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Mathematics Grade 3
Standard 1: Students understand and use basic and advanced concepts of number and number of systems
Standard 2: Geometry and Spatial Sense
Standard 3: Data Analysis, Statistics, and Probability
Standard 5: Algebra, Functions, and Patterns
| Standard 2: Geometry and Spatial Sense | ||
| TWO- AND THREE-DIMENSIONAL SHAPES, GEOMETRIC PROPERTIES AND RELATIONSHIPS | FLP Lessons | Activity that Addresses this Benchmark |
| 3.2.1 - Compare physical attributes of two-dimensional shapes; i.e., square, triangle, rectangle, and parallelogram | ||
| 3.2.2 - Describe the characteristics of a cylinder, pyramid, cube, sphere, and cone | ||
| 3.2.3 - Identify points, endpoints, lines, line segments, rays, and angles and use symbols to represent them | ||
| 3.2.4 - Identify right angles | ||
| COORDINATE GEOMETRY | ||
| 3.2.5 - Use ordered pairs to identify the locations of points in a grid; e.g., A-10 on a map | Your School Ground Through New Eyes |
Students map their school ground area, and use ordered pairs to identify the locations on the map. |
| TRANSFORMATION AND SYMMETRY | ||
| 3.2.6 - Identify and create shapes that have lines of symmetry | ||
| 3.2.7 - Identify two-dimensional shapes that are congruent or similar | ||
| VISUALIZATION, SPATIAL REASONING, AND GEOMETRIC MODELING | ||
| No new expectations at this level | ||
| Standard 3: Data Analysis, Statistics, and Probability | ||
| DATA COLLECTION, DISPLAY, AND INTERPRETATION | FLP Lessons | Activity that Addresses this Benchmark |
| 3.3.1 - Identify different parts of a graph; i.e., label, scale, and data | We're Into Pumpkins | Students put collected data about pumpkins into a graph. |
| Buzzy, Buzzy Bee | Students create various graphs to display the information about apples "produced" during various growing seasons. | |
| Let's Celebrate! | Students list and tally the total times that each celebration was selected during interviews. Students make a simple bar or picture graph to show favorite celebrations. | |
| Germ Busters | Students use the information that was recorded and put into graphs about the growth of microbes on three different potatoes. The students use the graphs to determine which potatoes grew the least microbes; the one handled by unwashed hands, the one handled by washed hands, or the not handled potato. | |
| Lunchtime Favorites | Students create Venn diagrams to help them compare and contrast information about the foods they eat. | |
| Tomatoes to Ketchup. Chickens to Omelettes | Students sort types of processed foods into groups based on the raw food source. They create Venn diagrams for processed foods made from more than one raw food. | |
| Gala Fiesta Jamboree | Students create frequency tables with information collected while exploring the role of celebrations in diverse cultures, their class and the local community. | |
| 3.3.2 - Display and interpret graphs with symbols or pictures that represent more than one object or event | We're Into Pumpkins | Students put collected data about pumpkins into a graph. |
| Buzzy, Buzzy Bee | Students create various graphs to display the information about apples "produced" during various growing seasons. | |
| Let's Celebrate! | Students list and tally the total times that each celebration was selected during interviews. Students make a simple bar or picture graph to show favorite celebrations. | |
| Germ Busters | Students use the information that was recorded and put into graphs about the growth of microbes on three different potatoes. The students use the graphs to determine which potatoes grew the least microbes; the one handled by unwashed hands, the one handled by washed hands, or the not handled potato. | |
| Gala Fiesta Jamboree | Students create frequency tables with information collected while exploring the role of celebrations in diverse cultures, their class and the local community. | |
| 3.3.3 - Solve problems based in data displayed on a graph | Germ Busters | Students use the information that was recorded and put into graphs about the growth of microbes on three different potatoes. The students use the graphs to determine which potatoes grew the least microbes; the one handled by unwashed hands, the one handled by washed hands, or the not handled potato. |
| 3.3.4 - Recognize the elements in the union and intersection of sets represented by Venn diagrams | Tomatoes to Ketchup. Chickens to Omelettes | Students sort types of processed foods into groups based on the raw food source. They create Venn diagrams for processed foods made from more than one raw food. |
| Lunchtime Favorites | Students create Venn diagrams to help them compare and contrast information about the foods they eat. | |
| PROBABILITY | ||
| 3.3.5 - Use a simple probability experiment to collect data, display the data in a graph, and interpret the likelihood of the outcome | Germ Busters | Through a controlled experiment, students learn one way bacteria can be spread and the importance of hand washing for personal hygiene and food safety. Students record and analyze the results from their experiment and predict, observe and summarize the experimental results on observation sheets. |
| STATISTICAL METHODS | ||
| No expectations at this time | ||
| PREDICTIONS, DATA ANALYSIS AND INFERENCES | ||
| 3.3.6 - Determine which outcomes are most likely to occur in certain situations; e.g., spinning red in most likely to occur when the spinner is divided among red, blue, green, red | Don't Use It All Up! | Students examine Earth's water supply. A bowl of water and sponges are used to illustrate the amount of water and the impact humans uses have on the water supply. The students predict how much water will be left at the end of their experiment. |
| Germ Busters | Students predict the outcome of an experiment about microbial growth. Three potatoes are used in the experiment, one that is not handled, one that is handled with unwashed hands and one that is handled with washed hands. | |
| Standard 4: Measurement | ||
| MEASURABLE ATTRIBUTES, MEASUREMENT SYSTEMS AND UNITS | FLP Lessons | Activity that Addresses this Benchmark |
| 3.4.1 - Tell time to the nearest minute using digital and analog clocks | ||
| 3.4.2 - Determine elapsed time by the hour | Germ Busters | Students conduct an experiment about microbial growth on three potatoes, one that has not been handled, one that has been handled by unwashed hands and one that has been handled by washed hands. The potatoes are observed over a period of hours, then days, as the bacteria grows on the potatoes, |
| 3.4.3 - Count coins and bills | ||
| 3.4.4 - Read and measure temperature with a thermometer using Fahrenheit and Celsius scales | ||
| 3.4.5 - Estimate and measure to the nearest half inch or centimeter | We're Into Pumpkins | Students work together in groups to estimate, and then measure the circumference, diameter and height of their pumpkin. |
| 3.4.6 - State specific relationships between units within the same measuring system; e.g., hours in a day, inches in a foot, cups in a pint | Don't Use It All Up! | Students conduct an activity that illustrates the demands placed on the worlds water supply. The students determine the appropriate units for the water used in their activity, so that they correspond accordingly to the worlds water supply. |
| Germ Busters | Students time each other washing hands as part of an experiment about microbial growth and in an effort to encourage proper hand washing. As they time each other they can relate the seconds to minutes and minutes to hours. | |
| We're Into Pumpkins | Students work together in groups to estimate, and then measure the circumference, diameter and height of their pumpkin. Measurements can be converted from feet to inches, etc. | |
| 3.4.7 - Estimate and measure perimeter, area, and volume using links, tiles, grid paper, geoboards, and dot paper | We're Into Pumpkins | Students work together in groups to estimate, and then measure the circumference, diameter and height of their pumpkin. |
| Your School Ground Through New Eyes | Students measure distances in the school ground in order to draw an accurate map of the area. | |
| MEASUREMENT TOOLS, TECHNIQUES, AND FORMULAS | ||
| 3.4.8 - Select a variety of tools for measuring length, weight, and capacity | We're Into Pumpkins | Students work together in groups to estimate, and then measure the circumference, diameter and height of their pumpkin. |
| Your School Ground Through New Eyes | Students measure distances in the school ground in order to draw an accurate map of the area. | |
| Standard 5: Algebra, Functions, and Patterns | ||
| PATTERNS, RELATIONS, AND FUNCTIONS | FLP Lessons | Activity that Addresses this Benchmark |
| 3.5.1 - Use patterns to solve problems | ||
| 3.5.2 - Create patterns using multiplication | ||
| 3.5.3 - Determine the missing elements of a patter of multitudes | ||
| NUMERIC AND ALGEBRAIC REPRESENTATIONS | ||
| 3.5.4 - Solve addition, subtractions, multiplication, and division equations with unknown numbers; e.g., 8 x ? = 56 | ||
| MATHEMATICAL MODELING | ||
| 3.5.5 - Use symbols to write number sentences;, +, -, >, <, =, x, and ÷ | ||
| RATES OF CHANGE | ||
| No new expectations at this level | ||