3.3B Addition and Subtraction

3.3  the student adds and subtracts to solve meaningful problems involving whole numbers
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2.3C  select addition and subtraction to solve problems using two-digit numbers, whether or not regrouping is necessary	3.3B  select addition or subtraction and use the operation to solve problems involving whole numbers through 999 (problem solving incorporating all process standards)	4.3A  use addition and subtraction to solve problems involving whole numbers
Select addition and use operation to solve problems involving whole numbers through 999 Select subtraction use operation to solve problems involving whole numbers through 999

Activities:

• Sketch base 10 blocks beside the number to show the process of regrouping
• Show that the value of a number does not change when the tens and ones change during regrouping
• Using money helps students to see how to regroup with a "0"
• Use sales ads for "Holiday Shopping"
• Work on choosing the correct operation within word problems
• While reading a word problem, students can sketch the action
• Estimate the answer before beginning
• Sorting a word problem by the operation

Anchor Stations:

3.1B Place Value (compare and order) through 9,999

3.1 Number, operation, and quantitative reasoning.  The student uses place value to communicate about increasingly large whole numbers in verbal and written for, including money
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2.1C Use place value to compare and order whole numbers to 999 and record the comparisons using numbers and symbols (< =>)	3.1B use place value to compare and order whole numbers through 9,999	4.1A Use place value to read, write, compare, and order whole numbers through 999,999,999. 4.1B Use place value to read, write, compare, and order decimals involving tenths and hundredths, including money, using concrete objects and pictorial models.
use place value to compare numbers through 9,999 use place value to order numbers through 9,999 Use:  to employ for some purpose; put into service; make use of Compare: to examine (two or more objects, ideas, etc.)in order to note similarities and differences to consider or describe as similar, equal, or analogous; liken order: to arrange (the elements of a set) so that if one element precedes another, it cannot be preceded by the ogher or by elements that the other precedes

Activities:

•  Use place value pockets and digits with daily practice for comparing and ordering numbers (ie. "everyone create a 4 digit number in your pv pocket, now work at your table to get in order from least to greates or greatest to least")
• Provide hands on experience with place value blocks and place value pockets for manipulation of larger numbers
• Kim Sutton:  Dynamic Dice
• Number Roads--pg 132-135
• Sorting Numbers--pg139
• Kim Sutton:  Place Value with Pizzazz
• Place Value Pockets--pg 16-20
• Digit Cards--page 24
• Building Number Face Off--pg 64
• Place Value Bingo--page 88
• Building Numbers--page 54
• Making Numbers From Digits--pg 68
• Concentration--pg 92
• Place Value Clues--pg 108
• Activities from Debbie
• Bag it 6 Ways
• Order Up

Anchor Activities:

Kim Sutton:  Dynamic Dice

• Number Roads--pg 132-135
• Sorting Numbers--pg139

Kim Sutton:  Place Value with Pizzazz

• Place Value Pockets--pg 16-20
• Digit Cards--page 24
• Building Number Face Off--pg 64
• Place Value Bingo--page 88
• Building Numbers--page 54
• Making Numbers From Digits--pg 68
• Concentration--pg 92
• Place Value Clues--pg 108

Possible Assessment Questions:

3.1A Place value (read, write, describe) though 9,999 at this time

3.1 Number, operation, and quantitative reasoning.  The studen uses place value to communicate about increasingly large whole numbers in verbal and written form, including money.
2	3	4
2.1B Use place value to read, write, and describe the value of whole numbers to 999.	3.1A use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999; (up to 9,999 at his time)	4.1A Use place value to read, write, compare, and order whole numbers through 999,999,999. 4.1B Use place value to read, write, compare, and order decimals involving tenths and hundredths, including money, using concrete objects and pictorial models.
Use place value to read (in symbols) the value of whole numbers through 999,999; (up to 9,999 at this time) Use place value to read (in words) the value of whole numbers through 999,999; (up to 9,999 at this time) Use place value to write (in symbols) the value of whole numbers through 999,999; (up to 9,999 at this time) Use place value to write (in words) the value of whole numbers through 999,999; (up to 9,999 at this time) Use place value to describe the value of whole numbers through 999,999; (up to 9,999 at this time) Use:  to employ for some purpose; put into service; make use of Read: interpret something that is written or printed to look at carefuly so as to understand the meaning of (something written, printed, etc.) Write: to express or communicate in writing; give a written account of           to execute or produce by setting down words, figures, etc. Describe: to give an account of in words; to tell in words what  something or someone is like

