3rd+Math+Standard+1

**Math** || **Solve problems involving elapsed time** || **Use clock models to determine elapsed time** || **2. How can you prove a reasonable estimate for elapsed time?** ||
 * **Subject/Course:** **Grade Level:** 3
 * **Standard: #1 Mathematical Processes** ||
 * **SPI (#): 0306.1.2**
 * **Assessment Topic:**
 * **Essential Question (s):** ||
 * **1. How might you assess how much time has elapsed between events?**
 * //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** || **Read and write time to the nearest minute** || **Write the time to the nearest minute** || **2. How might you connect the importance of telling time to your daily life?** ||
 * **Subject/Course:** **Grade Level:** 3
 * **Standard: #1 Mathematical Processes** ||
 * **Checks for Understanding (#): 0306.1.1**
 * **Assessment Topic:**
 * **Essential Question (s):** ||
 * **1. Why is telling time important?**

**Math** || **Use correct, clearly written and oral mathematical language to pose question & communicate ideas.** || **Match vocabulary terms to their definitions** || **2. How would you communicate math ideas clearly?** ||
 * **Subject/Course:** **Grade Level:** 3
 * **Standard: #1 Mathematical Processes** ||
 * **Checks for Understanding (#): 0306.1.10**
 * **Assessment Topic:**
 * **Essential Question (s):** ||
 * **1. How do we translate verbal ideas to the language of mathematics?**
 * //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** || **#1 Mathematical Processes** || **Solve problems using a calendar** || **Correctly answer questions using a calendar** || **2. How will using a calendar help you prove your conclusions?** ||
 * **Subject/Course:** **Grade Level:** 3
 * **Standard:**
 * **SPI (#): 0306.1.1**
 * **Assessment Topic:**
 * **Essential Question (s):** ||
 * **1. When might you use a calendar to draw conclusions?**
 * //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** || **#1 Mathematical Processes** || **Work problems involving adding and subtracting measurements** || **2. How can you construct an addition or subtraction problem using** **measurements?** ||
 * **Subject/Course:** **Grade Level:** 3
 * **Standard:**
 * **Checks for Understanding (#): 0306.1.11**
 * Develop strategies for solving problems involving addition and subtraction of measurements. ** ||
 * **Assessment Topic:**
 * **Essential Question (s):** ||
 * **1. How will you prove the answer to addition and subtraction of measurements?**
 * //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** || **#1 Mathematical Processes** || **Make and investigate mathematical conjectures.** || **Make an educated guess before answering a problem** || **2. How will you apply these concepts when working other math problems?** ||
 * **Subject/Course:** **Grade Level:** 3
 * **Standard:**
 * **Checks for Understanding (#): 0306.1.7**
 * **Assessment Topic:**
 * **Essential Question (s):** ||
 * **1. How might you revise your answer after making an educated guess?**
 * //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** || **#1 Mathematical Processes** || **Determine when and how to break a problem into simpler parts.** || **Work a multi-step problem** || **2. How would you prove the process used to answer a multi-step word problem?** ||
 * **Subject/Course:** **Grade Level:** 3
 * **Standard:**
 * **Checks for Understanding (#): 0306.1.5**
 * **Assessment Topic:**
 * **Essential Question (s):** ||
 * **1. How might you formulate the steps to find an answer to a multi-step 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** || **#1 Mathematical Processes** || **Use estimation to check answers for reasonableness, and calculators to check for accuracy.** || **Work problems using estimation, then check with a calculator.** || **2. How might you prove estimation gives a reasonable answer?** ||
 * **Subject/Course:** **Grade Level:** 3
 * **Standard:**
 * **Checks for Understanding (#): 0306.1.6**
 * **Assessment Topic:**
 * **Essential Question (s):** ||
 * **1. When should you use a calculator?**
 * //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).// ||

**Explain and justify answers on the basis of mathematical properties, structures, and relationships.** || **Explain the process used to answer a math problem.** || **2. How might you apply these concepts to work other problems?** ||
 * ** Subject/Course: Grade Level: 3 **
 * Math ** ||
 * ** Standard: #1 Mathematical Processes ** ||
 * ** Checks for Understanding (#): 0306.1.8 **
 * **Assessment Topic:**
 * **Essential Question (s):** ||
 * **1. Can you construct a list of steps to explain how you arrived at the answer?**
 * //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).// ||

**Analyze and evaluate the mathematical thinking and strategies of others.** || **Explain how another student reached an answer to a problem.** || **2. Why might you critique your peer’s strategies?** **3. When might you critique another strategy used?** ||
 * ** Subject/Course: Grade Level: 3 **
 * Math ** ||
 * ** Standard: #1 Mathematical Processes ** ||
 * ** Checks for Understanding (#): 0306.1.12 **
 * **Assessment Topic:**
 * **Essential Question (s):** ||
 * **1. How might you revise your answers based on your peer’s strategies?**
 * //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 and use vocabulary to describe attributes of 2D & 3D shapes.** || **Match shape to written description.** || **2. In what ways can I match solid geometric figures to real life objects?** ||
 * **Subject/Course:** **Grade Level: 3**
 * **Standard:** **#1 Mathematical Processes** ||
 * **SPI (#): 0306.1.6**
 * **Assessment Topic:**
 * **Essential Question (s):** ||
 * **1. Can you compare & contrast 2 & 3 dimensional shapes?**
 * //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** || **Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, and observing patterns.** || **Work math problems using only the relevant information.** || **2. How might you construct a drawing to represent information in a word problem?** ||
 * **Subject/Course:** **Grade Level: 3**
 * **Standard:** **#1 Mathematical Processes** ||
 * **Checks for Understanding (#): 0306.1.4**
 * **Assessment Topic:**
 * **Essential Question (s):** ||
 * **1. How do you analyze a multi-step word problem using relevant information and strategies?**

