3rd+Math+Standard+2

**Math** || **Read and write numbers up to 10,000 in numerals and up to 1,000 in words** || **Match numeral to written word** || **2. When would you write a number using digits?** ||
 * **Subject/Course:** **Grade Level:** 3
 * **Standard: #2 Numbers and Operations** ||
 * **SPI and Checks for Understanding (#): 0306.2.1 (both)**
 * **Assessment Topic:**
 * **Essential Question (s):** ||
 * **1. When would you write a number using words?**
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**Math** || **Identify the place values of numbers in the ten-thousands, thousands, hundreds, tens, and ones positions.** || **Indicate place value for a given number** ||
 * **Subject/Course:** **Grade Level:** 3
 * **Standard: #2 Numbers and Operations** ||
 * **SPI (#): 0306.2.2**
 * **Assessment Topic:**
 * **Essential Question (s):** ||
 * **1. How do I show the relationship between numbers, quantities, and place value for whole numbers up to 10,000?**
 * 2. When might place value be important?** ||
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s)// ||

**Math** || **Convert between expanded and standard form with whole numbers to 10,000** || **Match expanded form and standard form** ||
 * **Subject/Course:** **Grade Level:** 3
 * **Standard: #2 Numbers & Operations** ||
 * **SPI (#): 0306.2.3**
 * **Assessment Topic:**
 * **Essential Question (s):** ||
 * **1. How can I represent the expanded notation of 3-digit numbers using symbols and concrete tools?**
 * 2. How does understanding place value help you solve double digit addition and subtraction problems?** ||
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**Math** || **Compare and order numbers up to 10,000 using the words less than, greater than, and equal to, and the symbols <, >, =** || **Insert correct symbol when comparing numbers** ||
 * **Subject/Course:** **Grade Level: 3**
 * **Standard: #2 Numbers & Operations** ||
 * **SPI (#): 0306.2.4 and Checks for Understanding (#): 0306.2.2**
 * **Assessment Topic:**
 * **Essential Question (s):** ||
 * **1. What number or symbol is needed to make number sentences true?**
 * 2. Why might you compare numbers?** ||
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**Math** || **Solve multiplication problems** ||
 * **Subject/Course:** **Grade Level:** 3
 * **Standard: #2 Numbers and Operations** ||
 * **SPI (#): 0306.2.7**
 * Compute multiplication problems that involve multiples of ten using basic number facts** ||
 * **Assessment Topic:**
 * **Essential Question (s):** ||
 * **1. How can multiples be used to solve problems?**
 * 2. How can I use the array model to explain multiplication?** ||
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**Math** || **Orally recite multiplication and division facts** ||
 * **Subject/Course:** **Grade Level:** 3
 * **Standard: #2 Numbers & Operations** ||
 * **SPI (#): 0306.2.6**
 * Recall basic multiplication and division facts** ||
 * **Assessment Topic:**
 * **Essential Question (s):** ||
 * **1. What strategies aid in mastering multiplication and division facts?**
 * 2. How does my knowledge about multiplication facts help me to solve problems?** ||
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**Math** || **Solve addition & subtraction story problems** ||
 * **Subject/Course:** **Grade Level:** 3
 * **Standard: #2 Numbers & Operations** ||
 * **SPI (#): 0306.2.9**
 * Solve contextual problems involving the addition (with and without regrouping) and subtraction (with and without regrouping) of two and three digit numbers** ||
 * **Assessment Topic:**
 * **Essential Question (s):** ||
 * **1. How can using number relationships help me solve addition and subtraction problems for two- digit and three-digit numbers?**
 * 2. How do I recognize what strategy to use for a specific problem?** ||
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**Math** || **Write multiplication& division problems in various ways** ||
 * **Subject/Course:** **Grade Level:** 3
 * **Standard: #2 Numbers & Operations** ||
 * **SPI (#): 0306.2.5**
 * Identify various representations of multiplication and division** ||
 * **Assessment Topic:**
 * **Essential Question (s):** ||
 * **1. What strategies aid in mastering multiplication and division facts?**
 * 2. How can I use the array mdel to explain multiplication?** ||
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**Math** || **Match fractions to picture** ||
 * **Subject/Course:** **Grade Level:** 3
 * **Standard: #2 Number and Operations** ||
 * **SPI (#): 0306.2.10 and Checks for Understanding (#): 0306.2.11**
 * Identify equivalent fractions given by various representations** ||
 * **Assessment Topic:**
 * **Essential Question (s):** ||
 * **1. How many ways can we use models to determine and compare equal fractions?**
 * 2. How do I explain the meaning of a fraction and its numerator and denominator, and use my understanding to represent and compare fractions?** ||
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**Math** || **Match fraction to whole or part of a set** ||
 * **Subject/Course:** **Grade Level:** 3
 * **Standard: #2 Numbers& Operations** ||
 * **SPI (#): 0306.2.11 and Checks for Understanding (#): 0306.2.10, 0306.2.12**
 * Recognize and use different forms of fractions** ||
 * **Assessment Topic:**
 * **Essential Question (s):** ||
 * **1. How do I identify and record the fraction of a whole or group?**
 * 2. How do I identify the whole?** ||
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**Math** || **Identify members of multiplication and division fact families** ||
 * **Subject/Course:** **Grade Level:** 3
 * **Standard: #2 Numbers & Operations** ||
 * **SPI (#): 0306.2.8 and Checks for Understanding (#): 0306.2.9**
 * Solve problems that involve the inverse relationship between multiplication and division** ||
 * **Assessment Topic:**
 * **Essential Question (s):** ||
 * **1. How can fact families be used to solve multiplication and division problems?**
 * 2. How are multiplication and division problems related?** ||
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**Math** || **Solve multiplication and division problems using various methods** ||
 * **Subject/Course:** **Grade Level:** 3
 * **Standard: #2 Numbers & Operations** ||
 * **Checks for Understanding (#): 0306.2.8**
 * Represent division using various representations such as successive subtraction, the number of equal jumps, partitioning, and sharing** ||
 * **Assessment Topic:**
 * **Essential Question (s):** ||
 * **1. How can I use what I know about repeated subtraction, equal sharing, and forming equal groups to solve problems?**
 * 2. How can I relate what I know about skip counting to help me learn the multiples of 2,5, & 10?** ||

**Math** ||
 * **Subject/Course:** **Grade Level:** 3
 * **Standard: #2 Numbers and Operations** ||
 * **SPI (#): 0306.2.12**

**Name fractions in various contexts that are less than, equal to, or greater than one.** || **Compare fractions using greater than, less than, or equal to.** ||
 * **Assessment Topic:**
 * **Essential Question (s):** ||
 * **1. When might you need to compare fractions in real life?**
 * 2. How can I use visuals to help me understand greater than, less than, or equal to in fractions?** ||
 * //If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

**Math** || **Recognize, compare, and order fractions (benchmark, common numerators and denominators).** || **Using manipulatives, show that the sum of fractions equals one.** ||
 * **Subject/Course:** **Grade Level:** 3
 * **Standard: #2 Numbers and Operations** ||
 * **SPI (#): 0306.2.13 and Checks for Understanding (#): 0306.2.13**
 * **Assessment Topic:**
 * **Essential Question (s):** ||
 * **1. How can you use manipulatives to show fractions equal one?**
 * 2. When might you need to order fractions in real life?** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">//If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

<span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Math** || <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**#2 Numbers and Operations** || **Add and subtract fractions with like denominators using various models.** || **Add and subtract fractions with the same denominators.** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Subject/Course:** **Grade Level:** 3
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Standard:**
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**SPI (#): 0306.2.14**
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Assessment Topic:**
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Essential Question (s):** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**1. How are models used to show how fractional parts are combined or separated?**

<span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**2. How might we use manipulatives to show addition and subtraction in fractions?** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">//If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

<span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Math** || **Use parenthesis to indicate grouping.** || **Use parenthesis to indicate groupings.** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Subject/Course:** **Grade Level:** 3
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Standard: #2 Numbers and Operations** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Checks for Understanding (#): 0306.2.3**
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Assessment Topic:**
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Essential Question (s):** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**1. How might you use parenthesis to group numbers as you add?**
 * 2. How might the problem change with parenthesis?** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">//If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

<span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Math** || **Use highest order value (such as tens or hundreds digit) to make simple estimates.** || **Use place value to make simple estimates.** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Subject/Course:** **Grade Level:** 3
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Standard: #2 Numbers and Operations** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Checks for Understanding (#): 0306.2.5**
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Assessment Topic:**
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Essential Question (s):** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**1. How does place value determine estimation?**
 * 2. When might you need to estimate in real life?** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">//If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

<span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Math** || **Use a variety of methods to perform mental computations and compare the efficiency of those methods.** || **Mental math.** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Subject/Course:** **Grade Level:** 3
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Standard: #2 Numbers and Operations** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Checks for Understanding (#): 0306.2.4**
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Assessment Topic:**
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Essential Question (s):** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**1. Why is it important that you be able to do some types of math in your head?**
 * 2. How can you prove your mental math is correct?** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">//If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

<span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Math** || **Solve a variety of addition and subtraction story problems including those with irrelevant information.** || **Finding irrelevant information in a story problem.** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Subject/Course:** **Grade Level:** 3
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Standard: #2 Numbers and Operations** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Checks for Understanding (#): 0306.2.6**
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Assessment Topic:**
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Essential Question (s):** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**1. How can you tell if a story problem has information you do not need to solve the problem?**
 * 2. Why do you think they include irrelevant information in story problems?** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">//If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||

<span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Math** || **Represent multiplication using various representations such as equal size groups, arrays, models, etc.** || **Drawing groups to represent multiplication problems.** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Subject/Course:** **Grade Level:** 3
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Standard: #2 Numbers and Operations** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Checks for Understanding (#): 0306.2.7**
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Assessment Topic:**
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Essential Question (s):** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**1. When would seeing groups or models help you in multiplication?**
 * 2. Can you think of other math operations where representations would help?** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">//If there are Checks for Understanding under the SPI, give each one a topic and list essential question(s). If there are no Checks for Understanding listed under the SPI, then give the SPI a topic and essential question(s).// ||