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Jessica Owens

 

Jessica Owens 

3rd grade 

Math/Science 

                          

                                                        math                                  

1st 6 Weeks Concepts

Math-This unit bundles student expectations that address composing and decomposing numbers up to 100,000, identifying base-10 relationships through the hundred thousands place, and comparing and ordering these numbers. According to the Texas Education Agency, mathematical process standards including application, a problem-solving model, tools and techniques, communication, representations, relationships, and justifications should be integrated (when applicable) with content knowledge and skills so that students are prepared to use mathematics in everyday life, society, and the workplace.

Prior to this unit, in Grade 2, students used concrete objects and pictorial models to compose and decompose numbers up to 1,200. They represented these numbers using standard form, word form, expanded form, and comparative language, including symbols.

During this unit, students extend their understanding of the thousands period to include the ten thousands and hundred thousands places. Students compose and decompose numbers through 100,000 as so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using concrete objects (e.g., proportional objects such as base-10 blocks, non-proportional objects such as place value disks, etc.), pictorial models (e.g., base-10 representations with place value charts, place value disk representations with place value charts, open number lines, etc.), and numerical representations (e.g., expanded notation, word form, standard form, etc.). While examining the magnitude of 100,000, students begin to describe the mathematical relationship between the digits in a number such as the value of each place-value position is 10 times the value of the place to the right. Students continue to build their understanding of the base-10 place value system using multiples of ten and equivalent compositions and decompositions of numbers of the same value. Students also compare and order whole numbers up to 100,000 and represent the comparisons using words and symbols. Ordering three or more numbers may include situations involving quantifying descriptors to specify ordering greatest to least or least to greatest and may involve the location of the numbers on a number line.

After this unit, in Unit 02, students will further examine the role of 10 in the base-10 place value system when rounding to the nearest 10 or 100 to estimate solutions in addition and subtraction. In Grade 4, students will further extend their understanding of place value up to 1,000,000,000 as well as incorporate decimal understanding through the hundredths place. Students will further generalize the value of each place-value position as 10 times the value of the place to the right and as one-tenth of the value of the place to its left.

In Grade 3, number representations and the comparison of whole numbers are identified as STAAR Readiness Standards 3.2A and 3.2D, and mathematical relationships found in the base-10 place value system is identified as a STAAR Supporting Standard 3.2B. All of these standards are subsumed under the Grade 3 STAAR Reporting Category Numerical Representations and Relationships and the Grade 3 Texas Response to Curriculum Focal Points (TxRCFP): Understanding and applying place value and properties of operations to solve problems involving addition and subtraction of whole numbers within 1,000. This unit is supporting the development of the Texas College and Career Readiness Standards (TxCCRS): I. Numeric Reasoning and IX. Communication and Representation.

This unit bundles student expectations that address estimating, solving, and representing one- and two-step addition and subtraction problems; determining the perimeter of a polygon; and determining the value of a collection of coins and bills. According to the Texas Education Agency, mathematical process standards including application, a problem-solving model, tools and techniques, communication, representations, relationships, and justifications should be integrated (when applicable) with content knowledge and skills so that students are prepared to use mathematics in everyday life, society, and the workplace.

Prior to this unit, in Grade 2, students developed efficient strategies and algorithms to solve addition and subtraction situations with sums and minuends up to 1,000. Grade 2 students also determined the value of a collection of coins up to one dollar using formal money notation, including the dollar symbol and decimal or the cent symbol. Students also experienced the exchange of coins to create sets of equivalent value and to create minimal sets of coins for a given value.

During this unit, students begin by building an understanding of why estimation is a valuable tool for everyday experiences. Number lines and place value relationships are used to round numbers to the nearest 10 or 100. Students analyze numbers in a problem situation to determine the most efficient estimation strategy to use, rounding or compatible numbers. Students use their estimation and mental math strategies to justify the reasonableness of their solutions. Addition and subtraction skills are advanced through solving one- and two-step problem situations that promote the use of place value, properties of operations, and the examination of different representations of the solution process (e.g., base-10 blocks, open number lines, pictorial models, and/or equations). Extensions of these operations include determining the value of a collection of coins and bills as well as determining the perimeter of a polygon.

After this unit, in Unit 09, students revisit addition and subtraction strategies. They will further their understanding of numbers and operations, continue to develop their number sense, and gain fluency in addition, subtraction, multiplication, and division within one- and two-step problem situations.

