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Meigs County |
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Meigs County Curriculum |
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3rd Grade - Mathematics |
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Operations: Operation Sense
The learner will be able to
develop an understanding of operations and their effects.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Operations |
Application |
Master |
1.6 |
Terra Nova, Complete Battery, 1997, Level 13, Item 43 week tested: 30. |
Classroom
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Instructional Resources |
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| · |
Adopted Textbook, 1. Fact families and missing numbers [Textbook]. 2. Equations that are equal but use different numbers to arrive at the same answer. Example: 3 + 7 = 5 + 5 |
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Assessment Resources |
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| · |
Tests, Chapter Test [Tests]. |
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Operations: Properties/Relationships
The learner will be able to
display comprehension of and illustrate the properties and/or relationships of operations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Operations |
Comprehension |
Master |
0.4 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #12 week tested: 30.; TN: Curriculum Standards, 2001, Grade 3, 2.4, 3.2.4, 1.2, 3.1.2 |
Classroom
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Instructional Resources |
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Adopted Textbook, Worksheets [Textbook]. Use worksheets that show how to check answers. Example: For an addition problem, subtraction is used to check answers, etc.... |
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Assessment Resources |
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Miscellaneous, On-going assessment [Miscellaneous]. |
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Number Sense: Manipulatives
The learner will be able to
use manipulatives to demonstrate the following algebraic concepts: sets, elements of sets (a different shaped or colored manipulative can be used to represent a set of manipulatives), equal sets, variables representing unequal values (specific manipulatives can be used to equal five of another kind of manipulative), and the symbolic nature of algebra.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Sense |
Application |
Master |
0.4 |
TN Framework Mathematics 3-5 |
Classroom
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Instructional Resources |
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Manipulatives, Different colored counters. [Miscellaneous]. Overhead transparencies, draw tallies. Show equal sets on overhead. Use students to act out problems. |
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Assessment Resources |
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Tests, Pretest-Posttest [Tests]. Test and Unit test |
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Problem Solving: Real-World Scenarios
The learner will be able to
demonstrate an understanding of algebraic concepts by solving real-world scenario problems, and evaluate the nature and elements of problems, find solutions to given problems, and justify the solutions in writing, orally, or by using manipulatives.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
Evaluation |
Master |
1.6 |
TN Framework Mathematics 3-5 |
Classroom
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Instructional Resources |
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| · |
Writing, Journal Writings [Writing]. Example: What if questions: Ask students what would happen if 12 students needed two pencils each, but the teacher only gave them 23 pencils. Assign a journal entry that will solve this problem. "Be Creative" |
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Assessment Resources |
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| · |
Tests, Test and daily assessment [Tests]. |
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Solution Methods: Represent
The learner will be able to
use manipulatives and skip counting to determine sums, differences, products, and quotients.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solution Methods |
Application |
Master |
0.8 |
TN Framework Mathematics 3-5 |
Classroom
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Instructional Resources |
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| · |
Manipulatives, Different color counters to count 2's, 5's, 10's [Miscellaneous]. Use overhead transparencies. Use rap songs to go with skip counting 2's, 3's, 5's, etc. |
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Assessment Resources |
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Tests, Tests and daily grades [Tests]. |
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Solution Methods: Addition/Subtraction
The learner will be able to
describe and use a variety of thinking strategies and procedures such as the following for addition and subtraction of whole numbers: mental arithmetic, estimation, computation, and using a calculator.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solution Methods |
Knowledge |
Master |
0.8 |
TN Framework Mathematics 3-5; TN: Curriculum Standards, 2001, Grade 3, 3.1.tpi.10, 3.1.3.h |
Classroom
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Instructional Resources |
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| · |
Writing, Journal Writings [Writing]. Use journal writings to describe how to solve problems. Example: In order to add all the animals in the zoo, you would need to.... Create similar beginning subtraction, estimation problems. Include a calculator in the scenario for quick results |
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Assessment Resources |
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Tests, No Test [Tests]. |
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Number Sentence: Missing Element
The learner will be able to
comprehend that an equation is a number sentence which expresses that two quantities are equal and determine which operational symbol is missing from an equation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Sentence |
Analysis |
Master |
0.8 |
TN Framework Mathematics 3-5; TN: Curriculum Standards, 2001, Grade 3, 3.2.tpi.11, 3.2.3.d |
Classroom
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Instructional Resources |
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Cooperative Groups, Use fact families to create these problems. [Cooperative Groups]. Have students work in pairs to create a problem that has an operational symbol missing. Pairs can swap problems and solve. Some computer games address this skill (Math Blaster) |
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Assessment Resources |
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Tests, Test, Unit Test, On-going assessment [Tests]. |
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Identify/Write Sentence
The learner will be able to
identify the number sentence to be used in solving a word problem and write number sentences that illustrate real world scenarios involving addition, subtraction, and multiplication.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Identify Sentence |
Analysis |
Master |
0.4 |
TN Framework Mathematics 3-5; TN: Curriculum Standards, 2001, Grade 3, 3.1.2.d |
Classroom
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Instructional Resources |
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Overhead, Use overhead to highlight keywords that give clues [Transparencies]. |
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Assessment Resources |
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Tests, Test and on-going assessment [Tests]. |
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Fact Families: Components
The learner will be able to
identify all of the components completing a fact family.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fact Families |
Knowledge |
Master |
1.6 |
TN Framework Mathematics 3-5 |
Classroom
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Assessment Resources |
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Miscellaneous, Explain concept of a family "they stay together" [Miscellaneous]. Use flannel people on a flannel board. Assign Mom, Dad, and child a number of the problem: Example: Dad is 10, Mom is 8, Child is 2 10 - 8 = 2, 10 - 2 = 8 |
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Tests, Test, Unit Test, and practice worksheet grades [Tests]. |
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Operations: Properties
The learner will be able to
demonstrate an understanding of the properties of various operations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Operations |
Comprehension |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Item 10 week tested: 30. |
Classroom
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Instructional Resources |
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| · |
Adopted Textbook, Use fact family worksheets, folder games. [Textbook]. See Title I for games. |
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Assessment Resources |
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| · |
Tests, Chapter Test, Unit Test [Tests]. |
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Operations: Problem Solving
The learner will be able to
use the procedures of operations to obtain problem solutions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Operations |
Application |
Master |
1.2 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #12 week tested: 30. |
Classroom
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Instructional Resources |
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| · |
Overhead, Use overhead to highlight key sentences. [Transparencies]. Examples: 1. How many in all....... 2. How many more...3. What is the difference.....4. Who has the most.....5. Who has the least... |
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Assessment Resources |
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| · |
Tests, Chapter Test and Unit Test [Tests]. |
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Operations: Represent
The learner will be able to
use manipulatives and the properties of operations to solve equations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Operations |
Application |
Master |
1.2 |
TN Framework Mathematics 3-5 |
Classroom
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Instructional Resources |