Activities:

• Use manipulatives, especially base ten blocks, to build numbers to 9,999.
• Count groups of 1,000 such as beans and rice, tor realize the size of 1,000 objects
• Match numbers using pictures, words, numbers, and expanded form
• Modify a given number by only changing a place value by one digit (What is one more/less than, ten more/less than, one hundred more/less than, one thousand more/less than?)

Kim Sutton:  Dynamic Dice

• Number Roads--pg 132-135
• Sorting Numbers--pg139

Kim Sutton:  Place Value with Pizzazz

• Place Value Pockets--pg 16-20
• Digit Cards--page 24
• Building Number Face Off--pg 64
• Place Value Bingo--page 88
• Building Numbers--page 54
• Making Numbers From Digits--pg 68
• Concentration--pg 92
• Place Value Clues--pg 108

Anchor Activities:

Kim Sutton:  Dynamic Dice

• Number Roads--pg 132-135
• Sorting Numbers--pg139

Kim Sutton:  Place Value with Pizzazz

• Place Value Pockets--pg 16-20
• Digit Cards--page 24
• Building Number Face Off--pg 64
• Place Value Bingo--page 88
• Building Numbers--page 54
• Making Numbers From Digits--pg 68
• Concentration--pg 92
• Place Value Clues--pg 108

Possible Assessment Questions:

3.8 Geometry - two-and three dimensional figures

3.8 The student uses formal geometric vocabulary. The student is expected to identify, classify, and describe 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.
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2.7 The student uses attributes to identify two-dimensional geometric figures. The student compares and contrasts two and three-dimensional geometric figures, or both. 2.7A describe attributes (the number of vertices, faces, edges, sides) of two-and three-dimensional geometric figures, such as circles, polygons, spheres, cones, cylinders, prisms, and pyramids, etc. 2.7B use attributes to describe how two dimensional or three dimensional goemetric figures are alike or different	3.8 The student uses formal geometric vocabulary. The student is expected to identify, classify, and describe 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.	4.8 The student identifies and describes attributes of geometric figures using formal geometric language 4.8A identify and describe right, acute, and obtuse angles 4.8B identify and describe parallel and intersecting (including perpendicular) lines using concrete objects and pictorial models 4.8C use essential attributes to define two-and-three dimensional geometric figures.
Use formal geometric vocabulary identify two dimensional geometric figures by their attributes classify two dimensional geometric figures by their attributes describe two dimensional geometric figures by their attributes identify three dimensional geometric figures by their attributes classify three dimensional geometric figures by their attributes describe three dimensional geometric figures by their attributes compare two dimensional figures by their attributes using formal geometric vocabulary compare three dimensional figures by their attributes using formal geometric vocabulary Use:  to employ for some purpose; put into service; make use of identify: to recognize or establish as being a particular person or thing; verify the identity of classify: to arrange or organize according to class or category describe: to give an account of in words; to tell in words what something or someone is like compare: to examine (two or more objects, ideas, etx.) in order to note similarities and differences to consider or describe as similar, equal, or analogous,

Activities: 

• use Venn diagrams or thinking maps to compare and contrast 2-and 3- dimensional shapes
• create an organized chart to record the attributes of 2-and- dimensional shapes
• Find pictures or real life objects to represent various 2-and 3- dimensional shapes
• examples and non-examples using geoboards
• united streaming
• Make a poster of the attributes of 2 and 3 dimensional shapes
• Sorting mats to sort 2 and 3 dimensional shapes by attribute
• magazine or internet scavenger hunt for 2 and 3 dimensional shapes
• share drive--songs from Ron Brown about quadrilaterals
• students and teacher brings real-life objects and use sticky dots and electrical tape to label the edges and vertices
• students create a "geo-pet" or "geo-structure" from real-life objects

Anchor Activities:

• Kamico matching game--students match the description of a geometric figure with the concrete model of the figure
• Students sort 3D figures by attributes.  Some students sorted by number of vertices, others sorted by number of edges, and others sorted by the shape of the face.

