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School City of Hobart |
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School City of Hobart Mathematics |
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Mathematics - IN: Grade 3 |
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Number Sentence: Select/Symbols
The learner will be able to
select suitable symbols for operations and relations in order to make a number sentence true.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Sentence |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.3.3 |
Classroom
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Properties: Multiplication/Associative
The learner will be able to
understand the associative property of multiplication.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Properties |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 3, 3.3.4 |
Classroom
|
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Properties: Multiplication/Commutative
The learner will be able to
understand the commutative property of multiplication.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Properties |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 3, 3.3.4 |
Classroom
|
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Properties: Apply/Associative
The learner will be able to
apply the associative property of multiplication.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Properties |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.3.4 |
Classroom
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Properties: Apply/Commutative
The learner will be able to
apply the commutative property of multiplication.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Properties |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.3.4 |
Classroom
|
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Inverse Operations: Multiply/Divide
The learner will be able to
comprehend the inverse relationship among multiplication and division facts.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Inverse Operations |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 3, 3.2.4 |
Classroom
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Inverse Operations: Multiply/Divide
The learner will be able to
apply the inverse relationship between multiplication and division.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Inverse Operations |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.2.4 |
Classroom
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Computation: Precision
The learner will be able to
perform precise computations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Computation |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.7 |
Classroom
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Solve Equations: Numeric Problems
The learner will be able to
obtain solutions to numeric equation problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solve Equations |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.3.2 |
Classroom
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Circle Graphs: Interpret/Answer Question
The learner will be able to
interpret data shown in a circle graph and answer questions regarding the situation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Circle Graphs |
|
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.13 |
Classroom
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Decimals: Name/Write
The learner will be able to
name and write a decimal to illustrate tenths and hundredths when given a set of objects or a picture.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Decimals |
|
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.11 |
Classroom
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Decimals: Illustrate/Fraction
The learner will be able to
illustrate a fraction using a place-value model when given a decimal for tenths.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Decimals |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.12 |
Classroom
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Decimals: Develop/Sense
The learner will be able to
develop a sense of decimals.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Decimals |
Synthesis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, 3.6 week tested: 4. |
Classroom
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Add/Subtract Fractions: Simple
The learner will be able to
perform the addition and subtraction of simple fractions with like denominators.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Add/Subtract Fractions |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.2.6 |
Classroom
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Fractions: Identify/Names
The learner will be able to
recognize correct names for numerators and denominators.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Fractions |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.9 |
Classroom
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Fractions: Use/Names
The learner will be able to
use accurate names for numerators and denominators.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Fractions |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.9 |
Classroom
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Fractions: Develop/Sense
The learner will be able to
develop a sense of fractions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Fractions |
Synthesis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, 3.6 week tested: 4. |
Classroom
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Compare Fractions: Models/Illustrations
The learner will be able to
determine which fraction is larger or smaller, given a pair of fractions, using physical models or illustrations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Compare Fractions |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.10 |
Classroom
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Equivalent Fractions: Illustrate
The learner will be able to
illustrate equivalent fractions using equal parts.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Equivalent Fractions |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.8 |
Classroom
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Problem Solving: Functional Relationship
The learner will be able to
obtain solutions to basic problems involving functional relationships among two quantities.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.3.6 |
Classroom
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Figures: Identify/Surroundings
The learner will be able to
identify geometric shapes and their properties in the surroundings and tell their location.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures: Identify |
|
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.10 |
Classroom
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Figures: Describe/Compare Attributes
The learner will be able to
describe and compare the characteristics of two- and three-dimensional geometric figures and apply that knowledge to illustrate relationships and obtain problem solutions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures |
|
Master |
IN: Academic Standards, 2000, Grade 3, Standard 4 |
Classroom
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Symmetry: Recognize/Draw/Lines
The learner will be able to
recognize or draw lines of symmetry.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Symmetry |
|
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.8 |
Classroom
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Figures: Classify/Cubes
The learner will be able to
