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Jefferson County Schools |
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Jefferson County K-12 Curriculum |
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Mathematics - Grade 3 |
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Absolute Value: Identifying
The learner will be able to
(ESSENTIAL) identify the absolute value of a given number.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Absolute Value |
Knowledge |
Master |
TN: Achievement Tests, 2001, Grade 3, 52 Algebraic Operations week tested: 29. |
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Unit Instructional Resources |
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Absolute Value: Understand
The learner will be able to
(ESSENTIAL) understand absolute value.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Absolute Value |
Comprehension |
Master |
TN: Achievement Tests, 2001, Grade 3, 10 Number and Number Relations week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Algebraic Concepts: Comprehend/Rules
The learner will be able to
(ESSENTIAL) comprehend rules for algebra.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Algebraic Concepts |
Comprehension |
Master |
TN: Achievement Tests, 2001, Grade 3, 16 Patterns, Functions, Algebra week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Change: Explain/Qualitative
The learner will be able to
(IMPORTANT) explain and apply qualitative change (e.g., a student growing taller).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Absolute Value |
Comprehension |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.2.5a |
Classroom
Home
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Unit Instructional Resources |
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Change: Explain/Quantitative
The learner will be able to
(IMPORTANT) explain and apply quantitative change (e.g. a student growing 2 inches in one year).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Absolute Value |
Comprehension |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.2.5.b |
Classroom
Home
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Unit Instructional Resources |
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Computation: Exponents/Radicals/Roots
The learner will be able to
(ESSENTIAL) perform computations with exponents, radicals, and roots.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Computation |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 52 Algebraic Operations week tested: 29. |
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Home
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Unit Instructional Resources |
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Expressions: Simplify
The learner will be able to
(ESSENTIAL) simplify expressions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Expressions |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 52 Algebraic Operations week tested: 29. |
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Unit Instructional Resources |
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Expressions: Understand
The learner will be able to
(ESSENTIAL) understand the concept of an expression/equation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Expressions |
Comprehension |
Master |
TN: Achievement Tests, 2001, Grade 3, 16 Patterns, Functions, Algebra week tested: 29. Tennessee Curriculum Standards, Grade 3, Learning Accomplishment 3.2.3.d |
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Unit Instructional Resources |
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Exponents: Apply
The learner will be able to
(ESSENTIAL) apply exponents.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Exponents |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 10 Number and Number Relations week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Formulate Problems
The learner will be able to
(ESSENTIAL) formulate various types of problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Write/Create Story Problems |
Synthesis |
Master |
TN: Achievement Tests, 2001, Grade 3, 17 Problem Solving and Reasoning week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Functions: Comprehend/Concept/Rules
The learner will be able to
(ESSENTIAL) comprehend the concept and rules of a function.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Absolute Value |
Comprehension |
Master |
TN: Achievement Tests, 2001, Grade 3, 16 Patterns, Functions, Algebra week tested: 29. |
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Unit Instructional Resources |
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Functions: Determine/Input
The learner will be able to
(IMPORTANT) determine the input for a given output when given the one operation function rule involving addition, subtraction, or multiplication.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Absolute Value |
Application |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.2.2.c |
Classroom
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Unit Instructional Resources |
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Functions: Determine/Output
The learner will be able to
(ESSENTIAL) determine the output for a given input when given the one operation function rule.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Absolute Value |
Application |
Master |
TN: Curriculum Standards, 2001, Grade 3, as documented through state assessment, Performance Indicator 3.2.spi.4 |
Classroom
Home
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Unit Instructional Resources |
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Graphing: Linear Equations
The learner will be able to
(ESSENTIAL) graph a linear equation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Acute/Right/Obtuse Angles |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 16 Patterns, Functions, Algebra week tested: 29. |
Classroom
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Unit Instructional Resources |
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Inequalities: Concept
The learner will be able to
(ESSENTIAL) understand the concepts of inequalities.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Inequalities |
Comprehension |
Master |
TN: Achievement Tests, 2001, Grade 3, 16 Patterns, Functions, Algebra week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Linear Equations: Solve
The learner will be able to
(ESSENTIAL) obtain solutions to linear equations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Linear Equations |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 16 Patterns, Functions, Algebra week tested: 29. |
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Home
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Unit Instructional Resources |
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Number Sentences: Identify/Real World