•  Using the computer, students find 3-D figures on the internet, label, and write attributes about the figure.

Possible Assessment Questions:

3.11b

3.11  Measurement. 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.
2	3	4
2.9a  Identify concrete models that approximate standard units of length	3.11b  use standard units to find the perimeter of a shape	4.1a  Estimate and use measurement tools to determine length (including perimeter), area, capacity, and weight/mass using standard units metric and customary
Use standard units to find the perimeter of a shape Use:  to employ for some purpose; put into service; make use of Find:  to locate, attain, or obtain by search or effort; to discover or ascertain through observation, experience, or study

Activities:

• Model with color tiles or grid paper creating a shape, discussing the standard unit of measure
• Draw a line around the perimeter of the shape, labeling each side then totaling the perimeter
• Use color tiles to create figures that represent a given perimeter. 
• Use poster graph paper to create models that represent a perimeter that is discerned by rolling a dice, drawing a card (Eliminate the 1 and 2), or spinning a spinner

• Measure various polygons using inches and centimeters
• Record each side of the shape to find the total perimeter
• Compare and order the total perimeters of the polygons
• Categorize polygons according to the total perimeter withing a range--graph the perimeter of ranges
• Given a polygon with missing information, find the missing info to find the total perimeter

Anchor Activities:

• Use geoboards to create a shape and find the perimeter
• Create polygons using the color tiles or on graph paper and find the perimeter

Possible Test Questions:

3.10

3.10  Geometry and spatial reasoning. The student recognizes that a line can be used to represent numbers and fractions and their properties and relationships. The student is expected to locate and name points on a number line using whole numbers and fractions, including halves and fourths. (REVISITED DURING FRACTIONS)
2	3	4
2.11a Construct picture graphs and bar‐type graphs.	3.10Geometry and spatial reasoning. The student recognizes that a line can be used to represent numbers and fractions and their properties and relationships. The student is expected to locate and name points on a number line using whole numbers and fractions, including halves and fourths. (REVISITED DURING FRACTIONS)	4.13a Use concrete objects or pictures to make generalizations about determining all possible combinations of a given set of data or of objects in a problem situation.

Activities:

• Show that a ruler, thermometer, tape measure, yard stick, meter stick, clock, calendar, analog scale, round thermometer is a number line. And the distance between the two numbers is one unit of measure
• Refer to the ruler as a number line and use the two terms interchangably
• Use broken rulers to measure objects and emphasize that the distance between the two numbers is one unit of measure. Don't necessarily look at the numbers on the ruler
• Moodle Activity: Line it Up  (modify to use the numbers 20-100)

Anchor Activities:

• Students will measure items

Possible Test Question:

3.13a

3.13 Probability and Statistics.  The student solves problems by collecting, organizing, displaying, and interpreting sets of data
2	3	4
2.11a Construct picture graphs and bar‐type graphs.	3.13a  collect, organize, record, and display data in pictographs and bar graphs where each picture or cell might represent more than one piece of data;  only bar graphs at this time	4.13a Use concrete objects or pictures to make generalizations about determining all possible combinations of a given set of data or of objects in a problem situation.
Collect data in bar graphs where one cell might represent more than one piece of data Organize data in bar graphs where one cell might represent more than one piece of data Record data in bar graphs where one cell might represent more than one piece of data Display data in bar graphs where one cell might represent more than one piece of data Collect:  to bring together in a group or mass; gather Organize:  to arrange in a coherent form; systematize; to arrange in a desired pattern or structure Record:  to set down in writing or the like, as for the purpose of preserving evidence Display:  show or bring th the attention of another or others; to spread something out so that it may be most completely and favorably seen

Activities:
Collect data in a tally chart--pattern blocks, buttons, outdoor items, color tiles, letter tiles, m&m's

• Sort and organize items, create a tally chart or data table of the items
• Use data to create a bar graph based on the data collected
• Begin introducing range as a way of categorizing
• Use science and math vocabulary in Word Storm Game to sort words based on number of letters

Anchor Activities:

• create a tally chart or table when given an assortment of items and create a graph based on the data

Possible Test Questions: