Grade 3 Mathematics Pacing Chart 2006-2007

Grade 3 2006–2007 Mathematics Pacing Chart

Wisconsin Wisconsin Assessment MPS Mathematics Descriptors for Mathematics Curriculum Learning Target (Grade 3) Standard (For Beginning of Grade 4) A. Note: Mathematical processes 1) Reasoning: Use reasoning and logic to: Mathematical need to be embedded in all • Perceive patterns • Identify relationships Processes mathematical strands throughout • Formulate questions • Pose problems

T the school year. Math processes • Make conjectures • Justify strategies h

r are assessed on the WKCE-CRT • Test reasonableness of results o

u and reported as a separate 2) Communication: Communicate mathematical ideas and reasoning using the g h

o proficiency area. For example, vocabulary of mathematics in a variety of ways (e.g., using words, numbers, u

t students are asked to provide symbols, pictures, charts, tables, diagrams, graphs, and models). t h

e written justifications and 3) Connections: Connect mathematics to the real world as well as within Y

e explanations, pose problems, and mathematics. a

r represent concepts. 4) Representations: Create and use representations to organize, record, and communicate mathematical ideas. 5) Problem Solving: Solve and analyze routine and non-routine problems.

B. Number Learning Target 1 Sub-skill B.a: Concepts Operations Communicate and use fluent and 1) Recognize and apply place-value concepts to whole numbers less than 10,000. and flexible strategies to represent and 2) Read, write, and represent numbers using words, numerals, pictures (e.g., base Relationships compare numbers, estimate, and ten blocks), number lines, arrays, expanded forms (243=200+40+3) and symbolic

r solve real-world addition and renaming e.g., 243=250–7. e

b subtraction problems including 3) Compare and order whole numbers less than 10,000. o t Note: At this money. 4) Count by 2s, 3s, 5s, 10s, 25s, and 100s starting with any multiple and 100s c

O time of the year starting with any number. Identify and name counting patterns. / r

e focus on place 5) Count, compare, and make change up to $10.00 using a collection of coins and b value to 1,000, one-dollar bills. m

e double-digit Sub-skill B.b: Computation t p

e addition and 8) Use addition and subtraction in everyday situations and solve one- and two-step S subtraction, word problems. money, and 9) Solve double-and triple-digit addition and subtraction problems with regrouping one-step word in horizontal and vertical format in problems with and without context. problems. 14) Estimate sums to tens, hundreds, and thousands and differences of ten and hundreds.

Grade 3 Pacing Chart – 8/10/06 Grade 3 2006–2007 Mathematics Pacing Chart

F. Algebraic Learning Target 9 & 10 Sub-skill F.a: Patterns, relations and functions

e Relationships 9. Describe, extend, and make 2) Determine odd or even. b

m generalizations about geometric Sub-skill F.b: Expression, equations and inequalities e t and numeric patterns, including 3) Demonstrate an understanding that the “=” sign means “the same as” by solving p

e odd and even numbers. open or true/false number sentences. S

r Explain the meaning of the equals 4) Use notation to represent mathematical thinking: letter or box (variable); e

b sign, use symbols to represent operation symbols (+,-,=). o t

c problem situations, and use 5) Demonstrate a basic understanding of equality and inequality using symbols O

/ properties and relationships to (<.>,=) with simple addition and subtraction. r

e Note: Integrate solve open and true/false number u n

i Algebra sentences. t

n descriptors into 10. Describe, extend, and make o c

( the Number generalizations about geometric )

d unit. and numeric patterns, including odd and even numbers. D. Learning Target 5 & 6 Sub-skill D.a: Measurable attributes Measurement 5. Use appropriate standard and 1) Describe attributes of length, time, temperature, liquid capacity, weight/mass, non-standard units to compare and volume and identify appropriate units to measure them. Units include: inches, feet, estimate measurable attributes of yards, miles, meters, centimeters, millimeters, cups, quarts, gallons, liters, seconds, objects, including area and minutes, hours, days, months, years, ounces, pounds, grams and degrees perimeter, and make simple unit Fahrenheit/Celsius. conversions within a measurement 2) Compare attributes of length, volume and weight by observation or when given r e

b system. actual measurements.

m 6. Read and interpret customary 3) Make measurement conversions within a system (e.g., yards to feet; feet to e

v and metric measuring instruments inches; hours to minutes; days to hours; years to months; gallons to quarts). o

N and determine time to the nearest Sub-skill D.b: Direct measurement / r

e minute and elapsed time in real- 4) Read and interpret measuring instruments to determine the measurement of b

o world situations objects with non-standard and standard units to the nearest centimeter, 1/4-inch. t

c 5) Read thermometers to the nearest 5 degrees F/C. O 6) Tell time to the nearest minute and translate time from analog to digital clocks and vice versa. 7) Determine and compare elapsed time in multiples of 15 minutes in problem- solving situations. 8) Investigate measurements of area and perimeter. Sub-skill D.c: Indirect measurement 9) Apply estimation techniques using non-standard units.

