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Grade/Course
Time
Frame
2014-2015 Curriculum Pacing Guide
3 Grade Math
Grading Period
Unit/SOL
Read and write six-digit
numerals and identify the
value and value of each digit.
2 ½ weeks
1 week
1 week
rd
SOL
#
3.1a
Round a whole number 9,999
or less to the nearest ten,
hundred and thousand
3.1b
Compare two whole numbers
between 0-9,999 using
symbols <,>, or= and words
3.1c
Recognize and use the
inverse relationships between
addition, subtraction,
multiplication and division to
complete basic fact
sentences. Use these
relationships to solve
problems such as 5+3=8 and
8-3=5
3.2
The student will investigate
the identity and the
commutative properties for
addition and multiplication;
and identify examples of the
identity and commutative
properties for addition and
multiplication
3.20
a,b
First 9-weeks
Strand
Resources
Number &
Number
Sense
1. enVision Math
textbook and
resources
Ongoing
formative
assessments
Teach bolded part of SOL 3.2
and 3.20 this Nine Weeks.
Number &
Number
Sense
2. Investigations
enVision
Assessment
Sourcebook
All of the Measurement strand
will also be taught throughout
the year in Science class as
well. (refer to Science pacing
guide)
Number &
Number
Sense
Number &
Number
Sense
3. Enhanced scope
and sequence for
math
4. SF SuccessNet
5. TfHS Question
Bank
6. IXL Math
7.) Dan Mulligan
Problem-Solving
Process and Higher
Thinking Questions
Patterns,
Function &
Algebra
8.) Number Talks
9.) VDOE Word Wall
Cards
Assessments
End of chapter
assessments
I/A
assessments
Common Unit
Assessments
MAP Testing
Notes
Grade/Course
Time
Frame
1½-2
weeks
2014-2015 Curriculum Pacing Guide
3 Grade Math
Grading Period
rd
Unit/SOL
The student will estimate
solutions to and solve singlestep and multistep problems
involving the sum or
difference of two whole
numbers, each 9,999 or less,
with or without regrouping.
SOL
#
3.4
Strand
Computation
and
Estimation
Resources
Assessments
1. enVision Math
textbook and
resources
Ongoing
formative
assessments
2. Investigations
enVision
Assessment
Sourcebook
3. Enhanced scope
and sequence for
math
4. SF SuccessNet
5. TfHS Question
Bank
6. IXL Math
7.) Dan Mulligan
Problem-Solving
Process and Higher
Thinking Questions
8.) Number Talks
9.) VDOE Word Wall
Cards
First Nine Weeks
End of chapter
assessments
I/A
assessments
Common Unit
Assessments
MAP Testing
Notes
2014-2015 Curriculum Pacing Guide
rd
3 Grade Math
Time
Frame
1½-2
weeks
1½-2
weeks
1 week
Unit/SOL
SOL
#
The student will recall the
multiplication and division
facts through the twelves
table.
3.5
The student will represent
multiplication and division
using area, set models and
number line model, create
and solve problems that
involve multiplication of two
whole numbers, one factor 99
or less and the second factor
5 or less
3.6
The student will investigate
the identity and the
commutative properties for
addition and multiplication;
and identify examples of the
identity and commutative
properties for addition and
multiplication
3.20
a,b
Second Nine Weeks
Strand
Computation
& Estimation
Computation
& Estimation
Resources
Notes
1. enVision Math
textbook and
resources
Ongoing
formative
assessments
3.20 A,B will focus on the
multiplication part
2. Investigations
enVision
Assessment
Sourcebook
All of the Measurement strand
will also be taught throughout
the year in Science class as
well. (refer to Science pacing
guide)
3. Enhanced scope
and sequence for
math
4. SF SuccessNet
5. TfHS Question
Bank
6. IXL Math
Patterns,
Functions,
and Algebra
Assessments
7.) Dan Mulligan
Problem-Solving
Process and Higher
Thinking Questions
8.) Number Talks
9.) VDOE Word Wall
Cards
End of chapter
assessments
I/A
assessments
Common Unit
Assessments
MAP Testing
2014-2015 Curriculum Pacing Guide
3 Grade Math
Second Nine Weeks
rd
Time
Frame
1–1½
weeks
1 week
2 ½ weeks
Unit/SOL
Recognize and use the
inverse relationships between
addition, subtraction,
multiplication and division
to complete basic fact
sentences. Use these
relationships to solve
problems such as 5+3=8 and
8-3=5
SOL
#
3.2
Strand
Number Sense
Resources
1. enVision Math
textbook and
resources
Ongoing
formative
assessments
2. Investigations
enVision
Assessment
Sourcebook
3. Enhanced scope
and sequence for
math
Determine by counting the
value of a collection of bills
and coins whose total value is
$5 or less, compare the value
of coins or bills and make
change
3.8
The student will name and
write fractions (including
mixed numbers) represented
by a model; model fractions
(including mixed numbers)
and write the fractions’ name;
and compare fractions having
like and unlike denominators,
using words and symbols
(>,>, or =)
3.3a,b
,c
Measurement
4. SF SuccessNet
5. TfHS Question
Bank
6. IXL Math
Number &
Number Sense
Assessments
7.) Dan Mulligan
Problem-Solving
Process and
Higher Thinking
Questions
8.) Number Talks
9.) VDOE Word
Wall Cards
End of chapter
assessments
I/A assessments
Common Unit
Assessments
MAP Testing
Notes
Third Nine
Weeks
1½-2
weeks
The student will add and
subtract proper fractions
having like denominators of
12 or less.
