Brenham ISD Unit Plan
Unit 1 Plan - Place Value (17 days ) | Math 3rd Grade | |
What do we want students to know and be able to do? Step 1: Identify the essential standards for the unit. | ||
Essential Standards | Supporting Standards | |
3.2D compare and order whole numbers up to 100,000 and represent comparisons using the symbols >, <, or = | 3.2A compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens and so many ones using objects, pictorial models and numbers including expanded notation as appropriate. 3.2B describe the mathematical relationship found in the base 10 place value system through the hundred thousands. 3.2C represent a number on a number line as being between two consecutive multiples of 10; 100; 1,000; or 10,000 and use words to describe relative size of numbers in order to round whole numbers | |
What are the specific learning targets (bite-sized pieces of learning) that lead to students being able to accomplish the unit goals? Step 2: Unwrap the essential TEKS. | ||
Learning Targets (Student Objectives) | ||
What should students know and be able to do? (Information, processes, concepts, main ideas that students must know or understand) (Performance, skills, or actions students must do or demonstrate) | Big Ideas: Students will know and be able to do: 3.2D
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What academic language / vocabulary should students acquire and use? (Include the term and definition) | Compare - determine if a number is smaller, greater, or equal to another number according to their values. Order - Putting numbers in order from greatest to least or least to greatest according to their value. Least - smallest Greatest - biggest Greater Than (>) - bigger value Less Than (<) - smaller value Equal To (=) - the same value Digit - single numbers used to represent values in math (0, 1, 2, 3, 4, 5, 6, 7, 8, 9) Place Value - the value of each digit in a number Standard form - a numerical form of a number (write it normal) Expanded form - writing the number by adding the value of each digit Expanded Notation - writing a number as the digit times the place value. | |
How will we know if they have learned it? (common summative assessment) Step 3: Discuss evidence of the end in mind - How will you know if students achieved these standards? What type of task could they perform or complete by the end of the unit? With what level of proficiency? With what type of problem or text (stimulus)? Could include exemplars or a rubric. | ||
Students will demonstrate mastery of the unit by completing the following: 3.2A When given a set of up to 5 numbers, students will be able to:
When given a number in any form:
The student should be able to explain the connection between each representation and be able to use multiple ways to represent each number (for example, 382 can be 3 hundreds, 8 tens, and 2 ones or 38 tens and 2 ones). 3.2D When given a list of numbers in a table, students will be able to: | ||
Where in the unit does it make sense to see if our students are learning what we are teaching? What evidence will we collect along the way? (common formative assessment) Step 4: Plan the timing for common formative assessments - As the team designs the plan, include the quality instructional practices that support high levels of student learning. | ||
Sequential Plan for Unit Instruction and Monitoring Learning | ||
Days Into Instruction | Common Formative Assessment (What are the formative checkpoints?) | |
7 | Place Value (standard form, expanded form, expanded notation*, pictorial model) | |
11 | Comparing Number | |
15 | Ordering Numbers | |
Notes: In 2nd grade, they compare and order whole numbers up to 1,200 using comparative language and symbols. In 4th grade, they will compare and order whole numbers up to 1,000,000,000 using symbols. Misconceptions
What prior knowledge, skills, vocabulary are needed for a student to master this standard?
Information that is New to the grade level
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