classify cubes.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures: Classify |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.3 |
Classroom
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Figures: Classify/Spheres
The learner will be able to
classify spheres.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures: Classify |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.3 |
Classroom
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Figures: Classify/Prisms
The learner will be able to
classify prisms.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures: Classify |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.3 |
Classroom
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Figures: Classify/Cylinders
The learner will be able to
classify cylinders.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures: Classify |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.3 |
Classroom
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Figures: Classify/Cones
The learner will be able to
classify cones.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures: Classify |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.3 |
Classroom
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Figures: Classify/Pyramids
The learner will be able to
classify pyramids.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures: Classify |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.3 |
Classroom
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Figures: Classify/Objects
The learner will be able to
classify geometric objects.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures: Classify |
Analysis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, 3.8 week tested: 4. |
Classroom
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Figures: Compare/Objects
The learner will be able to
make comparisons of geometric objects.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures: Compare |
Analysis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, 3.8 week tested: 4. |
Classroom
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Figures: Draw/Objects
The learner will be able to
draw geometric objects.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures: Construct |
Synthesis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, 3.8 week tested: 4. |
Classroom
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Figures: Identify/Objects
The learner will be able to
identify geometric objects.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures: Identify |
Knowledge |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, 3.8 week tested: 4. |
Classroom
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Figures: Describe/Objects
The learner will be able to
describe geometric objects.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures: Describe |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, 3.8 week tested: 4. |
Classroom
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Solids: Cube
The learner will be able to
identify a cube.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Three-Dimensional Solids |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.3 |
Classroom
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Solids: Sphere
The learner will be able to
identify a sphere.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Three-Dimensional Solids |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.3 |
Classroom
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Solids: Identify/Prisms
The learner will be able to
identify prisms.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Three-Dimensional Solids |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.3 |
Classroom
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Solids: Cone
The learner will be able to
identify a cone.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Three-Dimensional Solids |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.3 |
Classroom
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Solids: Cylinder
The learner will be able to
identify a cylinder.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Three-Dimensional Solids |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.3 |
Classroom
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Three-Dimensional Solids: Components
The learner will be able to
recognize the solid objects that are the components required to create a more complex solid object.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Three-Dimensional Solids |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.4 |
Classroom
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Solids: Pyramid
The learner will be able to
identify a pyramid.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Three-Dimensional Solids |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.3 |
Classroom
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Solids: Sphere/Explain
The learner will be able to
explain a sphere.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Three-Dimensional Solids |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.3 |
Classroom
|
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Solids: Describe/Cylinders
The learner will be able to
describe cylinders.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Three-Dimensional Solids |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.3 |
Classroom
|
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Solids: Describe/Prisms
The learner will be able to
describe prisms.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Three-Dimensional Solids |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.3 |
Classroom
|
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Solids: Describe/Cubes
The learner will be able to
describe cubes.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Three-Dimensional Solids |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.3 |
Classroom
|
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Solids: Describe/Cones
The learner will be able to
describe cones.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Three-Dimensional Solids |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.3 |
Classroom
|
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Solids: Describe/Pyramids
The learner will be able to
describe pyramids.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Three-Dimensional Solids |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.3 |
Classroom
|
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Shapes: Describe
The learner will be able to
describe two-dimensional shapes using the terms points, lines, and line segments.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Two-Dimensional Shapes |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.6 |
Classroom
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Line Segments: Draw
The learner will be able to
draw line segments.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Lines |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.7 |
Classroom
|
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Lines: Draw
The learner will be able to
draw lines.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Lines |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.7 |
Classroom
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Angles: Recognize/Right
The learner will be able to
recognize right angles in shapes and objects.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Angles |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.2 |
Classroom
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Angles: Determine Measures
The learner will be able to
