Curriculum Calendar Map

Grade 3 Mathematics Standards for the Second Six Weeks Grading Period
The Curriculum Calendar Map is a guide for teachers regarding which standards are taught during each six-week grading period. It is a planning tool to assist with aligning the curriculum to instruction and assessment and details the skills and concepts that are taught over the course of the instructional year. The map lists the Texas Essential Knowledge and kills tudent Expectations !TEK " Es#. The TEK " Es are the re$uired curriculum from the Texas %egislature and specify what students must learn in order to &e proficient at each grade level. '(ossi&le %esson )&*ectives+ encompass the content !what students should know#, processes, and skills !what students should &e a&le to do# that indicate proficiency of the TEK " Es. The possi&le lesson o&*ectives have &een aligned to the TEK " Es with the -eadiness tandards printed in red, the upporting tandards printed in &lue, and standards not eligi&le for testing on T..- in &lack. If the E was tested on the pring /01/ or pring /012 T..-"E)C, then the district3s average percent items correct is indicated &elow the E. If the percentage is noted as 4T, the E was not tested that specific year &ut remains eligi&le for testing in su&se$uent years. If an E has a 'strike-through+, that part of the E is not &eing taught during that six-week grading period. The 5istrict-wide use of the Curriculum Calendar Maps provides all 5allas I 5 students an e$ual opportunity to learn the same via&le content. The implementation of the curriculum ensures our students are poised for future academic success and are college or career ready.

Dallas ISD, Grade 3 Mathematics Curriculum Calendar Map, 1

Curriculum Calendar Map

Grade 3 Mathematics Standards for the Second Six Weeks Grading Period Planning Calendar
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3nderl1ing Processes and Mathematical %ools

Dallas ISD, Grade 3 Mathematics Curriculum Calendar Map, 2

Curriculum Calendar Map

Grade 3 Mathematics Standards for the Second Six Weeks Grading Period
Underlying Processes and Mathematical Tools are not listed under a separate recording category Instead, they are incorporated into at least !"# o$ the ST%%&'()C *uestions in reporting categories 1+" and are identi$ied along ,ith the content standards The processes must -e em-edded in student.centered tas/s on a daily -asis %ll te0t in green throughout the document re$ers to the &e1ised T(2S S(s 3( * 3nderl1ing processes and mathematical tools( %he student applies Grade 3 mathematics to sol#e problems connected to e#er1da1 experiences and acti#ities in and outside of school( The student is e0pected to3 !.# identify the mathematics in everyday situations. !6# solve pro&lems that incorporate understanding the pro&lem, making a plan, carrying out the plan, and evaluating the solution for reasona&leness. !C# select or develop an appropriate pro&lem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a ta&le, working a simpler pro&lem, or working &ackwards to solve a pro&lem. !5# use tools such as real o&*ects, manipulatives, and technology to solve pro&lems. 3( + 3nderl1ing processes and mathematical tools( %he student communicates about Grade 3 mathematics using informal language( The student is e0pected to3 !.# explain and record o&servations using o&*ects, words, pictures, num&ers, and technology. !6# relate informal language to mathematical language and sym&ols. 3( - 3nderl1ing processes and mathematical tools( %he student uses logical reasoning( The student is e0pected to3 !.# make generali7ations from patterns or sets of examples and nonexamples. !6# *ustify why an answer is reasona&le and explain the solution process. 3( Mathematical process standards( %he student uses mathematical processes to ac4uire and demonstrate mathematical understanding( The student is e0pected to3 !.# apply mathematics to pro&lems arising in everyday life, society, and the workplace. !6# use a pro&lem-solving model that incorporates analy7ing given information, formulating a plan or strategy, determining a solution, *ustifying the solution, and evaluating the pro&lem-solving process and the reasona&leness of the solution. !C# select tools, including real o&*ects, manipulatives, paper and pencil, and technology as appropriate, and techni$ues, including mental math, estimation, and num&er sense as appropriate, to solve pro&lem. !5# communicate mathematical ideas, reasoning, and their implications using multiple representations, including sym&ols, diagrams, graphs, and language as appropriate. !E# create and use representations to organi7e, record, and communicate mathematical ideas. !8# analy7e mathematical relationships to connect and communicate mathematical ideas. !9# display, explain, and *ustify mathematical ideas and arguments using precise mathematical language in written or oral communication.

5esson )b6ecti#es
Dallas ISD, Grade 3 Mathematics Curriculum Calendar Map, 3

Curriculum Calendar Map

Grade 3 Mathematics Standards for the Second Six Weeks Grading Period
% 4esson )-5ecti1e 64)7 ans,ers the *uestion 89hat are students e0pected to learn:; ($$ecti1e 4)s a7 are speci$ic, -7 are connected ,ith at least a portion o$ the standard or s/ill needed to master the student e0pectation, c7 $ollo, the mapped curriculum, d7 are understood -y parents and students, and e7 can -e accomplished ,ithin at most t,o instructional sessions or class periods <elo, are possi-le 4)s $or each T(2S'S(

%78S Student 7xpectations

3( : /01/ 4T /012 :2; 3( "umber, operation, and 4uantitati#e reasoning( %he student uses place #alue to communicate about increasingl1 large ;hole numbers in #erbal and ;ritten form, including mone1( The student is e0pected to3 !.# use place value to read, write !in sym&ols and words#, and descri&e the value of whole num&ers through <<<,<<<. S

Possible 5esson )b6ecti#es

9esources

3( < /01/ =:; /012 4T 3( C /01/ A=;

tudents will read, write, and express whole num&ers through <<< in standard and expanded notation when presented in a realworld addition and"or su&traction context. tudents will identify the place value and descri&e the value of digits within a num&er expressed in standard form through <<< when em&edded in a real-world addition and"or su&traction context. tudents will represent the value of whole num&ers through <<< on a num&er line and identify &enchmarks !multiples of 10 and 100# &etween which the value falls to estimate solutions to real-world addition and"or su&traction contexts. 3( "umber, operation, and 4uantitati#e tudents will compare and order whole num&ers up reasoning( %he student uses place #alue to 100,000 and represent comparisons using the to communicate about increasingl1 large sym&ols >, ?, or @ . ;hole numbers in #erbal and ;ritten Note3 To the rigor o$ the student e0pectation, form, including mone1( The student is ensure to include the use o$ sym-ols o$ e0pected to3 comparison as clari$ied -y the &e1ised T(2S S( !6# use place value to compare and order 3 2D whole num&ers through <,<<<. S 3( "umber, operation, and 4uantitati#e tudents will determine the value of a collection of reasoning( %he student uses place #alue coins and &ills presented in a real-world context to communicate about increasingl1 large through mental math, writing a num&er sentence to ;hole numbers in #erbal and ;ritten find the total, or a com&ination of &oth strategies. form, including mone1( The student is e0pected to3
Dallas ISD, Grade 3 Mathematics Curriculum Calendar Map, =

Curriculum Calendar Map

Grade 3 Mathematics Standards for the Second Six Weeks Grading Period
/012 4T 3(3: /01/ :/; /012 A1;
!C# determine the value of a collection of coins and &ills. S 3(3 "umber, operation, and 4uantitati#e reasoning( %he student adds and subtracts to sol#e meaningful problems in#ol#ing ;hole numbers( The student is e0pected to3 !.# model addition and su&traction using pictures, words, and num&ers. S

tudents will use pictures, words and num&ers to representB the composition and decomposition of num&ers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds and so many tens. one- and two-step real-world pro&lems involving addition and su&traction of whole num&ers to 1,000. Note3 To the rigor o$ the student e0pectation, ensure to include3 composition and decomposition o$ num-er as clari$ied -y the &e1ised T(2S S( 3 2%> tas/s and discussions that re*uire the analysis o$ the relationships $ound in the -ase.ten place 1alue system through the hundred thousands place as clari$ied -y the &e1ised T(2S S( 3 2<> $or e0ample, a ! in the thousands column is 1? times greater in 1alue than a ! in the hundreds column> num-er lines as a $orm o$ a pictorial model as clari$ied -y the &e1ised T(2S S( 3 "% tudents will read one-step and two-step real-world story pro&lems involving whole num&ers through << and select addition and"or su&traction to find a solution. tudents will read one-step and two-step real-world story pro&lems involving whole num&ers through <<< and select addition and"or su&traction to find a solution. Note3 To the rigor o$ the student e0pectation, ensure to include t,o.step pro-lems as clari$ied -y
Dallas ISD, Grade 3 Mathematics Curriculum Calendar Map, "

3(3< /01/ :/; /012 =<;

3(3 "umber, operation, and 4uantitati#e reasoning( %he student adds and subtracts to sol#e meaningful problems in#ol#ing ;hole numbers( The student is e0pected to3 !6# select addition or su&traction and use the operation to solve pro&lems involving whole num&ers through <<<. R

Curriculum Calendar Map

Grade 3 Mathematics Standards for the Second Six Weeks Grading Period
3(+: /01/ 4T /012 C2;
3(+ "umber, operation, and 4uantitati#e reasoning( %he student estimates to determine reasonable results( The student is e0pected to3 !.# round whole num&ers to the nearest ten or hundred to approximate reasona&le results in pro&lem situations. S the &e1ised T(2S S( 3 =% tudents will round whole num&ers to the nearest 10 or 100 to approximate reasona&le results in reallife pro&lem situations. Note3 To round ,hole num-ers as clari$ied -y the &e1ised T(2S S(s 3 2C @ 3 =<, ensure to include the use o$3 -enchmar/s, representations o$ 1alues on a num-er line, ,ords to descri-e the relati1e siAe o$ num-ers tudents will *ustify the selection of and apply the strategies of rounding to the nearest 10 or 100 or use compati&le num&ers to estimate solutions to real-world addition and su&traction story pro&lems.

3(+< /01/ =D; /012 4T 3(-: /01/ 4T /012 =:; 3(.: /01/ C:; /012 C=; 3(.<

3(+ "umber, operation, and 4uantitati#e reasoning( %he student estimates to determine reasonable results( The student is e0pected to3 !6# use strategies including rounding and compati&le num&ers to estimate solutions to addition and su&traction pro&lems. S

Note3 (nsure the student uses rounding and compati-le num-ers to estimate solutions <(B)&( $inding actual solutions 3(- Patterns, relationships, and algebraic tudents will identify and extend wholethinking( %he student uses patterns to num&er patterns to make predictions. sol#e problems( The student is e0pected tudents will identify and extend wholeto3 num&er patterns to solve pro&lems. !.# identify and extend whole-num&er and geometric patterns to make predictions and Note: (nsure to include a 1ariety o$ ,hole.num-er patterns and repeating patterns o$ ,hole.num-er solve pro&lems. S se*uences 3(. Patterns, relationships, and algebraic tudents will generate a ta&le of num&er pairs that thinking( %he student uses lists, tables, represent an additive relationship in a real-world and charts to express patterns and relationship and descri&e it ver&ally. relationships( The student is e0pected to3 Note3 &eal.,orld relationships include situations !.# generate a ta&le of paired num&ers such as the $ollo,ing3 1 insect has C legs, 2 &ased on a real-life situation such as insects ha1e 12 legs, and so $orth insects and legs. S 3(. Patterns, relationships, and algebraic tudents will identify, descri&e, and extend an
Dallas ISD, Grade 3 Mathematics Curriculum Calendar Map, C

Curriculum Calendar Map

Grade 3 Mathematics Standards for the Second Six Weeks Grading Period
/01/ =<; /012 =2; 3( 2: /01/ :0; /012 :0;
thinking( %he student uses lists, tables, and charts to express patterns and relationships( The student is e0pected to3 !6# identify and descri&e patterns in a ta&le of related num&er pairs &ased on a meaningful pro&lem and extend the ta&le. R 3.12 Measurement. The student reads and writes time and measures temperature in degrees Fahrenheit to solve problems. The student is e0pected to3 !.# use a thermometer to measure temperature. S additive pattern in a ta&le that is &ased on a realworld pro&lem situation. Note3 (nsure students e0tend the relationship in a ta-le to e0plore and communicate the implications o$ the relationship as clari$ied -y the &e1ised T(2S S(s 3 1D @ 3 "( tudents will use a thermometer to measure temperature within a real-world context. Note3

Use

3( 3: 3( 3 Probabilit1 and statistics( %he /01/ =/; /012 A1;

student sol#es problems b1 collecting, organi=ing, displa1ing, and interpreting sets of data( The student is e0pected to3 !.# collect, organi7e, record, and display data in pictographs and &ar graphs where each picture or cell might represent more than one piece of data. R

data gathered $rom reading thermometers to measure temperature to create ta-les -ased on real.li$e situations, such as temperature o1er time as speci$ied -y T(2S S( 3 !% (nsure students identi$y and descri-e, 1er-ally and in ,riting, patterns ,ithin a ta-le in1ol1ing related num-er pairs, such as temperature o1er time as speci$ied -y T(2S S( 3 !< The student will collect, organi7e, record, and display data from real-world situations in pictographs where each picture might represent more than one piece of data. The student will collect, organi7e, record, and display data from real-world situations in &ar graphs where each cell might represent more than one piece of data. Note3 To the rigor o$ the student e0pectation, ensure to include pictographs and -ar graphs displayed 1ertically or horiAontally ,ith scaled increments %lso include pictographs and -ar graphs ,ith missing in$ormation needed to complete the graphs
Dallas ISD, Grade 3 Mathematics Curriculum Calendar Map, !