3.7
Computation
& Estimation
The student will recognize
and describe a variety of
patterns formed using
numbers, tables, and
pictures, and extend the
patterns, using the same or
different forms.
3.19
Patterns,
Function &
Alegbra
1 week
The student will identify and
draw representations of
points, rays, lines, line
segments and angles.
3.15
Geometry
1 week
The student will
identify and describe
congruent and noncongruent plane figures.
3.16
Geometry
3.14
Geometry
1½-2
weeks
1 week
The student will identify,
describe, compare, and
contrast characteristics of
plane and solid geometric
figures (circle, square,
rectangle, triangle, cube,
rectangular prism, square
pyramid, sphere, cone, and
cylinder) by identifying
relevant characteristics,
including the number of
angles, vertices, and edges,
and the number and shape of
faces, using concrete models.
All of the Measurement
strand will also be taught
throughout the year in
Science class as well. (refer
to Science pacing guide)
Grade/Course
Time
Frame
1½-2
weeks
1½-2
weeks
2 weeks
(All
Measuremen
t units will
be
reviewed)
2014-2015 Curriculum Pacing Guide
3 Grade Math
Grading Period Fourth Nine Weeks
Unit/SOL
The student will investigate
and describe the concept of
probability as chance, and list
possible results of a
given situation.
The student will collect and
organize data, using
observations, measurements,
surveys, or experiments;
construct a line plot; a picture
graph, or a bar graph to
represent the data; and read
and interpret the data
represented in line plots, bar
graphs, and picture graphs
and write a sentence
analyzing the data.
The student will estimate and
then use actual measuring
devices with metric and U.S.
Customary units to measure
• length—1/2 inch, inches,
feet, yards, centimeters, and
meters;
• liquid volume—cups, pints,
quarts, gallons, and liters;
And
• weight/mass—ounces,
pounds, grams, and
kilograms.
• area and perimeter
rd
SOL
#
3.18
3.17
Strand
Probability &
Statistics
Probability &
Statistics
Resources
1. enVision Math
textbook and
resources
Ongoing
formative
assessments
2. Investigations
enVision
Assessment
Sourcebook
3. Enhanced scope
and sequence for
math
4. SF SuccessNet
5. TfHS Question
Bank
6. IXL Math
Measurement
3.9a,
b,c,d
Assessments
7.) Dan Mulligan
Problem-Solving
Process and Higher
Thinking Questions
8.) Number Talks
9.) VDOE Word Wall
Cards
End of chapter
assessments
I/A
assessments
Common Unit
Assessments
MAP Testing
Notes
All of the Measurement strand
will also be taught throughout
the year in Science class as
well. (refer to Science pacing
guide)
SOL 3.18 and 3.17 will be
taught together. We will
conduct probability
experiments and graph the
results.
3.17 graphing will also take
place throughout the year in
Science experiments.
The Student will tell time to
the nearest minute, using
analog and digital clocks; and
determine elapsed time in
one-hour increments over a
12-hour period.
The student will identify
equivalent periods of time,
including relationships among
days, months, and years, as
well as minutes and hours.
The student will measure the
distance around a polygon in
order to determine perimeter;
and count the number of
square units needed to cover
a given surface in order to
determine area.
The student will read
temperature, to the nearest
degree, from a Celsius
thermometer and a
Fahrenheit thermometer. Real
thermometers and physical
models of thermometers will
be used.
Measurement
3.11
Measurement
3.12
3.10a,
b
Measurement
Measurement
3.13