A | B | C | D | E | F | |
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1 | GR 3 Unit 1: Trading Stickers, Combining Coins | |||||

2 | Timeframe: September 1 - 25 | Estimated Number of Days Needed: 17 | ||||

3 | Beginning of the Year Math Screener | Assessment Window: September 1 - September 30 | MAP Assessment | |||

4 | Assessment: Summative | TCSD EOU Assessment (online): | Log into masterymanager.com for 15.16/M/G3/Trading Stickers, Combining Coins | |||

5 | Assessment Window: September 23 - 30 | Math Investigations EOU Assessment (to enter scores): | Log into masterymanager.com for 15.16/M/G3/M Inv Assess/EOU1 | |||

6 | Common Core Standard | Potential Learning Goals | Mastery | Resources | ||

7 | 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. | 2012-2013 | Goal 2013-2014 | Actual | Unit 1: Trading Stickers, Combining Coins; Investigation 1 and Investigation 2 |

8 | 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 | |||

9 | c. I can use knowledge of 100s, 10s and 1s to solve problems (Example: "Karla has 125 pennies. How many dimes can she make?"). | |||||

10 | d. I can use >, =, and < symbols to compare three-digit numbers. | |||||

11 | e. I can read any number to 1000 using numerals, number names, and expanded form. | |||||

12 | f. I can write any number to 1000 using numerals, number names, and expanded form. | |||||

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14 | 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. | 2012-2013 | Goal 2013-2014 | Actual | |

15 | b. I can solve a subtraction problem by subtracting in parts. | 15% | ||||

16 | c. I can quickly name the sum of a number and a multiple of 10. | |||||

17 | d. I can solve an addition problem by keeping one number whole and adding by place value. | |||||

18 | e. I can quickly name the difference between a number and a multiple of 10. | |||||

19 | f. I can solve a subtraction problem by subtracting back by place value. | |||||

20 | g. I can write a subtraction problem as an unknown addend equation. | |||||

21 | h. I can solve an unknown addend problem by adding up in parts. | |||||

22 | i. I can add and subtract within 100 by using flexible strategies. (ie. solve more than one way) | |||||

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24 | 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) | 2012-2013 | Goal 2013-2014 | Actual | |

25 | b. I can write any number to 1000 in expanded form. | 71% | ||||

26 | c. I can round any three-digit number to the nearest 10 or 100. | |||||

27 | d. I can quickly name the sum of a number and a multiple of 100. | |||||

28 | e. I can solve a triple digit addition problem by keeping one number whole and adding by place value. | |||||

29 | f. I can quickly name the difference between a number and a multiple of 100. | |||||

30 | g. I can solve a triple digit subtraction problem by subtracting back by place value. | |||||

31 | h. I can change a triple-digit subtraction problem into an unknown addend problem and solve by adding up in parts. | |||||

32 | i. I can use number lines, equations, 100 charts, and other diagrams to show how my addition and subtraction strategies work. | |||||

33 | j. I can add and subtract within 1000 by using flexible strategies. (ie. solve more than one way) | |||||

34 | ||||||

35 | 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. | 2012-2013 | Goal 2013-2014 | Actual | |

36 | b. I can solve two-step word problems involving multiplication and division with single digit factors and products less than 100. | 72% | ||||

37 | 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. | |||||

38 | 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. | |||||

39 | e. I can write an equation with a letter for the unknown to represent word problems. | |||||

40 | ||||||

41 | 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 | |||

42 | b. I can tell, from memory, all division facts for dividends less than or equal to 100. |

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