C. Geometry Learning Target 4 Sub-skill C.c: Coordinate Systems Describe, compare, and use 5) Use simple 2-dimensional coordinate systems to find locations on maps and to properties of polygons (2-D) and represent points and simple figures with coordinates using letters and numbers, polyhedra (3-D) when they are (e.g., (E, 3)). combined, decomposed, and 6) Identify and use relationships among figures (e.g., location, position, and transformed (e.g., slides, flips, and intersection). turns), and identify locations of r

e figures on a coordinate system. b F. Algebraic Learning Target 9 Sub-skill F.a: Patterns, relations, and functions m

e Relationships Describe, extend, and make 1) Recognize, extend, describe, create, and replicate a variety of patterns including c e generalizations about geometric attribute, number and geometric patterns. Such as: D and numeric patterns, including  Picture patterns odd and even numbers.  Patterns in tables and charts  “What’s-my-rule?” patterns  Patterns using addition and subtraction rules  Focusing on relationships within patterns as well as extending patterns e.g., patterns and relationships represented with pictures, tables and charts; “what’s-my-rule?” patterns using addition and subtraction rules. B. Number Learning Target 2 Sub-skill B.b: Computation Operation Represent and use concepts of 10) Demonstrate understanding of multiplication as grouping or repeated addition

y and multiplication (e.g., grouping, or arrays in problems with and without context (without context up to 5 x 9; in r

a Relationships arrays, skip counting, repeated context products up to 100). u

n addition) and division (i.e., 11) Demonstrate understanding of the concept of division as repeated subtraction, a

J sharing, measuring, repeated partitioning/sharing, or measuring (dividend up to 45 and divisors up to 5). subtraction) to solve problems with and without context. E. Statistics Learning Target 7 Sub-skill E.a: Data analysis and statistics and Formulate questions that lead to 1) Answer and pose questions about collecting, organizing, and displaying data. Probability real-world data investigations, Work with data in the context of real-world situations by formulating questions that collect, organize, and display data, lead to data collection and analysis and determining what data to collect and when y r

a and draw reasonable conclusions and how to collect the data. u

r based on the data. 2) Collect, organize, and display data in simple bar graphs and charts including b

e translating data from one form to the other. F 3) Draw reasonable conclusions based on simple interpretations of data. 4) Read, use information, and draw reasonable conclusions from data in graphs, tables, charts, and Venn diagrams.

Grade 3 Pacing Chart – 8/10/06 Grade 3 2006–2007 Mathematics Pacing Chart h

c B. Number Learning Target 3 Sub-skill B.a: Concepts r

a Operations Use part-whole and set models to 6) Identify a fractional part of a collection/set or parts of a whole.

M and represent, compare, and solve 7) Read, write, order, and represent unit fractions (e.g., 1/2, 1/3, 1/4) and part(s) of Relationships problems with fractions less than, a set. equal to, and greater than one Sub-skill B.b: Computation whole. 12) Use fractions to represent quantities when solving problems involving equal sharing or partitioning including fractions less than one as well as mixed numbers. 13) Represent with shaded circles, rods, squares or pictorial representations of objects (for a set). 15) Determine reasonableness of answers. C. Geometry Learning Target 5 Sub-skill C.a: Describe figures Describe, compare, and use 1) Identify, describe and compare properties of 2 and 3 dimensional figures such as properties of polygons (2-D) and squares, triangles, rectangles, pentagon, hexagon, octagon, pattern block shapes, polyhedra (3-D) when they are circles, cubes, pyramids, rectangular prisms, tetrahedrons, cylinders, and spheres l

i combined, decomposed, and (e.g. comparing sides, faces, corners, and edges). r

p transformed (e.g., slides, flips, and 2) Create and identify two-dimensional geometric shapes by combining or

A turns), and identify locations of decomposing other shapes. figures on a coordinate system. Sub-skill C.b: Spatial relationships and transformation 3) Identify cubes and square pyramid shapes from their nets (flat patterns). 4) Apply concepts of single-motion geometry (e.g., slides, flips, and turns) to match two identical shapes. B. Number Learning Target 1 Sub-skill B.b: Computation Operation and Communicate and use fluent and 8) Use addition and subtraction in everyday situations and solve one- and two-step Relationships flexible strategies to represent and word problems. compare numbers, estimate, and 9) Solve double-and triple-digit addition and subtraction problems with regrouping Note: Focus on solve real-world addition and in horizontal and vertical format in problems with and without context. triple-digit and subtraction problems including 14) Estimate sums to tens, hundreds and thousands and differences of ten and two-step word money. hundreds. problems. 15) Determine reasonableness of answers. y a

M F. Algebraic Learning Target 10 Sub-skill F.c: Properties Relationships Explain the meaning of the equals 6) Use properties and relationships of arithmetic to determine what number goes in sign, use symbols to represent a “box” to make a number sentence true, problem situations, and use  Identify property of zero. Ex: 12 + 0 = “box” properties and relationships to  Identify property of one. Ex: 5 x 1 = “box” solve open and true/false number  Commutative property for addition of single-digits sentences.  Associative property 7) Use simple equations in a variety of ways to demonstrate the properties.

E. Statistics Learning Target 8 Sub-skill E.b: Probability and Determine the likelihood (e.g., 5) Determine if the occurrence of future events are more, less, or equally likely to Probability more, less, or equally likely) and occur.

e fairness of events, and describe and 6) Design a fair and an unfair spinner. n predict outcomes and combinations 7) Predict the outcomes of a simple event using words to describe probability. Ex: u J of simple events. Flipping a coin has a 1 out of 2 chance of getting a head. 8) Describe and determine the number of combinations for choosing 2 out of 3 items. Ex: Red hat, blue jacket and green jacket. What are the combinations of wearing a hat and a jacket?

Grade 3 Pacing Chart – 8/10/06