14.15 Gr 3 All Units
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GR 3 Unit 1: Trading Stickers, Combining Coins
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Timeframe: September 1 - 25Estimated Number of Days Needed: 17
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Beginning of the Year Math ScreenerAssessment Window: September 1 - September 30MAP Assessment
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Assessment: SummativeTCSD EOU Assessment (online):Log into masterymanager.com for 15.16/M/G3/Trading Stickers, Combining Coins
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Assessment Window: September 23 - 30Math Investigations EOU Assessment (to enter scores):Log into masterymanager.com for 15.16/M/G3/M Inv Assess/EOU1
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Common Core StandardPotential Learning GoalsMasteryResources
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2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.a. I can show or explain that 100 can be seen as either 100 single units or as 10 sets of 10 units or as 1 set of 100 units.2012-2013Goal 2013-2014 ActualUnit 1: Trading Stickers, Combining Coins; Investigation 1 and Investigation 2
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b. I can name any 3-digit number as an amount of hundreds, tens, and ones (Example: "456 can be called four hundreds, five tens, and six ones.").52%***See Planner for Common Core Additional Sessions, Skipped Sessions and Adaptations
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c. I can use knowledge of 100s, 10s and 1s to solve problems (Example: "Karla has 125 pennies. How many dimes can she make?").
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d. I can use >, =, and < symbols to compare three-digit numbers.
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e. I can read any number to 1000 using numerals, number names, and expanded form.
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f. I can write any number to 1000 using numerals, number names, and expanded form.
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2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.a. I can solve an addition problem by keeping one number whole and adding in parts.2012-2013Goal 2013-2014 Actual
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b. I can solve a subtraction problem by subtracting in parts.15%
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c. I can quickly name the sum of a number and a multiple of 10.
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d. I can solve an addition problem by keeping one number whole and adding by place value.
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e. I can quickly name the difference between a number and a multiple of 10.
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f. I can solve a subtraction problem by subtracting back by place value.
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g. I can write a subtraction problem as an unknown addend equation.
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h. I can solve an unknown addend problem by adding up in parts.
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i. I can add and subtract within 100 by using flexible strategies. (ie. solve more than one way)
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3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. a. I can add and subtract within 100 by using flexible strategies. (ie. solve more than one way)2012-2013Goal 2013-2014 Actual
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b. I can write any number to 1000 in expanded form.71%
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c. I can round any three-digit number to the nearest 10 or 100.
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d. I can quickly name the sum of a number and a multiple of 100.
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e. I can solve a triple digit addition problem by keeping one number whole and adding by place value.
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f. I can quickly name the difference between a number and a multiple of 100.
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g. I can solve a triple digit subtraction problem by subtracting back by place value.
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h. I can change a triple-digit subtraction problem into an unknown addend problem and solve by adding up in parts.
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i. I can use number lines, equations, 100 charts, and other diagrams to show how my addition and subtraction strategies work.
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j. I can add and subtract within 1000 by using flexible strategies. (ie. solve more than one way)
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3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.a. I can solve two-step word problems involving addition and subtraction with sums less than 1,000.2012-2013Goal 2013-2014 Actual
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b. I can solve two-step word problems involving multiplication and division with single digit factors and products less than 100.72%
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c. I can solve two-step word problems involving any of the 4 operations with sums less than 1,000 and single digit factors and products less than 100.
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d. I can provide a reasonable estimate for two-step word problems involving any of the 4 operations with sums less than 1,000 and single digit factors and products less than 100.
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e. I can write an equation with a letter for the unknown to represent word problems.
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3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. a. I can tell, from memory, all multiplication facts for products less than or equal to 100.Fastt Math, ongoing
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b. I can tell, from memory, all division facts for dividends less than or equal to 100.