In Grade 3, representing and solving one- and two-step problems involving addition and subtraction are identified as STAAR Readiness Standards 3.4A and 3.5A, and rounding numbers or using compatible numbers to estimate solutions to problems is identified as a STAAR Supporting Standard 3.4B. All of these standards are subsumed under the Grade 3 STAAR Reporting Category: Computations and Algebraic Relationships and the Grade 3 Texas Response to Curriculum Focal Points (TxRCFP): Understanding and applying place value and properties of operations to solve problems involving addition and subtraction of whole numbers within 1,000. Representing numbers on a number line between consecutive base-10 multiples, identified as STAAR Supporting Standard 3.2C in the STAAR Reporting Category: Numerical Representations and Relationships, as well as determining the value of a collection of coins and bills, identified as STAAR Supporting Standard 3.4C in the STAAR Reporting Category: Data Analysis and Personal Financial Literacy, are also subsumed within the Texas Response to Curriculum Focal Points (TxRCFP): Understanding and applying place value and properties of operations to solve problems involving addition and subtraction of whole numbers within 1,000. Determining the perimeter of a polygon is identified as STAAR Readiness Standard 3.7B in the STAAR Reporting Category: Geometry and Measurement. This standard is subsumed within the Texas Response to Curriculum Focal Points (TxRCFP): Describing characteristics of two- and three-dimensional geometric figures, including measureable attributes. This unit is supporting the development of the Texas College and Career Readiness Standards (TxCCRS): I. Numeric Reasoning; II.D. Algebraic Reasoning – Representations; IV.C. Measurement Reasoning – Measurement involving geometry and algebra; VIII. Problem Solving and Reasoning; IX. Communication and Representation; and X. Connections.

Science- This unit bundles student expectations that introduce safe practices, setting up and using the science notebook, and collecting weather data. Students immediately begin the process of working like a scientist to set the stage for scientific inquiry throughout the year. Please refer to the TEKS Resource System Resource “Science Notebooking: A Reflective Tool for Assessing Student Understanding” (Elementary) for more information. Students focus on skills used in scientific inquiry, such as observing, selecting, and using appropriate tools; measuring; and using simple tables, charts, and graphs to display data. Students begin to recognize the difference between observed and measured data. The purpose of observing, measuring, and recording weather data is to give a purpose and context for setting up and using the notebook. The actual content of weather will be addressed in Unit 06, Investigating Weather. Collecting data on a regular basis over time allows students to begin to recognize patterns in our natural world. Students collect data for air temperature, precipitation, and wind direction using appropriate equipment that measures in metric units, where appropriate. Teachers should determine the frequency with which local weather data will be collected over time.

This unit bundles student expectations that examine physical properties and how those properties determine how matter is classified, changed, and used, including  temperature, mass, magnetism, the ability to sink or float, state of matter, changes in state, and the Sun as a source of energy for the water cycle. The appropriate tools and safe practices to investigate the physical properties of matter are addressed. Students accumulate more sophisticated information about the physical properties of matter as they become increasingly familiar with metric units of measurement. The study of matter lends itself to inquiry-based experiences that capitalize on students’ natural curiosity about the physical world around them. Through these experiences, students model the processes used by scientists to study and better understand the natural world.

Students use a variety of tools and equipment to measure, test, and record temperature, mass, magnetism, and an object’s ability to sink or float. Students examine and create mixtures. They describe and classify samples of matter as solids, liquids, and gases. Students predict, observe, and record changes in the states of matter caused by heating and cooling. The idea of heat as a form of energy comes into play in this unit. Change in state or phase can be accomplished by subjecting matter to heating and cooling (the addition and reduction of heat). Water is the most familiar substance used to demonstrate change of state, and those changes can be linked back to benchmark temperatures on the thermometer. Students at this level may not distinguish between heat and temperature, but they begin to see that heat is one form of energy that can change matter. By Grade 3, students have used a thermometer to measure the relative temperature of a variety of substances. In this unit, students become more familiar with the Celsius scale and develop personal referents for familiar benchmark temperatures, including temperature points related to changes in the state of water. Finally, students describe and illustrate the effects of the Sun’s energy on matter, including those related to the water cycle.

Students continue to use science notebooks, not only as a record of their observations and data, but as a tool to construct meaning from their experiences. Students collect data by observing and measuring using the metric system and construct graphic organizers, simple tables, charts, and bar graphs to organize, examine, and evaluate measured data. Furthermore, students analyze and interpret patterns in data to construct reasonable explanations based on evidence from investigations and continue to communicate valid conclusions (supported by student-collected data) in writing, by drawing pictures, and through verbal discussion. Additionally, students are introduced to the idea that repeated investigations may increase the reliability of results.