Math

Third Grade

Strands: Number and Operations, Measurement, Geometry, Data Analysis and Probability, Algebra

COMPETENCY GOAL 1: The learner will model, identify, and compute with whole numbers through 9,999.

Objectives

1.01 Develop number sense for whole numbers through 9,999.

  1. Connect model, number word, and number using a variety of representations.
    http://www.mathsonline.co.uk/nonmembers/gamesroom/stick/stick.html
  2. Build understanding of place value (ones through thousands).
    http://www.mathsyear2000.co.uk/mathsmysteries/ (click on Dottie Double)
    http://nlvm.usu.edu/en/nav/frames_asid_152_g_2_t_1.html
    http://nlvm.usu.edu/en/nav/frames_asid_152_g_1_t_1.html?from=category_g_1_t_1.html
  3. Compare and order.
    http://www.harcourtschool.com/activity/elab2004/gr3/2.html
    http://www.amblesideprimary.com/ambleweb/mentalmaths/guessthenumber.html
    http://pbskids.org/cyberchase/games/numbersense/index.html
    http://enlvm.usu.edu/ma/nav/activity.jsp?sid=__shared&cid=emready@place_value&lid=4
    http://www.mathsonline.co.uk/nonmembers/gamesroom/awards/awardc.html
    http://www.crickweb.co.uk/assets/resources/flash.php?&file=ncmenu

1.02 Develop fluency with multi-digit addition and subtraction through 9,999 using:

  1. Strategies for adding and subtracting numbers.
    http://www.eduplace.com/kids/mw/swfs/faf_grade3.html
    http://www.bbc.co.uk/skillswise/numbers/wholenumbers/addsubtract/mental/flash3.shtml
    http://www.bbc.co.uk/skillswise/numbers/wholenumbers/addsubtract/mental/flash4.shtml
    http://www.harcourtschool.com/activity/math_models2/English/gr3ch03.html
    http://www.harcourtschool.com/activity/elab2004/gr3/3.html
    http://www.harcourtschool.com/activity/math_models2/English/gr3ch04.html
    http://www.harcourtschool.com/activity/elab2004/gr3/4.html
  2. Estimation of sums and differences in appropriate situations.
    http://www.bbc.co.uk/schools/ks2bitesize/maths/activities/addition.shtml
    http://www.amblesideprimary.com/ambleweb/mentalmaths/additiontest.html
    http://www.amblesideprimary.com/ambleweb/mentalmaths/subtractiontest.html
    http://pbskids.org/cyberchase/games/ballparkestimation/ballparkestimation.html
  3. Relationships between operations.

1.03 Develop fluency with multiplication from 1×1 to 12×12 and division up to two-digit by one-digit numbers using:

  1. Strategies for multiplying and dividing numbers.
    http://www.oswego.org/ocsd-web/games/Mathmagician/mathsmulti.html
    http://www.oswego.org/ocsd-web/games/Mathmagician/mathsdiv.html
    http://www.wmnet.org.uk/wmnet/custom/files_uploaded/uploaded_resources/504/multiplicationpuzzle.swf
    http://www.weeklyreader.com/kids/games/multiply.asp
    http://www.harcourtschool.com/activity/mult/mult.html
    http://www.harcourtschool.com/activity/thats_a_fact/english_K_3.html
    http://www.harcourtschool.com/activity/thats_a_fact/english_K_3.html
    http://www.bbc.co.uk/skillswise/numbers/wholenumbers/multiplication/timestables/game.shtml
    http://www.tki.org.nz/r/wick_ed/maths/interactives_matrix.php
    http://www.harcourtschool.com/activity/elab2004/gr3/6.html
    http://www.harcourtschool.com/activity/elab2004/gr3/8.html
    http://www.amblesideprimary.com/ambleweb/mentalmaths/dividermachine.html
    http://www.crickweb.co.uk/assets/resources/flash.php?&file=Toolkit%20index2a
    http://www.bbc.co.uk/skillswise/numbers/wholenumbers/multiplication/timestables/flash3.shtml
    http://www.hellam.net/maths2000/100square.html
    http://resources.oswego.org/games/SumSense/sumdiv.html
  2. Estimation of products and quotients in appropriate situations.
    http://home.freeuk.net/elloughton13/math81.htm
  3. Relationships between operations.
    http://www.harcourtschool.com/activity/thats_a_fact/english_K_3.html
    http://www.mathsyear2000.co.uk/magnet/minus/colour/fish/index.html
    http://www.oswego.org/ocsd-web/games/SumSense/sumdiv.html

1.04Use basic properties (identity, commutative, associative, order of operations) for addition, subtraction, multiplication, and division.
http://www.oswego.org/ocsd-web/games/SumSense/sumdiv.html
http://teams.lacoe.edu/documentation/classrooms/amy/algebra/3-4/activities/functionmachine/functionmachine3_4.html
http://www.bbc.co.uk/schools/ks2bitesize/maths/activities/subtraction.shtml

1.05 Use area or region models and set models of fractions to explore part-whole relationships.

  1. Represent fractions concretely and symbolically (halves, fourths, thirds, sixths, eighths).
    http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/fractions/index.htm
    http://www.oswego.org/ocsd-web/games/FractionPaint/fpaint4.html
    http://www.oswego.org/ocsd-web/games/FractionPaint/fpaint9.html
    http://www.oswego.org/ocsd-web/games/FractionPaint/fpaint16.html
  2. Compare and order fractions (halves, fourths, thirds, sixths, eighths) using models and benchmark numbers (zero, one-half, one); describe comparisons.
    http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/fractions/index.htm
  3. Model and describe common equivalents, especially relationships among halves, fourths, and eighths, and thirds and sixths.
    http://www.mathplayground.com/Fraction_bars.html
    http://www.mathplayground.com/visual_fractions.html
    http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/fractions/index.htm
    http://www.mathplayground.com/Fraction_bars.html
  4. Understand that the fractional relationships that occur between zero and one also occur between every two consecutive whole numbers.
    http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/fractions/index.htm
  5. Understand and use mixed numbers and their equivalent fraction forms.
    http://teams.lacoe.edu/documentation/classrooms/amy/number/5-6/activities/cityplanner/cityplanner.html

1.06 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.
http://www.harcourtschool.com/activity/operation_blustery_day/
http://www.amblesideprimary.com/ambleweb/mentalmaths/buttons.html
http://www.wmnet.org.uk/wmnet/custom/files_uploaded/uploaded_resources/846/Thinkingofanumber-100.swf
http://www.crickweb.co.uk/assets/resources/flash.php?&file=crazyc

COMPETENCY GOAL 2: The learner will recognize and use standard units of metric and customary measurement.

Objectives

2.01 Solve problems using measurement concepts and procedures involving:

  1. Elapsed time.
    http://www.harcourtschool.com/activity/elab2002/grade_3/018.html
    http://www.amblesideprimary.com/ambleweb/mentalmaths/clock.html
    http://www.wmnet.org.uk/wmnet/custom/files_uploaded/uploaded_resources/503/clock.swf
    http://www.crickweb.co.uk/assets/resources/flash.php?&file=Toolkit%20index2a
    http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/time/index.htm
    http://www.teacherled.com/resources/elapsedtime/elapsetimelineload.html
    http://www.shodor.org/interactivate/activities/ElapsedTime/?version=1.6.0_13&browser=Mozilla&vendor=Sun_Microsystems_Inc.
    http://nlvm.usu.edu/en/nav/frames_asid_318_g_2_t_4.html
    http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/timetables/index.htm
  2. Equivalent measures within the same measurement system.

2.02 Estimate and measure using appropriate units.
http://www.bbc.co.uk/schools/ks2bitesize/maths/activities/measures.shtml

  1. Capacity (cups, pints, quarts, gallons, liters).
  2. Length (miles, kilometers)
    http://www.harcourtschool.com/activity/elab2004/gr3/22.html
    http://www.harcourtschool.com/activity/length_strength3/
  3. Mass (ounces, pounds, grams, kilograms).
  4. Temperature (Fahrenheit, Celsius).

COMPETENCY GOAL 3: The learner will recognize and use basic geometric properties of two- and three-dimensional figures.

Objectives

3.01 Use appropriate vocabulary to compare, describe, and classify two- and three-dimensional figures.
http://www.harcourtschool.com/activity/elab2004/gr3/19.html
http://www.harcourtschool.com/activity/elab2004/gr3/20.html
http://teams.lacoe.edu/documentation/classrooms/amy/geometry/3-4/activities/quad_quest/quad_quest.html
http://www.mathcats.com/explore/polygonplayground.html
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/3d/index.htm
http://illuminations.nctm.org/ActivityDetail.aspx?ID=70

3.02 Use a rectangular coordinate system to solve problems.

  1. Graph and identify points with whole number and/or letter coordinates.
    http://www.bbc.co.uk/schools/ks2bitesize/maths/activities/grids.shtml
    http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/maths/coordinate_game/game1.htm
  2. Describe the path between given points on the plane.

COMPETENCY GOAL 4: The learner will understand and use data and simple probability concepts.

Objectives

4.01 Collect, organize, analyze, and display data (including circle graphs and tables) to solve problems.
http://www.harcourtschool.com/activity/elab2004/gr3/25.html
http://www.harcourtschool.com/activity/elab2004/gr3/27.html
http://www.amblesideprimary.com/ambleweb/mentalmaths/grapher.html
http://nces.ed.gov/nceskids/createagraph/
http://www.bbc.co.uk/education/mathsfile/shockwave/games/datapick.html

4.02 Determine the number of permutations and combinations of up to three items.
http://illuminations.nctm.org/ActivityDetail.aspx?ID=3

4.03 Solve probability problems using permutations and combinations.

COMPETENCY GOAL 5: The learner will recognize, determine, and represent patterns and simple mathematical relationships.

Objectives

5.01 Describe and extend numeric and geometric patterns.
http://www.mathsyear2000.co.uk/mathsmysteries/ (click on Sam Lava)
http://nlvm.usu.edu/en/nav/frames_asid_184_g_1_t_1.html
http://www.crickweb.co.uk/assets/resources/flash.php?&file=Toolkit%20index2a
http://www.teacherled.com/resources/bus/busload.html
http://nlvm.usu.edu/en/nav/frames_asid_184_g_1_t_1.html
http://nlvm.usu.edu/en/nav/frames_asid_185_g_1_t_1.html

5.02 Extend and find missing terms of repeating and growing patterns.
http://nlvm.usu.edu/en/nav/frames_asid_184_g_1_t_1.html
http://www.amblesideprimary.com/ambleweb/mentalmaths/supersequencer.html
http://nlvm.usu.edu/en/nav/frames_asid_184_g_1_t_1.html
http://nlvm.usu.edu/en/nav/frames_asid_185_g_1_t_1.html

5.03 Use symbols to represent unknown quantities in number sentences.
http://www.amblesideprimary.com/ambleweb/mentalmaths/buttons.html

5.04 Find the value of the unknown in a number sentence.

Advertisements

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

Donna Murray – Digital Teaching and Learning Consultant