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Manipulatives, Use counting blocks, M & M candies, etc. [Miscellaneous]. Use manipulatives that can show the properties. Also, tallies can be used. |
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Assessment Resources |
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Tests, Chapter Test and on-going assessment [Tests]. |
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Inverse Operations: Checking
The learner will be able to
check the correctness of an answer by using the inverse operation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Inverse Operations |
Application |
Master |
0.8 |
TN Framework Mathematics 3-5 |
Classroom
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Instructional Resources |
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| · |
Manipulatives, Calculators [Miscellaneous]. Text - use calculators to check for correctness. Example: Subtraction can be checked by adding the answer to the number subtracted. |
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Assessment Resources |
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Tests, No test, on-going assessment [Tests]. |
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Algebraic Concepts: Representations
The learner will be able to
identify algebraic illustrations of problem scenarios.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Algebraic Concepts |
Knowledge |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #16 week tested: 30. |
Classroom
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Algebraic Concepts: Procedures
The learner will be able to
understand algebraic procedures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Algebraic Concepts |
Comprehension |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #16 week tested: 30. |
Classroom
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Algebraic Concepts: Problem Solving
The learner will be able to
use algebraic methods to solve mathematical problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Algebraic Concepts |
Application |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #16 week tested: 30. |
Classroom
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Variable
The learner will be able to
understand the basic concept of a variable as representing an unknown quantity.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Variable |
Comprehension |
Master |
0.4 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #16 week tested: 30. |
Classroom
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Equalities/Inequalities: Represent
The learner will be able to
use manipulatives to represent equalities and inequalities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Equality/Inequality |
Application |
Master |
0.4 |
TN Framework Mathematics 3-5 |
Classroom
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Instructional Resources |
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| · |
Overhead, Use tallies on an overhead [Transparencies]. Compare money, less and more. Use text |
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Assessment Resources |
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| · |
Tests, No test [Tests]. |
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Computation: Real World Problems
The learner will be able to
obtain solutions to real world problems that involve computations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Computation |
Synthesis |
Master |
1.8 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #11 week tested: 30. |
Classroom
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Instructional Resources |
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| · |
Adopted Textbook, Textbook [Textbook]. In addition to text - Solve the cost of snack items. "Be creative" |
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Assessment Resources |
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| · |
Tests, No test [Tests]. |
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Computation: Proficiency/Fluency
The learner will be able to
exhibit proficiency and fluency when performing computational procedures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Computation |
Application |
Master |
0.4 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #11 week tested: 30.; TN: Curriculum Standards, 2001, Grade 3, 1.3, 3.1.3 |
Classroom
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Instructional Resources |
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| · |
Adopted Textbook, Use practice, reteach, and extend sheets [Textbook]. |
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Assessment Resources |
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Tests, On - going assessment [Tests]. |
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Properties: Commutative
The learner will be able to
explain, illustrate (using physical materials), and apply the commutative properties of addition and multiplication with words, symbols, and/or arrays and demonstrate that subtraction is not communitative.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Properties |
Comprehension, Application |
Master |
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TN: Curriculum Standards, 2001, Grade 3, 3.2.3.a, 3.2.spi.7, 3.2.4.a, 3.2.tpi.6, 3.2.4.e, 3.2.tpi.2, 3.2.tpi.1 |
Classroom
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Division: Relate/Sharing
The learner will be able to
relate division to sharing situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Operations: Division |
Analysis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.2.b |
Classroom
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Equations: Writing Addition/Subtraction
The learner will be able to
interpret, create, describe, write, and obtain solutions to addition and subtraction number sentences including those which are related and those which represent real world situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Equations |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.tpi.3, 3.1.2.d, 3, 3.2.3.b, 3.1.2.e, 3.2.spi.6, 3.2.3.b |
Classroom
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Facts: Apply/Multiplication
The learner will be able to
apply the multiplication facts 0, 1, 2, 5, and 10 and use already learned multiplication facts to determine related products.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fact Families |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.14, 3.1.3.d, 3.1.3.e |
Classroom
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Multiplication: Identify/Relationship
The learner will be able to
identify the relationship between skip counting and multiplication.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Operations: Multiplication |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.2.a |
Classroom
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Open Sentences: Interpret/Multiplication
The learner will be able to
interpret and obtain solutions to open sentences involving multiplication and relate open sentences with real world scenarios.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Sentence |
Analysis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.2.3.b, 3.2.spi.10 |
Classroom
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Operations: Multiplication/Addition
The learner will be able to
connect the addition of doubles with multiplying by two.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Operations |
Analysis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.tpi.7, 3.1.3.c |
Classroom
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Properties: Apply/Zero
The learner will be able to
apply the property of zero in addition, subtraction, and multiplication.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Properties |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.2.spi.8, 3.2.4.c, 3.2.spi.11, 3.2.4.d |
Classroom
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Properties: Identity/Multiplication
The learner will be able to
apply the identity properties of multiplication and use the multiplicative identity.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Properties |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.2.4.d, 3.2.spi.11 |
Classroom
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Terms: Communicate/Ideas
The learner will be able to
use mathematical vocabulary and appropriate symbols to communicate ideas.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Terms |
Comprehension |
Master |
2.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.2.3.c |
Classroom
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Bar Graphs: Read/Create/Interpret
The learner will be able to
read, create, illustrate data, interpret, and add or subtract information in bar graphs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Bar Graphs |
Comprehension |
Master |
0.4 |
Terra Nova, Complete Battery, 1997, Level 13, Item 35 week tested: 30..; TN: Curriculum Standards, 2001, Grade 3, 3.5.1.d, 3.5.tpi.1, 3.5.1.c, 3.5.spi.3, 3.5.spi.1; TN Framework Mathematics 3-5 |
Classroom
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Instructional Resources |
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| · |
Adopted Textbook, Use student gathered information [Textbook]. Examples: yearly weather, likes and dislikes. Graph science chapters on animals. Social Studies graphing of community services |
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Assessment Resources |
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Tests, Chapter Test and Unit Test [Tests]. Daily work, on-going assessment |
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Line Graphs
The learner will be able to
identify, compare, and analyze points on a line graph.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Line Graphs |
Analysis |
Master |
0.8 |
Meigs County, May 1995, Third Grade |
Classroom
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Instructional Resources |
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| · |
Adopted Textbook, Chapter on data and probability [Textbook]. Use grid paper to make a line graph of data |
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Assessment Resources |
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| · |
Tests, Chapter Test and Unit Test [Tests]. |
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Table/Chart: Read/Interpret
The learner will be able to
read and interpret information in a table and/or chart, use tally marks to create tables, and obtain solutions to real world problems using tables.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Tables/Charts |
