K+Math+Standard+3

** Math Kindergarten ** || ** 6.3.1 – Use a variety of manipulatives (such as connecting cubes, number cards, shapes) to create patterns ** || ** What would come next in a pattern? ** ||
 * ** Subject/Course: ** ** Grade Level: **
 * ** Standard 3: Algebra ** ||
 * ** SPI or Check for Understanding (#): **
 * ** Assessment Topic: To Make Patterns ** ||
 * ** Essential Question (s): ** ||
 * ** How might you show a pattern using manipulatives? **
 * // 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 Kindergarten ** || ** 6.3.2 Name, copy, and extend patterns ** || ** How can you identify the pattern? ** ||
 * ** Subject/Course: ** ** Grade Level: **
 * ** Standard 3: Algebra ** ||
 * ** SPI or Check for Understanding (#): **
 * ** Assessment Topic: Extend a pattern correctly ** ||
 * ** Essential Question (s): ** ||
 * ** How might you extend a particular pattern further? **
 * // 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 Kindergarten ** || ** 6.3.3 – Translate simple patterns into rules. ** || ** Where would you find a pattern? ** ||
 * ** Subject/Course: ** ** Grade Level: **
 * ** Standard 3: Algebra ** ||
 * ** SPI or Check for Understanding (#): **
 * ** Assessment Topic: To Understand the use of patterns in the real world. ** ||
 * ** Essential Question (s): ** ||
 * ** How might this pattern be used in the real world? **
 * // 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 Kindergarten ** || ** 6.3.4 – Sort, order, and classify objects by attribute and identify objects that do not belong in a particular group. ** || ** When would you sort, order, and classify objects by attributes in groups? ** ||
 * ** Subject/Course: ** ** Grade Level: **
 * ** Standard 3: Algebra ** ||
 * ** SPI or Check for Understanding (#): **
 * ** Assessment Topic: Sorting, Ordering, and Classifying Objects ** ||
 * ** Essential Question (s): ** ||
 * ** How might you sort, order, and classify objects by attributes in groups? **
 * // 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 Kindergarten ** || ** 6.3.5 – Describe change in attributes according to qualitative criteria such as longer / shorter, colder / warmer, heavier / lighter. ** || ** When might you compare longer/ shorter, heavier/ lighter, or colder / warmer? ** ||
 * ** Subject/Course: ** ** Grade Level: **
 * ** Standard 3: Algebra ** ||
 * ** SPI or Check for Understanding (#): **
 * ** Assessment Topic: Change in attributes ** ||
 * ** Essential Question (s): ** ||
 * ** How might you use appropriate tools such as a ruler, thermometer, or scale to show changes in attributes? **
 * // 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). // ||