Math+Module+1

represent place value thousands expanded notation models base ten symbols comma ||  HC 22-23, 24-27, 28-29,   32-33  || greater than (>) equal to (=) order compare digit value Thousands Period Ones Period ones tens hundreds thousands || HC 42-45 || same whole number and generate them by composing and decomposing numbers (Ex. 352 = 300 + 50 + 2; 300 + 25 + 25 + 2; 150 + 150 + 50 + 2, etc.) || *decompose (break apart) whole numbers into smaller units whole number place value digit expanded form standard form ones tens hundreds thousands compose decompose || HC 28-29 || (Ex., 399,_, 401) || *count forward from any given number (up to 1000) in written or oral form backward || HC 30-31 || any whole number up to 1000 using multiples of ten and/or 100 (Ex. 100 less than 587 is 487; 10 more than 196 is 206) || *skip count by multiples of ten from any number forward and backward Ex. 23, 33, 43, 53, etc. Ex. 414, 314, 214, 114 || more less multiple whole number || HC 30-31 || number is even or odd || *identify the digit in the one's place (1,3,5,7,9) || even odd ones place || HC 20-21 || data using pictographs || *describe a pictograph collect data pictograph key organize display describe || HC 322-323, 198-199 || data using bar graphs || *describe a bar graph (vertical and horizontal) collect data bar graph (vertical and horizontal) organize display describe || HC 324-325, 326-327 ||
 * ||  |||||||| GRADE 3 BRYANT SCHOOL DISTRICT || 2010 - 2011 ||
 * Module 1 Start: 8/19/2010 Teaching Days: 14 Test: 9/9/2010 Remediation Days: 2 End: 9/13/2010 ||  ||
 * Student Learning Expectation || Task Analysis || Vocabulary || Materials / References ||
 * ** 1. Enduring Understanding - The base 10 number system is based on groups of 10. ** ||
 * ** 1a. Essential Question - What strategies can be used to read and compare large numbers? ** ||
 * ** NO.1.3.2]] ** || Use the place-value structure of the base ten number   system and be able to represent and compare whole numbers including thousands, (using models,   illustrations, symbols, expanded notation and problem solving) (Ex. 2,308 _ __2,038)__  ||  *use manipulatives to show and to compare whole numbers including thousands
 * illustrate to show and to compare whole numbers including thousands
 * use symbols to show and to compare whole numbers including thousands
 * use expanded notation to write and to compare whole numbers including thousands
 * solve real-world problems by applying knowledge of showing and comparing whole numbers including thousands ||  compare
 * NO.1.3.3 || Use mathematical language and symbols to compare and order 4-digit numbers with and without appropriate technology (<,>,=) || *identify the ones place in the Thousands Period
 * identify the ones, tens, and hundreds place in the Ones Period
 * introduce the comma in a number
 * identify the value of the digits to compare and order 4-digit numbers
 * use <, >, = when comparing two 4-digit numbers
 * sequence multiple 4-digit numbers from greatest to least or least to greatest || less than (<)
 * 2. Enduring Understanding - Place value patterns are repeated in large numbers. ||
 * 2a. Essential Question - How are place value patterns repeated in large numbers? ||
 * NO.1.3.1 || Recognize equivalent representations for the
 * compose (put together) a set of numbers to form a whole number
 * show whole numbers in expanded form and standard form, and recognize that they are equivalent || equivalent
 * A.4.3.1 || Count forward and backward when given a number less than or equal to 1000
 * count backward from any given number to (up to and including 1000) in written or oral form || forward
 * 3. Enduring Understanding - Multiplication and division can be accomplished through addition and subtraction of partial products. ||
 * 3a. Essential Question - How can multiples be used to solve problems? ||
 * A.4.3.3 || Identify a number that is more or less than
 * skip count by multiples of one hundred from any number forward and backward
 * 4. Enduring Understanding - Multiplication and division are inverse operations. ||
 * 4a. Essential Question - What is the relationship among factors, products, and quotients? ||
 * NO.2.3.2a || Apply number theory: determine if a 3-digit
 * determine if the three-digit number is even or odd based on the digit in the one's place (no matter the other digits)
 * identify the ones place patterns for even numbers (0,2,4,6,8)
 * identify the ones place patterns for odd numbers
 * 5. Enduring Understanding - Organization of information shows relationships. ||
 * 5a. Essential Question - What are some ways to organize data? ||
 * DAP.14.3.1d || Collect, organize, display and describe simple
 * collect and sort data
 * decide how to display data
 * organize and display data using a pictograph
 * label and title the pictograph
 * add a key to the pictograph
 * describe data in the pictograph || survey
 * DAP.14.3.1e || Collect, organize, display and describe simple
 * collect and sort data
 * decide how to display data
 * organize and display data using a bar graph (vertical and horizontal)
 * label and title the bar graph (also add vertical and horizontal labels)
 * describe data in the bar graph || survey
 * 8 SLEs ||||||  || End of Module 1 ||   ||
 * ALIGNMENT NOTES ||
 * Calculators ||
 * No calculators will be used on Module 1 assessment. ||  ||   ||
 * Calculators ||
 * No calculators will be used on Module 1 assessment. ||  ||   ||