**Math** || **Compare and order decimal amounts in the context of money.** || **2. How might you prove that one amount of money is greater or less than another?** ||
 * **Subject/Course:** **Grade Level:** 3
 * **Standard: #1 Mathematical Processes** ||
 * **Checks for Understanding (#): 0306.1.2**
 * **Assessment Topic:**
 * Compare and order money amounts using decimals.** ||
 * **Essential Question (s):** ||
 * **1. When might you need to compare money amounts in your daily life?**
 * //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** || **2. How would you develop a logical argument to explain that the commutative property does not hold for subtraction?** ||
 * **Subject/Course:** **Grade Level:** 3
 * **Standard: #1 Mathematical Processes** ||
 * **Checks for Understanding (#): 0306.1.9**
 * Use manipulatives to demonstrate that the commutative property holds for addition but not subtraction. ** ||
 * **Assessment Topic:**
 * Demonstrating commutative property.** ||
 * **Essential Question (s):** ||
 * **1. How might you prove with manipulatives that commutative property holds for addition but not subtraction?**
 * //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** || **Use age appropriate books, stories, and videos to convey ideas of mathematics.** || **2. How might you apply the math concepts in a book such as "The Grouchy Ladybug" to your daily life?** ||
 * **Subject/Course:** **Grade Level:** 3
 * **Standard: #1 Mathematical Processes** ||
 * **Checks for Understanding (#): 0306.1.14**
 * **Assessment Topic:**
 * Using forms of books and videos to learn mathematical concepts.** ||
 * **Essential Question (s):** ||
 * **1. How can you connect books or stories to mathematical ideas?**
 * //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** || **2. How would you prove that a combination of coins is the correct change from one dollar?** ||
 * **Subject/Course:** **Grade Level:** 3
 * **Standard: #1 Mathematical Processes** ||
 * **Checks for Understanding (#): 0306.1.3**
 * Count the value of combinations of coins and bills up to five dollars.** ||
 * **Assessment Topic:**
 * Counting money to five dollars using coins and bills.** ||
 * **Essential Question (s):** ||
 * **1. How would you determine the correct change needed when paying with a dollar?**
 * //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** || **Select appropriate units and tools to solve problems involving measures.** || **Choose the appropriate unit of measure for a given object or situation.** || **2. How would you determine the appropriate tool to use to measure the attributes of an object?** || **Express answers clearly in verbal, numerical, or graphical (bar and picture) form, using units when appropriate.** || **Express answers in words, numbers, or graphs.** ||
 * **Subject/Course:** **Grade Level:** 3
 * **Standard: #1 Mathematical Processes** ||
 * **SPI (#): 0306.1.7**
 * **Assessment Topic:**
 * **Essential Question (s):** ||
 * **1. How would you use measurement in your daily life?**
 * //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).// ||
 * **Subject/Course:** **Grade Level:** 3
 * Math** ||
 * **Standard: #1 Mathematical Processes** ||
 * **SPI (#): 0306.1.8**
 * **SPI (#): 0306.1.8**
 * **Assessment Topic:**
 * **Essential Question (s):** ||
 * **1. How would you construct a graph using data that has been collected?**
 * 2. How can you connect a story problem to its related number sentence?** ||
 * <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;">**Create and use representations to organize, record, and communicate mathematical ideas.** || **Make a graph to show math information and ideas.** ||
 * <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
 * Math** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Standard: #1 Mathematical Processes** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Checks for Understanding (#): 0306.1.13**
 * <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 construct a display to show a set of data?**
 * 2. Can you prove which data display is most appropriate for a given set of data?** ||
 * <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).// ||

**Match the spoken, written, concrete, and pictorial representations of fractions with denominators up to ten.** || **Match the written fraction to a picture representation.** ||
 * <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
 * Math** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Standard: #1 Mathematical Processes** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**SPI (#): 0306.1.**
 * <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 would you construct drawings to show your understanding of fractions?**
 * 2. How might you connect different representations of 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).// ||

**Represent problems mathematically using diagrams, numbers, and symbolic expressions.** || **Create a diagram to represent a math 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
 * Math** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Standard: #1 Mathematical Processes** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**SPI (#): 0306.1.5**
 * <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. Can you construct a data display that is appropriate for a given math problem?**
 * 2. How did you use different data displays to answer questions?** ||
 * <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).// ||

**Determine the correct change from a transaction less than a dollar.** || **Counting change to a dollar.** ||
 * <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
 * Math** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**Standard: #1 Mathematical Processes** ||
 * <span style="line-height: normal; margin: 0px 0px 0in; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">**SPI (#): 0306.1.3**
 * <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. Is it important that you know the correct amount for each coin when making change?**
 * 2. Can you explain how you arrived at your answer?** ||
 * <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).// ||