15. 2 Measuring Weight 3.MD.2 2 Block 15.3 Capacity 3.MD.2 1 Block Chapter 15 Review 3.MD.2 and 3.MD.4 1 Block Chapter 15 Test 3.MD.2 and 3.MD.4 1/2 Block Chapter 13 Pre-test 3.MD.2 and 3.MD.4 1/2 Block 13.1 Making Bar Graphs 3.MD.3 2 Block 13.2 Reading and Interpreting Bar Graphs 3.MD.3 2 block Reinforce using all scales (2,3,5, etc...) 13. 3 Line Plots 3.MD,4 4 Blocks Students must make connection between line plot and number line. Chapter 13 Wrap Up/Review 3.MD.2 and 3.MD.4 1 Block Chapter 13Test 3.MD.2 and 3.MD.4 1 Block Authentic Assessment # 12 Bar Graphs 3.MD.3 1/2 day Authentic Assessment #13 Measuring Strips 3.MD.2 and 3.MD.4 1/2 block Authentic Assessment #14 Estimating Measurements 3.MD.4 1 block Mini Assessment #8 3.MD.3, 3.MD.4 ½ block. Pre-test Chapter 18 3.G.1 1/2 block 18.1 Classifying Polygons 3.G.1 2 blocks Students must understand the characteristics of a polygon to classified and identifying one. Place a lot emphasis on the characteristics of a polygon. Quadrilateral Supplement Lessons 3.G.1 2 blocks Students may use characteristics of a polygon to identify real-world items in the classroom and community that are polygons. STEM students can explore different building and bridges designs on that uses polygons to maintain a solid foundation. Project: Students can use polygons to build a free standing object. Mini Assessment # 9 (3.G.1-2) 3.G.1-2 1 Block Review 2 blocks Review/Reteach concepts that need to be readdressed
Transition Guide References: Chapter : 12 Real World Problems Transition Topic: Problem Solving and Bar Models Chapter 12 Pre Test Items Objective Additional Reteach Support Grade 2 Reteach Additional Extra Practice Support Grade 2 Extra Practice Teacher Edition Support Chapter 12 Items 4; 10 Model addition and subtraction as comparing sets. 2A pp. 93–97 Lesson 4.3 2A Chapter 4 Lesson 3 Chapter 12 Items 4; 10 Use bar models to solve problems about mass. 2A pp. 173–176 Lesson 8.5 2A Chapter 8 Lesson 5 Chapter 12 Items 4; 10 Use bar models, addition, and subtraction to solve real-world problems about volume. 2A pp. 185–188 Lesson 9.3 2A Chapter 9 Lesson 3 Chapter 12 Items 4; 11–12 Use bar models to solve real-world problems on 2B pp. 119–126 Lesson 16.3 2A Chapter 4 Lesson 3 (money); Chapter 7 Lesson 5
Materials Estimating Measurements handouts, pencils Task Part 1: Distribute Estimating Measurements handout to students. Draw students’ attention to data on the handout: Read task: Ms. Mac asked each of her students to use estimation to draw a five-inch line. Then, each student measured his/her line to see how close it actually was to five inches. The students’ actual measurements are in the chart below. Organize the students’ measurement data on the line plot. Part 2: Prompt students to use data from the line plot to answer each question. Read each question aloud: How many students’ lines were exactly five inches long? How many students drew a line longer than five inches long? What was the length of the shortest line drawn? How many students drew a line that was either 4 ½ inches long or 5 ½ inches long? What other questions do you have about the data collected? Performance Task Scoring Rubric: 3.MD.4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters. Level 5: Distinguished Command Level 4: Strong Command Level 3: Moderate Command Level 2: Partial Command Level 1: No Command Student gives all 5 correct answers. Clearly constructs and communicates a complete response based on explanations/reasoning using the: properties of operations Student gives all 5 correct answers. Clearly constructs and communicates a complete response based on explanations/reasoning using the: properties of Student gives all 4 correct answers. Constructs and communicates a complete response based on explanations/reasoning using the: properties of Student gives 3 correct answers. Constructs and communicates an incomplete response based on explanations/reasoning using the: properties of Student gives less than 3 correct answers. The student shows no work or justification.
relationship between addition and subtraction relationship Response includes an efficient and logical progression of steps. operations relationship between addition and subtraction relationship between multiplication and division Response includes a logical progression of steps operations relationship between addition and subtraction relationship between multiplication and division Response includes a logical but incomplete progression of steps. Minor calculation errors. operations relationship between addition and subtraction relationship between multiplication and division Response includes an incomplete or illogical progression of steps. Performance Task #14 Estimating Measurements Ms. Mac asked each of her students to use estimation to draw a five-inch line. Then, each student measured his/her line to see how close it actually was to five inches. The students’ actual measurements are in the chart below. Organize the students’ measurement data on the line plot.
NY SAMPLE QUESTIONS Grade 3: Howard County 3rdGrade :https://grade3commoncoremath.wikispaces.hcpss.org/home Ohio Gates Foundations Tasks Minnesota STEM Teachers’ Center Singapore Math Tests K-12 Math Score: Math practices and assessments online developed by MIT graduates. http://www.mathscore.com/ Massachusetts Comprehensive Assessment System Performance Assessment Links in Math(PALM) PALM is currently being developed as an on-line, standards-based, resource bank of mathematics performance assessment tasks indexed via the National Council of Teachers of Mathematics (NCTM). Mathematics Vision Project NCTM Assessment Resources *Illustrative Math: *PARCC: NJDOE: (username: model; password: curriculum) DANA: New York: *Delaware: