`3rd GRADE SCOPE AND SEQUENCE PACING GUIDE SOUTHWEST ISD 2007 - 2008 st 1 9-WEEK GRADING PERIOD ­ 8/27 ­ 10/26 Once a topic has been covered, it may be retested on subsequent benchmark or interval tests. Topics that test disaggregation identified as an area of need should be retaught. Week 1 - 3 8/27 ­ 09/14 Number/Pattern 3rd Grade TEKS/TAKS 1, 2, 3, 6 3.1 The student uses place value to communicate about increasingly large whole numbers in verbal and written form, including money. 3.1A The student uses place value to read, write (in symbols and words) and describe the value of whole numbers through 999,999 3.1B The student uses place value to compare and order whole numbers through 9,999 3.3 The student adds and subtracts to solve meaningful problems involving whole numbers. 3.3B The student selects addition or subtraction and use the operation to solve problems involving whole numbers through 999Related TEKSR 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B SS 6A/B, 16A/E/F, 17A-C, 18A/B A 1A, 2A-C Mu 2A/B, 5A-C ThA 1A-D, 2A-D, 3C/D, 5A-C3.6 The student uses patterns to solve problems. Page 1 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ MasterR 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B SS 6A/B, 16A/E/F, 17A-C, 18A/B A 1A, 2A-C Mu 2A/B, 5A-C ThA 1A-D, 2A-D, 3C/D, 5A-C R 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B,Skills (I) Read, Write and Describe Numbers to 999,999 (I) Compare and Order Numbers to 999,999 (D) Odd and Even Numbers (D) Ordinal Numbers (D) Addition Strategies (D) Properties of Addition (D) Commutative Property (D) Associative Property (D) Identity Property (D) Zero Property (D) Addition of Three One-Digit Numbers (D) Subtraction Strategies (I) Ten-Frame (I) Patterns in AdditionResources No one resource provides for the learning of all TEKS, so we must create units using a variety of resources. Possible Resources Include: Growing with Math Week 1 ­ Topic 1 (Intro to GWM) Week 2 ­ Topic 2 Week 3 ­ Topic 3 Silver Burdett Ginn Chapter 1 Lesson 3, 7, 10 ­ 1A Lesson 2, 8 ­ 1B Lesson 4 ­ 5A Lesson 1, 3 ­ 6A Lesson 4-5, 8, 10 ­ 15A-B Lesson 2, 3, 7, 9, 12 ­ 15A-D Lesson 6 ­ 15D, 17B Lesson 2, 5-6, 9, 11, 12 ­ 16A-B Chapter 2 Lesson 4, 11 ­ 3B Lesson 6, 17B Mathematics Glossary for Parents and3rd Grade Pacing Guide 2007 ­ 2008Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKS3.6A The student identifies and extends whole number and geometric patterns to make predictions and solve problems11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B SS 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-Cand SubtractionTeachers http://community.learnnc.org/ dpi/math/archives/2005/06/ glossary_of_mat.php Interactive Math Dictionary http://www.amathsdictionaryforkids.com/ Interactive Math Glossary http://www.harcourtschool.com/ glossary/math2/index_temp.html NCTM ­ Navigation Series Dana Center http://www.utdanacenter.org/ mathtoolkit/instruction/ index.php A+ Math http://aplusmath.com/ Cool Math http://www.coolmath.com/home.htm Fun Brain http://www.funbrain.com/ Teach R Kids Math http://teachrkids.com/ AAA Math http://aaamath.com/ Dositey http://www.dositey.com/ Internet 4 Classrooms http://www.internet4classrooms.com/ math_elem_index.htm3.9 The student recognizes congruence and symmetry. 3.9B The student creates two-dimensional figures with lines of symmetry using concrete models and technology 3.9C The student identifies lines of symmetry in two-dimensional geometric figures. 3.14 The student applies Grade 3 mathematics to solve problems connected to everyday experiences and activities in and outside of school. 3.14A The student identifies the mathematics in everyday situations 3.14B The student solves problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonablenessR 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B SS 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-C R 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 6A, 7A SS 1A/C, 2B, 3A-C, 5A-D, 6A/B, 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-CPage 2 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ Master3rd Grade Pacing Guide 2007 ­ 2008Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKS3.14C The student selects or develops 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 3.14D The student uses tools such as real objects, manipulatives, technology to solve problems 3.15 The student communicates about Grade 3 mathematics using informal language. 3.15A The student explains and records observations using objects, words, pictures, numbers, and technology 3.15B The student relates informal language to mathematical language and symbols 3.16 The student uses logical reasoning. 3.16A The student makes generalizations from patterns or sets of examples and nonexamples 3.16B The student justifies why an answer is reasonable and explain the solution processWebccat King Math Page http://www.k111.k12.il.us/ King/math.htm World of Math http://math.com/ Apples for the Teacher http://www.apples4theteacher.com Enchanted Learning http://www.enchantedlearning.com/math/ The Wright Group ­ The Problemsolver Frog Publications ­ Drops in the Bucket Kamico Tex Teams Webccat Acces Texas Elementary Mathematics TAKS Master Scott Foresman - Investigations in Number, Data, and Space North Carolina Math http://www.learnnc.org University of Texas Resources for K-12 http://utopia.utexas.edu/ Syvum http://syvum.com/ Toon University - math games http://toonuniversity.com/math.aspR 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 6A, 7A SS 1A/C, 2B, 3A-C, 5A-D, 6A/B, 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-C R 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 6A, 7A SS 1A/C, 2B, 3A-C, 5A-D, 6A/B, 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-CPage 3 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ Master3rd Grade Pacing Guide 2007 ­ 2008Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKSWeek 4 - 7 09/17 ­ 10/12 Addition/Subtraction/Pattern 3rd Grade TEKS/TAKS 1, 2, 6 3.3 The student adds and subtracts to solve meaningful problems involving whole numbers. 3.3A The student models addition and subtraction using pictures, words and numbers 3.3B The student selects addition or subtraction and use the operation to solve problems involving whole numbers through 999 3.5 The student estimates to determine reasonable results 3.5B The student uses strategies including rounding and compatible numbers to estimate solutions to addition and subtraction problems.Related TEKSR 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B SS 6A/B, 16A/E/F, 17A-C, 18A/B A 1A, 2A-C Mu 2A/B, 5A-C ThA 1A-D, 2A-D, 3C/D, 5A-C R 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B SS 6A/B, 16A/E/F, 17A-C, 18A/B A 1A, 2A-C Mu 2A/B, 5A-C ThA 1A-D, 2A-D, 3C/D, 5A-C R 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B SS 16A/E/F, 17A-C, 18A/B A 1A, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-C3.7 The student uses lists, tables, and charts to express patterns and relationships. 