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3rd Grade Unit 1: / Number Concepts and Problem Solving / Suggested Time Frame: / 24 Days
TAKS Objectives: / 1, 3, 6 / TEKS: / 3.1A. 3.1B, 3.1C, 3.3A, 3.3B, 3.10
Unit Overview
Explore place value to read, write, and describe the value of whole numbers through 999,999, understand the value of money, and use place value to understand the problem solving process.
Enduring Understandings
  • Numbers are used to quantify things.
  • The Base Ten Number System is built on groups of 10.
  • Place value is used daily.
  • Good mathematicians use a variety of strategies to solve problems.
/ Essential Questions
  • What is a number?
  • How do mathematicians determine the value of each digit within a number?
  • What are some ways that place value can be used daily?
  • How are place value and money related?
  • What are some strategies mathematicians use to solve problems?
/ Mathematics Skills/Process Always Do!
3.14Underlying processes and mathematical tools. The student is expected to:
3.14Aidentify the mathematics in every day situations
  • Objective 6 is tested in all strands.
  • Engage the students with real life experiences
  • Students should not only solve problems, but create problems when given mathematical expressions.
3.14Bsolve problems that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness
3.14Cselect or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem
3.14B and 3.14C Include:
  • Explore with concrete manipulatives
  • Draw a picture (pictorial)
  • Share thoughts with peers
  • Journal thoughts
  • Record or communicate with words/pictures/numbers
  • Justify answer
3.14Duse tools such as real objects, manipulatives, and technology to solve problems
Include:
  • Explore with concrete manipulatives
  • Draw a picture (pictorial)
  • Share thoughts with peers
  • Journal thoughts
  • Numerical representation
  • Justify answer
  • Work with and make connections among the different representations: concrete/pictorial/abstract
  • Use calculators
  • Underlying processes and mathematical tools. The student communicates about mathematics using informal language. The student is expected to:
3.15Aexplain and record observations using objects, words, pictures, numbers, and technology
Include:
  • Describe the process in words (written and/or orally)
  • Journal writing/drawing is imperative
  • Oral explanation is a must
  • Calculators
3.15Brelate informal language to mathematical language and symbols
Include:
  • Students write and understand words, numbers, and symbols
  • Journal writing is imperative
  • Oral explanation is a must (students should talk to other students, the teacher, and to the class)
  • Underlying processes and mathematical tools. The student uses logical reasoning to make sense of his or her world. The student is expected to:
3.16Amake generalizations from patterns or sets of examples and non-examples
Include:
  • Identify attributes of examples
  • Identify examples false to statement given
  • Examples may have nonsense words
3.16Bjustify why an answer is reasonable and explain the solution process
Include:
  • Students justify and prove their solutions in written/spoken words, pictures, concrete objects, and/or numbers
  • Journal writing-may include process or explanations, etc.
  • Peer explanations
  • Classroom discussions

Facts
  • All numbers have value.
  • Place value helps to compare and order numbers.
  • Place value tells how much each digit stands for.
  • Words can be used instead of digits to write any number.
  • A decimal point is used to separate the whole dollars from the cents.
  • In the Base 10 System each place moving to the left increases by a multiple of 10; each place moving to the right decreases by a multiple of 10.
  • The United States currency system is built on the Base 10 System.
  • Addition and subtraction are inverse operations.
Language of Instruction
addend / sumandos
bill / billete
decimal / decimal
difference / diferencia
digit
even
expanded form
greater than
Inverse operation
number / numeros
number line
odd
place value
sum
whole number
zero
Tools
Concrete manipulatives such as cubes, beans and counters / Relationships and/or Connections that should emerge
  • Numbers are all around us.
  • Examples (on clocks, calendars, school buses, numbers of students in the class, ages of students, and student cafeteria numbers)
  • Students will recognize numbers on a cash register, or miles traveled on a vacation.
  • Students will compare the price of video games.

Products students will develop
  • Book of 10, Investigations; Coins, Coupons and Combinations, p.8
  • Book of Magic Pot Riddles; Coins, Coupons, and Combinations, p. 24
  • Class chart of addition facts to 20, MLC, p.198

Mathematical Connections to Literature
  • How Much is a Million? (Schwartz)
  • Monster Money
  • If You Made a Million (Schwartz)
  • Alexander, Who Used to Be Rich Last Sunday (Viorst, Judith)

3rd Grade Unit 1: / Number Concepts and Problem Solving / Suggested Time Frame: / 24 Days
TAKS Objectives: / 1, 3, 6 / TEKS: / 3.1A. 3.1B, 3.1C, 3.3A, 3.3B, 3.10
Unit Overview
Explore place value to read, write, and describe the value of whole numbers through 999,999, understand the value of money, and use place value to understand the problem solving process.
Text Resources
Investigations
Mathematical Thinking at Grade 3
Landmarks in the Hundreds
Combining and Comparing
MathLearningCenter
Volume 1
TEXTEAMS
Math Essentials
Measuring Up
Count On It
Problem Solver / Technology & Electronic Resources
Place Value:
Teacher Resource: Free tests!
Other(i.e., Speakers, Field Trips)
  • Sam’s Wholesale
/ Method(s) of Assessment
Observation
AObservation evaluated by peers
BStudents engaged in learning activities
CDirect questioning
DObservation of performance or process
  • Teacher Checkpoint
  • ASSESSMENT SOURCEBOOK (pgs. 2-7)
Constructed Response
  1. TEKSCheck
Assessment Sourcebook: End-Of Unit Assessment Tasks 1-4
  1. Open-ended
  2. Essay
  3. Research Paper
  4. Log / Journal
  5. Story / Play / Poem
  6. Model / Map / Video
  7. Oral / Visual / Multimedia Presentation
Selected Response
1Fill-in-the-blank test
2Matching test
3Multiple choice test
4True/False test
Collaborative Student Explorations
See Resources - A33.1A3E1
3.1A
What number can you add to ninety eight thousand, nine hundred ninety nine to make all of the digits the same? Explain your process. / See Resources - A33.1B3E1
3.1C
The tops of the three highest mountains in the U.S. are Mt.Elbert at 14,433 ft., Mt.Kinnley at 20,320 ft., and Whitney at 14,494 ft. How do you write these numbers in order from greatest to least using words? Explain your process.

Third Grade Mathematics Unit 1 Overview

In this brief summary, the days will fluctuate according to your students, calendar, and special events.

Unit One: Number Concepts and Problem Solving

Suggested Time Frame 24 days

Note: Place value concepts and addition and subtraction with and without regrouping will be covered over the first 12 weeks. A longer time frame will accommodate different rates at which 3rd grade students grasp these critical concepts.

  • Use place value to read, write, and describe whole numbers through 999,999 (Units 1 and 2).
  • Use place value to compare and order whole numbers through 9,999 (Units 1 and 2).
  • Locate whole numbers on a number line.
  • Determine the value of a collection of coins and bills.
  • Use addition and subtraction to solve problems. Introduce regrouping as students are ready (within Units 1 and/or 2).
  • Use fact families/inverse operations with addition and subtraction.
  • Introduce the problem solving strategies “Act It Out” and “Write a Number Sentence”.

827/2007DRAFT 3