle by breaking the rectangle into one unit by unit squares and viewing these as grouped into rows and columns. 4.0 Students will be able to: develop formulas to determine the area of rectangles and other quadrilaterals. Justify why length and width are multiplied to find the area of a rectangle and other quadrilaterals by breaking them into one unit by unit squares and viewing these as grouped into rows and columns. Level of Rigor: 4 Students will be able to: develop formulas to determine the area of rectangles. Justify why length and width are multiplied to find the area of a rectangle by breaking the rectangle into one unit by unit squares and viewing these as grouped into rows and columns. 2.0 Students will know the formula for area is length times width (L x W = area) 1.0 Even with help, the student has little or no success with the unit content.

4 Grade Level: 3 Subject: Math Geometry & Measurement (3.E.GM.2.3-4) Choose an appropriate instrument and measure the length of objects using customary and metric units of measurement. 4.0 Students will choose an appropriate instrument and measure the length of an object to the nearest whole centimeter or quarter inch. Level of Rigor/4 Students will choose an appropriate instrument and measure the length of objects using customary and metric units of measurement. 2.0 Students will be able to explain the relationship between length and the numbers on a ruler by using a ruler to measure lengths to the nearest whole unit. 1.0 Even with help, the student has little or no success with the unit content.

5 Subject: Math Standard: (3.E.GM.2.5) Using common benchmarks, estimate the lengths (customary and metric) of a variety of objects. 4.0 Students will generate and test outcomes of their length estimates. Level of Rigor/4 Using common benchmarks, estimate the lengths (customary and metric) of a variety of objects. 2.0 Students will recall basic vocabulary of estimation, and properly demonstrate how to use a ruler to the nearest ¼, ½, ¾, and whole unit. 1.0 Even with help, the student has little or no success with the goal/standard.

6 Subject: Math-Geometry and Measurement (3.E.GM.2.8) Find the area of two dimensional figures by counting total number of same size unit squares that fill in the shape without any gaps or overlaps. 4.0 Students will be able to produce their own two dimensional figure when given the length times width. Level of Rigor/2 Find the area of two dimensional figures by counting total number of same size unit squares that fill in the shape without any gaps or overlaps. 2.0 Students will be able to find area with guidance by counting the square units. 1.0 Even with help from the teacher, the student has little or no success with the unit content.

7 Grade Level: 3 Subject: Math Geometry & Measurement (3.E.GM.3.1-2) Read and write time to the nearest 5 minute intervals (analog and digital) and solve elapsed time problems using pictorial models, number line diagrams, or other tools. 4.0 Students will read and write time to the nearest 5 minute intervals (analog and digital) and develop a strategy to solve elapsed time problems without using pictorial models, number line diagrams, or other tools. Level of Rigor/4 Students will read and write time to the nearest 5 minute intervals (analog and digital) and solve elapsed time problems using pictorial models, number line diagrams, or other tools. 2.0 Students can count by 5 s and be able to distinguish AM and PM. Students will read and write the time to the quarter hour from an analog clock. 1.0 Even with help, the student has little or no success with the unit content.

8 Grade Level: 3 Subject: Math (3.E.N.2.8)-Students will use strategies and algorithms based on knowledge of place value, equality and properties of addition and multiplication to multiply a two-digit number by a one-digit number. 4.0 Students will develop a strategy to solve two-digit by two-digit numbers. Students will multiply a two-digit by one-digit number using strategies and Rigor/2 algorithms based on knowledge of place value, equality and properties of addition and multiplication. 2.0 Students know their multiplication facts 0-10 will minimal help. Students can multiply a two-digit times a one-digit number with help from others. 1.0 Even with help, the student has little or no knowledge of their multiplication facts and/or success with the unit content.

9 Subject: Math (3.E.N.1.3) Students will find 10,000 more or 10,000 less than a given five-digit number. Find 1,000 more or 1,000 less than a given four or five-digit number. Find 100 more or 100 less than a given four or five-digit number. 4.0 Students will be able to describe the relationship between 10,000s, 1,000s and 100s place value in order to find 10,000 more or 10,000 less than a fivedigit number, find 1,000 more or 1,000 less than a given four or five digit number or find 100 more or 100 less than a given four or five digit number. Level of Rigor /1 Students will find 10,000 more or 10,000 less than a given five-digit number. Find 1,000 more or 1,000 less than a given four or five-digit number. Find 100 more or 100 less than a given four or five-digit number. 2.0 With help from the teacher, students will be able to demonstrate fluently adding and subtracting using place value to find numbers 1,000 more or 1,000 less. 1.0 Even with help from the teacher, the student has little or no success with the unit content.

10 Subject: Math (3.E.N.1.4)-Students will use place value to compare and order whole numbers up to 100,000 using comparative language, numbers, and symbols. 4.0 Students will design, solve, and present a real world scenario in which they use place value to compare and order a set of data up to 100,000. Level of Rigor/2 Students will use place value to compare and order whole numbers up to 100,000 using comparative language, numbers, and symbols. 2.0 With help from the teacher, students will recognize and recall: > greater than, < less than, = equal to, the meaning of least to greatest and greatest to least, and order whole numbers using place value up to 100, Even with help from the teacher, the student has little or no success with the unit content.

