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Understanding the parts of this Curriculum

Week of Aug. 20th - Aug. 24th Calendar week Monday through Friday
Aug. 20th - Aug. 23rd Dates on which specified indicator(s)
should be taught
Indicator / CCSS
3-2.12: Analyze the magnitude of digits through 999,999 on the basis of their place value.
Identified indicator / 3.OA.1 -2. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Common Core State Standard that aligns with the identified SC State Standard
Instructional Strategies
1. Warm up: review whole numbers and place value through hundreds. Make visual models to demonstrate place value. Quadrant B
2. Use models such as base ten blocks, Unifix® cubes (cubes that snap together in rows), or grid paper to show the relationship of ones to tens, tens to hundreds, etc. Have students build the numbers using these models from written numbers. Give students manipulative models; have them build the numbers, and then write their value. (Revisit Earth day Hooray). Quadrant C
3. Write a number (10,000-999,999) on the board and underline each digit at random. Have students orally give the place value of the digits. Quadrant A
4. Stress the meaning of a digit in a given place. Write a numeral, such as 333, on the board. Ask someone to circle the 3 in the tens place, put a check over the 3 in the hundreds place and so on. Discuss which 3 has the greatest value. Quadrant B
5. Play “GO! GO! GO!” with 2 teams of 8-10 players each. Each player gets a card with a digit. Use tape on the floor to make a place value chart for each team (Th, H, T, O). The teacher calls out a number (such as 300) and the players with that digit (3) rush to arrange themselves in the correct place (hundreds) on the floor chart. The first team to fill in all the places and express the value on their place value chart scores 1 point. Play until one team wins with 10 points. You can extend this activity to hundred thousands place. Quadrant C
Essential content-as identified by the SC Support Document-that students should be taught;
Strategies and examples that can be used to teach the indicator
Resources
Daily Oral Math
Harcourt Math: Page 7
Web Sites: http://mathresources.anderson5.net , http://www.studyisland.com/ , http://vmathlive.com/ , www.math-aids.com , http://www.harcourtschool.com/activity/show_me/e304.htm , http://www.superkids.com/aweb/
S3Curriculum Link: http://scde.mrooms.org/file.php/1/S3/3rd_Grade_Math/3rd%20Grade%20-%201st%20Nine%20Weeks%207-1-10.pdf
Resources that can be used to teach the indicator
Assessment
Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st
Scheduled district and state assessment windows; Where blank, use to write in classroom assessments
Week of Aug. 20th - Aug. 24th
Aug. 20th - Aug. 24th
Indicator / CCSS
Review Weak Standards from 2011 - 2012 / Review Weak Standards from 2011 - 2012
Instructional Strategies
Resources
Assessment
Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st
Week of Aug. 27th - Aug. 31st
Aug. 27th - Aug. 31st
Indicator / CCSS
3-2.12: Analyze the magnitude of digits through 999,999 on the basis of their place value.
Instructional Strategies
1. Warm up: review whole numbers and place value through hundreds. Make visual models to demonstrate place value.
Quadrant B
2. Use models such as base ten blocks, Unifix® cubes (cubes that snap together in rows), or grid paper to show the
relationship of ones to tens, tens to hundreds, etc. Have students build the numbers using these models from written
numbers. Give students manipulative models; have them build the numbers, and then write their value. (Revisit Earth
day Hooray). Quadrant C
3. Write a number (10,000-999,999) on the board and underline each digit at random. Have students orally give the place
value of the digits. Quadrant A
4. Stress the meaning of a digit in a given place. Write a numeral, such as 333, on the board. Ask someone to circle the 3
in the tens place, put a check over the 3 in the hundreds place and so on. Discuss which 3 has the greatest value.
Quadrant B
5. Play “GO! GO! GO!” with 2 teams of 8-10 players each. Each player gets a card with a digit. Use tape on the floor to
make a place value chart for each team (Th, H, T, O). The teacher calls out a number (such as 300) and the players
with that digit (3) rush to arrange themselves in the correct place (hundreds) on the floor chart. The first team to fill in all
the places and express the value on their place value chart scores 1 point. Play until one team wins with 10 points. You
can extend this activity to hundred thousands place. Quadrant C
6. Make up riddle cards to give clues to a five or six digit number, such as 45,678. (On the riddle card you might put: The
digit in the thousands place is between 12 – 7). Have the students draw five (or six) small lines on scratch paper to
represent the place value of the number. (Ex.__ __ , ______). The first student to guess the number wins.
