Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math 3
Unit: 1 Measurement - Time
Essential Content/
Essential Questions
1. Tell time on an analog clock to
the minute.
Time Line:
BIG Ideas:
Telling time will enable students to function in society
Performance Objectives
Determine time on an analog
clock to the nearest minute.
Assessment
FORMAL ASSESSMENT via
WRITTEN TESTS:
Students will use a picture of an
analog clock and write the correct
time (to the nearest minute)
underneath
Teacher Resources
Standards
Manipulative clocks
CCC
Textbook
Calendar Math
Worksheets
2.1.3.A
2.3.3.D
M3.B.1.1.1
.
Manipulative clocks
CCC
Textbook
Calendar Math
Worksheets
2.1.3.C
M3.B.1.1.1
Use time flashcards for
practice
2.1.3.C
M3.B.1.1.1
PERFORMANCE ASSESSMENT via
TEACHER OBSERVATIONS:
Students will look at large
manipulative analog clock and say the
accurate time to the nearest minute.
2. Transfer digital time to analog
time
3. Transfer analog time to digital
time.
Draw hands on an analog clock to
match a given digital time
Write a digital time to match a
given analog time
FORMAL ASSESSMENT via
WRITTEN TESTS:
Students will refer to a picture of a
digital clock and draw the hands on an
analog clock to accurately represent
the given time.
PERFORMANCE ASSESSMENT via
TEACHER OBSERVATIONS:
Students will make an individual
manipulative analog clock's hands
match a given digital time.
FORMAL ASSESSMENT via
WRITTEN TESTS:
Students will refer to a picture of an
analog clock and write the time that it
shows in digital form.
PERFORMANCE ASSESSMENT via
TEACHER OBSERVATIONS:
Students will use a given time on an
analog clock and say the digital time
out loud.
Manipulative clocks
CCC
Textbook
Calendar Math
Worksheets
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math 3
Unit: 1 Measurement - Time
Essential Content/
Essential Questions
4. Identify whether a given activity
would take place in AM or PM
5. Determine and compare
elapsed time.
Time Line:
BIG Ideas:
Telling time will enable students to function in society
Performance Objectives
Classify different activities as AM
or PM activities.
Calculate elapsed time, given a
start time and a finish time.
Given a time, determine what
time it will be in 15 minutes, or 20
minutes, etc.
Assessment
FORMAL ASSESSMENT via
WRITTEN TESTS:
Looking at situational pictures,
students will label AM or PM under
each according to the time of day in
which it would take place.
PERFORMANCE ASSESSMENT via
TEACHER OBSERVATIONS:
Orally, the teacher will say a certain
activity and the students will holdup an
AM or PM card to represent when the
activity would take place.
FORMAL ASSESSMENT via
WRITTEN TESTS:
Given a picture of an analog clock,
students will accurately draw where
the hands would be after a given
elapsed time has passed (in a second
clock underneath the first).
PERFORMANCE ASSESSMENT via
TEACHER OBSERVATIONS:
Using individual manipulative analog
clocks, all students will position hands
to the accurate start time (designated
by the teacher) and after listening to
teacher instruction, will determine
what the time would be after a given
amount of time has elapsed. (Ex.
5:00-what time will it be in 20
minutes?)
Teacher Resources
Use daily schedule to help
distinguish between AM and
PM
Standards
2.3.3.E
2.3.3.A
M3.B.1.1.3
Textbook
Practice sheets
Picture cards/situational
flashcards
CCC
Textbook
Calendar Math
Worksheets
Manipulatives
Use manipulative clocks to
move hands to find elapsed
time
2.3.3.C
2.11.3.B
M3.B.1.1.2
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math 3
Unit: 2 Measurement -
Money
Time Line:
BIG Ideas:
Telling time will enable students to function in society
Essential Content/
Essential Questions
1. Identify penny, nickel, dime,
quarter, half dollar, and all
paper notes (both sides of
coins should be identifiable.)
Performance Objectives
Assessment
Students will label value of all
coins given pictures of each
(penny, dime, nickel, quarter, half
dollar). Students should
recognize both sides of each coin.
FORMAL ASSESSMENT via
WRITTEN TESTS:
Upon looking at a picture of coins
and paper bills, student will label
each picture with its proper name.
PERFORMANCE ASSESSMENT
via TEACHER OBSERVATIONS:
After showing various coins and
paper bills, students will verbally
identify the money by saying its
name.
2. Be able to state the value of
a penny, nickel, dime, quarter,
and half dollar.
Students will match coins with
their values
FORMAL ASSESSMENT via
WRITTEN TESTS:
Given a picture of a coin, (penny,
nickel, dime, quarter, half dollar)
students will write the value of
each using a cent sign.
PERFORMANCE ASSESSMENT
via TEACHER OBSERVATIONS:
Orally, students will be able to tell
the value of a penny, nickel, dime,
quarter, and half dollar.
Teacher Resources
Practice counting with play
money
CCC
Textbook
Worksheets
Calendar Math
CCC
Textbook
Worksheets
Calendar Math
Play "Don't Break The Bank"
(money game using a given
wallet amount using subtraction
after various items are
purchased with chance
determining whether they will
have enough $ to buy the item.)
Standards
2.1.3.A
2.1.3.B
2.1.3.G
M3.A.1
2.1.3.B
2.11.3.A
M3.A.1
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math 3
Unit: 2 Measurement -
Money
Time Line:
BIG Ideas:
Telling time will enable students to function in society
Essential Content/
Essential Questions
3. Calculate amount of money
given different combinations
of coins and paper money
Performance Objectives
Students will determine value of
different combinations of money
both orally and written.
Assessment
FORMAL ASSESSMENT via
WRITTEN TESTS:
Given pictures of various
combinations of money, students
will calculate the total value and
write the total next to each
collection of money.
PERFORMANCE ASSESSMENT
via TEACHER OBSERVATIONS:
Using chalkboard illustrations,
manipulatives or even a felt
board, students will calculate total
amount of money the teacher
places on one of the above
mediums and verbally express
this amount
4. Create amounts of money
using the smallest # of coins
possible.
Practice making amounts of
money using the smallest number
of coins possible.
FORMAL ASSESSMENT via
WRITTEN TESTS:
Given a certain amount of money,
students will write or draw the
coins needed to make this
amount using the smallest
number of coins possible.
PERFORMANCE ASSESSMENT
via TEACHER OBSERVATIONS:
Using manipulative money,
students will group coins to make
a given amount using the smallest
number of coins possible.
Teacher Resources
Use money stamps to give
students practice counting
various combinations of coins.
Practice counting with play
money.
Standards
2.1.3.C
2.1.3.E
2.1.3.G
M3.A.1.3.1
Worksheets
Calendar Math
CCC
Textbook
Worksheets
Calendar Math
Worksheets
Calendar Math
CCC
Textbook
Worksheets
Calendar Math
2.1.3.C
2.1.3.E
M3.A.1.3.2
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math 3
Unit: 2 Measurement -
Money
Time Line:
BIG Ideas:
Telling time will enable students to function in society
Essential Content/
Essential Questions
5. Calculate changedetermine how much should
be given and what coins you'd
use to make that amount.
Performance Objectives
Calculate change when paying
with a larger amount of money
than the cost requires.
Assessment
Teacher Resources
FORMAL ASSESSMENT via
WRITTEN TESTS:
Solve money word problems
accurately determining change
and the coins that would be used
to create this amount.
Students will practice using
Everyday Counts with the
classroom calendar program,
as well as using CCC daily.
PERFORMANCE ASSESSMENT
via TEACHER OBSERVATIONS:
Individually, the student will use
manipulative money to make
change when the teacher pays a
make believe bill with money over
the needed amount, using the
smallest number of coins
possible.
Play store, buying various items
with price tags to practice giving
change
Money Bingo
Standards
2.1.3.E
M3.A.1.3.3
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math /3
Unit: 3 Measurement – Linear (Metric & Customary)
Time Line:
BIG Ideas:
Learning probability and prediction concepts will enable students to anticipate outcomes.
Essential Content/
Essential Questions
1. Students will demonstrate
proper usage of rulers to
measure objects to the nearest
centimeter and the nearest inch
Performance Objectives
1. Students will use a ruler to
measure given objects to the
nearest cm or the nearest inch
Assessment
FORMAL ASSESSMENT via
WRITTEN TESTS:
Students will use rulers to measure
given pictures on paper. They will be
required to measure to the nearest
centimeter and the nearest inch.
PERFORMANCE ASSESSMENT via
TEACHER OBSERVATION:
Students will manipulate rulers to
measure various objects to the
nearest inch or centimeter and then
verbally report their findings
2. Students will conclude which
unit is appropriate to measure
various objects (cm, dm, m, km,
in, ft, yd, mi)
2. Students will determine the
best unit to measure various
distances (for instance: hallway,
length of pencil, length of
sneaker, etc.)
FORMAL ASSESSMENT via
WRITTEN TESTS:
Students will choose the most
appropriate unit of measure to
measure the length of given objects
and will write this unit of measure and
will also explain why they selected
this unit of measure.
PERFORMANCE ASSESSMENT via
TEACHER OBSERVATION:
When the teacher holds up or points
out various objects, the student will
orally name the most appropriate unit
to measure its length.
Teacher Resources
Activities/Strategies
Use rulers to measure various
objects found in the classroom.
Rulers
Meter stick
CCC
Textbook
Calendar Math
Worksheets
Students will follow verbal
directions to draw lines of
various lengths with the aid of
rulers.
CCC
Textbook
Calendar Math
Worksheets
Standards
2.3.3.B
2.11.3.C
M3.B.1.2.1
M3.B.2.1.1
2.3.3.E
M3.B.1.2.1
M3.A.3
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math /3
Unit: 3 Measurement – Linear (Metric & Customary)
Time Line:
BIG Ideas:
Learning probability and prediction concepts will enable students to anticipate outcomes.
Essential Content/
Essential Questions
3. Student will recognize cm as
the abbreviation for centimeter,
in as the abbreviation for inch,
etc.
4. Students will make basic
estimations when dealing with
objects familiar to students (ex.
Math book, pencil, classroom
door, etc.)
Performance
Objectives
3. Students will match units of
measurement with their correct
abbreviations using cards in a
pocket chart.
4. Pick the best estimate for
various well known objects.
Assessment
FORMAL ASSESSMENT via
WRITTEN TESTS:
Students will be given a paper with 2
columns, 1 column with abbreviations
& 1 column of units of length in word
form. They will need to correctly
match the abbreviation to its word
form.
PERFORMANCE ASSESSMENT via
TEACHER OBSERVATION:
When the teacher says a unit for
measuring length aloud, students will
write its abbreviation on slates or
paper.
FORMAL ASSESSMENT via
WRITTEN TESTS:
Given a lot of objects, students will
choose the best estimate for the
length of each object by circling their
measurement selection.
PERFORMANCE ASSESSMENT via
TEACHER OBSERVATION:
Teacher Resources
Activities/Strategies
Standards
CCC
Textbook
Calendar Math
Worksheets
2.3.3.E
M3.B.1.2.1
Compare standard unit of
measurement to nonstandard
unit of measurement (measuring
the width of the room in yards vs.
measuring it in “steps” or
“sneakers”).
CCC
Textbook
Calendar Math
Worksheets
2.3.3.A
2.3.3.E
2.3.3.G
M3.A.3
M3.B.2.2.1
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math /3
Unit: 3 Measurement – Linear (Metric & Customary)
Time Line:
BIG Ideas:
Learning probability and prediction concepts will enable students to anticipate outcomes.
Essential Content/
Essential Questions
5. Students will compare
lengths and determine which is
longer. (Students must know
centimeters are smaller than
meters, etc.)
Performance
Objectives
Order given measurements in
order from smallest to largest or
vice versa.
Assessment
FORMAL ASSESSMENT via
WRITTEN TESTS:
Students will sequence the units for
measuring length in order from
smallest to largest
PERFORMANCE ASSESSMENT via
TEACHER OBSERVATION:
Students will verbally sequence the
units of linear measurement (metric &
customary) in order from smallest to
largest)
Teacher Resources
Activities/Strategies
Student will find various items
that measure a given length
Students can measure the length
/ width of the classroom using a
yardstick. They will then convert
this measurement to feet and
later to inches.
CCC
Textbook
Calendar Math
Worksheets
Standards
2.3.3.A
2.3.3.G
2.11.3.A
M3.A.3
M3.B.1.2.2
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math/3
Unit: 4 Measurement - Capacity
Time Line:
BIG Ideas
Students will be able to measure and compare volumes so they can apply their knowledge to standard units of measurement.
Essential Content/
Essential Questions
1. Students will be able to
measure capacity in metric and
customary units. (liter, milliliter,
cup, pint, quart, gallon)
2. Students will be responsible
for the following math
vocabulary and their
definitions: liter, milliliter, cup,
pint, quart, and gallon.
Performance Objectives
Assessment
Students will find containers in
real life that use customary and
metric units to measure their
volume. (Ex. Milk jugs, soda
bottles, cans, etc.)
FORMAL ASSESSMENT via
WRITTEN TESTS:
1. Given an object, students will tell
how much liquid is inside
Students will state various real
life liquids that they would
measure in the different units
for capacity. (ex: water in a bath
tub, can of soup, gas in a gas
tank, water in a swimming pool,
etc.)
2. When given a paper with 2
columns (1 of abbreviations and 1
of units of measuring capacity),
students will correctly match each
abbreviation to its unit of measure.
Students will correctly match
the units of capacity with their
abbreviations using pocket
chart cards.
Teacher Resources/Activities/
Strategies
Practice worksheets
Textbook
CCC
Calendar Math
Various size jars and containers to
practice visualizing units of capacity
measurement
Various size jars and containers to
practice visualizing units of capacity
measurement
Practice worksheets
Textbook
CCC
Calendar Math
Standards
2.3.3.B
2.4.3.A
M3.B.1.2.1
2.3.3.A
2.3.3.B
2.4.3.B
M3.B.1.2.1
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math/3
Unit: 4 Measurement - Capacity
Time Line:
BIG Ideas
Students will be able to measure and compare volumes so they can apply their knowledge to standard units of measurement.
Essential Content/
Essential Questions
3. Student will be able to select
reasonable units to measure
liquid in varying capacities. (i.e.
ML or pint for small amounts)
Performance Objectives
Assessment
Students will state various real
life things they would use pt. To
measure, qt., gallon, ML, and
liter to measure
Students will create a list of objects
that would hold amounts best
measured by pt., qt., gallon, ML,
and L
PERFORMANCE ASSESSMENTS
When shown an object, student will
verbally express a reasonable
estimate for its length or width.
4. Students will identify
abbreviations for units of
measuring capacity (pt, qt, gal,
ML, L)
Students will label all of their
measurements with the
appropriate abbreviation for
each unit they use
When given z paper with 2 columns,
(1 of abbreviations the other of units
of capacity) students will correctly
match each abbreviation to its word
form)
PERFORMANCE ASSESSMENTS
Pocket Chart Activity- students will
match abbreviation of unit of length
to its word form correctly
5. Students will correctly select
the best estimate for various
containers of liquid from a
choice of answers
Students will correctly look at
various containers and choose
a reasonable estimate from a
choice of 3
Given a picture of containers
(buckets, teacups, bathtubs, milk
jugs, etc.) students will select the
best estimate for measuring its
capacity from a list of 3.
Teacher Resources/Activities/
Strategies
Practice capacity measurement
through the use of Everyday Counts –
the classroom calendar math program
Practice worksheets
Textbook
CCC
Standards
2.3.3.G
2.4.3.B
M3.A.3
M3.B.1.2.1
Various size jars and containers to
practice visualizing units of capacity
measurement
Practice worksheets
Textbook
CCC
Calendar Math
2.3.3.E
M3.B.1.2.1
Various size jars and containers to
practice visualizing units of capacity
measurement
Practice worksheets
Textbook
CCC
Calendar Math
2.3.3.G
2.4.3.A
M3.A.3
M3.B.1.2.1
M3.B.2.2.1
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math / 3
Unit: 5 Measurement – Weight & Temperature (Metric & Customary)
Time Line:
BIG Ideas
Students will be able to measure and compare objects so they can apply their knowledge to standard unit of
Teacher
Essential Content/
Performance Objectives
Assessment
Resources/Activities
Essential Questions
/Strategies
1. Students will identify boiling 1. Students will color in a
FORMAL ASSESSMENT via
Kitchen scales and thermometers
temperature and freezing
thermometer to show the boiling
WRITTEN TESTS:
temperature on a Celsius and temperature and freezing
1. Students will be given 2
Calendar Math
a Fahrenheit thermometer.
temperature in degrees in Celsius thermometers drawn on paper and
CCC
and Fahrenheit.
they will have to mark the boiling
Textbook
temperature and freezing
Practice sheets
temperature on both – one will be
degrees in Fahrenheit and the other
will be degrees Celsius.
2. Students will know that a
2. Students will show the degree
2. Students will be required to have Kitchen scales and thermometers
small circle denotes the label
symbol on all class work when
the degree symbol written with all
of degrees for all
writing temperatures.
measurements of temperature on
measurements of
their quizzes/tests.
temperature.
3. Students will know the
3. Students will use the correct
3. Students will be required to label
Various real life classroom objects
following abbreviations or the
abbreviation for their units of
all weights with the correct
to explore weight
various units of measurement: measurement when writing
abbreviations on their tests/quizzes. Calendar Math
kg, g, mg, lb., and oz.
weights.
CCC
Textbook
Practice sheets
4. Students will know to select 4. Students will practice matching 4. Students will generate a list of 5
Calendar Math
kg & lb to measure objects of
the units of weight with the
objects best weighted using each of CCC
a heavier weight and mg, g, & abbreviations using cards in a
the following units: (g, kg, oz, lb)
Textbook
oz to measure objects of a
pocket chart.
Various real life classroom objects
smaller weight.
to explore weight
measure.
Standards
2.3.3.A
M3.B.2
M3.B.1.2.1
2.3.3.A
M3.B.2
M3.B.2
M3.B.1.2.1
2.3.3.B
2.3.3.E
2.3.3.H
M3.A.3
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math / 3
Unit: 5 Measurement – Weight & Temperature (Metric & Customary)
Time Line:
BIG Ideas
Students will be able to measure and compare objects so they can apply their knowledge to standard unit of
Teacher
Essential Content/
Performance Objectives
Assessment
Resources/Activities
Essential Questions
/Strategies
5. Students will correctly
Students will state various real life Given a circumstance (ex: a spring
Calendar Math
select the best estimate for
objects they would use kg. to
day) students will select the
CCC
various objects measuring
measure, g. to measure, and oz.
appropriate estimated temperature
Textbook
weight and situations /
to measure as well. They will also in Celsius or Fahrenheit from a
Various real life classroom objects
circumstances regarding
select the best estimate of
choice of 3
to explore weight
temperature
temperature for things like a
winter day, a summer day, etc.
measure.
Standards
2.3.3.B
2.3.3.E
2.3.3.G
2.4.3.A
2.4.3.B
M3.A.3
M3.B.1.2.2
M3.B.2.2.1
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math/3
Unit: 6 – Number Concepts – Addition w/ regrouping; subtraction w/ regrouping
Time Line:
BIG Ideas
Daily life skills are dependent upon choosing correct operations and accurately calculating the answers.
Essential Content/
Essential Questions
1. Students will accurately add
large numbers when
regrouping is necessary
(regrouping ones, tens, and
hundreds).
Performance Objectives
1. Students will complete
practice problems on
paper/chalkboard/slates where
regrouping is necessary
(regrouping in ones, tens, or
hundreds).
Assessment
FORMAL ASSESSMENT via
WRITTEN TESTS:
Students will accurately complete
written addition problems when
regrouping is necessary.
PERFORMANCE ASSESSMENTS
via TEACHER OBSERVATION:
Using base 10 blocks, students will
construct a visual picture
representation of an addition
problem written on the chalkboard.
Then students will "make trades" to
demonstrate the process of
carrying and will determine the
correct answer to the problem.
Teacher Resource/
Activities/Strategies
Flashcard games to reinforce basic
facts.
Grocery list activity-use sales
flyers, shop for various items, add
to find total cost. This could be
used with rounding too to estimate
total before doing the addition.
Use 2 die to roll a 2 digit #, rolling
twice each-add the resulting #'s.
Extend grocery list activity-use
coupons for various items, find the
cost after the discount using
subtraction with regrouping.
Use 2 dice to roll a 2 digit #, rolling
twice each subtract the smaller #
from the greater #.
Flashcards
CCC
Calendar Math
Worksheets
Chalkboard practice
Base 10 blocks
Textbook
Standards
2.1.3.I
2.1.3.L
2.2.3.A
2.2.3.B
2.2.3.G
2.5.3.C
M3.A.3.1.1
M3.A.1.1.5
M3.A.1.1
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math/3
Unit: 6 – Number Concepts – Addition w/ regrouping; subtraction w/ regrouping
Time Line:
BIG Ideas
Daily life skills are dependent upon choosing correct operations and accurately calculating the answers.
Essential Content/
Essential Questions
2. Students will recite basic
number facts (sums to 20).
3. Students will recognize fact
families and produce
equations using the numbers
of each fact family.
Performance Objectives
Assessment
2. Students will say answers to
various flashcard problems when
they are shown them.
FORMAL ASSESSMENT via
WRITTEN TESTS:
Students will use mental
math/memorization skills to recall
answers to basic number facts
(sums to 20) by writing the sum on
tablet paper as the teacher
presents flashcards to the class.
PERFORMANCE ASSESSMENTS
via TEACHER OBSERVATION:
In class, students will demonstrate
the memorization of basic number
facts (sums to 20) by playing
elimination or around the world
with flashcards.
FORMAL ASSESSMENT via
WRITTEN TESTS:
When given a group of 3 numbers,
students will construct as many
number sentences as possible to
demonstrate their knowledge of
facts families.
3. Practice with fact families and
writing equations for each fact
family
PERFORMANCE ASSESSMENTS
via TEACHER OBSERVATION:
Using double sided counters (each
side a different color) students will
construct fact families for a given
number. They will also write each
number sentence on paper. (Ex.
Total number of chips 5, 3 are
flipped to red side and 2 are flipped
to gold side).
Teacher Resource/
Activities/Strategies
Flashcards
CCC
Calendar Math
Worksheets
Chalkboard practice
Base 10 blocks
Textbook
Flashcards
CCC
Calendar Math
Worksheets
Chalkboard practice
Base 10 blocks
Textbook
Standards
2.1.3.A
2.2.3.A
M3.A.1.1
M3.A.3.1.1
2.1.3.A
2.1.3.K
2.1.3.L
M3.A.1
M3.A.2.1.2
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math/3
Unit: 6 – Number Concepts – Addition w/ regrouping; subtraction w/ regrouping
Time Line:
BIG Ideas
Daily life skills are dependent upon choosing correct operations and accurately calculating the answers.
Essential Content/
Essential Questions
4. Students will estimate
sums by using front end
estimation.
Performance Objectives
4. Students will estimate answers
by front end estimation (adding
only the front digits of a #).
Assessment
FORMAL ASSESSMENT via
WRITTEN TESTS:
Given a sheet with 2 or 3 digit
addition problems using front end
estimation (adding only the 1st
digits) to find an approximate
answer.
PERFORMANCE ASSESSMENTS
via TEACHER OBSERVATION:
Using play money, students will
draw 2 item flashcards out of a
bucket. Each flashcard will picture
the item and its price. After
drawing 2 cards, students will use
front end estimation (adding only
the first digit) to determine an
approximation of their bill and play
accordingly with their money.
Teacher Resource/
Activities/Strategies
Flashcards
CCC
Calendar Math
Worksheets
Chalkboard practice
Base 10 blocks
Textbook
Standards
2.1.3.A
2.1.3.J
2.2.3.E
M3.A.1
M3.A.3
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math/3
Unit: 6 – Number Concepts – Addition w/ regrouping; subtraction w/ regrouping
Time Line:
BIG Ideas
Daily life skills are dependent upon choosing correct operations and accurately calculating the answers.
Essential Content/
Essential Questions
5. Students will utilize
rounding rules to find
estimated answers to addition
problems.
Performance Objectives
5. Students will be familiar with
the rounding rule in order to
estimate answers by rounding.
Assessment
FORMAL ASSESSMENT via
WRITTEN TESTS:
Given a list of 10 double-digit
addition problems, students will
solve these problems using
rounding. They should round each
addend. Then solve by adding
these rounded addends.
PERFORMANCE ASSESSMENTS
via TEACHER OBSERVATION:
The teacher will put a double-digit
addition problem on the
chalkboard. Students will each
have 2 arrow cards (up arrow &
down arrow). They will hold up the
appropriate arrow to help
determine if the 1st addend should
be rounded up or stay where it is
using the rounding rule. (5 or
higher=up, 4 or lower=stay)They
will use arrow cards for both
addends and then will orally add
the rounded addends to find an
estimated answer.
Teacher Resource/
Activities/Strategies
Flashcards
CCC
Calendar Math
Worksheets
Chalkboard practice
Base 10 blocks
Textbook
Standards
2.1.3.J
2.2.3.E
M3.A.1
M3.A.3
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math/3
Unit: 6 – Number Concepts – Addition w/ regrouping; subtraction w/ regrouping
Time Line:
BIG Ideas
Daily life skills are dependent upon choosing correct operations and accurately calculating the answers.
Essential Content/
Essential Questions
6. Students will find
differences by subtracting with
regrouping (regrouping ones,
tens, hundreds, more than
once, and across a zero).
Performance Objectives
Assessment
6. Students will complete
practice subtraction problems on
paper/chalkboard/slates where
regrouping is necessary.
(regrouping in the ones, tens, or
hundreds)
FORMAL ASSESSMENT via
WRITTEN TESTS:
Students will correctly solve written
subtraction problems where
regrouping is necessary. Students
will correctly regroup from ones,
tens, and or hundreds columns
and will also be able to correctly
borrow across a zero.
PERFORMANCE ASSESSMENTS
via TEACHER OBSERVATION:
Using base 10 blocks, students will
construct an accurate pictorial
representation of a given
subtraction problem. Students will
be able to calculate where
regrouping will need to occur in
order to solve the subtraction
problem.
Teacher Resource/
Activities/Strategies
Flashcards
CCC
Calendar Math
Worksheets
Chalkboard practice
Base 10 blocks
Textbook
Standards
2.1.3.I
2.1.3.L
2.2.3.A
2.2.3.B
2.2.3.G
2.5.3.C
M3.A.3.1.1
M3.A.3.1.3
M3.A.1
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math/3
Unit: 6 – Number Concepts – Addition w/ regrouping; subtraction w/ regrouping
Time Line:
BIG Ideas
Daily life skills are dependent upon choosing correct operations and accurately calculating the answers.
Essential Content/
Essential Questions
7. Students will recite basic
subtraction facts (differences
to 18).
8. Students will check addition
problems using subtraction.
Performance Objectives
Assessment
7. Students will say the answer
to various basic subtraction facts
when shown flashcards.
FORMAL ASSESSMENT via
WRITTEN TESTS:
Students will use mental
math/memorization skills to recall
answers to basic number facts
(differences to (8) by writing the
difference on tablet paper as the
teacher presents flashcards to the
class.
8. Students will construct and
complete a subtraction problem
to check the answers they gave
for various addition problems
and vice versa.
PERFORMANCE ASSESSMENTS
via TEACHER OBSERVATION:
In class, students will demonstrate
the memorization of basic number
facts (differences to 18) by playing
Elimination or Around the World
with flashcards.
FORMAL ASSESSMENT via
WRITTEN TESTS:
Students will employ accurate self
checking of their addition problems
by using subtraction
PERFORMANCE ASSESSMENTS
via TEACHER OBSERVATION:
Students will be given a grid of
squares. Each square containing
an addition problem and answer.
Students will use a calculator to
check each answer by subtraction.
They will color the squares that
have the correct answer. They will
not color the ones that are
incorrect, instead they will cross
out the wrong answer and write the
correct one next to it.
Teacher Resource/
Activities/Strategies
Flashcards
CCC
Calendar Math
Worksheets
Chalkboard practice
Base 10 blocks
Textbook
Flashcards
CCC
Calendar Math
Worksheets
Chalkboard practice
Base 10 blocks
Textbook
Standards
2.1.3.A
2.1.3.L
2.2.3.A
M3.A.3.1.1
M3.A.1.1
2.1.3.K
2.1.3.L
2.2.3.F
M3.A.2.1.2
M3.A.1.1
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math/3
Unit: 6 – Number Concepts – Addition w/ regrouping; subtraction w/ regrouping
Time Line:
BIG Ideas
Daily life skills are dependent upon choosing correct operations and accurately calculating the answers.
Essential Content/
Essential Questions
9. Students will estimate
differences by rounding.
10. Student will know after
reading story problems which
operation is needed to solve
the given problem
Performance Objectives
Assessment
9. Students will be familiar with
the rounding rules in order to
estimate differences by rounding.
FORMAL ASSESSMENT via
WRITTEN TESTS:
Given a list of ten double-digit
subtraction problems, students will
solve these problems using
rounding. They will accurately
round each subtrahend then use
these numbers to subtract to find
the estimated difference.
10. Students will work with word
problems to practice choosing
the correct operation, exercising
problem solving skills and
accurate computation.
PERFORMANCE ASSESSMENTS
via TEACHER OBSERVATION:
The teacher will put a double-digit
addition problem on the
chalkboard. Students will each
have 2 arrow cards (up & down).
They will hold up the appropriate
arrow card to determine if the 1st
subtrahend should be rounded up
or rounded down using the
rounding rule (5 or higher=up, 4 or
lower=down). They will use arrow
cards for both subtrahends and
then will orally subtract to find the
estimated differences.
Teacher Resource/
Activities/Strategies
Flashcards
CCC
Calendar Math
Worksheets
Chalkboard practice
Base 10 blocks
Textbook
Flashcards
CCC
Calendar Math
Worksheets
Chalkboard practice
Base 10 blocks
Textbook
Standards
2.1.3.J
2.2.3.E
M3.A.3
M3.A.1
2.1.3.L
2.2.3.A
2.2.3.F
2.2.3.G
2.5.3.A
2.5.3.B
2.5.3.C
2.8.3.D
2.11.3.C
M3.A.2.1.3
M3.D.2.1
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math/3
Unit: 7 Geometry
Time Line:
BIG IDEA:
The students will be able to utilize geometric concepts to function in everyday life.
Essential Content/
Essential Questions
1. Students will be able to identify
open & closed figures.
Performance Objectives
1. Label open & closed shapes
as a possible lead into an
extension into perimeter. (ext.)
Assessment
FORMAL ASSESSMENT via
WRITTEN TESTS:
1. Looking at various figures on a
paper, students will label each one
by identifying whether it is an open
or closed figure.
INFORMAL ASSESSMENT via
TEACHER OBSERVATIONS:
Using various lengths of yarn,
students will create open and
closed figures on their desks.
Teacher Resources
/Activities/Strategies
Daily practice with the utilization
of Everyday Counts, the
classroom calendar math
program
Label open & closed figures.
Make drawings-see how many
right angles you can put in your
drawings.
Find real life examples of right
<s.
Worksheets
Pattern blocks
Standards
2.9.3.D
2.9.3.E
2.9.3.F
M3.C.1
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math/3
Unit: 7 Geometry
Time Line:
BIG IDEA:
The students will be able to utilize geometric concepts to function in everyday life.
Essential Content/
Essential Questions
2. Discriminate between line
segments & rays.
Performance Objectives
2. Usage of geometrical
language-symmetry, line
segments, rays.
Distinguish line segments
versus rays by labeling.
Assessment
FORMAL ASSESSMENT via
WRITTEN TESTS:
Students will write a few sentences
explaining the difference between
a line segment and a ray.
INFORMAL ASSESSMENT via
TEACHER OBSERVATIONS:
Students will be given a sheet of
paper with a line dividing it in half
horizontally. Students will create a
drawing in the top portion of the
paper incorporating at least 4 line
Label segments & rays.
Each line segment should be retraced with a highlighter to make
them easier to view. On the bottom
portion of the paper, students will
create a drawing incorporating 4
rays. Each ray should be retraced
with highlighter to make it easier to
view.
Teacher Resources
/Activities/Strategies
Daily practice from daily
sessions on the computer with
CCC
Overhead
Textbook
Practice sheets
Standards
2.10.3.A
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math/3
Unit: 7 Geometry
Time Line:
BIG IDEA:
The students will be able to utilize geometric concepts to function in everyday life.
Essential Content/
Essential Questions
3. Establish location of line of
symmetry.
Performance Objectives
3. Draw lines of symmetry for
given figures.
Assessment
FORMAL ASSESSMENT via
WRITTEN TESTS:
Given a paper of various
picture/shapes, students will use a
crayon and a ruler to draw the line
of symmetry for each.
INFORMAL ASSESSMENT via
TEACHER OBSERVATIONS:
Teacher Resources
/Activities/Strategies
Identify symmetrical shapes in
real life. (butterflies)
Create a symmetrical missing
half to a picture (faces,
magazine pictures).
Create a symmetrical drawing
(butterfly, snowflakes, etc.)
Symmetrical bulletin boardchildren display any
symmetrical pictures they have
found & tack yarn through as
line of symmetry.
Identify symmetrical shapes.
Draw line of symmetry in the
proper location.
Magazines to find pictures
showing symmetry
Standards
2.9.3.E
2.9.3.F
2.9.3.G
2.9.3.H
M3.C.2.1
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math/3
Unit: 7 Geometry
Time Line:
BIG IDEA:
The students will be able to utilize geometric concepts to function in everyday life.
Essential Content/
Essential Questions
4. Calculate perimeter & area of
geometrical shapes.
Performance Objectives
4. Students will use grid paper
and they will find the area in
square units of various drawn
figures.
Assessment
FORMAL ASSESSMENT via
WRITTEN TESTS:
Given a sheet of graph paper,
students will be asked to create a
shape with a given perimeter (ex: a
perimeter of 36)
Students will be given a piece of
graph paper with pictures of 5
different houses. They will be
asked to compare the 5 houses
and determine which 2 have the
same area.
5. Students will be able to
recognize right angles
5. Discuss right angles.
Introduce right angles to the
class.
INFORMAL ASSESSMENT via
TEACHER OBSERVATIONS:
FORMAL ASSESSMENT via
WRITTEN TESTS:
Students will label green angles as
greater than, less than or equal to
right angles
INFORMAL ASSESSMENT via
TEACHER OBSERVATIONS:
Teacher Resources
/Activities/Strategies
Daily practice from daily
sessions on the computer with
CCC
Standards
2.3.3.F
M3.B.2.1.2
Overhead
Textbook
Practice sheets
Daily practice from daily
sessions on the computer with
CCC
Overhead
Textbook
Practice sheets
2.10.3.A
2.10.3.B
M3.C.1.2
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math/3
Unit: 7 Geometry
Time Line:
BIG IDEA:
The students will be able to utilize geometric concepts to function in everyday life.
Essential Content/
Essential Questions
6. Students will know the
following 2 dimensional and 3
dimensional shapes: hexagon,
pentagon, trapezoid, sphere,
cone, cylinder, cube, and
rectangular prism.
Performance Objectives
Assessment
6. Find real life objects that are
rep. of the above mentioned 3D
shapes.
FORMAL ASSESSMENT via
WRITTEN TESTS:
When the teacher presents a 3D
wooden shape block, the students
will write its name on paper.
Identify various 3D shapes
cube, pyramid & cone.
Given a paper containing a
detailed drawing/picture, students
will use the supplied color code to
locate and color all of the various
2D shapes. Then they will write the
name of each shape at the bottom.
INFORMAL ASSESSMENT via
TEACHER OBSERVATIONS:
Using wooden 3D shape blocks,
students will match each block with
its appropriate name card (cube,
cone, pyramid, prism, oval, sphere,
cylinder, rectangular prism).
Students will identify 1 real life
object that represents each of the
following 2D shapes (triangle,
square, rectangle, octagon, oval,
etc.)
Teacher Resources
/Activities/Strategies
Daily practice from daily
sessions on the computer with
CCC
Overhead
Textbook
Practice sheets
Standards
2.9.3.A
2.9.3.B
2.9.3.C
2.9.3.D
2.9.3.H
2.9.3.I
M3.C.1.1.1
M3.C.1.1.2
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math/3
Unit: 8 Number Concepts – Operations (Multiplication & Division)
Time Line:
BIG Ideas
Daily life skills are dependent upon choosing correct operations and accurately calculating the answers.
Essential Content/
Essential Questions
1. Students will memorize
times table facts from the 0
table to the 9's table (ext = to
the 12 table)
Performance Objectives
1. Students will practice with skill
sheets and flashcards.
Assessment
FORMAL ASSESSMENT via
WRITTEN TESTS:
1. Students will score 75% or higher
on various timed multiplication
quizzes.
INFORMAL ASSESSMENT via
TEACHER OBSERVATIONS:
Students will demonstrate
memorization of the times tables (09) through classroom activities such
as: chalkboard races, Elimination
with flashcards, Around the World,
and Multiplication Basketball.
Teacher Resources
/Activities/Strategies
Multiplication Skill Sheets
Multiplication Rap Tape
Use dice to roll a multiplication
problem, solve.
Multiplication and division floor
puzzles.
Flashcard games (Elimination,
Around the World)
Board Races
Worksheet Races
Use manipulatives to demonstrate
multiplication problems and
division problems.
Act out multiplication and division
word problems using props to
understand the multiplication and
division process.
CCC
Textbook
Calendar Math
Standards
2.2.3.C
2.2.3.F
2.8.3.A
2.8.3.E
2.8.3.G
2.11.3.A
2.11.3.D
M3.A.2
M3.A.3.1.2
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math/3
Unit: 8 Number Concepts – Operations (Multiplication & Division)
Time Line:
BIG Ideas
Daily life skills are dependent upon choosing correct operations and accurately calculating the answers.
Essential Content/
Essential Questions
2. Students will be able to
identify missing factors in
multiplication equations.
Performance Objectives
2. Students will find missing factors
in multiplication equations.
Assessment
FORMAL ASSESSMENT via
WRITTEN TESTS:
2. Given a paper with missing
factors in the multiplication
equations, students will supply the
missing factors.
INFORMAL ASSESSMENT via
TEACHER OBSERVATIONS:
Students will use manipulatives to
represent cookies and each will
have a large piece construction
paper to represent the cookie sheet.
Students will be asked to arrange
cookies on sheet in equal rows.
Teacher will give directions such as:
Bake 36 cookies put 4 cookies
going across your sheet. How many
rows will you need to make 36? The
students will complete each task.
Teacher Resources
/Activities/Strategies
Multiplication Skill Sheets
Multiplication Rap Tape
Use dice to roll a multiplication
problem, solve.
Multiplication and division floor
puzzles.
Flashcard games (Elimination,
Around the World)
Board Races
Worksheet Races
Use manipulatives to demonstrate
multiplication problems and
division problems.
Act out multiplication and division
word problems using props to
understand the multiplication and
division process.
Standards
2.1.3.A
2.1.3.L
2.2.3.C
2.2.3.D
2.2.3.F
2.5.3.A
2.5.3.B
2.5.3.C
2.8.3.B
2.8.3.C
2.8.3.E
M3.A.3.1.2
M3.D.1.1.1
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math/3
Unit: 8 Number Concepts – Operations (Multiplication & Division)
Time Line:
BIG Ideas
Daily life skills are dependent upon choosing correct operations and accurately calculating the answers.
Essential Content/
Essential Questions
3. Students will utilize skip
counting to obtain
multiplication answers when
necessary.
Performance Objectives
3. Students will write an addition
problem to show how repeated
addition relates to multiplication.
Assessment
FORMAL ASSESSMENT via
WRITTEN TESTS:
3. Students will write an explanation
to the following: If Tim knew that
4x5=20, how could he find out the
answer to 4x7?
INFORMAL ASSESSMENT via
TEACHER OBSERVATIONS:
Teacher Resources
/Activities/Strategies
Multiplication Skill Sheets
Multiplication Rap Tape
Use dice to roll a multiplication
problem, solve.
Multiplication and division floor
puzzles.
Flashcard games (Elimination,
Around the World)
Board Races
Worksheet Races
Use manipulatives to demonstrate
multiplication problems and
division problems.
Act out multiplication and division
word problems using props to
understand the multiplication and
division process.
Standards
2.1.3.A
2.1.3.F
2.2.3.C
2.2.3.F
2.5.3.A
2.5.3.C
2.8.3.A
2.8.3.E
M3.A.2.1.1
M3.D.1.1.1
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math/3
Unit: 8 Number Concepts – Operations (Multiplication & Division)
Time Line:
BIG Ideas
Daily life skills are dependent upon choosing correct operations and accurately calculating the answers.
Essential Content/
Essential Questions
4. Students will recognize
division as the inverse of
multiplication and will know to
use times tables to check
division answers.
Performance Objectives
4. Students will use multiplication
to check answers to division
problems, vice versa.
Assessment
FORMAL ASSESSMENT via
WRITTEN TESTS:
4. Students will use division to
correct a paper containing
multiplication equations.
Students will write multiplication
equations under given division
equations to verify answers.
INFORMAL ASSESSMENT via
TEACHER OBSERVATIONS:
Given a multiplication flashcard,
students will use their x flashcard to
write a division problem that would
verify their answer on the
chalkboard.
Children will use manipulatives to
solve oral word problems that the
teacher proposes. They will check
answers using multiplication.
Teacher Resources
/Activities/Strategies
Multiplication Skill Sheets
Multiplication Rap Tape
Use dice to roll a multiplication
problem, solve.
Multiplication and division floor
puzzles.
Flashcard games (Elimination,
Around the World)
Board Races
Worksheet Races
Use manipulatives to demonstrate
multiplication problems and
division problems.
Act out multiplication and division
word problems using props to
understand the multiplication and
division process.
Standards
2.1.3.L
2.2.3.D
2.2.3.F
2.5.3.A
2.5.3.C
2.8.3.E
M3.A.3.1.2
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math/3
Unit: 8 Number Concepts – Operations (Multiplication & Division)
Time Line:
BIG Ideas
Daily life skills are dependent upon choosing correct operations and accurately calculating the answers.
Essential Content/
Essential Questions
5. Students will be able to
look at a hundred grid and fill
in the products of all factors
Performance Objectives
Assessment
5. Students will recognize patterns
of the answers in each
multiplication table.
INFORMAL ASSESSMENT
Students will be given an empty 100
grid with digits 1-10 written across
and down the sides and
PERFORMANCE ASSESSMENT
Students will roll 2 dice, multiply the
factors, and place the products in
the appropriate location on a grid.
Teacher Resources
/Activities/Strategies
Multiplication Skill Sheets
Multiplication Rap Tape
Use dice to roll a multiplication
problem, solve.
Multiplication and division floor
puzzles.
Flashcard games (Elimination,
Around the World)
Board Races
Worksheet Races
Use manipulatives to demonstrate
multiplication problems and
division problems.
Act out multiplication and division
word problems using props to
understand the multiplication and
division process.
Standards
2.8.3.D
M3.A.2.1
M3.A.3.1.2
M3.D.1.1.1
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math/3
Unit: 8 Number Concepts – Operations (Multiplication & Division)
Time Line:
BIG Ideas
Daily life skills are dependent upon choosing correct operations and accurately calculating the answers.
Essential Content/
Essential Questions
6. Students will be able to
write story problems to
illustrate given multiplication
or division problems.
Performance Objectives
6. Students will create pictures to
show a multiplication equation.
Assessment
INFORMAL ASSESSMENT via
TEACHER OBSERVATIONS:
Students will be given a fact family
and will be assigned to write one
multiplication story problem and one
division story problem to match the
fact family.
PERFORMANCE ASSESSMENT
Student will use props to act out
given multiplication or division
problems.
Teacher Resources
/Activities/Strategies
Multiplication Skill Sheets
Multiplication Rap Tape
Use dice to roll a multiplication
problem, solve.
Multiplication and division floor
puzzles.
Flashcard games (Elimination,
Around the World)
Board Races
Worksheet Races
Use manipulatives to demonstrate
multiplication problems and
division problems.
Act out multiplication and division
word problems using props to
understand the multiplication and
division process.
Standards
2.8.3.D
M3.A.2.1.3
M3.D.2.1
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math/3
Unit: 9 Number Concepts – Operations (Place Value and Writing Numerals)
Time Line:
BIG Ideas
Understanding our base 10 system will enable students to function in a standards or metric world.
Essential Content/
Essential Questions
1. Students will name all
number columns from the
ones to the ten thousands.
Performance Objectives
1. Students will look at a 5 digit
number and state which digit is
in each column – ones, tens,
hundreds, thousands, ten
thousands.
Students will look at a # and
point to digits in the said column.
Assessment
FORMAL ASSESSMENT via
WRITTEN TESTS:
Given a paper with a 6 digit
number written across the top,
the student will label each
column.
INFORMAL ASSESSMENT via
TEACHER OBSERVATION:
Six masking tape X's should be
placed in a line across the front
of the classroom. Students will
be given an index card and will
be asked to write one digit on
their card (0-9). Each student will
get a turn to come up and draw a
slip of paper to determine what
place value they will represent
(ones, tens, hundreds,
thousands, ten thousands, or
hundred thousands). They will
then take their place on the
according X. After each space is
filled, class will orally read the
number. Repeat until everyone
has a turn.
Teacher Resources
/Activities/Strategies
Daily practice through the utilization
of the classroom calendar math
program, Everyday Counts.
Use base 10 blocks to work with
regrouping 10s and 100s.
Tic-Tac-Toe game-roll die-enter #
into a block on the grid. Add the
columns when filled-highest sum
wins.
Base 10 blocks for the overhead
projector.
Practice Sheets
Trading Game-can trade 10 skittles
for Hershey Kiss, 10 Hershey Kisses
for pretzel rod. Later, relate to
$-pennies, dimes, and dollars.
Textbook
Worksheet
Students will receive daily practice
through daily sessions on the
computer using CCC.
Standards
2.1.3.A
M3.A.1
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math/3
Unit: 9 Number Concepts – Operations (Place Value and Writing Numerals)
Time Line:
BIG Ideas
Understanding our base 10 system will enable students to function in a standards or metric world.
Essential Content/
Essential Questions
2. Students will accurately
write large #s in words after
looking at them in numeral
form or hearing large #s
(when said aloud).
Performance Objectives
Assessment
2. Students will write a number in
words when hearing it read aloud
to them. In addition, students will
read a number in words and then
write it using numerals.
FORMAL ASSESSMENT via
WRITTEN TESTS:
Students will be given a 6 digit
number written in numeral form,
they will write the same number
using only words.
INFORMAL ASSESSMENT via
TEACHER OBSERVATION:
Students will be given a
sentence strip that has been cut
into pieces. Each piece will have
1 word on it. A large number
written in numeral form on an
index card will be distributed
along with the sentence strip.
They will sequence the pieces of
the sentence strip in order to
match the number on the card.
Teacher Resources
/Activities/Strategies
Students will receive daily practice
through daily sessions on the
computer using CCC.
Practice Sheets
Textbook
Base 10 blocks for the overhead
projector
Daily practice through the utilization
of the classroom calendar math
program, Everyday Counts.
Use base 10 blocks to work with
regrouping 10s and 100s.
Standards
2.1.3.J
M3.A.1.1.1
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math/3
Unit: 9 Number Concepts – Operations (Place Value and Writing Numerals)
Time Line:
BIG Ideas
Understanding our base 10 system will enable students to function in a standards or metric world.
Essential Content/
Essential Questions
3. Students will compare large
#s <, >, =
Performance Objectives
Assessment
3. Students will compare large 3s
(up to ten thousands) and
identify as <, >, or =.
FORMAL ASSESSMENT via
WRITTEN TESTS:
Students will compare large
numbers (up to 6 digits) by
placing >, <, or = in between two
large numbers.
Students will sequence 5 large
numbers in order smallest to
largest.
INFORMAL ASSESSMENT via
TEACHER OBSERVATION:
Given 6 pieces of paper, each
with a different digit written on it,
students will order them to make
the largest number possible,
then also create the smallest
number possible.
Teacher Resources
/Activities/Strategies
Daily practice through the utilization
of the classroom calendar math
program, Everyday Counts.
Use base 10 blocks to work with
regrouping 10s and 100s.
Tic-Tac-Toe game-roll die-enter #
into a block on the grid. Add the
columns when filled-highest sum
wins.
Base 10 blocks for the overhead
projector.
Practice Sheets
Trading Game-can trade 10 skittles
for Hershey Kiss, 10 Hershey Kisses
for pretzel rod. Later, relate to
$-pennies, dimes, and dollars.
Textbook
Worksheet
Standards
2.1.3.I
2.2.3.B
2.2.3.F
2.11.3.A
2.11.3.D
M3.A.1.1.3
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math/3
Unit: 9 Number Concepts – Operations (Place Value and Writing Numerals)
Time Line:
BIG Ideas
Understanding our base 10 system will enable students to function in a standards or metric world.
Essential Content/
Essential Questions
4. Students will rename #s
through regrouping tens and
hundreds
Performance Objectives
4. Students will make trades to
show regrouping using Base 10
blocks.
Students will complete skill
sheets to practice regrouping.
Assessment
FORMAL ASSESSMENT via
WRITTEN TESTS:
Students will regroup to put
numbers in simplest terms. A
chart would be supplied with 3
columns: hundreds, tens, and
ones. Each column would have a
number in it. Students would be
asked to regroup where
necessary, (ex: 13 one - give the
ten column 1 more group of ten
and have 3 ones left).
INFORMAL ASSESSMENT via
TEACHER OBSERVATION:
Students will use base 10 blocks
to demonstrate an understanding
of making trades or regrouping.
(ex. 13 ones = 1 ten and 3 ones).
Teacher Resources
/Activities/Strategies
Daily practice through the utilization
of the classroom calendar math
program, Everyday Counts.
Use base 10 blocks to work with
regrouping 10s and 100s.
Tic-Tac-Toe game-roll die-enter #
into a block on the grid. Add the
columns when filled-highest sum
wins.
Base 10 blocks for the overhead
projector.
Practice Sheets
Trading Game-can trade 10 skittles
for Hershey Kiss, 10 Hershey Kisses
for pretzel rod. Later, relate to
$-pennies, dimes, and dollars.
Textbook
Worksheet
Standards
2.1.3.J
2.2.3.B
M3.A.1.1.5
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math/3
Unit: 9 Number Concepts – Operations (Place Value and Writing Numerals)
Time Line:
BIG Ideas
Understanding our base 10 system will enable students to function in a standards or metric world.
Essential Content/
Essential Questions
5. Students will use base 10
blocks to represent large #s
accurately.
Performance Objectives
Assessment
5. Students will explore large #s
by creating pictures of them with
base to 10 blocks.
FORMAL ASSESSMENT via
WRITTEN TESTS:
Given a picture of various base
10 blocks, students will write the
number they are representing.
INFORMAL ASSESSMENT via
TEACHER OBSERVATION:
Students will use base 10 blocks
to make a pictorial
representation of a number that
was written on the chalkboard by
the teacher.
Teacher Resources
/Activities/Strategies
Daily practice through the utilization
of the classroom calendar math
program, Everyday Counts.
Use base 10 blocks to work with
regrouping 10s and 100s.
Tic-Tac-Toe game-roll die-enter #
into a block on the grid. Add the
columns when filled-highest sum
wins.
Base 10 blocks for the overhead
projector.
Practice Sheets
Trading Game-can trade 10 skittles
for Hershey Kiss, 10 Hershey Kisses
for pretzel rod. Later, relate to
$-pennies, dimes, and dollars.
Textbook
Worksheet
Standards
2.1.3.A
2.1.3.C
2.1.3.H
2.1.3.I
2.2.3.F
2.5.3.C
M3.A.1.1.5
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math 3
Unit: 10 Number Concepts - Fractions
Time Line:
BIG Ideas:
It is important for students to understand and use fractions to accurately complete daily tasks.
Essential Content/
Essential Questions
Students will explain the
meaning of the term
“equivalent” and will identify
pictures and label pieces of a
picture that are equivalent and
those that are not.
2. Students will read and write
parts of a set as fractions
Performance Objectives
Students will use pictures to
determine if parts are
equivalent
Students will use pictures to
write parts of a set as a
fraction
Assessment
FORMAL ASSESSMENT:
Student will write a few sentences
explaining the meaning of the term
“equivalent”
Given a paper of shapes that have
been divided into pieces, students will
determine if the pieces are equivalent
or not equivalent by writing so under
each.
PERFORMANCE ASSESSMENTS:
Students will be given a square and
will cut the square into 4 equivalent
pieces to demonstrate their
understanding of the term equivalent.
Students will make a poster showing
pictures that have been cut into
equivalent parts and examples of
items that have not been cut
equivalently.
FORMAL ASSESSMENT:
Given a paper with a set of shapes at
the top, students will write the
representation of each shape (in the
given set) in fraction form.
PERFORMANCE ASSESSMENTS:
Using a handful of double-sided
counters, students will shake and
toss onto their desks. They will then
write the fraction of red and the
fraction of gold counters.
Given a hand full of Fruit Loops,
students will write the fraction of each
color.
Teacher Resources
Exploration of equivalent fractions
through the use of fraction bars
Textbook
Standards
2.1.3.D
2.1.3.G
M3.A.1.1
M3.A.1.2
CCC
Worksheets
Calendar Math
Textbook
CCC
Worksheets
Calendar Math
2.1.3.B
2.1.3.D
2.1.3.G
M3.A.1.1
M3.A.1.2
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math 3
Unit: 10 Number Concepts - Fractions
Time Line:
BIG Ideas:
It is important for students to understand and use fractions to accurately complete daily tasks.
Essential Content/
Essential Questions
3. Students will find parts of a
set (EX: find ½ of 10)
4. Compare fractions with
pictures and numerical
representations
Performance Objectives
Students will use pictures to
fine parts of a set (1/2 of 6,,
etc.)
Students will use pictures to
compare fractions
Assessment
Teacher Resources
FORMAL ASSESSMENT:
Students will complete a worksheet
where they are asked to find
fractional parts of a set (1/2 of 10, 1/3
of 12,…)
Skill sheets
PERFORMANCE ASSESSMENTS:
Students will be given a paper
containing sets. Students will then
follow the teacher’s instructions to
color various parts of each set. (EX:
color ½ of the 1st set, 1/3 of the 2nd
set, etc.)
FORMAL ASSESSMENT:
Given a paper with a pictorial
representation of each fraction with
the fraction with the fraction written
numerically under it, students will
place >, <, or = in between each
comparison.
Worksheets
PERFORMANCE ASSESSMENTS:
Each child will be given a slice of a
paper pizza. The fraction it
represents will be written on it.
Students will be groups of 4.
Together students will compare slices
/ fraction. They will construct 4
number sentences using >, <, or =
that accurately express their fraction.
Textbook
CCC
Standards
2.1.3.B
2.1.3.D
2.1.3.G
M3.A.1.2.2
Calendar Math
Daily practice through sessions of
CCC on the computer
Students will cut paper to represent
various fractions that are written
numerically
Textbook
CCC
Worksheets
Calendar Math
2.1.3.C
2.1.3.D
2.1.3.G
M3.A.1.2.2
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math /3
Unit: 11 Number Concepts - Decimals
Essential Content/
Essential Questions
1. Convert fraction to decimal
using tenths (6/10 = .6) and
convert fraction to decimal
using hundredths (45/100 = .
45).
Time Line:
BIG Ideas
It is important for students to understand and use decimals.
Performance Objectives
1. Students will convert fractions
to decimals using tenths and
hundredths with the aid of
pictures.
Assessment
FORMAL ASSESSMENT via
WRITTEN TESTS:
Students will look at a given picture (a
part of 10) and will convert the
fractional part to a decimal.
Looking at a hundreds grid with a
portion colored, students will
transform this into a decimal.
Students will also transform pictorial
representations of tenths into the
appropriate decimal.
PERFORMANCE ASSESSMENT via
TEACHER OBSERVATION:
Students will use fraction bars to help
them determine a fraction for a
decimal written on the chalkboard by
the teacher (only tenths).
Students will draw a picture
representation of a decimal (tenths
only) given by the teacher.
When playing a class game or small
group game of memory, students will
accurately match decimals with the
equivalent fraction.
Teacher Resources
Activities/Strategies
CCC
Chadwell Writing Activities to
further explain decimals in
relations to fractions.
Use 100 grid to make pictures of
various decimals and fractions.
Fraction bars to demonstrate
decimals as parts to a whole.
Skill sheet practice
Make drawings of decimals
when comparing.
Textbook
Worksheets
Standards
2.1.3.C
2.1.3.I
2.2.3.F
2.5.3.C
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math /3
Unit: 11 Number Concepts - Decimals
Essential Content/
Essential Questions
2. Students will write a decimal
that corresponds to a given
pictorial representation (only
tenths and hundredths).
3. Student will accurately add
and subtract decimals.
Time Line:
BIG Ideas
It is important for students to understand and use decimals.
Performance Objectives
2. Students will write the correct
decimal given a picture of parts to
a whole (only tenths and
hundredths).
3. Students will practice adding &
subtracting decimals making sure
columns are straight and
decimals are in the proper
alignment.
Assessment
FORMAL ASSESSMENT via
WRITTEN TESTS:
Using a hundreds grid, students will
color a portion matching a given
decimal.
PERFORMANCE ASSESSMENT via
TEACHER OBSERVATION:
Students will use a hundreds grid and
orally transfer the picture
representation into a decimal naming
the same fractional part.
FORMAL ASSESSMENT via
WRITTEN TESTS:
Students will accurately add and
subtract decimals on paper. Students
will align the columns and will
remember to place the decimal point
at the accurate location.
PERFORMANCE ASSESSMENT via
TEACHER OBSERVATION:
Students will work with a partner to
add and subtract given decimal
equations.
Teacher Resources
Activities/Strategies
Daily practice through the
utilization of the Everyday
Counts – the classroom calendar
math program.
CCC
Chadwell Writing Activities to
further explain decimals in
relations to fractions.
Use 100 grid to make pictures of
various decimals and fractions.
Fraction bars to demonstrate
decimals as parts to a whole.
Skill sheet practice
Make drawings of decimals
when comparing.
Textbook
Worksheets
Standards
2.1.3.A
2.1.3.C
2.1.3.I
2.1.3.A
2.2.3.F
M3.A.3.1.1
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math /3
Unit: 11 Number Concepts - Decimals
Essential Content/
Essential Questions
4. Students will compare
decimals and name which one
is larger.
Time Line:
BIG Ideas
It is important for students to understand and use decimals.
Performance Objectives
4. Students will compare
decimals using >, <, or =.
Assessment
FORMAL ASSESSMENT via
WRITTEN TESTS:
Students will use the symbols <, >, or
= to compare 2 fractions.
PERFORMANCE ASSESSMENT via
TEACHER OBSERVATION:
When 2 decimals are written on the
chalkboard, students will write the
correct symbol <, >, or =.
Teacher Resources
Activities/Strategies
CCC
Chadwell Writing Activities to
further explain decimals in
relations to fractions.
Use 100 grid to make pictures of
various decimals and fractions.
Fraction bars to demonstrate
decimals as parts to a whole.
Skill sheet practice
Make drawings of decimals
when comparing.
Textbook
Worksheets
Standards
2.5.3.C
2.11.3.A
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math /3
Unit: 12 Number Concepts - Algebra
Time Line:
BIG Ideas:
It is important for students to understand and use decimals.
Essential Content/
Essential Questions
1. Students will be able to insert
missing addends in addition
equations by using the inverse
operation of subtraction (ex. 10
+ __ = 12 (2 is the missing
addend)
2. Students will be able to insert
missing subtrahends into simple
subtraction equations
Performance Objectives
1. Students will complete practice
problems by inserting missing
addends
2. Students will complete practice
problems by filling in the missing
subtrahend
Assessment
FORMAL ASSESSMENT via
WRITTEN TESTS:
Given a paper of addition equations
with missing addends, students will
write a subtraction equation under
each showing how they determined
the missing addend
PERFORMANCE ASSESSMENT via
TEACHER OBSERVATION:
By distributing number cards to each
student, the students will physically
place themselves as the missing
addend in various addition equations
that the teacher gives
FORMAL ASSESSMENT via
WRITTEN TESTS:
Given a paper of subtraction
equations with missing subtrahends,
students will write addition equations
under each showing how they
determined the missing subtrahend
PERFORMANCE ASSESSMENT via
TEACHER OBSERVATION:
Given a subtraction equation with a
missing subtrahend, students will
orally explain how addition could be
used to help determine the missing
subtrahend.
Teacher Resources
Activities/Strategies
Use manipulatives to find
missing numbers in various
operational equations (+, -, x, or
divide)
Textbook
CCC
Worksheets
Calendar Math
Large rectangular construction
paper used as “cookie sheets”
on desktop. Use color tiles as
“cookies”. Manipulate cookies in
rows matching various verbal
instructions to identify missing
multipliers in basic multiplication
equations.
Textbook
CCC
Worksheets
Calendar Math
Standards
2.8.3.B
2.8.3.C
2.8.3.F
2.8.3.I
M3.A.2.1.2
M3.D.1.1.1
M3.D.1.2
M3.D.2.2
2.8.3.B
2.8.3.F
2.8.3.I
M3.D.1.1.1
M3.D.1.2
M3.D.2.2
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math /3
Unit: 12 Number Concepts - Algebra
Time Line:
BIG Ideas:
It is important for students to understand and use decimals.
Essential Content/
Essential Questions
3. Student will be able to insert
missing factors into basic
multiplication equations
4. Students will be able to insert
missing divisors into simple
division equations using the
inverse operation of
multiplication.
Performance Objectives
Assessment
3. Draw picture representation of
multiplication or division
problems. Then use this drawing
to calculate missing factors
FORMAL ASSESSMENT via
WRITTEN TESTS:
Given a paper of multiplication
equations with missing factors,
students will correctly insert missing
factors by utilizing their knowledge of
the multiplication tables or by utilizing
the inverse operation of division
4. Students will complete skill
sheets where they check their
division answers by inserting
answers into the multiplication
equation to check for correctness
PERFORMANCE ASSESSMENT via
TEACHER OBSERVATION:
Students will use manipulatives to
explore and discover the missing
factor in a multiplication equation
when one factor is given and the
answer has been supplied.
FORMAL ASSESSMENT via
WRITTEN TESTS:
Given a paper of division problems
with the dividend supplied but the
divisor missing, students will write
multiplication equation under each
problem to demonstrate how they
solved to find the divisor
PERFORMANCE ASSESSMENT via
TEACHER OBSERVATION:
Students will act out a given word
problem to determine the missing
divisor in a division equation where
the answer is given.
Teacher Resources
Activities/Strategies
Textbook
CCC
Worksheets
Calendar Math
Textbook
CCC
Worksheets
Calendar Math
Standards
2.8.3.B
2.8.3.F
2.8.3.I
MS.D.1.1.1
M3.D.1.2
M3.D.2.2
2.8.3.B
2.8.3.F
2.8.3.I
M3.D.1.1.1
M3.D.1.2
M3.D.2.2
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math /3
Unit: 13 Organizing Info. – Graphing/Stats/Data Analysis
Time Line:
BIG Ideas:
Organizing data will prepare students to solve given problems.