Application |
Master |
0.4 |
Terra Nova, Complete Battery, 1997, Level 13, Item 48 week tested: 30.; TN: Curriculum Standards, 2001, Grade 3, 3.5.tpi.2, 3.5.1.b, 3.5.spi.4, 3.5.1.b, 3.5.1.d |
Classroom
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Instructional Resources |
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| · |
Adopted Textbook, Extra practice sheets [Textbook]. Find a pattern, write a number sentence. See text for ideas to have students make their own table or chart. |
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Assessment Resources |
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| · |
Tests, Chapter Test and Unit Test [Tests]. |
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Diagrams: Read
The learner will be able to
read a diagram.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Diagrams |
Application |
Master |
0.4 |
Terra Nova, Complete Battery, 1997, Level 13, Item 48 week tested: 30. |
Classroom
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Instructional Resources |
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| · |
Adopted Textbook, Worksheets [Textbook]. Act out the diagram first using students to represent data. Use reading text for graphs/diagrams related to reading sections. |
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Assessment Resources |
| |
| · |
Tests, Chapter test, and Unit test [Tests]. |
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Evaluate Graphical Forms: Select Display
The learner will be able to
choose the most suitable form and/or method of data display.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Analyzing/Evaluating Graphical Forms |
Analysis |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Item 36 week tested: 30..; TN: Curriculum Standards, 2001, Grade 3, 3.5.tpi.5 |
Classroom
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Instructional Resources |
| |
| · |
Adopted Textbook, Make examples of various graphs. [Textbook]. Compare for readability, visual accuracy, and over all patterns. Present data and discuss which graph would be best to display. |
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Assessment Resources |
| |
| · |
Tests, Chapter Test and Unit Test, on-going assessment [Tests]. |
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Pictographs: Read/Create/Interpret
The learner will be able to
read, create, illustrate, and interpret information and data in pictographs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pictographs |
Synthesis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.5.tpi.1, 3.5.1.c, 3.5.1.d, 3.5.spi.3 |
Classroom
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Communicating: Pictograms
The learner will be able to
create pictograms which convey information such as the following about the class: how much milk did the class drink in one week, how many hours were spent sleeping by the entire class in one week, etc.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Pictographs |
|
Master |
0.8 |
Meigs County, May 1995, Third Grade |
Classroom
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Assessment Resources |
| |
| · |
Miscellaneous, Teacher directed assignments. [Miscellaneous]. Teacher directed assignments that can be given to a different group everyday for a week. Examples: How many times your teacher says "excuse me" in one week. How many miles do the students' parents drive to and from school in one week. How many miles do the bus drivers drive to and from school in one week. Then students can present their findings to the class. Extend by using comparisons. Various use of collecting and graphing information. |
| · |
Tests, Tests [Tests]. Subjective teacher assessment of students' and projects, or assignment. |
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Add 2 Numbers: 1-2 Decimals
The learner will be able to
add and subtract two numbers with 1-2 decimals as part of real-world scenarios (regrouping when necessary).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Add Decimals |
Application |
Master |
0.4 |
Meigs County, May 1995, Third Grade |
Classroom
|
| |
Instructional Resources |
| |
| · |
Manipulatives, Use adding amounts of money or price tags. [Miscellaneous]. Buy time, classroom store, anything to add money. Accellerated reader point system. Example 0.5. Add points to see if they get a reward. |
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| |
Assessment Resources |
| |
| · |
Tests, Chapter Test, Unit Test [Tests]. |
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Add/Subtract Decimals: Represent
The learner will be able to
use manipulatives and drawings to represent addition and subtraction of decimals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Add/Subtract Decimals |
Comprehension |
Master |
0.4 |
Meigs County, May 1995, Third Grade |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, Use play money, subtract and add dollars and cents [Textbook]. Use overhead transparencies |
| · |
Manipulatives, Chapter Test, Unit Test, on-going assessment [Miscellaneous]. |
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Addition/Subtraction Decimals
The learner will be able to
add and subtract decimal amounts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Add/Subtract Decimals |
Comprehension |
Master |
0.8 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Objective Statement #47, Item 3, 6, 8, 11 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, Worksheets [Textbook]. Shaffer, Mailbox, Title I folder games |
| · |
Manipulatives, Chapter Test, Unit Test, on-going assessment [Miscellaneous]. |
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Multiply/Divide Decimals
The learner will be able to
multiply and divide decimals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Multiply/Divide Decimals |
Comprehension |
Introduce |
0.4 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Objective Statement #47 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, Use text extended lessons for higher level [Textbook]. Practice sheets. Multiply and divide money amounts. Use overhead. |
|
| |
Assessment Resources |
| |
| · |
Tests, Chapter Test and Unit Test [Tests]. |
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Decimals for Part of a Set
The learner will be able to
identify the decimals that correspond to partially shaded figures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Decimals |
Comprehension |
Master |
0.8 |
Meigs County, May 1995, Third Grade |
Classroom
|
| |
Instructional Resources |
| |
| · |
Manipulatives, pizza, legos, practice pages [Miscellaneous]. |
|
| |
Assessment Resources |
| |
| · |
Tests, Chapter Test and Unit Test [Tests]. |
|
|
Money: Amounts/Order Decimals/Compare
The learner will be able to
order decimals expressed as money amounts and compare money amounts expressed as decimals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Money |
Analysis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.1.j |
Classroom
|
|
Fraction Concepts: Part/Whole
The learner will be able to
develop an understanding that a whole object can be divided up into parts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fraction Parts |
|
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Item 40 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Manipulatives, Apples, pizza, Hershey Bars, divide and label part [Miscellaneous]. See Social Studies text - circle graphs. Science text - bar graphs. |
|
| |
Assessment Resources |
| |
| · |
Tests, Chapter Test, Unit Test, on-going assessment [Tests]. |
|
|
Fraction Parts: Part of a Set
The learner will be able to
show an understanding of fractions by matching fractions with the appropriate diagrams of partially shaded figures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fraction Parts |
Knowledge |
Master |
0.8 |
Meigs County, May 1995, Third Grade |
Classroom
|
| |
Instructional Resources |
| |
| · |
Manipulatives, Folder games that show shaded figures. [Miscellaneous]. Draw figures on board and overhead transparencies |
|
| |
Assessment Resources |
| |
| · |
Tests, On-going assessment [Tests]. |
|
|
Fractions: Proper/Represent
The learner will be able to
use manipulatives and drawings to represent proper fractions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fractions |
Comprehension |
Introduce |
0.8 |
Meigs County, May 1995, Third Grade |
Classroom
|
| |
Instructional Resources |
| |
| · |
Manipulatives, pizzas, legos, abacus, draw pies [Miscellaneous]. Fraction bar page from Dr. Becky's workshop hand-out. See an experienced teacher. |
|
| |
Assessment Resources |
| |
| · |
Tests, on-going assessment [Tests]. |
|
|
Compare Fractions: Unit Fractions
The learner will be able to
use manipulatives, number lines, and drawings to make comparisons of unit fractions with denominators up to ten.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Compare Fractions |
Analysis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.12, 3.1.1.i |
Classroom
|
|
Connecting: Models
The learner will be able to
connect verbal, written, physical and pictorial models of fractions with denominators up to ten.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Connecting |
Analysis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.tpi.6, 3.1.1.h, 3.1.spi.8 |
Classroom
|
|
Functions: Relationships
The learner will be able to
display comprehension of functional relationships, analyze functions in many different scenarios, and represent functions in various ways.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Functional Relationships |
Comprehension |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #16 week tested: 30.; TN: Curriculum Standards, 2001, Grade 3, 2.2, 3.2.2 |
Classroom
|
|
Function: Determine/Output/Input
The learner will be able to
determine the output for a given input and the input for a given output when given the one operation function rule involving addition, subtraction or multiplication.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Functions |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.2.2.c, 3.2.tpi.4, 3.2.4.b, 3.2.spi.5 |
Classroom
|
|
Functions: Create/Rule
The learner will be able to
create a function rule containing one operation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Functions |
Synthesis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.2.tpi.5 |
Classroom
|
|
Figures
The learner will be able to
extend recognition of whole figures to the ability to analyze parts of figures, and classify figures by the similarities and differences of their parts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Figures |