Quadrant C
7. Label and laminate index cards with place values up to the ten thousands place. Give the students erasable markers
and tell them to write the numbers that you supply in the correct places. The students can hold these up for you to see.
The students using small index cards cut in half can prepare most of these cards. Quadrant A
8. Use base-ten blocks to build numbers. (Example: Students choose 4 hundreds blocks, 3 tens blocks, and 5 ones blocks
and write the number 435). Quadrant B
9. Use play money to demonstrate the value of digits in larger numbers. (Ex: 17 ten dollar bills give you 170 dollars).
Students should compare this to 1 hundred and 7 tens.
10. Model expanded notation using numbers up to 999,999 with and without zeros
(Ex: 234,696 200,000+30,000+4,000+600+90+6). Quadrant A
(Ex: 30,609 30,000+600+9)
11. Allow students experiences transferring between standard notation and expanded notation. Zeros are not represented
in expanded form. Quadrant B
12. Use Super Source Lesson “Base Ten Blocks Bingo”: Students will find the value of two and three digit numbers by
playing Bingo with base ten blocks. (Search: Base Ten Blocks, K-2).
13. Use Super Source Lesson “Sum It Up”: Students will work in groups to model how to add up the value of numbers.
(Search: Base Ten Blocks, K-2).
Resources
Daily Oral Math
Harcourt math: Page 7
Web Sites: http://mathresources.anderson5.net , http://www.studyisland.com/ , http://vmathlive.com/ , www.math-aids.com , http://www.harcourtschool.com/activity/show_me/e304.htm , http://www.aaamath.com/B/nam14bx2.htm ,
http://www.studyzone.org/testprep/math4/e/ordernumbers3l.cfm , http://www.superkids.com/aweb/ , http://www.free-training-tutorial.com/place-value/collecttheships.html , www.mathworksheets4kids.com , http://softschools.com/math/ ,
www.havefunteaching.com
S3Curriculum Link: http://scde.mrooms.org/file.php/1/S3/3rd_Grade_Math/3rd%20Grade%20-%201st%20Nine%20Weeks%207-1-10.pdf
Assessment
Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st
Week of Sept. 3rd - Sept. 7th
Sept. 3rd
Indicator / CCSS
Labor Day (Holiday) / Labor Day (Holiday)
Instructional Strategies
Labor Day (Holiday)
Resources
Labor Day (Holiday)
Assessment
Labor Day (Holiday)
Sept. 4th – 7th
Indicator / CCSS
3-2.2: Represent in word form whole numbers through nine hundred ninety-nine thousand.
Instructional Strategies
1. Warm up: review the proper use of hyphens in number words (Ex. forty-two), count by tens and hundreds, and stress
importance of zero in the place value. Quadrant A
2. Make a list of 10 numbers and 10 number words (2,000 – 999,000) for students to match. Pass out equal amount of
cards with numbers and number words to each student in your class. You (or an extra student) call a student’s name.
That student comes to the front of the room and reads his/her number. The student with the matching number comes to
the front. Continue until all the students have been to the front. Quadrant C
3. Read at random some numbers between 2,000 and 999,000 and have students write the number on a sheet of scratch
paper. Then write the number on the board or overhead for immediate feedback. Extend this activity by having them
write the number words as you call out different numbers. Quadrant A
4. Write five or six different numbers (10,000 to 999,000) in order on 10 cards (Ex. 55,999; 56,000; 56,001; 56,002; 56,003
would be on one card). Pair your students and pass the cards out to each pair of students and have them take turns
reading the cards aloud. Quadrant A
5. Write six digits on the overhead, such as 7, 3, 4, 8, 0, and 1. Ask the students to open their math journals and write the
least and greatest six-digit number that can be made using these digits in standard and word form. Quadrant C
6. Read and discuss Literature Link: Earth Day Hooray by Stuart J. Murphy. Quadrant B
7. Have students make a two section foldable book. Label one standard form and one word form. Then fill in each section
using various numbers. Quadrant B
*Please ALWAYS refer to the support documents for essential contents and assessment guidelines.