Essential Content/
Essential Questions
1. Students will be able to
construct a pictograph and bar
graph using data collected.
2. Students will be
knowledgeable of a “key” on a
pictograph thus enabling them
to read the graph and retrieve
accurate information from it.
Performance Objectives
Assessment
1. Students will use classmates to
survey-based on their results,
they will construct pictographs
and bar graphs
FORMAL ASSESSMENT via
WRITTEN TESTS:
Students will be given a table of
information and will take this
information and construct a
pictograph using this information
Student will be given a table of
information and will take this
information and construct a bar graph
2. Students will practice reading
pictographs, that have different
keys, to obtain accurate
information.
PERFORMANCE ASSESSMENT via
TEACHER OBSERVATION:
In class, students will work together in
small groups to construct a
pictograph and a bar graph
communicating information given to
them.
FORMAL ASSESSMENT via
WRITTEN TESTS:
Students will pay attention to a key of
a given pictograph and answer
questions correctly regarding
information that the graph portrays.
PERFORMANCE ASSESSMENT via
TEACHER OBSERVATION:
Students will orally answer questions
asked by the teacher requiring the
use if a key that corresponds to a
given pictograph.
Teacher Resources
Activities/Strategies
This math unit will also be
integrated in reading, science
and social studies as graphing is
a part of these curricula as well.
CCC
Calendar Math
Textbook
Worksheets
Use manipulatives to construct
pictographs and bar graphs
(Skittles, jelly beans, Chex Mix,
etc.).
CCC
Calendar Math
Textbook
Worksheets
Standards
2.1.3.C
2.6.3.A
2.7.3.C
2.11.3.B
2.8.3.G
2.8.3.H
M3.E.1.2.1
2.6.3.A
2.6.3.B
2.6.3.D
2.8.3.H
M3.E.1.1
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math /3
Unit: 13 Organizing Info. – Graphing/Stats/Data Analysis
Time Line:
BIG Ideas:
Organizing data will prepare students to solve given problems.
Essential Content/
Essential Questions
3. Student will be able to use
tally marks as representation of
numbers knowing a bundle
represents groups of 5.
4. Students will be able to
interpret information off of line
graphs, pie graphs, bar graphs
and pictographs.
Performance Objectives
Assessment
3. Students will use tally marks to
keep score for various classroom
games thus practicing using an
calculating tally marks
FORMAL ASSESSMENT via
WRITTEN TESTS:
Survey classmates on favorites
(foods, colors, etc.) to construct
meaningful graphs which can than be
used to make predictions and
inferences.
4. Students will be given samples
of bar graphs, pictographs, and
line graphs. From these graphs,
students will be able to answer
questions by retrieving
information from these graphs.
PERFORMANCE ASSESSMENT via
TEACHER OBSERVATION:
Students will keep score for various
classroom games by using tallying
marks.
FORMAL ASSESSMENT via
WRITTEN TESTS:
Pictographs, line graphs, and pie
graphs students will extract
information from these to answer
questions regarding the information
they portray.
PERFORMANCE ASSESSMENT via
TEACHER OBSERVATION:
Given certain pie graphs, bar graphs,
pictographs, and line graphs,
students will orally answer questions
regarding the information that they
portray.
Teacher Resources
Activities/Strategies
CCC
Calendar Math
Textbook
Worksheets
CCC
Calendar Math
Textbook
Worksheets
Standards
2.6.3.A
2.8.3.G
M3.E.1.2.2
2.6.3.A
2.6.3.B
2.6.3.D
2.8.3.J
2.11.3.B
M3.E.1.1.1
M3.E.1.1.2
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math /3
Unit: 13 Organizing Info. – Graphing/Stats/Data Analysis
Time Line:
BIG Ideas:
Organizing data will prepare students to solve given problems.
Essential Content/
Essential Questions
5. Students will be able to use
information retrieved from a
graphical representation and
make predictions or inferences.
(ex. notice correlation, etc.)
Performance Objectives
Assessment
Student will be given bar graphs,
pictographs, or line graphs and
will use them to make accurate,
reasonable predictions based on
information presented in the
graphs.
FORMAL ASSESSMENT via
WRITTEN TESTS:
Students will be given graphs to draw
conclusions and make predictions as
a result of teacher probing.
PERFORMANCE ASSESSMENT via
TEACHER OBSERVATION:
Students will orally draw conclusions
and verbalize correlations from
information shown in graph form.
Teacher Resources
Activities/Strategies
CCC
Calendar Math
Textbook
Worksheets
Standards
2.6.3.B
2.6.3.C
2.6.3.D
2.11.3.B
M3.E.1.1.2
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math/3
Unit: 14 Organizing Information – Probability & Predictions
Time Line:
BIG Ideas
Learning probability & prediction concepts will enable students to anticipate outcomes.
Essential Content/
Essential Questions
1. Students will use the
vocabulary; more likely, least
likely, greater than, and less
than correctly both orally and
in written form.
Performance Objectives
1. When discussing math in
class & also writing about it,
students will use the phrases
“more likely”, “least likely”,
“greater than” , and “less
than”.
Assessment
Teacher Resources
Formal Assessment:
After rolling 2 dice, 10 times,
and tracking the occurrence of
the numbers, students will
write a short paragraph
predicting which numbers
would most likely appear in
the next rolls and which
numbers would be least likely
to appear. They should
explain their reasoning.
Playing Bingo – creating their
own Bingo cards
INFORMAL ASSESSMENT
After rolling 2 dice 10 times
and tracking the occurrence of
the numbers, students will
make oral statements
explaining what was most
likely and least likely.
Textbook
Worksheets
Spinners
CCC
Calendar math
Quizzes
Tests
Paper bags – to place various
color tiles in different
numbers, taking turns shaking
and pulling tiles to record
findings & make predictions
Standards
2.7.3A
2.7.3B
2.7.3D
M3.E.1.1.1
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math/3
Unit: 14 Organizing Information – Probability & Predictions
Time Line:
BIG Ideas
Learning probability & prediction concepts will enable students to anticipate outcomes.
Essential Content/
Essential Questions
2. Students will explore
chance and probability – what
gives you a good “chance’ and
what gives you a bad
“chance”.
Performance Objectives
Assessment
2. Use spinners and dice,
track the frequency of different
numbers occurring. Discuss
why this could be.
FORMAL ASSESSMENT
2. Students will explain what a
fair spinner would look like
and what an unfair spinner
would look like expounding on
“good chance” and “bad
chance”.
INFORMAL ASSESSMENT
2. Students will construct a fair
and an unfair spinner.
Teacher Resources
Playing Bingo – creating their
own Bingo cards
Textbook
Worksheets
Spinners
CCC
Calendar math
Quizzes
Tests
Paper bags – to place various
color tiles in different
numbers, taking turns shaking
and pulling tiles to record
findings & make predictions
Standards
2.7.3A
2.7.3B
2.7.3D
M3.E.3.1
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math/3
Unit: 14 Organizing Information – Probability & Predictions
Time Line:
BIG Ideas
Learning probability & prediction concepts will enable students to anticipate outcomes.
Essential Content/
Essential Questions
3. Students will form
hypothesis, based on their
experiences and then test
their hypothesis.
Performance Objectives
3. Practice making hypothesis
and checking their hypothesis.
Assessment
FORMAL ASSESSMENT
3. Students will roll the dice 5
more times after completing
assessment #1. They will
account for their correctness
or incorrectness through
explaining the results and
revising their hypothesis if
necessary.
INFORMAL ASSESSMENT
3. Upon completion of
assessment #1, students will
roll the dice 5 more times to
determine whether their
prediction was accurate.
Teacher Resources
Playing Bingo – creating their
own Bingo cards
Textbook
Worksheets
Spinners
CCC
Calendar math
Quizzes
Tests
Paper bags – to place various
color tiles in different
numbers, taking turns shaking
and pulling tiles to record
findings & make predictions
Standards
2.7.3A
2.7.3B
2.7.3C
M3.E.3.1
Board Approved: July 11, 2005
Halifax Area School District
Course Plan
Math Grade 3
Course Name: Math/3
Unit: 14 Organizing Information – Probability & Predictions
Time Line:
BIG Ideas
Learning probability & prediction concepts will enable students to anticipate outcomes.
Essential Content/
Essential Questions
4. Students will use the
vocabulary median and range.
Performance Objectives
4. Students will practice
finding median and range
using various types of graphs.
Assessment
Teacher Resources
FORMAL ASSESSMENT
4. Students will write a short
explanation for the terms
median and range.
Playing Bingo – creating their
own Bingo cards
INFORMAL ASSESSMENT
Worksheets
Students will demonstrate the
meaning of the terms median
and range through daily
classroom conversation.
Spinners
Textbook
CCC
Calendar math
Quizzes
Tests
Paper bags – to place various
color tiles in different
numbers, taking turns shaking
and pulling tiles to record
findings & make predictions
Standards
2.7.3D
M3.E.2