11 Subject: Math (3.E.N.2.4) Recognize when to round numbers and apply understanding to round numbers to the nearest ten thousand, thousand, hundred, and ten and use compatible numbers to estimate sums and differences. 4.0 Students will be able to show how to round numbers and apply understanding to rounding numbers with a place value of a million or greater and use compatible numbers to estimate sums and differences. Level of Rigor/1 Students will be able to recognize when to round numbers and apply understanding to round numbers to the nearest ten thousand, thousand, hundred, and ten and use compatible numbers to estimate sums and differences. 2.0 With help from the teacher, students will be able to identify place value to the nearest ten thousand, thousand, hundred, and tens place and understand the meaning of compatible numbers. 1.0 Even with help from the teacher, the student has little or no success with the unit content.

12 Subject: Math (3.E.D.1.1-2): Summarize and construct a data set with multiple categories using a frequency table, line plot, pictograph, and/or bar graph with scaled intervals and be able to solve one and two step problems using the data. 4.0 Students will be able to generate and collect data with multiple categories creating their own frequency table, line plot, pictograph, and/or bar graph with scaled intervals and be able to solve one and two step problems using the data. Students will be able to explain the data and tell how it was shown in a graph. Level of Rigor/2 Students will be able to summarize and construct a data set with multiple categories using a frequency table, line plot, pictograph, and/or bar graph with scaled intervals and be able to solve one and two step problems using the data. 2.0 With teacher s help, students will collect data using one category and show the data in a bar graph or pictograph. 1.0 Even with help from the teacher, the student has little or no success with the graphing process.

13 Subject: Math (3.E.N.3.3) Recognize unit fractions and use them to compose and decompose fractions related to the same whole. Use the numerator to describe the number of parts and the denominator to describe the number of partitions. 4.0 Students will use fraction models to add and subtract with like denominators in real world and mathematical situations. Level of Rigor/ Students will be able to recognize unit fractions and use them to compose and decompose fractions related to the same whole. Use the numerator to describe the number of parts and the denominator to describe the number of partitions. With help from the teacher, students will be able to identify unit fractions and use the numerator to match the number of parts or use the denominator to match the number of partitions. 1.0 Even with help from the teacher, the student has little or no success with the unit content.

14 Subject: Math (3.E.A.1.1-2) Create, describe and extend patterns involving addition, subtraction, or multiplication to solve problems in a variety of contexts (including function machines). 4.0 Students will be able to determine a rule for predicting patterns involving addition, subtraction and multiplication (including function machines). Level of Rigor/2 Students will be able to create, describe, and extend patterns involving addition, subtraction, and multiplication to solve problems in a variety of contexts (including function machines). 2.0 With help from the teacher, students will be able to identify patterns involving addition, subtraction, and multiplication. 1.0 Even with help from the teacher, the student has little or no success with the unit content.

15 Subject: Math (3.E.A.2.1) Find unknowns represented by symbols in arithmetic problems by solving (equations) and other problems involving addition, subtraction, and multiplication. Generate real-world situations to represent number sentences. 4.0 Students will describe the best strategy for finding unknowns in an equation. Students will explain patterns in the equation and are able to solve fluently. Level of Rigor/1 Find unknowns represented by symbols in arithmetic problems by solving (equations) and other problems involving addition, subtraction, and multiplication. Generate real-world situations to represent number sentences. 2.0 With help from the teacher, students will identify opposite operations. (For example 3+ =9 to figure this out, you subtract 3 from 9). Students will be able to demonstrate how to add, subtract, multiply, and divide fluently. 1.0 Even with help from the teacher, the student has little or no success with the unit content.

16 Subject: Math (3.E.A.2.2)-Students will recognize, represent and apply the number properties (commutative, identity, and associative properties of addition and multiplication) using models and manipulatives to solve problems. 4.0 Students can determine which property is called for in a given scenario. Level of Rigor/2 Students will recognize, represent, and apply the number properties (commutative, identity, and associative properties of addition and multiplication) using models and manipulatives to solve problems. 2.0 With help from the teacher, students will identify commutative, associative, and identity properties of addition and multiplication from a list of properties. 1.0 Even with help from the teacher, the student has little or no success with the unit content.

17 Subject: Math (3.E.GM.1.1-2)-Students will sort and build three-dimensional shapes based on attributes. 4.0 Students will explain the ways in which three dimensional shapes are used in the real world and provide examples. Level of Rigor/3 Students will sort and build three-dimensional shapes based on attributes. 2.0 With help from the teacher, students will be able to recognize and identify three-dimensional shapes and categorize them by their shape and features. 1.0 Even with help from the teacher, the student has little or no success with the unit content.

18 Subject: Math (3.E.GM.1.3) Classify angles as acute, right, obtuse, and straight. 4.0 Students will decide which angles are acute, right, obtuse, or straight based on the angles attributes within a polygon. Level of Rigor/3 Students will classify angles as acute, right, obtuse, and straight. 2.0 With help from the teacher, students will be able to define the attributes of acute, right, obtuse, and straight angles. 1.0 Even with help from the teacher, the student has little or no success with the unit content.