Resources
Daily Oral Math
Web Sites: http://mathresources.anderson5.net , http://www.studyisland.com/ , http://vmathlive.com/ , http://www.studyzone.org/testprep/math4/e/wholenumbers3p.cfm ,
S3Curriculum Link: http://scde.mrooms.org/file.php/1/S3/3rd_Grade_Math/3rd%20Grade%20-%201st%20Nine%20Weeks%207-1-10.pdf
Other Resources: Pass Coach: pp. 12 - 17, Think Central: Standards Practice , Study Island: Test bank items
Assessment
Week of Sept. 10th - 14th
Sept. 10th - Sept. 14th
Indicator / CCSS
3-2.1: Compare whole-number quantities through 999,999 by using the terms is less than, is greater than, and is equal to and the symbols <, >, and =.
Instructional Strategies
1. Warm up: review the meaning of symbols >, <, and =. Quadrant A
2. Make ten sets of digit cards for the numbers 0-9 and put them in ten bags (most of these cards can be prepared by the
students using small index cards cut in half). Working in pairs, each student draws six cards and makes the greatest
number possible. Cards are replaced and game continues. The first one to win ten times wins the game. Quadrant C
3. Make ten sets of digit cards for the numbers 0-9 and put them in ten bags. (Can use cards from activity 2). Working in
pairs, each student draws six cards and makes the least number possible. The one with the least number earns a point.
Both students write the inequality in their math journal. The first one to win ten times wins the game. Quadrant C
4. Show students a systematic approach for comparing two numbers. If the numbers have the same number of digits,
compare the digits, one at a time, starting with the largest place 27,406 and 27,306. If the numbers are not the same
place values, be sure to line up the numbers by the ones place to compare. Example 279,365 > 28,936. Have the
students write the steps in a math journal. Quadrant A
5. Prepare 20 different cards with numbers expressed in ten thousands
(Ex. 65,890). Turn the cards over so the numbers can’t be read. Have two students stand up and draw a card. The
student with the least number puts his/her card in a discard pile and sits down. The student with the greatest number
continues to stand while another student tries to draw a larger card. Again, the one with the largest card stands.
Continue until all the cards are used. Quadrant B
6. Divide the class into pairs and have them prepare two sets of ten cards with digits of five or more. Each pair turns the
cards face down and plays a game of MATCH using the cards. If they draw the same number they must compare them
using the words “equal to”. If they draw different cards the next player must compare the cards using the words “less
than” or “greater than”. Quadrant C
7. Play “Higher/Lower” (Ex. A student guesses 60,000. Write the guess on the board. You say “No, it’s greater than
60,000.” Continue until the number has been guessed. Be sure to use the terminology: "greater than", "less than", or
"equal to"). Quadrant C
Resources
Daily Oral Math
Web Sites: http://www.studyzone.org/testprep/math4/e/ordernumbers3l.cfm (Introductory site) , www.math-aids.com ,
www.TheTeachersCorner.net , http://mathresources.anderson5.net , http://www.studyisland.com/ , http://vmathlive.com/
S3Curriculum Link: http://scde.mrooms.org/file.php/1/S3/3rd_Grade_Math/3rd%20Grade%20-%201st%20Nine%20Weeks%207-1-10.pdf
Other Resources: Pass Coach: pp. 18 - 23 , Study Island: Test bank items , Think Central: Standards Practice
Assessment
Week of Sept. 17th - Sept. 21st
Sept. 17th - Sept. 21st
Indicator / CCSS
3-2.3: Apply an algorithm to add and subtract whole numbers fluently. / 3.NBT.2. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Instructional Strategies
1. Warm up: review methods of addition and subtraction for numbers through 9,999. Quadrant A
2. Make situation cards that require addition or subtraction. Have the students decide whether they need to add or
subtract. Then have the students apply the operation that they chose to the situation. Discuss ways that students
thought of to solve the problems. (Ex: writing an equation, drawing a picture, grouping objects). Write them on the
board. Have them tell you which one was the most efficient one for solving the given situation. Quadrant D
3. Prepare 20 number cards with numbers from 100 to 999 on them. Pick two cards. Tell students a real-world situation
(use the numbers they picked in the situation) and have them either add or subtract the numbers to match the situation.
Quadrant D
4. Use the same 20 number cards with numbers from 100 to 999 on them. Pick two cards. Call on volunteers to make up
situations that use the numbers on the cards. Have the other students use laminated index cards and erasable markers
to add or subtract the problem. They can hold these up for a quick check by you. Quadrant D
5. Have students use hand signals (one finger for a minus sign or two fingers crossed to make the plus sign) to indicate
what operation they think should be used to solve a problem in a given situation. Quadrant C