determine whether an angle has a measurement greater or less than a right angle.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Angles |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.2 |
Classroom
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Reflection: Sketch
The learner will be able to
sketch the mirror image of a figure.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Reflections |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.9 |
Classroom
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Congruence: Draw/Figures
The learner will be able to
create a drawing of a shape that is congruent to another shape.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Congruence |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.5 |
Classroom
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Spatial Sense: Develop
The learner will be able to
develop spatial sense.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Spatial Thinking |
Synthesis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, 3.9 week tested: 4. |
Classroom
|
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Quadrilaterals: Recognize/4-Sided
The learner will be able to
recognize quadrilateral as four-sided shapes.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Quadrilaterals |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.4.1 |
Classroom
|
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Relationships: Functional
The learner will be able to
choose suitable symbols, operations, and properties to illustrate, describe, simplify, and solve elementary functional relationships.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Relationships |
|
Master |
IN: Academic Standards, 2000, Grade 3, Standard 3 |
Classroom
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Relationships: Numerical
The learner will be able to
choose suitable symbols, operations, and properties to illustrate, describe, simplify, and solve elementary number relationships.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Relationships |
|
Master |
IN: Academic Standards, 2000, Grade 3, Standard 3 |
Classroom
|
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Reasoning: Develop/Abilities
The learner will be able to
develop reasoning abilities.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Reasoning |
|
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, 3.3 week tested: 4. |
Classroom
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Mathematics as Communication
The learner will be able to
state solutions clearly and logically using suitable mathematical vocabulary and notation, and support solutions with verbal and symbolic evidence.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Communication |
|
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.4 |
Classroom
|
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Communication: Comprehension
The learner will be able to
communicate comprehension of mathematics.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Communication |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, 3.2 week tested: 4. |
Classroom
|
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Modeling: Multiplication/Division
The learner will be able to
model elementary problems involving multiplication and/or division.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mathematical Modeling |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, Standard 2 |
Classroom
|
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Estimation: Standard/Nonstandard Units
The learner will be able to
make approximations and/or actual measurements through the use of standard and/or nonstandard units of measure.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Measurement: Estimation |
|
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, 3.10 week tested: 4. |
Classroom
|
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Tools: Select/Apply
The learner will be able to
select and apply suitable units and measurement tools for length, capacity, weight, temperature, time, and money.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Tools/Instruments |
|
Master |
IN: Academic Standards, 2000, Grade 3, Standard 5 |
Classroom
|
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Length: Measure/Half-Inch
The learner will be able to
determine the measure of a line segment to the nearest half-inch.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Length |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.5.1 |
Classroom
|
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Length: Addition
The learner will be able to
perform addition of lengths with or without regrouping of inches to feet or centimeters to meters.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Length |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.5.2 |
Classroom
|
|
Money: Write/Cent Symbol
The learner will be able to
use the cent symbol to write amounts up to ninety-nine cents.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Money |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.5.9 |
Classroom
|
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Money: Write/Dollar Symbol
The learner will be able to
use decimal notation and the dollar symbol to write amounts larger than one dollar.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Money |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.5.9 |
Classroom
|
|
Money: Determine Value/Coins/Bills
The learner will be able to
determine the value of a collection of coins and dollars.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Money |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.5.9 |
Classroom
|
|
Money: Purchase
The learner will be able to
determine if there is an adequate amount of money in order to make a purchase using play or real money.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Money |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.5.10 |
Classroom
|
|
Temperature: Compare/Celsius/Fahrenheit
The learner will be able to
make comparisons of temperatures in Celsius and Fahrenheit.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Temperature |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 3, 3.5.8 |
Classroom
|
|
Perimeter: Polygons
The learner will be able to
find the perimeter of polygons.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Perimeter |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.5.3 |
Classroom
|
|
Area: Estimate/Squares
The learner will be able to
estimate the area of a given surface by covering it with squares.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Area |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.5.4 |
Classroom
|
|
Area: Determine/Squares
The learner will be able to
determine the area of a given surface by covering it with squares.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Area |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.5.4 |
Classroom
|
|
Weight: Estimate/Pounds
The learner will be able to
approximate weight in pounds.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Weight |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.5.7 |
Classroom
|
|
Weight: Measure/Pounds
The learner will be able to
measure weight in pounds.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Weight |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.5.7 |
Classroom
|
|
Weight: Measure/Kilograms
The learner will be able to
measure weight in kilograms.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Weight |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.5.7 |
Classroom
|
|
Weight: Approximate/Kilograms
The learner will be able to
approximate weight in kilograms.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Weight |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.5.7 |
Classroom
|
|
Volume: Estimate/Cubes
The learner will be able to
approximate the volume of objects by counting the number of cubes necessary to fill them.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Volume |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.5.5 |
Classroom
|
|
Volume: Determine/Cubes
The learner will be able to
determine the volume of objects by counting the number of cubes necessary to fill them.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Volume |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.5.5 |
Classroom
|
|
Capacity/Estimate: Quarts/Gallons/Liters
The learner will be able to
estimate capacity using quarts, gallons, and liters.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Capacity |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.5.6 |
Classroom
|
|
Capacity: Nearest Liter/Quart
The learner will be able to
measure capacity to the nearest liter and quart.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Capacity |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.5.6 |
Classroom
|
|
Capacity: Measure/Gallon
The learner will be able to
measure capacity in gallons.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Capacity |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.5.6 |
Classroom
|
|
Conversion: Within System
The learner will be able to
perform simple conversions of units within a measurement system.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Converting |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 3, 3.5.11 |
Classroom
|
|
Place Value: Recognize/Up to 1000
The learner will be able to
recognize numbers up to 1000 in different combinations of hundreds, tens, and ones.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Place Value |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.4 |
Classroom
|
|
Place Value: Identify/Less Than 1000
The learner will be able to
identify place value in whole numbers up to 1000.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Place Value |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.2 |
Classroom
|
|
Place Value: Interpret/Less Than 1000
The learner will be able to
interpret place value in whole numbers less than 1000.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Place Value |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.2 |
Classroom
|
|
Place Value: Develop/Whole Numbers
The learner will be able to
use whole numbers to develop place value concepts.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Place Value |
Synthesis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, 3.5 week tested: 4. |
Classroom
|
|
Odd/Even: Recognize/To 1,000
The learner will be able to
recognize odd and even whole numbers to one thousand.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Odd/Even |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.7 |
Classroom
|
|
Odd/Even: Describe/To 1,000
The learner will be able to
describe the attributes of odd and even numbers up to one thousand.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Odd/Even |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.7 |
Classroom
|
|
Read Numerals: Less Than 1000
The learner will be able to
read whole numbers less than 1000.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Read Numbers |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.1 |
Classroom
|
|
Write Numbers: Less Than 1000
The learner will be able to
write whole numbers less than 1000.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Write Numbers |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.1 |
Classroom
|
|
Number Forms: Comprehend/Relationships
The learner will be able to
comprehend the relationship among whole numbers, basic fractions, and decimals.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Forms: Relationships |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 3, Standard 1 |
Classroom
|
|
Estimate/Problems: Add/Subtract/Whole
The learner will be able to
understand and apply strategies for estimating the results of addition and subtraction problems with whole numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Estimate/Problems |
|
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.6 |
Classroom
|
|
Quantity: Represent Relationships
The learner will be able to
illustrate the relationships of quantities presented in the forms of numeric equations or expressions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Quantity |
|
Master |
IN: Academic Standards, 2000, Grade 3, 3.3.1 |
Classroom
|
|
Rounding: Less Than 1,000
The learner will be able to
take any whole number that is less than 1000 and round it off to the nearest 100 and to the nearest 10.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Rounding |
|
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.6 |
Classroom
|
|
Estimate/Problems: Reasonableness
The learner will be able to
estimate to decide whether the solution to an addition or subtraction problem is reasonable.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Estimate/Problems |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 3, 3.2.7 |
Classroom
|
|
Pattern: Explain/Multiplication
The learner will be able to
explain number patterns using multiplication.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Patterns: Number |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 3, 3.3.5 |
Classroom
|
|
Pattern: Continue/Multiplication
The learner will be able to
continue number patterns using multiplication.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Patterns: Number |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 3, 3.3.5 |
Classroom
|
|
Pattern: Construct/Multiplication
The learner will be able to
construct number patterns using multiplication.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Patterns: Number |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 3, 3.3.5 |
Classroom
|
|
Counting: Up to 1000
The learner will be able to
count whole numbers up to 1000.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Counting |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.1 |
Classroom
|
|
Number Lines: Plot/Numbers to 10
The learner will be able to
plot whole numbers less than or equal to 10 on a number line.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Lines |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 3, 3.3.7 |
Classroom
|
|
Number Lines: Label/Numbers to 10
The learner will be able to
label whole numbers less than or equal to 10 on a number line.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Lines |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 3, 3.3.7 |
Classroom
|
|
Mental Math: Add/Subtract to 100
The learner will be able to
add or subtract with numbers less than 100 using mental math.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mental Math |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.2.8 |
Classroom
|
|
Experiments: Analyzing
The learner will be able to
apply data analysis and probability to study given scenarios and outcomes of experiments.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Experiments |
|
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, 3.11 week tested: 4. |
Classroom
|
|
Impossible/Certain Events: Identify
The learner will be able to
determine common events to be impossible, likely, unlikely, or certain.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Impossible/Certain Events |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.14 |
Classroom
|
|
Outcomes: Record/Simple Experiment
The learner will be able to
list the possible outcomes for a simple probability experiment.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Outcomes/Predicting |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.15 |
Classroom
|
|
Solution: Determine/Communicate
The learner will be able to
determine and communicate answers to problems using strategies, skills, and ideas.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
|
Master |
IN: Academic Standards, 2000, Grade 3, Standard 6 |
Classroom
|
|
Strategies: Solve/Similar
The learner will be able to
express the strategy for determining the solution to a problem and illustrate a conceptual understanding of the strategy by obtaining solutions to similar problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
|
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.9 |
Classroom
|
|
Strategies: Decisions/Communicate
The learner will be able to
make decisions with regard to how to approach problems and explain the ideas.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
|
Master |
IN: Academic Standards, 2000, Grade 3, Standard 6 |
Classroom
|
|
Strategies: Break Up Problem
The learner will be able to
figure out when and how to break up a problem into less difficult components.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
|
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.2 |
Classroom
|
|
Analyzing Problems: Relationships
The learner will be able to
analyze problems by recognizing relationships, differentiating between relevant and irrelevant information, sequencing and prioritizing information, and observing patterns.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Analyzing Problems |
|
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.1 |
Classroom
|
|
Problem: Generalizations
The learner will be able to
progress past a given problem through generalizations to other situations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problems |
|
Master |
IN: Academic Standards, 2000, Grade 3, Standard 6 |
Classroom
|
|
Evaluating Solutions: Completeness
The learner will be able to
determine when an answer is complete.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Evaluating Solutions |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, Standard 6 |
Classroom
|
|
Solutions: Exact or Approximate
The learner will be able to
identify the advantages of exact and approximate answers to problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.5 |
Classroom
|
|
Solutions: Degree of Accuracy
The learner will be able to
present solutions to a specified degree of accuracy.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.5 |
Classroom
|
|
Solutions: Validity in Context
The learner will be able to
verify the validity of solutions based on the context of the problem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.7 |
Classroom
|
|
Solution: Reasonableness
The learner will be able to
determine the reasonableness of results.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 3, Standard 6 |
Classroom
|
|
Solutions: Evaluate Reasonableness
The learner will be able to
evaluate the reasonableness of a given solution within the context of the original problem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.8 |
Classroom
|
|
Strategies: Apply
The learner will be able to
apply strategies and/or results obtained from simpler problems to those that are more complex.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.6.3 |
Classroom
|
|
Problem Solving: Develop/Skills
The learner will be able to
develop problem solving skills.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
Synthesis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, 3.1 week tested: 4. |
Classroom
|
|
Add/Subtract Whole Number: Properties
The learner will be able to
add and subtract whole numbers less than 1000 with or without regrouping using appropriate properties of the number system.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Add/Subtract Whole Numbers |
|
Master |
IN: Academic Standards, 2000, Grade 3, 3.2.1 |
Classroom
|
|
Addition/Subtraction: Problem Solve
The learner will be able to
compute to obtain solutions to whole number problems containing addition and subtraction.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Add/Subtract Whole Numbers |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, Standard 2 |
Classroom
|
|
Multiplication: Facts/2, 5, and 10
The learner will be able to
illustrate proficiency with multiplication facts for 2, 5, and 10.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Multiply Whole Numbers |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.2.5 |
Classroom
|
|
Multiplication: Repeated Addition
The learner will be able to
illustrate the idea of multiplication as repeated addition.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Multiply Whole Numbers |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.2.2 |
Classroom
|
|
Division: Illustrate/Equal Groups
The learner will be able to
illustrate the idea of division as the forming of equal groups.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Divide Whole Numbers |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.2.3 |
Classroom
|
|
Division: Illustrate/Sharing Equally
The learner will be able to
illustrate the idea of division as sharing equally.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Divide Whole Numbers |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.2.3 |
Classroom
|
|
Division: Repeated Subtraction
The learner will be able to
illustrate the idea of division as repeated subtraction.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Divide Whole Numbers |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.2.3 |
Classroom
|
|
Multiplication/Division: Solve
The learner will be able to
obtain solutions to simple problems that contain multiplication and division.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Multiply/Divide Whole Numbers |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, Standard 2 |
Classroom
|
|
Compare Numbers: Less Than 1000
The learner will be able to
compare whole numbers up to 1000.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Compare/Order |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.5 |
Classroom
|
|
Ordering: Up to 1000
The learner will be able to
order whole numbers of at most 1000.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Compare/Order |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.5 |
Classroom
|
|
Number Sense: Relationships
The learner will be able to
comprehend the relationship that is present among numbers, quantities, and/or place value in whole numbers of at most 1000.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Sense |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 3, Standard 1 |
Classroom
|
|
Number Sense: Representations
The learner will be able to
apply written words, models, and/or expanded notation to illustrate number values of at most 1000.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Sense |
Application |
Master |
IN: Academic Standards, 2000, Grade 3, 3.1.3 |
Classroom
|
|
Whole Numbers: Develop
The learner will be able to
develop whole number sense.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Whole Numbers |
Synthesis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, 3.4 week tested: 4. |
Classroom
|
|
Whole Numbers: Develop/Estimation
The learner will be able to
develop estimation abilities for whole numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Whole Numbers |
Synthesis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, 3.7 week tested: 4. |
Classroom
|
|
Whole Numbers: Develop/Computation
The learner will be able to
develop computation abilities for whole numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Whole Numbers |
Synthesis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 3, 3.7 week tested: 4. |
Classroom
|
|
|
