Alaska-DLM Essential Elements and Instructional Examples for Mathematics Third Grade Revised for Alaska July, 2014 The present publication was developed under grant 84.373X100001 from the U.S. Department of Education, Office of Special Education Programs. The views expressed herein are solely those of the author(s), and no official endorsement by the U.S. Department should be inferred.
AK Grade-Level Clusters AK-DLM Essential Elements Instructional Examples patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. arithmetic patterns. EE3.OA.9. Complete a complex arithmetic pattern. using more than two numbers (i.e., A, B, C, A, B, C). Ex. Using a 100s number chart, complete the pattern identified. Students will: EE3.OA.9. Identify arithmetic patterns. Ex. When provided arithmetic patterns on a 100s chart, identify the next number in the pattern. Ex. When given two number stamps, stamp an arithmetic pattern. Students will: EE3.OA.9. Identify a pattern. Ex. Make pattern jumps on a number line. Ex. Sing songs and identify the pattern in the song. Students will: EE3.OA.9. Follow patterns. Ex. Sing “Head, Shoulders, Knees, and Toes” and mimic the pattern. Ex. Using tactile objects (fur, sand, sand, fur) in a pattern, repeat the pattern. Ex. Using manipulatives, mimic the teacher to create a pattern.
Third Grade Mathematics Standards: Number and Operations in Base Ten AK Grade-Level Clusters AK-DLM Essential Elements Instructional Examples Use place value EE3.NBT.1. Use decade Students will: understanding and numbers (10, 20, 30) as EE3.NBT.1. Identify the two 10s a number comes in between and tell properties of operations to perform multi-digit arithmetic.10 3.NBT.1. Use place value understanding to round whole numbers to the nearest 10 or 100. benchmarks to demonstrate understanding of place value for numbers 0-30. which is closest (numbers 0-50). Ex. Use a color beaded number line to identify the number and round to the closest 10. Ex. Given a number line separated into tens 10-20, etc.), stand on a number and identify the 10 that is closer. Students will: EE3.NBT.1. Identify the two 10s a number comes in between on a number line (numbers 0-30). Ex. Use a color beaded number line to identify the two 10s a number falls between. Ex. Given the number 14, they would identify 10 and 20. Students will: EE3.NBT.1. Identify tens on a number line. Ex. Given a number line, circle the tens. Ex. Stand on a number chart on 10, 20, 30, etc. Students will: 10 A range of algorithms may be used.
AK Grade-Level Clusters AK-DLM Essential Elements Instructional Examples 3.NBT.3. Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. EE3.NBT.3. Count by tens using models such as objects, base ten blocks, or money. Students will: EE3.NBT.2. Identify more or less. Ex. Given two collections of objects (group of 10, group of 20), indicate, “Which has more?” Ex. Given math manipulatives representing a single unit and multiple units, point to the multiple unit representation when asked “which is more?” Students will: EE3.NBT.3. Compare the value of money based on place value. Ex. Use money (dimes and pennies) to represent place value. Ex. Given 15 pennies, create a one group of 10 and a group of five ones. Students will: EE3.NBT.3. Count by tens using money. Ex. three dimes, count by 10 to determine total. Ex. Given five dimes, count by 10 to determine total. Students will: EE3.NBT.3. Identify whole numbers to 10. Ex. Given sets of 10 pennies, pair with numbers. Ex. Given sets of 10 pennies, pair with dimes. Students will: EE3.NBT.3. Count pennies to 10.