|
Master |
0.4 |
Meigs County, May 1995, Third Grade |
Classroom
|
| |
Instructional Resources |
| |
| · |
Manipulatives, Blocks, 3 dimensional shapes [Miscellaneous]. sequencing patterns, overhead transparencies |
|
| |
Assessment Resources |
| |
| · |
Tests, on-going assessment [Tests]. |
|
|
Geometric Concepts: Understanding
The learner will be able to
display comprehension of spatial relationship and geometry through the visualization and recognition of various objects (2D and 3D), by sorting different shapes, identifying symmetry, applying transformations and formulas, and through the evaluation of the characteristics of various figures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spatial Relationships |
|
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #14 week tested: 30. |
Classroom
|
|
Inductive/Deductive
The learner will be able to
identify and use the techniques of inductive and deductive reasoning in problem solving situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reasoning |
|
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Item 25, 29 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, Word Problems [Textbook]. Use lines of symmetry and relating plane figures to space figures or 3D figures by hands on experiencing. Use examples of drawing pictures to show the problem. Overhead would be good. Use "acting out with student" to show what the problem is saying. |
|
| |
Assessment Resources |
| |
| · |
Tests, Chapter Test, Unit Test, on-going assessment [Tests]. |
|
|
Patterns: Problem Solving
The learner will be able to
solve problems involving geometry by applying the ability to study, recognize, and extend pictorial, concrete, and numerical patterns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geometric Patterns |
|
Master |
0.4 |
Meigs County, May 1995, Third Grade |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, sequencing patterns [Textbook]. Ask students to create a numerical pattern. |
|
| |
Assessment Resources |
| |
| · |
Tests, Chapter Test, Unit Test [Tests]. |
|
|
Spatial Thinking: Visualization
The learner will be able to
visualize and describe the outcome of folding geometric figures a variety of ways.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spatial Thinking |
|
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Item 28, 32 week tested: 30. |
Classroom
|
| |
Assessment Resources |
| |
| · |
Miscellaneous, Art projects [Miscellaneous]. Examples: Snowflakes, shapes to show line of symmetry. Text - re-teaching pages, extending pages, folder games, blocks, use Ellison shape cutters to teach line of symmetry. Fold these to make a square into a triangle, or make the shape smaller by folding outside edges. |
| · |
Tests, Chapter Test, Unit Test [Tests]. |
|
|
Spatial Thinking: Apply Concepts
The learner will be able to
use suitable concepts and procedures of spatial reasoning/understanding.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Spatial Thinking |
|
Master |
0.4 |
Terra Nova, Complete Battery, 1997, Level 13, Item 28, 32 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Manipulatives, Shape sorters, puzzles, tangrams, [Miscellaneous]. Use coloring of different shapes to form a new shape. use text and various manipulatives. Use grid paper to draw and color several different shapes |
|
| |
Assessment Resources |
| |
| · |
Tests, Chapter test, Unit test, on-going assessment [Tests]. |
|
|
Solids: Cube/Properties
The learner will be able to
identify the number of faces on a cube.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Three-Dimensional Solids |
Knowledge |
Master |
0.4 |
Meigs County, May 1995, Third Grade |
Classroom
|
| |
Instructional Resources |
| |
| · |
Manipulatives, Ribrix cubes and block cubes to show faces. [Miscellaneous]. Count faces and ask student to tell you how many faces a cube has. |
|
| |
Assessment Resources |
| |
| · |
Tests, on-going assessment [Tests]. |
|
|
Geometric Shapes: 2D
The learner will be able to
classify (by similarities and differences), construct, create drawings, identify and name two-dimensional geometric shapes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Two-Dimensional Shapes |
Application |
Master |
0.4 |
Terra Nova, Complete Battery, 1997, Level 13, Item 22 week tested: 30.; TN: Curriculum Standards, 2001, Grade 3, 3.3.tpi.1, 3.3.1.a, 3.3.spi.2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Manipulatives, Ellison cutter note cards, shapes [Miscellaneous]. Art project example: Heart valentine men, see Ms. Mary Jiles |
|
| |
Assessment Resources |
| |
| · |
Tests, Chapter Test, Unit Test [Tests]. |
|
|
Figures: Terms
The learner will be able to
apply the following geometric terms in discussing and comparing figures and shapes: congruent, area, perimeter, and volume.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Figures: Vocabulary |
Comprehension |
Master |
1.6 |
Meigs County, May 1995, Third Grade |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, Find perimeter - reteaching pages. [Textbook]. Tell students to measure shapes and find perimeter |
|
| |
Assessment Resources |
| |
| · |
Tests, Chapter Test and daily work [Tests]. |
|
|
Congruence/Similarity: Classification
The learner will be able to
classify figures by congruence and/or similarity.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Congruence/Similarity/Symmetry |
Comprehension |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Item 31, 38 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Manipulatives, Compare shape manipulatives [Miscellaneous]. Match like shapes, Classification in science text can show similarity. |
|
| |
Assessment Resources |
| |
| · |
Tests, Chapter test, Unit test - on-going assessment [Tests]. |
|
|
Lines/Rays: Properties
The learner will be able to
recognize properties of line segments and rays.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Lines |
Knowledge |
Introduce |
0.4 |
Meigs County, May 1995, Third Grade |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, Introduce, use reteaching and extended practice [Textbook]. Worksheets |
|
| |
Assessment Resources |
| |
| · |
Tests, No test other than Chapter test [Tests]. |
|
|
Reasoning: Spatial
The learner will be able to
use spatial reasoning skills and specify locations and explain spatial relationships.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reasoning |
Application |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #17 week tested: 30.; TN: Curriculum Standards, 2001, Grade 3, 3.2, 3.3.2 |
Classroom
|
|
Reasoning: Proportional
The learner will be able to
use proportional reasoning skills.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reasoning |
Application |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #17 week tested: 30. |
Classroom
|
|
Symmetry
The learner will be able to
determine if a given shape is symmetrical.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Symmetry |
Application |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Item 45 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, Refer to classifying shapes and reteach [Textbook]. |
|
|
Transformations: Predict/Explain
The learner will be able to
formulate predictions and explain the results of sliding, flipping, and turning two-dimensional and plane figures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Transformations |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.3.3.a, 3.3.tpi.8 |
Classroom
|
|
Characteristics: Compare/2D/3D
The learner will be able to
compare and contrast characteristics of two- and three-dimensional figures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Figures: Attributes |
Analysis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.tpi.6, 3.3.1.a, 3.3.spi.5 |
Classroom
|
|
Congruence: Apply/Techniques
The learner will be able to
recognize congruent figures and apply techniques to determine if two figures are congruent.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Congruence |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.tpi.7, 3.3.spi.4, 3.3.1.b |
Classroom
|
|
Diagonals: Identify/Draw/Polygons
The learner will be able to
identify and draw diagonals of polygons.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Diagonals |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.1.e |
Classroom
|
|
Figures: Attributes/Properties/Study
The learner will be able to
study the attributes and properties of geometric figures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Figures: Attributes |
Analysis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1, 3.3.1 |
Classroom
|
|
Lines: Identify/Draw
The learner will be able to
identify and draw diagonal, horizontal, and vertical lines of geometric shapes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Lines |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.tpi.4, 3.3.tpi.2, 3.3.1.d, 3.3.spi.1, 3.3.1.d |
Classroom
|
|
Reflection/Rotation/Translation: Predict
The learner will be able to
apply spatial reasoning to predict the results of performing reflections, rotations, and translations on plane figures.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reflections |
Analysis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.spi.9 |
Classroom
|
|
Reflections/Rotations/Translations: Use
The learner will be able to
recognize transformations and apply reflections, rotations, and translations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Reflections |
Application |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.3, 3.3.3 |
Classroom
|
|
Solids: Construct/Create/Draw/Name
The learner will be able to
construct, create, draw, name, and recognize three-dimensional solids.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Three-Dimensional Solids |
Synthesis |
Master |
2.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.1.a, 3.3.tpi.3, 3.3.spi.3 |
Classroom
|
|
Symmetry: Draw/Plane/Explain
The learner will be able to
draw plane shapes illustrating lines of symmetry and explain shapes that have two or more lines of symmetry.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Symmetry |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.tpi.5, 3.3.1.c, 3.3.tpi.9 |
Classroom
|
|
Symmetry: Line/Recognize/2-D
The learner will be able to
recognize line symmetry present in two-dimensional figures and designs.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Symmetry |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.spi.8, 3.3.1.c |
Classroom
|
|
Transformations: Explain
The learner will be able to
apply appropriate mathematical vocabulary to explain the transformation that has to be applied to a basic geometric figure.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Transformations |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.spi.7 |