3.7A The student generates a table of paired numbers based on real-life situations such as insects and legs 3.7B The student identifies and describes patterns in a table of related number pairs based on a meaningful problem and extends the table Page 4 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ MasterSkills (D) Addition Strategies (D) Properties of Addition (D) Addition of Three One-Digit Numbers (D) Commutative Property (D) Associative Property (D) Identity Property (D) Zero Property (D) Subtraction Strategies (I) Ten-Frame (I) Patterns in Addition and Subtraction (D) Fact Families (D) Value of Collection of Money ­ Coins and Bills (I) Table of Paired Numbers (D) Patterns in Paired Numbers D) Rounding to Tens and Hundreds (D) Estimation (D) CalendarResources No one resource provides for the learning of all TEKS, so we must create units using a variety of resources. Possible Resources Include: Growing with Math Week 4 ­ Topic 4 Week 5 ­ Topic 5 Week 6 ­ 7 ­ Topic 6 Silver Burdett Ginn Chapter 3 Lesson 4-5, 10-11 ­ 3A Lesson 9, 14-15 ­ 3B Lesson 3 ­ 5B Lesson 8 ­ 7A-B Lesson 3 ­ 15A-B Lesson 1-2, 8-9, 13 ­ 15A-C Lesson 5-7, 11-12, 14-15 ­ 15A-D Lesson 4, 6-8, 10, 13-15 ­ 16A-B Lesson 1-3, 9, 12 ­ 16B Lesson 1, 4-5, 10 ­ 17A Lesson 11, 14 ­ 17BMathematics Glossary for Parents and Teachers http://community.learnnc.org/ dpi/math/archives/2005/06/3rd Grade Pacing Guide 2007 ­ 2008Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKS3.14 The student applies Grade 3 mathematics to solve problems connected to everyday experiences and activities in and outside of school. 3.14A The student identifies the mathematics in everyday situations 3.14B The student solves problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness 3.14C The student selects or develops 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 3.14D The student uses tools such as real objects, manipulatives, technology to solve problems 3.15 The student communicates about Grade 3 mathematics using informal language. 3.15A The student explains and records observations using objects, words, pictures, numbers, and technology 3.15B The student relates informal language to mathematical language and symbols 3.16 The student uses logical reasoning. 3.16A The student makes generalizations from patterns or sets of examples and nonexamples Page 5 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ MasterR 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 6A, 7A SS 1A/C, 2B, 3A-C, 5A-D, 6A/B, 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-CR 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 6A, 7A SS 1A/C, 2B, 3A-C, 5A-D, 6A/B, 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-C R 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E,glossary_of_mat.php Interactive Math Dictionary http://www.amathsdictionaryforkids.com/ Interactive Math Glossary http://www.harcourtschool.com/ glossary/math2/index_temp.html NCTM ­ Navigation Series Dana Center http://www.utdanacenter.org/ mathtoolkit/instruction/ index.php A+ Math http://aplusmath.com/ Cool Math http://www.coolmath.com/home.htm Fun Brain http://www.funbrain.com/ Teach R Kids Math http://teachrkids.com/ AAA Math http://aaamath.com/ Dositey http://www.dositey.com/ Internet 4 Classrooms http://www.internet4classrooms.com/ math_elem_index.htm Webccat King Math Page http://www.k111.k12.il.us/ King/math.htm World of Math http://math.com/ Apples for the Teacher http://www.apples4theteacher.com Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKS3rd Grade Pacing Guide 2007 ­ 20083.16B The student justifies why an answer is reasonable and explain the solution process20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 6A, 7A SS 1A/C, 2B, 3A-C, 5A-D, 6A/B, 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-CEnchanted Learning http://www.enchantedlearning.com/math/ The Wright Group ­ The Problemsolver Frog Publications ­ Drops in the Bucket Kamico Tex Teams Webccat Acces Texas Elementary Mathematics TAKS Master Scott Foresman - Investigations in Number, Data, and Space North Carolina Math http://www.learnnc.org University of Texas Resources for K-12 http://utopia.utexas.edu/ Syvum http://syvum.com/ Toon University - math games http://toonuniversity.com/math.aspWeek 8 ­ 9 10/15 ­ 10/26 Multiplication/Division/Patterns (continued into 2nd 9 weeks) 3rd Grade TEKS/TAKS 1, 2, 6 Related TEKS R 1A-E, 2A, 3A-E, 4A-C, 5A-F, 3.4 The student recognizes and solves 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, problems in multiplication and division 11A, 12E/G-J situations. W 14A-D, 15A/B, 16A-H, 17A-E, 3.4A The student learns and applies 20B, 21A-G, 22A-E, 23A-I, multiplication facts through 12 by 12 using 24A/F/H, 25A/C-G S 3A-E, 4A/B concrete models and objects SS 16A/E/F, 17A-C, 18A/B 3.4B The student solves and records A 1A, 2A-C multiplication problems (up to two digits Mu 2A/B, 5A-C times one -digit). Page 6 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ MasterSkills (I) Multiplication Facts Through Tens (I) Multiplication with One Digit Multiplier (I) Division with One Digit Divisor without Remainders (I) Patterns in MultiplicationResources No one resource provides for the learning of all TEKS, so we must create units using a variety of resources. Possible Resources Include: Growing with Math Week 3 ­ Topic 11 Week 4 ­ Topic 12 Week 5 ­ Topic 13 Week 6 ­ Topic 143rd Grade Pacing Guide 2007 ­ 2008Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKS3.4C The student uses models to solve division problems and use number sentences to record the solutions 3.6 The student uses patterns to solve problems. 3.6B The student identifies patterns in multiplication facts using concrete objects, pictorial models or technology 3.6C The student identifies patterns in related multiplication and division sentences (fact families) such as 2x3=6,3x2=6, 6÷3=2, 6÷2=3ThA 1A-D, 2A-D, 3C/D, 5A-C3.7 The student uses lists, tables, and charts to express patterns and relationships. 3.7A The student generates a table of paired numbers based on real-life situations such as insects and legs 3.7B The student identifies and describes patterns in a table of related number pairs based on a meaningful problem and extends the table 3.14 The student applies Grade 3 mathematics to solve problems connected to everyday experiences and activities in and outside of school. 3.14A The student identifies the mathematics in everyday situations 3.14B The student solves problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonablenessR 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B SS 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-C R 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B SS 16A/E/F, 17A-C, 18A/B A 1A, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-C R 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 6A, 7A SS 1A/C, 2B, 3A-C, 5A-D, 6A/B, 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-C(D) Multiplication as Repeated Addition (D) Arrays (I) Multiplication Strategies (I) Order of Operations in Multiplication (I) Division as Repeated Subtraction (I) Patterns in Multiplication and Division (I) Division Strategies (D) Commutative Property (D) Associative Property (D) Identity Property (D) Zero Property (I) Table of Paired Numbers (D) Patterns in Paired Numbers (I) Fact Families (D) CalendarSilver Burdett Ginn Chapter 5 Lesson 1-3, 5 ­ 4A Lesson 2-3, 5-8, 10, 12 ­ 4B Lesson 11 ­ 6B Lesson 9-10, 12 ­ 15A-C Lesson 4-8 ­ 15A-D Lesson 4 ­ 16A, 17B Lesson 6-10 ­ 16A-B Lesson 11 ­ 16B, 17A Lesson 4 ­ 17B Chapter 6 Lesson 1 ­ 4A Lesson 3-4, 6-11 ­ 4B Lesson 2 ­ 6B Lesson 5 ­ 15A-B Lesson 11-12 ­ 15A-C Lesson 1, 3-4, 7-10 ­ 15A-D Lesson 1-2, 4-6, 8-9, 11-12 ­ 16A-B Lesson 7, 10 ­ 16B Lesson 2-3 ­ 17A Chapter 8 Lesson 9, 11 ­ 4B Lesson 1-5, 7-8, 10 ­ 4C Lesson 3-5, 7-8 ­ 6C Lesson 6, 8-11 ­ 15A-C Lesson 2, 6, 11 ­ 16A-B Lesson 10 ­ 16B Lesson 1 ­ 17A Lesson 5, 10 ­ 17B Chapter 9Page 7 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ Master3rd Grade Pacing Guide 2007 ­ 2008Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKS3.14C The student selects or develops 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 3.14D The student uses tools such as real objects, manipulatives, technology to solve problems 3.15 The student communicates about Grade 3 mathematics using informal language. 3.15A The student explains and records observations using objects, words, pictures, numbers, and technology 3.15B The student relates informal language to mathematical language and symbols 3.16 The student uses logical reasoning. 3.16A The student makes generalizations from patterns or sets of examples and nonexamples 3.16B The student justifies why an answer is reasonable and explain the solution processR 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 6A, 7A SS 1A/C, 2B, 3A-C, 5A-D, 6A/B, 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-C R 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 6A, 7A SS 1A/C, 2B, 3A-C, 5A-D, 6A/B, 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-C­ 17B Lesson 11 ­ 4B Lesson 3-4, 6, 9-10 ­ 4C Lesson 1-4, 6-7, 9 ­ 6C Lesson1, 3-6, 7-8, 11 ­15A-C Lesson 2, 5, 8-11 ­ 16A-B Lesson 2, 10 ­ 17A Chapter 12 Lesson 1-6, 13 ­ 4B Lesson 7, 11-12 ­ 4C Lesson 10 ­ 7A-B Lesson 3-4, 7-13 ­ 15A-D Lesson 2, 4, 7-10, 13 ­ 16A-B Lesson 3, 5, 9 ­ 17A Lesson 1Page 8 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ Master3rd Grade Pacing Guide 2007 ­ 2008Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKSMathematics Glossary for Parents and Teachers http://community.learnnc.org/ dpi/math/archives/2005/06/ glossary_of_mat.php Interactive Math Dictionary http://www.amathsdictionaryforkids.com/ Interactive Math Glossary http://www.harcourtschool.com/ glossary/math2/index_temp.html NCTM ­ Navigation Series Dana Center http://www.utdanacenter.org/ mathtoolkit/instruction/ index.php A+ Math http://aplusmath.com/ Cool Math http://www.coolmath.com/home.htm Fun Brain http://www.funbrain.com/ Teach R Kids Math http://teachrkids.com/ AAA Math http://aaamath.com/Page 9 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ Master3rd Grade Pacing Guide 2007 ­ 2008Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKSDositey http://www.dositey.com/ Internet 4 Classrooms http://www.internet4classrooms.com/ math_elem_index.htm Webccat King Math Page http://www.k111.k12.il.us/ King/math.htm World of Math http://math.com/ Apples for the Teacher http://www.apples4theteacher.com Enchanted Learning http://www.enchantedlearning.com/math/ The Wright Group ­ The Problemsolver Frog Publications ­ Drops in the Bucket Kamico Tex Teams Webccat Acces Texas Elementary Mathematics TAKS Master Scott Foresman - Investigations in Number, Data, and Space North Carolina Math http://www.learnnc.org University of Texas Resources for K-12 http://utopia.utexas.edu/ Syvum http://syvum.com/ Toon University - math games http://toonuniversity.com/math.asp Page 10 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ Master 3rd Grade Pacing Guide 2007 ­ 2008 Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKS2nd 9-WEEK GRADING PERIOD ­ 10/29 ­ 01/18 Once a topic has been covered, it may be retested on subsequent benchmark or interval tests. Topics that test disaggregation identified as an area of need should be retaught. Week 1 - 2 10/29 ­ 11/09 Multiplication/Division/Patterns (continued) 3rd Grade TEKS/TAKS 1, 2, 6 Related TEKS R 1A-E, 2A, 3A-E, 4A-C, 5A-F, 3.4 The student recognizes and solves 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, problems in multiplication and division 11A, 12E/G-J situations. W 14A-D, 15A/B, 16A-H, 17A-E, 3.4A The student learns and applies 20B, 21A-G, 22A-E, 23A-I, multiplication facts through 12 by 12 using 24A/F/H, 25A/C-G S 3A-E, 4A/B concrete models and objects SS 16A/E/F, 17A-C, 18A/B 3.4B The student solves and records A 1A, 2A-C multiplication problems (up to two digits Mu 2A/B, 5A-C times one -digit). ThA 1A-D, 2A-D, 3C/D, 5A-C 3.4C The student uses models to solve division problems and use number sentences to record the solutions R 1A-E, 2A, 3A-E, 4A-C, 5A-F, 3.6 The student uses patterns to solve 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, problems.3.6B The student identifies patterns in multiplication facts using concrete objects, pictorial models or technology 3.6C The student identifies patterns in related multiplication and division sentences (fact families) such as 2x3=6,3x2=6, 6÷3=2, 6÷2=311A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B SS 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-CSkills (I) Multiplication Facts Through Tens (I) Multiplication with One Digit Multiplier (I) Division with One Digit Divisor without Remainders (I) Patterns in Multiplication (D) Multiplication as Repeated Addition (D) Arrays (I) Multiplication Strategies (I) Order of Operations in Multiplication (I) Division as Repeated Subtraction (I) Patterns in Multiplication and Division (I) Division Strategies (D) Associative PropertyResources No one resource provides for the learning of all TEKS, so we must create units using a variety of resources. Possible Resources Include: Growing with Math Week 3 ­ Topic 11 Week 4 ­ Topic 12 Week 5 ­ Topic 13 Week 6 ­ Topic 14 Silver Burdett Ginn Chapter 5 Lesson 1-3, 5 ­ 4A Lesson 2-3, 5-8, 10, 12 ­ 4B Lesson 11 ­ 6B Lesson 9-10, 12 ­ 15A-C Lesson 4-8 ­ 15A-D Lesson 4 ­ 16A, 17B Lesson 6-10 ­ 16A-B Lesson 11 ­ 16B, 17A Lesson 4 ­ 17BPage 11 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ Master3rd Grade Pacing Guide 2007 ­ 2008Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKS3.7 The student uses lists, tables, and charts to express patterns and relationships. 3.7A The student generates a table of paired numbers based on real-life situations such as insects and legs 3.7B The student identifies and describes patterns in a table of related number pairs based on a meaningful problem and extends the table 3.14 The student applies Grade 3 mathematics to solve problems connected to everyday experiences and activities in and outside of school. 3.14A The student identifies the mathematics in everyday situations 3.14B The student solves problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness 3.14C The student selects or develops 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 3.14D The student uses tools such as real objects, manipulatives, technology to solve problems 3.15 The student communicates about Grade 3 mathematics using informal language. Page 12 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ MasterR 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B SS 16A/E/F, 17A-C, 18A/B A 1A, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-C(D) Commutative Property (D) Identity Property (D) Zero Property (I) Table of Paired Numbers (D) Patterns in Paired Numbers (I) Fact Families (D) CalendarChapter 6 Lesson 1 ­ 4A Lesson 3-4, 6-11 ­ 4B Lesson 2 ­ 6B Lesson 5 ­ 15A-B Lesson 11-12 ­ 15A-C Lesson 1, 3-4, 7-10 ­ 15A-D Lesson 1-2, 4-6, 8-9, 11-12 ­ 16A-B Lesson 7, 10 ­ 16B Lesson 2-3 ­ 17A Chapter 8 Lesson 9, 11 ­ 4B Lesson 1-5, 7-8, 10 ­ 4C Lesson 3-5, 7-8 ­ 6C Lesson 6, 8-11 ­ 15A-C Lesson 2, 6, 11 ­ 16A-B Lesson 10 ­ 16B Lesson 1 ­ 17A Lesson 5, 10 ­ 17B Chapter 9 Lesson 11 ­ 4B Lesson 3-4, 6, 9-10 ­ 4C Lesson 1-4, 6-7, 9 ­ 6C Lesson1, 3-6, 7-8, 11 ­15A-C Lesson 2, 5, 8-11 ­ 16A-B Lesson 2, 10 ­ 17A Chapter 12 Lesson 1-6, 13 ­ 4B Lesson 7, 11-12 ­ 4C Lesson 10 ­ 7A-B Lesson 3-4, 7-13 ­ 15A-D Lesson 2, 4, 7-10, 13 ­ 16A-BR 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 6A, 7A SS 1A/C, 2B, 3A-C, 5A-D, 6A/B, 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-CR 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J3rd Grade Pacing Guide 2007 ­ 2008Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKS3.15A The student explains and records observations using objects, words, pictures, numbers, and technology 3.15B The student relates informal language to mathematical language and symbols 3.16 The student uses logical reasoning. 