Curriculum Calendar Map

Grade 3 Mathematics Standards for the Second Six Weeks Grading Period
3( 3< 3( 3 Probabilit1 and statistics( %he /01/ :2; /012 :/;
student sol#es problems b1 collecting, organi=ing, displa1ing, and interpreting sets of data( The student is e0pected to3 !6# interpret information from pictographs and &ar graphs. S tudents will interpret information from pictographs, &ar graphs, fre$uency ta&les, and dot plots that display real-world data to find totals make comparisons &etween $uantities summari7e draw conclusions determine trends, and make predictions. Note3 To the rigor o$ the student e0pectation, ensure to include students sol1ing one. and t,o. step pro-lems using categorical data represented ,ith $re*uency ta-les, dot plots, pictographs, or -ar graphs ,ith scaled inter1als as clari$ied -y the &e1ised T(2S S( 3 D< tudents will use real-world data from pictographs or &ar graphs to descri&e events as more likely than, less likely than, or e$ually likely as. tudents will conduct simple pro&a&ility experiments that involve collecting, organi7ing, displaying and interpreting the outcomes as more likely than, less likely than, or e$ually likely as.

3( 3C 3( 3 Probabilit1 and statistics( %he /01/ 2A; /012 =/;

student sol#es problems b1 collecting, organi=ing, displa1ing, and interpreting sets of data( The student is e0pected to3 !C# use data to descri&e events as more likely than, less likely than, or e$ually likely as. S

Dallas ISD, Grade 3 Mathematics Curriculum Calendar Map, D

Curriculum Calendar Map

Grade 3 Mathematics Standards for the Second Six Weeks Grading Period

0emonstrations of 5earning
% Demonstration o$ 4earning 6D)47 is an assessment or product through ,hich students demonstrate that they learned the o-5ecti1e o$ the lesson ($$ecti1e D)4s are tied directly to the 4esson )-5ecti1e 64)7, are aligned to the rigor o$ the T(2S'S(, are usually accomplished in $i1e to ten minutes, and re*uire the student to demonstrate ,hat they ha1e learned o1er the last one or t,o class periods in the su-5ect area % $e, possi-le D)4s are pro1ided -elo,

%78S Student 7xpectations

3(. Patterns, relationships, and algebraic thinking( %he student uses lists, tables, and charts to express patterns and relationships( The student is e0pected to3 !.# generate a ta&le of paired num&ers &ased on a real-life situation such as insects and legs. S 3( 3 Probabilit1 and statistics( %he student sol#es problems b1 collecting, organi=ing, displa1ing, and interpreting sets of data(

Possible 5esson )b6ecti#es

tudents will generate a ta&le of num&er pairs that represent an additive relationship in a real-world relationship and descri&e it ver&ally.

Possible 0emonstrations of 5earning

9iven four real-world situations, students will generate a ta&le that displays the additive relationship and write an explanation of the relationship with 100; accuracy.

The student will collect, organi7e, record, and display data from real-world situations in pictographs where each picture might

9iven three fre$uency ta&les !created from a real-world survey#, students will display the data in pictographs where

Dallas ISD, Grade 3 Mathematics Curriculum Calendar Map, E

Curriculum Calendar Map

Grade 3 Mathematics Standards for the Second Six Weeks Grading Period
The student is e0pected to3 !.# collect, organi7e, record, and display data in pictographs and &ar graphs where each picture or cell might represent more than one piece of data. R 3( 3 Probabilit1 and statistics( %he student sol#es problems b1 collecting, organi=ing, displa1ing, and interpreting sets of data( The student is e0pected to3 !C# use data to descri&e events as more likely than, less likely than, or e$ually likely as. S represent more than one piece of data. each picture represents more than one piece of data with 100; accuracy.

tudents will use real-world data from pictographs or &ar graphs to descri&e events as more likely than, less likely than, or e$ually likely as.

9iven a com&ination of four pictographs and &ar graphs displaying real-world data, students will identify events from each graph and descri&e the events as more likely than, less likely than, or e$ually likely as with 100; accuracy.

Dallas ISD, Grade 3 Mathematics Curriculum Calendar Map, 1?