Classroom
|
|
Modeling: Problem Situations
The learner will be able to
model problem scenarios.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mathematical Modeling |
Application |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Item 9, 42 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Cooperative Groups, Acting out, draw pictures, use board [Cooperative Groups]. Science - cooperative learning groups |
|
| |
Assessment Resources |
| |
| · |
Tests, Chapter test, Unit test [Tests]. |
|
|
Mathematical Concepts: Comprehend
The learner will be able to
comprehend the vocabulary and symbols of mathematics and represent numbers up to 9,999 using physical, pictorial, and oral representations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mathematical Concepts |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 2.3, 3.2.3, 3.1.tpi.5 |
Classroom
|
|
Sorting: Create/Perform/Describe
The learner will be able to
create, perform, and describe a sorting scheme for a set of objects, sort objects by at least two characteristics, and describe and recognize the rules used to sort objects or numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sorting |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.2.tpi.9, 3.2.1.b, 3.2.spi.1, 3.2.1.a, 3.2.1.c |
Classroom
|
|
Conjecture: Formulate/Data
The learner will be able to
formulate a conjecture based on collected and/or displayed data.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Conjecture/Argument |
Synthesis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.5.tpi.8 |
Classroom
|
|
Calendar Concepts
The learner will be able to
develop an understanding of calendars and their uses and use a calendar to obtain solutions to real world problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Calendar |
|
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Item 46 week tested: 30.; TN: Curriculum Standards, 2001, Grade 3, 3.4.spi.9, 3.4.2.a |
Classroom
|
| |
Assessment Resources |
| |
| · |
Miscellaneous, Daily calendar problem solving. [Miscellaneous]. Example: Days in a week. Reading graphs, Science and Social Studies - graphing from data (calendar data). Student will identify how many weeks in the month and how many days left over...etc. |
| · |
Tests, Chapter test, Unit test [Tests]. |
|
|
Money: Counting
The learner will be able to
count and conduct computations with money including counting the value of coins and bills up to $5.00, making change up to one dollar, and identifying the value of combinations of coins and bills up to $5.00.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Money |
|
Master |
1.6 |
Terra Nova, Complete Battery, 1997, Level 13, Item 8, 24 week tested: 30.; TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.13, 3.1.1.l, 3.1.1.k, 3.1.spi.5 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, Practice Sheets [Textbook]. Santa workshop - buying for Christmas, Money Bingo, Geo-Safari games, folder games |
|
| |
Assessment Resources |
| |
| · |
Tests, Chapter test, Unit test [Tests]. |
|
|
Accuracy: Appropriate Instrument/Unit
The learner will be able to
choose the appropriate tools and units of measurement necessary to find accurate measurements given a specific situation including length, area, capacity, weight, time, and temperature.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Accuracy |
|
Master |
1.6 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #13 week tested: 30.; TN: Curriculum Standards, 2001, Grade 3, 3.4.2.h, 4.2, 3.4.2, 3.4.spi.5 |
Classroom
|
|
Measurement Concepts: Understanding
The learner will be able to
display comprehension of measurement systems, units, and/or instruments, through the descriptions, computations, or estimations of size, place, and or time.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Measurement Concepts |
|
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #13 week tested: 30. |
Classroom
|
|
Measurement Concepts: Understanding
The learner will be able to
apply the ideas of perimeter, area, volume, capacity, weight, and/or mass in displaying and illustrating a comprehension of measurement systems, units, and/or instruments.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Measurement Concepts |
|
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #13 week tested: 30.; TN: Curriculum Standards, 2001, Grade 3, 4.1, 3.4.1 |
Classroom
|
|
Problem Solving: Scale
The learner will be able to
solve problems involving scale.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
Application |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #13 week tested: 30. |
Classroom
|
|
Problem Solving: Measurement
The learner will be able to
solve problems involving measurement concepts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
Application |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #13 week tested: 30. |
Classroom
|
|
Problem Solving: Rates
The learner will be able to
solve story problems involving the rate (measure) of items.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
Application |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #13 week tested: 30. |
Classroom
|
|
Length: Ruler
The learner will be able to
accurately read the appropriate scale on a ruler.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Length |
Knowledge |
Master |
0.4 |
Terra Nova, Complete Battery, 1997, Level 13, Item 30, 34 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Manipulatives, Rulers [Miscellaneous]. Use rulers - starting point is very important. Text - centimeters, inches, 1/4 or1/2 inch, round off to nearest inch, practice sheets, etc. |
|
| |
Assessment Resources |
| |
| · |
Tests, Chapter test, Unit Test, on-going assessment [Tests]. |
|
|
Time: Problem Solving/Read/Write
The learner will be able to
solve problems involving time including reading and writing time to the nearest minute, half-hour, hour, quarter-hour, and in up to five-minute intervals, and discussing the passage of clock time in relation to personal experiences.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Time |
Application |
Master |
1.2 |
Terra Nova, Complete Battery, 1997, Level 13, Item 13 week tested: 30.; TN: Curriculum Standards, 2001, Grade 3, 3.4.spi.8, 3.4.2.k, 3.4.spi.2, 3.4.spi.11, 3.4.2.i |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, Word problems, practice pages [Textbook]. Elapsed time problems, adding and subtracting hours |
|
| |
Assessment Resources |
| |
| · |
Tests, Chapter Test, Unit Test, on-going assessment [Tests]. |
|
|
Weight: Problem Solving
The learner will be able to
solve real-world measurement problem situations dealing with both metric and standard measures of weight.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weight |
Application |
Master |
1.6 |
Terra Nova, Complete Battery, 1997, Level 13, Item 39 week tested: 30.; TN: Curriculum Standards, 2001, Grade 3, 3.4.spi.10 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Manipulatives, scales, liter bottle, cups, cereal boxes [Miscellaneous]. Science textbook - Experiments can be used to solve problems, and at the same time use measures of weight. Example: Pollution. Use manipulatives to problem solve the measures of weight in both metric and standard measures. |
|
| |
Assessment Resources |
| |
| · |
Tests, Chapter test, Unit test, on-going assessment [Tests]. |
|
|
Instruments: Appropriate
The learner will be able to
use the appropriate measurement instrument (ruler, thermometer, etc.) when measuring a specific attribute.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Tools/Instruments |
Comprehension |
Master |
1.6 |
Terra Nova, Complete Battery, 1997, Level 13, Item 44 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, Math problems, practice pages [Textbook]. Science - Experiments that require measuring. Daily use of thermometer to measure inside and outside temperatures. |
|
| |
Assessment Resources |
| |
| · |
Tests, Chapter test, Unit test, on-going assessment [Tests]. |
|
|
Mass: Problem Solving
The learner will be able to
solve real-world problems involving mass.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Mass |
Application |
Master |
0.4 |
Terra Nova, Complete Battery, 1997, Level 13, Item 39 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Manipulatives, scales [Miscellaneous]. Use scales to find students' weight. Use scales to measure fruit and vegetables and classroom objects. Use text and resource books. Teachers Edition |
|
| |
Assessment Resources |
| |
| · |
Tests, Chapter Test, Unit Test, on-going assessment [Tests]. |
|
|
Estimate Measurements: Metric/Standard
The learner will be able to
estimate length, weight, temperature, and capacity using both metric and standard units.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Measurement: Estimation |
Comprehension |
Master |
0.8 |
Meigs County, May 1995, Third Grade |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, Explain an estimate is a really good guess. [Textbook]. Text introduces. Use guess the length, measure to see if the guess was a good measurement. Do the same for weight, temperature, and capacity. |
|
| |
Assessment Resources |
| |
| · |
Tests, Chapter test and on-going assessment [Tests]. |
|
|
Area of a Rectangle: Develop Formula
The learner will be able to
compose a formula to determine the areas of rectangles.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Area of a Triangle |
Synthesis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.4.tpi.8 |
Classroom
|
|
Estimate: Measurements
The learner will be able to
apply strategies to estimate and/or approximate area, capacity, length, preimeter, temperature, time, and weight.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Area |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.4.2.b, 3.4.tpi.4, 3.4.tpi.5 |
Classroom
|
|
Measure/Estimate/Nonstandard
The learner will be able to
use nonstandard units to measure and estimate area, capacity, and length.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Area |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.4.tpi.2 |
Classroom
|
|
Area: Understand
The learner will be able to
understand the idea of area.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Area |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.4.1.b |
Classroom
|
|
Capacity: Understand/Measure
The learner will be able to
understand the concept of capacity measurement and measure capacity in gallons, in pints, and to the nearest cup, liter, and quart.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Capacity |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.4.tpi.6, 3.4.2.e, 3.4.1.b |
Classroom
|
|
Length: Measure
The learner will be able to
measure the length of an object to the nearest centimeter, inch, foot, and half-inch.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Length |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.4.spi.3, 3.4.2.d |
Classroom
|
|
Measurement Estimation: Reasonable
The learner will be able to
apply estimation to check reasonableness of measurements.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Measurement: Estimation |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.4.spi.6 |
Classroom
|
|
Measurement Estimation: Sufficient
The learner will be able to
describe and determine when a measurement estimate is sufficient.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Measurement: Estimation |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.4.tpi.3, 3.4.1.a |
Classroom
|
|
Measurement Processes: Comprehend
The learner will be able to
comprehend the measurable characteristics of objects.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Measurement Processes |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 4.1, 3.4.1 |
Classroom
|
|
Measurement: Relationship/Inch/Foot
The learner will be able to
explain the relationship among inch, foot, and yard.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Measurement: Relationships |
Comprehension |
Master |
1.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.4.tpi.9, 3.4.2.c |
Classroom
|
|
Perimeter: Determine/Regular Polygon
The learner will be able to
understand the idea of perimeter and find and determine the perimeter of regular polygons.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Perimeter |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.4.spi.1, 3.4.spi.4, 3.4.2.g, 3.4.1.b |
Classroom
|
|
Temperature: Celsius/Fahrenheit
The learner will be able to
read a Celsius and Fahrenheit thermometer.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Temperature |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.4.spi.7, 3.4.2.j |
Classroom
|
|
Weight: Kilograms/Grams/Pounds
The learner will be able to
measure weight in kilograms, grams, and pounds.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weight |
Application |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.4.2.f, 3.4.tpi.7 |
Classroom
|
|
Weight: Measure/Nearest/Gram/Ounce
The learner will be able to
measure to the nearest gram and the nearest ounce.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Weight |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.4.tpi.7, 3.4.2.f |
Classroom
|
|
Place Value: Applications
The learner will be able to
understand and apply place value concepts when reading, writing, calculating, and estimating numbers including identifying and describing the place value of a given digit up to 10,000.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Place Value |
|
Master |
1.6 |
Terra Nova, Complete Battery, 1997, Level 13, Item 20 week tested: 30.; TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.4, 3.1.1.f |
Classroom
|
| |
Assessment Resources |
| |
| · |
Miscellaneous, Bulletin Board [Miscellaneous]. Review place value by making a bulletin board. Let students design, plan, and finally after teacher approval, put up the bulletin board. Place-value games such as: 1) scrambled numbers can be put in the correct place as teacher reads the numbers. 2) These can be held up for teacher to visually check. |
| · |
Tests, Retests and practice sheets can be given [Tests]. |
|
|
Number Sense: Understanding Uses
The learner will be able to
comprehend the many applications of numbers, such as counting, measuring, labeling, and showing location.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Sense |
|
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Item 23 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, Use text and problem solve [Textbook]. Use everyday situations: Examples: Buy groceries, saving money, measure basketball court, graphing the school, favorite sport, buying snacks at school, finding the amount needed to pay for a month of school lunches. "Be Creative" |
|
| |
Assessment Resources |
| |
| · |
Tests, Test, U-Test - ongoing assessment [Tests]. |
|
|
Read Numbers
The learner will be able to
read and/or identify numbers including reading whole numbers less than 10,000.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Read Numbers |
|
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Item 21, 41 week tested: 30.; TN: Curriculum Standards, 2001, Grade 3, 3.1.1.c, 3.1.tpi.2 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Writing, Review numbers to 200,000 [Writing]. Practice writing numbers as teacher reads them off. Then students write the number correctly. Match numbers with the same value. Use text's practice pages. Use workpages from workbooks found at P & S or other sources. |
|
| |
Assessment Resources |
| |
| · |
Tests, on-going assessment and text retest [Tests]. |
|
|
Equivalent Forms
The learner will be able to
comprehend the use and representation of numbers in many different yet equivalent forms such as integers, fractions, decimals, percents, and exponential and scientific notation, in real world and mathematical contexts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Equivalent Forms |
|
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #10 week tested: 30. |
Classroom
|
|
Equivalent Forms: Understanding
The learner will be able to
know that equivalent forms of the same number allow it to be represented in a variety of ways.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Equivalent Forms |
|
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Item 17, 33 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Manipulatives, Money [Miscellaneous]. Use money to show amounts. Use any manipulatives to show amounts. (tallies) Use text and any other available workbooks. |
|
| |
Assessment Resources |
| |
| · |
Tests, Test - ongoing assessment [Tests]. |
|
|
Number Theory: Application
The learner will be able to
show an ability to correctly use concepts and/or ideas related to number theory.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Theory |
|
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #10 week tested: 30. |
Classroom
|
|
Number Forms: Relationships
The learner will be able to
recognize relationships, and understand and/or use numbers and number ideas in a real world setting.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Forms: Relationships |
|
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #10 week tested: 30. |
Classroom
|
|
One-to-one Correspondence
The learner will be able to
identify group showing a specific quantity.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| One-to-one Correspondence |
Knowledge |
Master |
0.4 |
Meigs County, May 1995, Third Grade |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, Review Text - practice sheets, reteaching sheets [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Tests, Chapter Tests [Tests]. |
|
|
Number Sense: Demonstrating
The learner will be able to
display a knowledge of number sense.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Sense |
Comprehension |
Master |
1.6 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #10 week tested: 30. |
Classroom
|
|
Proportion Story Problems
The learner will be able to
use proportional reasoning to solve story problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ratio/Proportion |
Application |
Master |
1.6 |
Terra Nova, Complete Battery, 1997, Level 13, Item 50 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, Graphs [Textbook]. Graphing pie, bar graphs will help show proportion and percentages. Collect data as a class. Example: color of students eyes, hair, etc.) Compare the data on a graph. Write results on the board. |
|
| |
Assessment Resources |
| |
| · |
Tests, Test and ongoing assessment [Tests]. |
|
|
Number Sense: Comprehend/Relationships
The learner will be able to
comprehend relationships among numbers and number systems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Sense |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 1.1, 3.1.1 |
Classroom
|
|
Expanded Notation: Whole Numbers
The learner will be able to
identify, write, and illustrate whole numbers up to 10,000 in expanded form and write up to five-digit numbers in expanded notation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Expanded Notation |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.11, 3.1.1.g |
Classroom
|
|
Number Forms: Illustrate/Various Ways
The learner will be able to
understand the various ways of representing numbers and illustrate numbers to 9,999 in flexible ways using many different materials.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Forms: Representing |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.1.d, 1.1, 3.1.1 |
Classroom
|
|
Odd/Even: Recognize/Whole Numbers
The learner will be able to
recognize even and odd whole numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Odd/Even |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.2, 3.1.1.e |
Classroom
|
|
Patterns: Geometric/Understand
The learner will be able to
understand and/or apply geometric patterns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns: Geometric |
|
Master |
1.6 |
Terra Nova, Complete Battery, 1997, Level 13, Item 16, 26 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Manipulatives, Tangrams, grid paper [Miscellaneous]. 1. Have students use tangram pieces to create figures. (Example) - Ask students to make a figure using all triangles, then squares, then harder shapes. 2. Use grid paper on which to draw geometric shapes. Have them count how many squares are inside their shape. 3. Have students' use as many as six different shapes to make one figure. |
|
| |
Assessment Resources |
| |
| · |
Tests, Test, Unit test, ongoing assessment [Tests]. |
|
|
Patterns: Relationships
The learner will be able to
apply patterns and relationships in the evaluation of various scenarios.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns: Relationships |
|
Master |
|
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #17 week tested: 30. |
Classroom
|
|
Compare/Order
The learner will be able to
compare and/or order numbers and/or objects.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comparing/Ordering |
|
Master |
1.6 |
Terra Nova, Complete Battery, 1997, Level 13, Item 19 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Manipulatives, Folder games - see resource, Title I [Miscellaneous]. Use manipulatives to compare how many more/less. Use >, <, or = to compare numbers. |
|
| |
Assessment Resources |
| |
| · |
Tests, Test - Unit Test [Tests]. |
|
|
Estimation Strategies