3.16A The student makes generalizations from patterns or sets of examples and nonexamples 3.16B The student justifies why an answer is reasonable and explain the solution processW 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 6A, 7A SS 1A/C, 2B, 3A-C, 5A-D, 6A/B, 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-C R 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 6A, 7A SS 1A/C, 2B, 3A-C, 5A-D, 6A/B, 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-CLesson 3, 5, 9 ­ 17A Lesson 1­ 17B Mathematics Glossary for Parents and Teachers http://community.learnnc.org/ dpi/math/archives/2005/06/ glossary_of_mat.php Interactive Math Dictionary http://www.amathsdictionaryforkids.com/ Interactive Math Glossary http://www.harcourtschool.com/ glossary/math2/index_temp.html NCTM ­ Navigation SeriesDana Center http://www.utdanacenter.org/ mathtoolkit/instruction/ index.php A+ Math http://aplusmath.com/ Cool Math http://www.coolmath.com/home.htm Fun Brain http://www.funbrain.com/ Teach R Kids Math http://teachrkids.com/ AAA Math http://aaamath.com/Page 13 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ Master3rd Grade Pacing Guide 2007 ­ 2008Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKSDositey http://www.dositey.com/ Internet 4 Classrooms http://www.internet4classrooms.com/ math_elem_index.htm Webccat King Math Page http://www.k111.k12.il.us/ King/math.htm World of Math http://math.com/ Apples for the Teacher http://www.apples4theteacher.com Enchanted Learning http://www.enchantedlearning.com/math/ The Wright Group ­ The Problemsolver Frog Publications ­ Drops in the Bucket Kamico Tex Teams Webccat Acces Texas Elementary Mathematics TAKS Master Scott Foresman - Investigations in Number, Data, and Space North Carolina Math http://www.learnnc.org University of Texas Resources for K-12 http://utopia.utexas.edu/ Syvum http://syvum.com/ Toon University - math games http://toonuniversity.com/math.asp Page 14 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ Master 3rd Grade Pacing Guide 2007 ­ 2008 Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKSWeek 3 ­ 7 11/12 ­ 12/21 Number Systems/Patterns/Place Value 3rd Grade TEKS/TAKS 1, 3, 6 3.1 The student uses place value to communicate about increasingly large whole numbers in verbal and written form, including money. 3.1A The student uses place value to read, write (in symbols and words) and describe the value of whole numbers through 999,999 3.1B The student uses place value to compare and order whole numbers through 9,999 3.1C The student determines the value of a collection of coins and bills 3.4 The student recognizes and solves problems in multiplication and division situations. 3.4A The student learns and applies multiplication facts through 12 by 12 using concrete models and objects 3.4B The student solves and records multiplication problems (up to two digits times one -digit). 3.4C The student uses models to solve division problems and use number sentences to record solutions 3.5 The student estimates to determine reasonable results. 3.5A The student rounds whole numbers to nearest ten or hundred to approximate reasonable results in problem situations. Page 15 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ MasterRelated TEKSR 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B SS 6A/B, 16A/E/F, 17A-C, 18A/B A 1A, 2A-C Mu 2A/B, 5A-C ThA 1A-D, 2A-D, 3C/D, 5A-CR 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B SS 16A/E/F, 17A-C, 18A/B A 1A, 2A-C Mu 2A/B, 5A-C ThA 1A-D, 2A-D, 3C/D, 5A-CSkills (D) Read, Write and Describe Numbers to 999,999 (D) Compare and Order Numbers to 999,999 (D) Fact Families (D) Value of Collection of Money ­ Coins and Bills (D) Table of Paired Numbers (D) Patterns in Paired Numbers (I) Rounding to Tens and Hundreds (I) Estimation (D) CalendarR 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-GResources No one resource provides for the learning of all TEKS, so we must create units using a variety of resources. Possible Resources Include: Growing with Math Week 7 ­ 8 ­ Topic 15 Week 9 ­ 10 ­ Topic 16 Silver Burdett Ginn Chapter 1 Chapter 2 Chapter 5 Chapter 6 Chapter 8 Lesson 9-11 ­ 4B Lesson 1-5, 7-8, 10 ­ 4C Lesson 6, 8-11 ­ 15A-C Lesson 2, 6, 11 ­ 16A-B Lesson 10 ­ 16B Lesson 1 ­ 17A Lesson 5, 10 ­ 17B Chapter 9 Lesson 11 ­ 4B Lesson 3-4, 6, 9-10 ­ 4C Lesson 1, 3-8, 11 ­ 15A-C Lesson 2, 5, 8-11 ­ 16A-B Lesson 2, 10 ­ 17A Chapter 12 Lesson 1-6, 13 ­ 4B Lesson 7, 11-12 ­ 4C Lesson 6 ­ 5A Lesson 3-4, 7-13 ­ 15A-D3rd Grade Pacing Guide 2007 ­ 2008Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKS3.5B The student uses strategies including rounding and compatible numbers to estimate solutions to addition and subtraction problems. 3.6 The student uses patterns to solve problems. 3.6A The student identifies and extends whole-number and geometric patterns to make predictions and solve problems 3.6B The student identifies patterns in multiplication facts using concrete objects, pictorial models or technology 3.14 The student applies Grade 3 mathematics to solve problems connected to everyday experiences and activities in and outside of school. 3.14A The student identifies the mathematics in everyday situations 3.14B The student solves problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness 3.14C The student selects or develops 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 3.14D The student uses tools such as real objects, manipulatives, technology to solve problems Page 16 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ MasterS 3A-E, 4A/B SS 6A/B, 16A/E/F, 17A-C, 18A/B A 1A, 2A-C Mu 2A/B, 5A-C ThA 1A-D, 2A-D, 3C/D, 5A-C R 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B SS 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-C R 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 6A, 7A SS 1A/C, 2B, 3A-C, 5A-D, 6A/B, 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-CLesson 2, 4, 7-10, 13 ­ 16A-B Lesson 3, 5, 9 ­ 17A Lesson 1 ­ 17B Mathematics Glossary for Parents and Teachers http://community.learnnc.org/ dpi/math/archives/2005/06/ glossary_of_mat.php Interactive Math Dictionary http://www.amathsdictionaryforkids.com/ Interactive Math Glossary http://www.harcourtschool.com/ glossary/math2/index_temp.html NCTM ­ Navigation Series Dana Center http://www.utdanacenter.org/ mathtoolkit/instruction/ index.php A+ Math http://aplusmath.com/ Cool Math http://www.coolmath.com/home.htm Fun Brain http://www.funbrain.com/ Teach R Kids Math http://teachrkids.com/ AAA Math http://aaamath.com/ Dositey http://www.dositey.com/ Internet 4 Classrooms http://www.internet4classrooms.com/ math_elem_index.htm Webccat Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKS3rd Grade Pacing Guide 2007 ­ 20083.15 The student communicates about Grade 3 mathematics using informal language. 3.15A The student explains and records observations using objects, words, pictures, numbers, and technology 3.15B The student relates informal language to mathematical language and symbols 3.16 The student uses logical reasoning. 3.16A The student makes generalizations from patterns or sets of examples and nonexamples 3.16B The student justifies why an answer is reasonable and explain the solution processR 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 6A, 7A SS 1A/C, 2B, 3A-C, 5A-D, 6A/B, 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-C R 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 6A, 7A SS 1A/C, 2B, 3A-C, 5A-D, 6A/B, 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-CKing Math Page http://www.k111.k12.il.us/ King/math.htm World of Math http://math.com/ Apples for the Teacher http://www.apples4theteacher.com Enchanted Learning http://www.enchantedlearning.com/math/ The Wright Group ­ The Problemsolver Frog Publications ­ Drops in the Bucket Kamico Tex Teams Webccat Acces Texas Elementary Mathematics TAKS Master Scott Foresman - Investigations in Number, Data, and Space North Carolina Math http://www.learnnc.org University of Texas Resources for K-12 http://utopia.utexas.edu/ Syvum http://syvum.com/ Toon University - math games http://toonuniversity.com/math.aspPage 17 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ Master3rd Grade Pacing Guide 2007 ­ 2008Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKSWeek 8 ­ 9 01/07 ­ 01/18 Fractions (continued into 3rd 9 weeks) 3rd Grade TEKS/TAKS 1, 3, 6 3.2 The student uses fraction names and symbols (with denominators of 12 or less) to describe fractional parts of whole objects or sets of objects. 3.2A The student constructs concrete models of fractions 3.2B The student compares fractional parts of whole objects or sets of objects in a problem situation using concrete models 3.2C The student uses fraction names and symbols to describe fractional parts of whole objects or sets of objects 3.2D The student constructs concrete models of equivalent fractions for fractional parts of whole objects 3.10 The student recognizes that a line can be used to represent numbers and fractions and their properties and relationships. 3.10A The student locates and names points on a number line using whole numbers and fractions including halves and fourths.Related TEKSR 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B SS 16A/E/F, 17A-C, 18A/B A 1A, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-CSkills (D) Fractional Models (I) Fractions to Represent Part of a Region with Denominator of 12 or Less (I) Fractions to Represent Part of a Set with Denominator of 12 or Less (I) Equivalent Fractions (I) Mixed Numbers (D) Calendar3.14 The student applies Grade 3 mathematics to solve problems connected to everyday experiences and activities in and outside of school. 3.14A The student identifies the mathematics in everyday situations Page 18 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ MasterR 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B SS 1A/C, 2B, 3A-C, 5A-D, 16A/E/F, 17A-C, 18A/B A 1A, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-C R 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 6A, 7AResources No one resource provides for the learning of all TEKS, so we must create units using a variety of resources. Possible Resources Include: Growing with Math Week 1 ­ Topic 9 Week 2 ­ Topic 10 Silver Burdett Ginn Chapter 11 Lesson 1, 5, 10 ­ 2A Lesson 3 ­ 2B Lesson 1, 4, 9-10 ­ 2C Lesson 2 ­ 2D, 10 Lesson 6 ­ 15A-B Lesson 12-13 ­ 15A-C Lesson 1, 3-5, 7-11, 14 ­ 15A-D Lesson 6 ­ 16B, 17B Lesson 3-5, 7-12, 14 ­ 16A-B Mathematics Glossary for Parents and Teachers http://community.learnnc.org/ dpi/math/archives/2005/06/ glossary_of_mat.php Interactive Math Dictionary http://www.amathsdictionaryforkids.com/ Interactive Math Glossary http://www.harcourtschool.com/ glossary/math2/index_temp.html NCTM ­ Navigation Series Dana Center3rd Grade Pacing Guide 2007 ­ 2008Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKS3.14B The student solves problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness 3.14C The student selects or develops 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 3.14D The student uses tools such as real objects, manipulatives, technology to solve problems 3.15 The student communicates about Grade 3 mathematics using informal language. 3.15A The student explains and records observations using objects, words, pictures, numbers, and technology 3.15B The student relates informal language to mathematical language and symbols 3.16 The student uses logical reasoning. 3.16A The student makes generalizations from patterns or sets of examples and nonexamplesSS 1A/C, 2B, 3A-C, 5A-D, 6A/B, 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-Chttp://www.utdanacenter.org/ mathtoolkit/instruction/ index.php A+ Math http://aplusmath.com/ Cool Math http://www.coolmath.com/home.htm Fun Brain http://www.funbrain.com/ Teach R Kids Math http://teachrkids.com/ AAA Math http://aaamath.com/ Dositey http://www.dositey.com/ Internet 4 Classrooms http://www.internet4classrooms.com/ math_elem_index.htm Webccat King Math Page http://www.k111.k12.il.us/ King/math.htm World of Math http://math.com/ Apples for the Teacher http://www.apples4theteacher.com Enchanted LearningR 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 6A, 7A SS 1A/C, 2B, 3A-C, 5A-D, 6A/B, 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-C R 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E,Page 19 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ Master3rd Grade Pacing Guide 2007 ­ 2008Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKS3.16B The student justifies why an answer is reasonable and explain the solution process20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 6A, 7A SS 1A/C, 2B, 3A-C, 5A-D, 6A/B, 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-Chttp://www.enchantedlearning.com/math/ The Wright Group ­ The Problemsolver Frog Publications ­ Drops in the Bucket Kamico Tex Teams Webccat Acces Texas Elementary Mathematics TAKS Master Scott Foresman - Investigations in Number, Data, and Space North Carolina Math http://www.learnnc.org University of Texas Resources for K-12 http://utopia.utexas.edu/ Syvum http://syvum.com/ Toon University - math games http://toonuniversity.com/math.aspPage 20 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ Master3rd Grade Pacing Guide 2007 ­ 2008Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKS3rd 9-WEEK GRADING PERIOD ­ 01/22 ­ 03/28 Once a topic has been covered, it may be retested on subsequent benchmark or interval tests. Topics that test disaggregation identified as an area of need should be retaught. Week 1 ­ 2 01/22 ­ 01/31 Fractions (continued) 3rd Grade TEKS/TAKS 1, 3, 6 3.2 The student uses fraction names and symbols (with denominators of 12 or less) to describe fractional parts of whole objects or sets of objects. 3.2A The student constructs concrete models of fractions 3.2B The student compares fractional parts of whole objects or sets of objects in a problem situation using concrete models 3.2C The student uses fraction names and symbols to describe fractional parts of whole objects or sets of objects 3.2D The student constructs concrete models of equivalent fractions for fractional parts of whole objects 3.10 The student recognizes that a line can be used to represent numbers and fractions and their properties and relationships. 