19 Subject: Math (3.E.N.1.1-2)-Read, write, discuss, and represent whole numbers up to 100,000 using place value to describe whole numbers between 1,000 and 100,000 in terms of ten thousand, thousands, hundreds, tens and ones including expanded form. 4.0 Students will compare and contrast the difference between standard, written, and expanded forms and how to change if you rearranged the numbers. Level of Rigor/2 Students will read, write, discuss, and represent whole numbers up to 100,000 using place value to describe whole numbers between 1,000 and 100,000 in terms of ten thousands, thousands, hundreds, tens and ones including expanded form. 2.0 With help from the teacher, students will understand specific terminology such as: standard form, expanded form, and word form. 1.0 Even with help from the teacher, the student has little or no success with the unit content.

20 Subject: Math (3.E.N.2.1) Students will 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. 4.0 Students will be able to explain in their own words the process of multiplication. Level of Rigor/2 Students will 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. 2.0 With the help from the teacher, students will be able to draw a model to solve a multiplication problem. 1.0 Even with help from the teacher, the student has little or no success with the unit content.

21 Subject: Math (3.E.N.2.2)-Students will demonstrate fluency of multiplication facts with factors up to Students will show patterns of multiplication facts with factors up to 10 and beyond. Level of Rigor/1 Students will demonstrate fluency of multiplication facts with factors up to With help from the teacher, students will 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. 1.0 Even with help from the teacher, the student has little or no success with the unit content.

22 Subject: Math (3.E.N.2.7) Recognize the relationship between multiplication and division to represent and solve real world problems. 4.0 Students will be able to generate real world problems using multiplication and division facts. Level of Rigor/2 Students will be able to recognize the relationship between multiplication and division to represent and solve real world problems. 2.0 With help from the teacher, students will be able to list multiplication and division fact families. Students can define quotient and product. Students can describe division as breaking things into smaller groups. 1.0 Even with help from the teacher, the student has little or no success with the unit content.

23 Subject: Math (3.E.N.3.1)-Students will read and write fractions with words and symbols. 4.0 Students will demonstrate how to read and write fractions with words and symbols. Level of Rigor/1 Students will read and write fractions with words and symbols. 2.0 With help from the teacher, students will identify the numerator and denominator of a fraction. Students will recognize fractions based on a picture or fractional parts. 1.0 Even with help from the teacher, the student has little or no success with the unit content.

24 Subject: Math (3.E.N.3.4) Use models and number lines to order and compare fractions that are related to the same whole. 4.0 Students will develop a strategy to compare and order fractions that are related to the same whole. Level of Rigor/2 Students will use models and number lines to order and compare fractions that are related to the same whole. 2.0 With help from the teacher, students will use models and number lines to order fractions and compare successfully with prompts. 1.0 Even with help from the teacher, the student has little or no success with the unit content.

25 Subject: Math (3.E.N.4.1) Use addition to determine the value of a collection of coins up to one dollar and using the cent symbol and a collection of bills up to twenty dollars. 4.0 Students will illustrate two different ways to determine the value of a collection of coins and bills. Level of Rigor/1 Students will use addition to determine the value of a collection of coins up to one dollar and using the cent symbol and a collection of bills up to twenty dollars. 2.0 With help from the teacher, students will be able to determine the value of a collection of coins, up to one dollar, using the cent symbol. 1.0 Even with help from the teacher, the student has little or no success with the unit content.

26 Subject: Math (3.E.N.4.2)-Students will select the fewest number of coins for a given amount of money up to one dollar. 4.0 Given various scenarios, the student can develop a strategy to select the fewest number of coins and bills up to five dollars. Level of Rigor/1 Students will select the fewest number of coins for a given amount of money up to one dollar. 2.0 With help from the teacher, students will use a combination of coins to represent a given amount of money up to one dollar. 1.0 Even with help from the teacher, the student has little or no success with the unit content.

27 Grade Level: 3 rd Subject: Math (3.N.2.5) Use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. 4.0 Level of Rigor/1 Students will be able to show how to use addition and subtraction to solve real-world and mathematical problems involving whole numbers and mixed numbers. The students apply various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. Students will be able to use addition and subtraction to solve real-world and mathematical problems involving whole numbers. Use various strategies, including the relationship between addition and subtraction, the use of technology, and the context of the problem to assess the reasonableness of results. 2.0 With help from the teacher, students will be able to solve real world math addition and subtraction problems involving whole numbers up to 2 digits with or without regrouping. 1.0 Even with help from the teacher, the student has little or no success with the unit content.

28 Grade Level: 3 rd Subject: Math (3.N.2.6) Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming groups. 4.0 Students will develop a strategy for why multiple approaches produce the same quotient. Level of Rigor/2 Students will represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming groups. 2.0 With help from the teacher, students will be able to recognize the relationship between multiplication and division. 1.0 Even with help from the teacher, the student has little or no success with the unit content.

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