The learner will be able to
apply suitable approximation methods in problem solving situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Estimation Strategies |
|
Master |
1.6 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #11 week tested: 30. |
Classroom
|
|
Number Uses
The learner will be able to
comprehend numbers and demonstrate an understanding that numbers are used for counting, measuring, ordering, and estimating.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Numeration |
|
Master |
0.4 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #10 week tested: 30.; TN: Curriculum Standards, 2001, Grade 3, 1.1, 3.1.1 |
Classroom
|
|
Patterns: Describe/Analyze/Extend
The learner will be able to
make, study, continue, and/or describe many different patterns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns: Identify/Describe/Continue |
|
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #16 week tested: 30. |
Classroom
|
|
Pattern: Problem Solving
The learner will be able to
solve problems using number patterns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns: Number |
Application |
Master |
1.6 |
Terra Nova, Complete Battery, 1997, Level 13, Item 14, 47 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, Practice sheets, Reteaching sheets [Textbook]. Have students create their own pattern by leaving numbers missing. They can solve their peers' pattern. Play "What's that pattern". Have students match pattern to the correct answer - Folder game - Check with Title I for resources. |
|
| |
Assessment Resources |
| |
| · |
Tests, Unit Test [Tests]. |
|
|
Ordering Numbers
The learner will be able to
order a sequence of numbers which may include whole numbers, decimals, fractions, percents, and integers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ordering Numbers |
Comprehension |
Master |
1.6 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #10 week tested: 30. |
Classroom
|
|
Estimation
The learner will be able to
use estimation in solving problems, to obtain reasonable approximations, and to choose a reasonable solution.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Estimate/Problems |
Comprehension |
Master |
1.6 |
Terra Nova, Complete Battery, 1997, Level 13, Item 11, 15 week tested: 30.; TN: Curriculum Standards, 2001, Grade 3, 3.1.3.i, 1.3, 3.1.3, 3.1.spi.10 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, Practice Sheets, reteaching sheets [Textbook]. Use estimation to apply to everyday situations. Examples: About how much does the average snack cost. About how much is five students lunches. About how much is a new outfit, a new bike, a set of Pokemon cards. "Be Creative" |
|
| |
Assessment Resources |
| |
| · |
Tests, Unit Test [Tests]. |
|
|
Estimation: Money
The learner will be able to
make estimations with money.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Estimation |
Application |
Master |
1.6 |
Terra Nova, Complete Battery, 1997, Level 13, Item 12 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, Practice sheets [Textbook]. Elaborate and Extend on p. 102 in Silver Burdette Mathemantics 2000. Make a game "How much can I buy?" Put prices on objects in the class. Show a $1.00, $5.00 bill, $10.00, $20.00. Ask class to list on paper the items the different bills can buy. |
|
| |
Assessment Resources |
| |
| · |
Tests, Unit test - ongoing assessment [Tests]. |
|
|
Number Lines
The learner will be able to
identify points on the number line and solve for the difference between two points on the line.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Lines |
Comprehension |
Introduce |
1.0 |
Meigs County, May 1995, Third Grade |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, Text - introduce [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Miscellaneous, not tested [Miscellaneous]. |
|
|
Sequence: Missing Number
The learner will be able to
find the missing number in a sequence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Sequences |
Knowledge |
Master |
0.4 |
Meigs County, May 1995, Third Grade |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, Review this skill by using text and workbook pages [Textbook]. |
|
| |
Assessment Resources |
| |
| · |
Tests, Test and ongoing assessment [Tests]. |
|
|
Computing
The learner will be able to
correctly perform various computations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Computing/Estimating |
Application |
Master |
3.2 |
Terra Nova, Complete Battery, 1997, Level 13, Item 1-7 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, Expand on text resources [Textbook]. Use practice pages, extended practice pages. Have students verbalize various meanings of the different computations they are asked to perform. Review |
|
| |
Assessment Resources |
| |
| · |
Tests, Unit tests [Tests]. |
|
|
Patterns: Continue/Illustrate/Translate
The learner will be able to
continue repeating and growing number and geometric patterns, illustrate repeating geometric patterns as repeating number patterns, and translate between pattern representations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns: Identify/Describe/Continue |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.2.spi.3, 3.2.spi.4, 3.2.tpi.10, 3.2.2.a |
Classroom
|
|
Change: Analyze/Contexts
The learner will be able to
analyze change in many different contexts and explain qualitative and quantitative change.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Change |
Analysis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 2.5, 3.2.5, 3.2.tpi.7, 3.2.5.a, 3.2.tpi.8, 3.2.5.b |
Classroom
|
|
Classify/Sort Objects: Size/Number
The learner will be able to
classify and/or sort objects according to size, number, and other properties.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Comparison |
Analysis |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 2.1, 3.2.1 |
Classroom
|
|
Skip Counting: Hundreds/Tens/Thousands
The learner will be able to
skip count by hundreds, tens, and thousands, from any whole number.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Counting |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.tpi.4, 3.1.1.b, 3.1.tpi.1, 3.1.1.a |
Classroom
|
|
Number Lines: Recognize/Fractions
The learner will be able to
recognize the position of 1/2, 1/3, and 1/4 on a number line.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Number Lines |
Knowledge |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.2.a |
Classroom
|
|
Pattern: Model/Analyze/Create/Describe
The learner will be able to
model, analyze, create, describe, extend, and identify patterns.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns: Communicate with Models |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 2.2, 3.2.2, 3.2.tpi.10, 3.2.2.a |
Classroom
|
|
Patterns: Explain/Growing
The learner will be able to
explain a growing pattern.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Patterns |
Comprehension |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.2.tpi.3, 3.2.2.b |
Classroom
|
|
Rounding: Choose/Methods
The learner will be able to
choose appropriate rounding methods in problem solving scenarios and round whole numbers to the nearest ten, hundred, or thousand, and use this to estimate the outcome of a given equation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Rounding |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.tpi.9 |
Classroom
|
|
Data: Evaluate
The learner will be able to
evaluate bias, accuracy, and validity of data in real-world situations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Data |
|
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #15 week tested: 30. |
Classroom
|
|
Data Analysis: Problem Solving
The learner will be able to
use methods of data analysis to solve problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Data Analysis |
|
Master |
1.6 |
Terra Nova, Complete Battery, 1997, Level 13, Item 49 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, Text [Textbook]. This skill can be carried over to scientific data in Science. Units like: (Rain forests - Space) can be full of data that can be analyzed. Also, Social Studies data can be analyzed to solve problems. Expecially the earths' latitude, longitude can be used for finding degrees to determine location. This can be a method of data analysis. |
|
| |
Assessment Resources |
| |
| · |
Tests, Test - ongoing assessment [Tests]. |
|
|
Probability/Statistics: Application
The learner will be able to
apply the basic concepts of probability and interpret a real-world problem situation and solve it using probability and statistics concepts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Probability/Statistics |
|
Master |
1.6 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #15 week tested: 30.; TN: Curriculum Standards, 2001, Grade 3, 5.2, 3.5.2 |
Classroom
|
|
Probability
The learner will be able to
identify the probability of a given situation, and describe events as certain, possible, impossible, likely, or unlikely.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Probability |
Knowledge |
Master |
1.6 |
Terra Nova, Complete Battery, 1997, Level 13, Item 18, 27 week tested: 30.; TN: Curriculum Standards, 2001, Grade 3, 3.5.spi.6, 3.5.tpi.6, 3.5.2.c, 3.5.spi.5, 3.5.tpi.7, 3.5.2.d |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, Practice pages, extend pages. [Textbook]. Use dice to determine how many chances of getting: Example: a six. Use number cards to see the probability of drawing a four, when they choose from 4 cards/One is a three, one is a two, and two cards are fours. 2 of 4 chances. "Be Creative" |
|
| |
Assessment Resources |
| |
| · |
Tests, Unit Test [Tests]. |
|
|
Data: Interpret/Analyze
The learner will be able to
interpret and analyze given data.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Data |
Comprehension |
Master |
0.4 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #15 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, Introduce [Textbook]. This skill is also taught through Science and Social Studies data. |
|
| |
Assessment Resources |
| |
| · |
Miscellaneous, on-going assessment [Miscellaneous]. |
|
|
Data Analysis: Real World Applications
The learner will be able to
apply data analysis concepts in real world scenarios.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Data Analysis |
Application |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #15 week tested: 30. |
Classroom
|
|
Data: Develop/Choose/Apply
The learner will be able to
develop, choose, and apply appropriate strategies to collect, organize, display, and analyze data.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Data |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 5.1, 3.5.1, 3.5.tpi.4 |