3.10A The student locates and names points on a number line using whole numbers and fractions including halves and fourths.Related TEKSR 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B SS 16A/E/F, 17A-C, 18A/B A 1A, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-CSkills (D) Fractional Models (I) Fractions to Represent Part of a Region with Denominator of 12 or Less (I) Fractions to Represent Part of a Set with Denominator of 12 or Less (I) Equivalent Fractions (I) Mixed Numbers (D) CalendarR 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B SS 1A/C, 2B, 3A-C, 5A-D, 16A/E/F, 17A-C, 18A/B A 1A, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-CResources No one resource provides for the learning of all TEKS, so we must create units using a variety of resources. Possible Resources Include: Growing with Math Week 1 ­ Topic 9 Week 2 ­ Topic 10 Silver Burdett Ginn Chapter 11 Lesson 1, 5, 10 ­ 2A Lesson 3 ­ 2B Lesson 1, 4, 9-10 ­ 2C Lesson 2 ­ 2D, 10 Lesson 6 ­ 15A-B Lesson 12-13 ­ 15A-C Lesson 1, 3-5, 7-11, 14 ­ 15A-D Lesson 6 ­ 16B, 17B Lesson 3-5, 7-12, 14 ­ 16A-B Mathematics Glossary for Parents and Teachers http://community.learnnc.org/ dpi/math/archives/2005/06/ glossary_of_mat.phpPage 21 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ Master3rd Grade Pacing Guide 2007 ­ 2008Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKS3.14 The student applies Grade 3 mathematics to solve problems connected to everyday experiences and activities in and outside of school. 3.14A The student identifies the mathematics in everyday situations 3.14B The student solves problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness 3.14C The student selects or develops 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 3.14D The student uses tools such as real objects, manipulatives, technology to solve problems 3.15 The student communicates about Grade 3 mathematics using informal language. 3.15A The student explains and records observations using objects, words, pictures, numbers, and technology 3.15B The student relates informal language to mathematical language and symbols 3.16 The student uses logical reasoning. 3.16A The student makes generalizations from patterns or sets of examples and nonexamples Page 22 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ MasterR 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 6A, 7A SS 1A/C, 2B, 3A-C, 5A-D, 6A/B, 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-CR 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 6A, 7A SS 1A/C, 2B, 3A-C, 5A-D, 6A/B, 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-C R 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E,Interactive Math Dictionary http://www.amathsdictionaryforkids.com/ Interactive Math Glossary http://www.harcourtschool.com/ glossary/math2/index_temp.html NCTM ­ Navigation Series Dana Center http://www.utdanacenter.org/ mathtoolkit/instruction/ index.php A+ Math http://aplusmath.com/ Cool Math http://www.coolmath.com/home.htm Fun Brain http://www.funbrain.com/ Teach R Kids Math http://teachrkids.com/ AAA Math http://aaamath.com/ Dositey http://www.dositey.com/ Internet 4 Classrooms http://www.internet4classrooms.com/ math_elem_index.htm Webccat King Math Page http://www.k111.k12.il.us/ King/math.htm World of Math http://math.com/ Apples for the Teacher http://www.apples4theteacher.com Enchanted Learning Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKS3rd Grade Pacing Guide 2007 ­ 20083.16B The student justifies why an answer is reasonable and explain the solution process20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 6A, 7A SS 1A/C, 2B, 3A-C, 5A-D, 6A/B, 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-Chttp://www.enchantedlearning.com/math/ The Wright Group ­ The Problemsolver Frog Publications ­ Drops in the Bucket Kamico Tex Teams Webccat Acces Texas Elementary Mathematics TAKS Master Scott Foresman - Investigations in Number, Data, and Space North Carolina Math http://www.learnnc.org University of Texas Resources for K-12 http://utopia.utexas.edu/ Syvum http://syvum.com/ Toon University - math games http://toonuniversity.com/math.aspPage 23 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ Master3rd Grade Pacing Guide 2007 ­ 2008Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKSWeek 3 ­ 7 02/04 ­ 03/07 Geometry/Measurement 3rd Grade TEKS/TAKS 3, 4, 6 3.8 The student uses formal geometric vocabulary. 3.8A The student identifies, classifies and, describes two- and three-dimensional geometric figures by their attributes. The student compares two-dimensional figures, three-dimensional figures, or both by their attributes using formal geometry vocabulary 3.9 The student recognizes congruence and symmetry 3.9A The student identifies congruent twodimensional figures. 3.9B The student creates two-dimensional figures with lines of symmetry using concrete models and technology 3.9C The student identifies lines of symmetry in two-dimensional geometric figures. 3.10 The student recognizes that a line can be used to represent numbers and fractions and their properties and relationships. 3.10A The student locates and names points on a number line using whole numbers and fractions including halves and fourths.Related TEKSR 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B SS 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-C R 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B SS 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-C R 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B SS 1A/C, 2B, 3A-C, 5A-D, 16A/E/F, 17A-C, 18A/B A 1A, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-CSkills (I) Name, Describe and Compare Shapes and Solids (D) Congruence (D) Symmetry (D) Length (I) Area (D) Perimeter (I) Volume (D) Weight/Mass (D) Capacity (D) Time Using Traditional and Digital Clocks (M) Tell Time to the Hour, Quarter Hour and Half Hour (D) Time to the Minute (I) Locate and Name Points on a Line Using Whole Numbers and Fractions (D) Estimate and Measure Length using Customary and Metric Units (D) Estimate and Measure Temperature using Customary Units (D) Estimate andResources No one resource provides for the learning of all TEKS, so we must create units using a variety of resources. Possible Resources Include: Growing With Math Week 3 ­ Topic 19 Week 4 ­ 5 ­ Topic 20 Week 6 ­ Topic 21 Week 7 ­ Topic 22 Silver Burdett Ginn Chapter 4 Lesson 15 ­ 5A-D Lesson 6, 11 ­ 11A Lesson 1-2 ­ 12A Lesson 9, 14 ­ 12B Lesson 1-3, 6, 10-11, 14-15 ­ 13 Lesson 4 ­ 15A-B Lesson 1-3, 5, 8-10, 12 ­ 15A-D Lesson 2, 5, 7, 9-10, 12-15 ­ 16A-B Lesson 1 ­ 16A-D Lesson 4 ­ 16B Lesson 11, 13 ­ 17B Chapter 10 Lesson 7 ­ 6A Lesson 1, 11 ­ 8A Lesson 3-5 ­ 9A Lesson 6 ­ 9B-CPage 24 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ Master3rd Grade Pacing Guide 2007 ­ 2008Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKS3.11 The student directly compares the attributes of length, area, weight/mass, and capacity, and uses comparative language to solve problems and answer questions. The student selects and uses standard units to describe length, area, capacity/volume, and weight/mass. 3.11A The student uses linear measurement tools to estimate and measure lengths using standard units. 3.11B The student uses standard units to find the perimeter of a shape 3.11C The student uses concrete and pictorial models of square units to determine area of two-dimensional surfaces. 3.11D The student identifies concrete models that approximate standard units of weight/mass and uses them to measure weight/mass. 3.11E The student identifies concrete models that approximate standard units for capacity and uses them to measure capacity. 3.11F The student uses concrete models that approximate cubic units to determine the volume of a given container or other three-dimensional geometric figure. 3.12 The student reads and writes time and measures temperature in degrees Fahrenheit to solve problems.R 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 6A, 7A SS 1A/C, 2B, 3A-C, 5A-D, 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 2A/B, 5A-C ThA 1A-D, 2A-D, 3C/D, 5A-CMeasure Capacity using Customary and Metric Units (D) Estimate and Measure Weight/Mass using Customary and Metric Units (I) Estimate and Measure Volume using Customary and Metric Units (D) CalendarLesson 8-10 ­ 11B, 13 Lesson 9-10 ­ 11C Lesson 2 ­ 15A-B Lesson 3-4, 7-8, 10, 12 ­ 15A-C Lesson 1-5, 7, 11-12 ­ 16A-B Lesson 1, 6, 11 ­ 17A Mathematics Glossary for Parents and Teachers http://community.learnnc.org/ dpi/math/archives/2005/06/ glossary_of_mat.php Interactive Math Dictionary http://www.amathsdictionaryforkids.com/ Interactive Math Glossary http://www.harcourtschool.com/ glossary/math2/index_temp.html NCTM ­ Navigation Series Dana Center http://www.utdanacenter.org/ mathtoolkit/instruction/ index.php A+ Math http://aplusmath.com/ Cool Math http://www.coolmath.com/home.htm Fun Brain http://www.funbrain.com/ Teach R Kids Math http://teachrkids.com/R 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-JPage 25 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ Master3rd Grade Pacing Guide 2007 ­ 2008Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKS3.12A The student uses a thermometer to measure temperature 3.12B The student tells and writes time shown on analog and digital clocks3.14 The student applies Grade 3 mathematics to solve problems connected to everyday experiences and activities in and outside of school. 3.14A The student identifies the mathematics in everyday situations 3.14B The student solves problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness 3.14C The student selects or develops 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 3.14D The student uses tools such as real objects, manipulatives, technology to solve problems 3.15 The student communicates about Grade 3 mathematics using informal language. 3.15A The student explains and records observations using objects, words, pictures, numbers, and technologyW 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 7A SS 3A-C, 16A/E/F, 17A-C, 18A/B A 1A, 2A-C Mu 2A/B, 5A-C ThA 1A-D, 2A-D, 3C/D, 5A-C R 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 6A, 7A SS 1A/C, 2B, 3A-C, 5A-D, 6A/B, 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-CAAA Math http://aaamath.com/ Dositey http://www.dositey.com/ Internet 4 Classrooms http://www.internet4classrooms.com/ math_elem_index.htm Webccat King Math Page http://www.k111.k12.il.us/ King/math.htm World of Math http://math.com/ Apples for the Teacher http://www.apples4theteacher.com Enchanted Learning http://www.enchantedlearning.com/math/ The Wright Group ­ The Problemsolver Frog Publications ­ Drops in the Bucket Kamico Tex Teams Webccat Acces Texas Elementary Mathematics TAKS Master Scott Foresman - Investigations in Number, Data, and Space North Carolina Math http://www.learnnc.org University of TexasR 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 6A, 7APage 26 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ Master3rd Grade Pacing Guide 2007 ­ 2008Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKS3.15B The student relates informal language to mathematical language and symbols 3.16 The student uses logical reasoning. 3.16A The student makes generalizations from patterns or sets of examples and nonexamples 3.16B The student justifies why an answer is reasonable and explain the solution processSS 1A/C, 2B, 3A-C, 5A-D, 6A/B, 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-C R 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 6A, 7A SS 1A/C, 2B, 3A-C, 5A-D, 6A/B, 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-CResources for K-12 http://utopia.utexas.edu/ Syvum http://syvum.com/ Toon University - math games http://toonuniversity.com/math.aspWeek 8 ­ 9 03/10 ­ 03/28 Probability/Statistics (continued into 4th 9 weeks) 3rd Grade TEKS/TAKS 5, 6 Related TEKS R 1A-E, 2A, 3A-E, 4A-C, 5A-F, 3.13 The student solves problems by 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, collecting, organizing, displaying, and 11A, 12E/G-J interpreting sets of data. W 14A-D, 15A/B, 16A-H, 17A-E, 3.13A The student collects, organizes, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G records, and displays data in pictographs S 3A-E, 4A/B and bar graphs where each picture/cell SS 1A/C, 2B, 16A/E/F, 17A-C, might represent more than one piece of 18A/B data A 1A, 2A-C 3.13B The student interprets information Mu 2A/B, 5A-C ThA 1A-D, 2A-D, 3C/D, 5A-C from pictographs and bar graphs 3.13C The student uses data to describe events as more likely than, less likely than, or equally likely as.Skills (D) Tally Charts (D) Tables (I) Pictographs with Each Picture Representing One or More Than One Piece of Data (I) Bar Graphs with Each Section Representing One or More Than One Piece of Data (I) Ordered PairsResources No one resource provides for the learning of all TEKS, so we must create units using a variety of resources. Possible Resources Include: Growing With Math Week 8 ­ Topic 23 Week 9 ­ Topic 24 Silver Burdett Ginn Chapter 7 Lesson 3-5 ­ 14A-B Lesson 8, 10 ­ 14C Lesson 2, 6-7, 10 ­ 15A-B Lesson 5 ­ 15A-CPage 27 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ Master3rd Grade Pacing Guide 2007 ­ 2008Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKS3.14 The student applies Grade 3 mathematics to solve problems connected to everyday experiences and activities in and outside of school. 3.14A The student identifies the mathematics in everyday situations 3.14B The student solves problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness 3.14C The student selects or develops 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 3.14D The student uses tools such as real objects, manipulatives, technology to solve problems 3.15 The student communicates about Grade 3 mathematics using informal language. 3.15A The student explains and records observations using objects, words, pictures, numbers, and technology 3.15B The student relates informal language to mathematical language and symbols 3.16 The student uses logical reasoning. 3.16A The student makes generalizations from patterns or sets of examples and nonexamplesR 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 6A, 7A SS 1A/C, 2B, 3A-C, 5A-D, 6A/B, 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-C(I) Points on a Coordinate Grid (D) Use Data to Describe Events as More Likely, Less Likely or (I) Equally Likely (D) Prediction of Probability of Events (M) CalendarR 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 6A, 7A SS 1A/C, 2B, 3A-C, 5A-D, 6A/B, 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-C R 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E,Lesson 1, 8-9 ­ 16A-B Lesson 2, 6-7, 10 ­ 16B Mathematics Glossary for Parents and Teachers http://community.learnnc.org/ dpi/math/archives/2005/06/ glossary_of_mat.php Interactive Math Dictionary http://www.amathsdictionaryforkids.com/ Interactive Math Glossary http://www.harcourtschool.com/ glossary/math2/index_temp.html NCTM ­ Navigation Series Dana Center http://www.utdanacenter.org/ mathtoolkit/instruction/ index.php A+ Math http://aplusmath.com/ Cool Math http://www.coolmath.com/home.htm Fun Brain http://www.funbrain.com/ Teach R Kids Math http://teachrkids.com/ AAA Math http://aaamath.com/ Dositey http://www.dositey.com/ Internet 4 Classrooms http://www.internet4classrooms.com/ math_elem_index.htm Webccat King Math PagePage 28 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ Master3rd Grade Pacing Guide 2007 ­ 