Classroom
|
|
Data Collection: Answer Questions
The learner will be able to
ask questions that can be answered by gathering data and collect data in order to answer questions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Data Collection |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.5.tpi.3, 3.5.1.a |
Classroom
|
|
Outcomes: Explain/Recognize/Experiment
The learner will be able to
explain and recognize all possible outcomes of a simple experiment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Outcomes |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.5.spi.8, 3.5.2.b |
Classroom
|
|
Predict: Outcomes
The learner will be able to
make and justify predictions of the outcomes of events based on collected and displayed data.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Predictions |
Analysis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.5.spi.7, 3.5.tpi.9, 3.5.2.a |
Classroom
|
|
Strategies: Applying
The learner will be able to
solve routine and non-routine problems using a variety of strategies, such as usage of drawings, diagrams, and organized lists, models and "act out", spatial visualization, logical thinking, estimation, patterns, and the guess and check strategy.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Strategies |
|
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #17 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, Previously taught [Textbook]. Review - See pages in reverse order p. 110, p. 92, p. 91, p. 81, p. 80, p. 76. These activities will review this skill |
|
| |
Assessment Resources |
| |
| · |
Tests, No test other than those given previously [Tests]. |
|
|
Strategies: Applying
The learner will be able to
apply appropriate strategies to solve problems, such as, make a chart or graph, make a simpler problem, work backwards, and break the problem into parts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Strategies |
|
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #17 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, Review pages [Textbook]. Review pages on graphing, data, use the breaking the problem in parts every time you come to a word problem in the text. |
|
| |
Assessment Resources |
| |
| · |
Tests, No test, ongoing assessment [Tests]. |
|
|
Problem Solving: Applying Math Processes
The learner will be able to
solve real-world problems by implementing the necessary mathematical processes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
|
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #17 week tested: 30. |
Classroom
|
|
Problems: Representations
The learner will be able to
make connections between mathematical representations and their corresponding problem scenarios.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Represent Problems |
|
Master |
1.2 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #12 week tested: 30. |
Classroom
|
|
Necessary Information
The learner will be able to
identify the information needed to solve a problem.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Irrelevant/Necessary Information |
Analysis |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #17 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, Verbalize word problems to find needed information [Textbook]. Practice students by asking 2 questions every time you have a word problem or a comparing problem such as a graphing problem. 1. What information do we need to know to solve this problem. 2. What information can we do without and still solve the problem. |
|
| |
Assessment Resources |
| |
| · |
Tests, No test, ongoing assessment [Tests]. |
|
|
Solution: Reasonableness
The learner will be able to
evaluate, describe, and justify the reasonableness of a given solution.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Solution |
Evaluation |
Master |
1.2 |
Terra Nova, Complete Battery, 1997, Level 13, Objective Statement #11 week tested: 30.; TN: Curriculum Standards, 2001, Grade 3, 3.1.3.b, 3.1.3.f |
Classroom
|
|
Problem Solving: Non-Routine
The learner will be able to
obtain solutions to non-routine problems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
Application |
Master |
0.8 |
Terra Nova, Complete Battery, 1997, Level 13, Item 37 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, Chapters 1-12 present non-routine problems [Textbook]. Silver Burdette Ginn - Mathematics 2000. Extend to Science and Social Studies. Use problem of the day chart. Extension pages and activities |
|
| |
Assessment Resources |
| |
| · |
Tests, No test - an occasional quiz can be given [Tests]. |
|
|
Strategies: Choose/Apply/Suitable
The learner will be able to
choose, apply, and explain strategies for obtaining problem solutions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Strategies |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.1.3.g, 3.1.3.f, 1.3, 3.1.3 |
Classroom
|
|
Calculator: Apply/Problem Scenarios
The learner will be able to
apply calculators in problem solving scenarios and relate calculator procedures to computation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Calculator Operations |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.tpi.8 |
Classroom
|
|
Add Whole Numbers
The learner will be able to
perform addition on whole numbers (with and/or without regrouping) including two- and/or three-digit whole numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Add Whole Numbers |
Application |
Master |
2.4 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Objective Statement #43, Item 1, 2, 4, 5, week tested: 30.; TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.3 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Manipulatives, Counting blocks, visual prompts, [Miscellaneous]. overhead transparences, Textbook runoffs for extra practice |
|
| |
Assessment Resources |
| |
| · |
Tests, Pretest, daily practice grades, posttests, [Tests]. Unit test |
|
|
Subtract Whole Numbers
The learner will be able to
perform subtraction on whole numbers (with and/or without regrouping) including two- and/or three-digit whole numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Subtract Whole Numbers |
Application |
Master |
2.4 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Objective Statement #44, Item 7, 9, 10, 12 week tested: 30.; TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.7 |
Classroom
|
| |
Instructional Resources |
| |
| · |
Overhead, Transparencies, ten frame, base ten rods [Transparencies]. |
|
| |
Assessment Resources |
| |
| · |
Tests, Pretest, daily work, posttest, Unit test [Tests]. |
|
|
Multiply Whole Numbers
The learner will be able to
perform multiplication on whole numbers (with and/or without regrouping) and illustrate the idea of multiplication as repeated addition.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Multiply Whole Numbers |
Application |
Master |
4.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Objective Statement #45, Item 13-16 week tested: 30.; TN: Curriculum Standards, 2001, Grade 3, 3.1.2.c |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, Reteaching sheets, extra practice sheets, [Textbook]. extended sheets. Review with multiplication cards. Have students volunteer daily to say their times: Example 1's - 10's. Do timed practice sheets and drills. |
|
| |
Assessment Resources |
| |
| · |
Tests, Test, Unit Test, ongoing assessment [Tests]. |
|
|
Divide Whole Numbers
The learner will be able to
perform division on whole numbers (where a remainder may or may not exist).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Divide Whole Numbers |
Application |
Master |
4.0 |
Terra Nova, Plus Edition (Complete Battery), 1997, Level 13, Objective Statement #46, Item 17-20 week tested: 30. |
Classroom
|
| |
Instructional Resources |
| |
| · |
Adopted Textbook, Practice sheets, extension, etc. [Textbook]. Divide candy into equal cmounts. Divide class into groups. Give each group the candy and ask them to divide by the number of classmates in their group. Make sure they do not have a remainder for the first few sessions. Then extend the activity so that students will have a remainder. |
|
| |
Assessment Resources |
| |
| · |
Tests, Test, Unit test, daily work, ongoing assessment [Tests]. |
|
|
Problem Solving: Addition/Subtraction
The learner will be able to
find solutions to real world problems that involve adding and subtracting whole numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Problem Solving |
|
Master |
|
TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.9 |
Classroom
|
|
Add/Subtract: Strategies
The learner will be able to
apply many different thinking strategies to add and subtract whole numbers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Add/Subtract Whole Numbers |
Application |
Master |
2.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.3.a |
Classroom
|
|
Compare Numbers: Less Than 10,000
The learner will be able to
use the appropriate symbol to compare whole numbers less than 10,000.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Compare/Order |
Analysis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.6, 3.1.1.n |
Classroom
|
|
Operations: Meaning
The learner will be able to
understand the meaning of operations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Operations |
Comprehension |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 1.2, 3.1.2 |
Classroom
|
|
Order: Whole Numbers/To 10,000
The learner will be able to
order whole numbers up to 10,000 including whole numbers presented in number form, with manipulatives, and in graphical forms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Compare/Order |
Analysis |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.1.m |
Classroom
|
|
Whole Numbers: Represent
The learner will be able to
write and represent whole numbers with up to four digits (up to 9,999).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Whole Numbers |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.1.spi.1, 3.1.tpi.2, 3.1.1.c |
Classroom
|
|
|
Real Numbers and the Coordinate Plane
|
Coordinate Geometry: Apply/Vocabulary
The learner will be able to
apply appropriate mathematical vocabulary to locate a point on a grid using whole number coordinates.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Coordinate Geometry |
Application |
Master |
1.0 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.spi.6 |
Classroom
|
|
Coordinate Geometry: Recognize
The learner will be able to
use whole number coordinates to recognize a location on a grid.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Coordinate Geometry |
Knowledge |
Master |
0.5 |
TN: Curriculum Standards, 2001, Grade 3, 3.3.2.b |
Classroom
|
|
|