2008Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKS3.16B The student justifies why an answer is reasonable and explain the solution process20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 6A, 7A SS 1A/C, 2B, 3A-C, 5A-D, 6A/B, 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-Chttp://www.k111.k12.il.us/ King/math.htm World of Math http://math.com/ Apples for the Teacher http://www.apples4theteacher.com Enchanted Learning http://www.enchantedlearning.com/math/ The Wright Group ­ The Problemsolver Frog Publications ­ Drops in the Bucket Kamico Tex Teams Webccat Acces Texas Elementary Mathematics TAKS Master Scott Foresman - Investigations in Number, Data, and Space North Carolina Math http://www.learnnc.org University of Texas Resources for K-12 http://utopia.utexas.edu/ Syvum http://syvum.com/ Toon University - math games http://toonuniversity.com/math.aspPage 29 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ Master3rd Grade Pacing Guide 2007 ­ 2008Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKS4th 9-WEEK GRADING PERIOD ­ 03/31 ­ 06/06 Once a topic has been covered, it may be retested on subsequent benchmark or interval tests. Topics that test disaggregation identified as an area of need should be retaught. Week 1 03/31 ­ 4/03 Probability/Statistics (continued) 3rd Grade TEKS/TAKS 5, 6 3.13 The student solves problems by collecting, organizing, displaying, and interpreting sets of data. 3.13A The student collects, organizes, records, and displays data in pictographs and bar graphs where each picture/cell might represent more than one piece of data 3.13B The student interprets information from pictographs and bar graphs 3.13C The student uses data to describe events as more likely than, less likely than, or equally likely as. 3.14 The student applies Grade 3 mathematics to solve problems connected to everyday experiences and activities in and outside of school. 3.14A The student identifies the mathematics in everyday situations 3.14B The student solves problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonablenessRelated TEKSR 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B SS 1A/C, 2B, 16A/E/F, 17A-C, 18A/B A 1A, 2A-C Mu 2A/B, 5A-C ThA 1A-D, 2A-D, 3C/D, 5A-CR 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 6A, 7A SS 1A/C, 2B, 3A-C, 5A-D, 6A/B, 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-CSkills (D) Tally Charts (D) Tables (I) Pictographs with Each Picture Representing One or More Than One Piece of Data (I) Bar Graphs with Each Section Representing One or More Than One Piece of Data (I) Ordered Pairs (I) Points on a Coordinate Grid (D) Use Data to Describe Events as More Likely, Less Likely or (I) Equally Likely (D) Prediction of Probability of Events (M) CalendarResources No one resource provides for the learning of all TEKS, so we must create units using a variety of resources. Possible Resources Include: Silver Burdett Ginn Chapter 7 Lesson 3-5 ­ 14A-B Lesson 8, 10 ­ 14C Lesson 2, 6-7, 10 ­ 15A-B Lesson 5 ­ 15A-C Lesson 1, 8-9 ­ 16A-B Lesson 2, 6-7, 10 ­ 16B Mathematics Glossary for Parents and Teachers http://community.learnnc.org/ dpi/math/archives/2005/06/ glossary_of_mat.php Interactive Math Dictionary http://www.amathsdictionaryforkids.com/ Interactive Math Glossary http://www.harcourtschool.com/ glossary/math2/index_temp.html NCTM ­ Navigation SeriesPage 30 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ Master3rd Grade Pacing Guide 2007 ­ 2008Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKS3.14C The student selects or develops 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 3.14D The student uses tools such as real objects, manipulatives, technology to solve problems 3.15 The student communicates about Grade 3 mathematics using informal language. 3.15A The student explains and records observations using objects, words, pictures, numbers, and technology 3.15B The student relates informal language to mathematical language and symbols 3.16 The student uses logical reasoning. 3.16A The student makes generalizations from patterns or sets of examples and nonexamples 3.16B The student justifies why an answer is reasonable and explain the solution processR 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 6A, 7A SS 1A/C, 2B, 3A-C, 5A-D, 6A/B, 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-C R 1A-E, 2A, 3A-E, 4A-C, 5A-F, 6B, 7C, 8A-D, 9A/B/D/F/K, 10B, 11A, 12E/G-J W 14A-D, 15A/B, 16A-H, 17A-E, 20B, 21A-G, 22A-E, 23A-I, 24A/F/H, 25A/C-G S 3A-E, 4A/B, 6A, 7A SS 1A/C, 2B, 3A-C, 5A-D, 6A/B, 16A/E/F, 17A-C, 18A/B A 1A/B, 2A-C Mu 1B/C, 2A/B, 3A-D, 4A/B5A-C ThA 1A-D, 2A-D, 3C/D, 5A-CDana Center http://www.utdanacenter.org/ mathtoolkit/instruction/ index.php A+ Math http://aplusmath.com/ Cool Math http://www.coolmath.com/home.htm Fun Brain http://www.funbrain.com/ Teach R Kids Math http://teachrkids.com/ AAA Math http://aaamath.com/ Dositey http://www.dositey.com/ Internet 4 Classrooms http://www.internet4classrooms.com/ math_elem_index.htm Webccat King Math Page http://www.k111.k12.il.us/ King/math.htm World of Math http://math.com/ Apples for the Teacher http://www.apples4theteacher.com Enchanted Learning http://www.enchantedlearning.com/math/Page 31 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ Master3rd Grade Pacing Guide 2007 ­ 2008Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKSThe Wright Group ­ The Problemsolver Frog Publications ­ Drops in the Bucket Kamico Tex Teams Webccat Acces Texas Elementary Mathematics TAKS Master Scott Foresman - Investigations in Number, Data, and Space North Carolina Math http://www.learnnc.org University of Texas Resources for K-12 http://utopia.utexas.edu/ Syvum http://syvum.com/ Toon University - math games http://toonuniversity.com/math.asp Week 2 - 3 Review/Reteach Week 4 TAKS Week 04/07 ­ 4/18 04/21 ­ 04/24Page 32 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ Master3rd Grade Pacing Guide 2007 ­ 2008Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKSWeek 5 ­ 10 04/28 ­ 06/06 The following objectives are not tested on the TAKS test but need to be introduced in preparation for the next grade level. 3rd Grade TEKS Notes Resources Decimals to Tenths Using Models Read and Write Tenths as Decimals Read and Write Hundredths as Decimals The student applies knowledge of odd and even numbers in various situations The student interprets the multiple uses of numbers in non-routine and real world experiences. The student applies fractions and decimals in problem situations. Chapter 11 The student investigates the relationship between operations The student is introduced to remainders in division The student uses lists, tables, charts, open sentences, and variables to express and extend patterns and relationships. The student utilizes graphic organizers (matrices, Venn diagrams, tree diagrams, pictures, number line), and written and/or verbal explanations to explain mathematical ideas, rules, algorithms and theories. The student investigates and predicts the effect of changes on shapes. The student uses ordered pairs to locate or name points on a coordinate grid (map grids). The student uses measurement procedures to solve application and nonroutine/real-world problems involving length, area, temperature, and time.Page 33 of 33 Bold items ­ Knowledge &amp; Skills (I) ­ Introduce (D) ­ Develop (M) ­ Master3rd Grade Pacing Guide 2007 ­ 2008Revised 05/24/2007 Light print ­ Student Expectations ESL TEKS are included in the Reading and Writing Related TEKS`

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