The learner will be able to
(ESSENTIAL) identify number sentences that illustrate real world scenario.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Sentence |
Knowledge |
Master |
TN: Curriculum Standards, 2001, Grade 3, as documented through state assessment, State Performance Indicator 3.2.spi.7, Learning Accomplishment 3.1.2.d |
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Number Sentence: Open/Solve
The learner will be able to
(ESSENTIAL) obtain solutions that involve addition and subtraction of whole numbers zero to twenty.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Sentence |
Application |
Master |
TN: Curriculum Standards, 2001, Grade 3, as documented through state assessment, State Performance Indicator 3.2.spi.5, Learning Accomplishment 3.2.3.b |
Classroom
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Unit Instructional Resources |
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Operations: Comprehend/Sense
The learner will be able to
(ESSENTIAL) comprehend the concepts of operation sense.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Operations |
Comprehension |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 12 Operation Concepts week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Operations: Properties
The learner will be able to
(ESSENTIAL) demonstrate an understanding of the properties of various operations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Operations |
Comprehension |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 12 Operation Concepts week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Operations: Relationships
The learner will be able to
(IMPORTANT) comprehend the relationships among operations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Change |
Comprehension |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.1.2 |
Classroom
Home
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Unit Instructional Resources |
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Operations: Represent
The learner will be able to
(ESSENTIAL) represent operations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Operations |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 12 Operation Concepts week tested: 29. |
Classroom
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Unit Instructional Resources |
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Order of Operations: Perform
The learner will be able to
(ESSENTIAL) perform computations using the order of operations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Order of Operations |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 51 Order of Operations week tested: 29. |
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Order of Operations: Understand
The learner will be able to
(ESSENTIAL) conceptually understand order of operations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Order of Operations |
Comprehension |
Master |
TN: Achievement Tests, 2001, Grade 3, 12 Operation Concepts week tested: 29. |
Classroom
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Unit Instructional Resources |
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Patterns: Comprehend/Use/Number
The learner will be able to
(ESSENTIAL) comprehend and use number patterns.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Absolute Value |
Comprehension |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 16 Patterns, Functions, Algebra week tested: 29.; TN: Achievement Tests, 2001, Grade 3, 16 Patterns, Functions, Algebra week tested: 29. |
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Patterns: Continue
The learner will be able to
(ESSENTIAL) continue repeating and growing number and geometric patterns.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Absolute Value |
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Master |
TN: Curriculum Standards, 2001, Grade 3, as documented through state assessment, State Performance Indicator 3.2.spi.2, Learning Accomplishments 3.2.2.a, 3.2.2.b |
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Unit Instructional Resources |
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Patterns: Find/Missing Elements
The learner will be able to
(ESSENTIAL) find an element that is missing in a pattern.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Absolute Value |
Application |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 16 Patterns, Functions, Algebra week tested: 29.; TN: Achievement Tests, 2001, Grade 3, 16 Patterns, Functions, Algebra week tested: 29. |
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Unit Instructional Resources |
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Patterns: Geometric/Understand
The learner will be able to
(ESSENTIAL) understand and/or apply geometric patterns.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Absolute Value |
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Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 16 Patterns, Functions, Algebra week tested: 29.; TN: Achievement Tests, 2001, Grade 3, 16 Patterns, Functions, Algebra week tested: 29. |
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Unit Instructional Resources |
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Patterns: Illustrate/Geometric
The learner will be able to
(ESSENTIAL) illustrate repeating geometric patterns as repeating number patterns.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Absolute Value |
Application |
Master |
TN: Curriculum Standards, 2001, Grade 3, as documented through state assessment, State Performance Indicator 3.2.spi.3 |
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Home
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Unit Instructional Resources |
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Patterns: Understand/Rule
The learner will be able to
(ESSENTIAL) understand rules for patterns.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Absolute Value |
Comprehension |
Master |
TN: Achievement Tests, 2001, Grade 3, 16 Patterns, Functions, Algebra week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Problem Solving: Algebraic Properties
The learner will be able to
(ESSENTIAL) solve problems by applying algebraic properties.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 16 Patterns, Functions, Algebra week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Properties: Apply/Zero
The learner will be able to
(IMPORTANT) apply the property of zero in addition and subtraction.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Properties |
Application |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.2.4.c |
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Home
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Unit Instructional Resources |
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Properties: Commutative/Multiplication
The learner will be able to
(IMPORTANT) use arrays to illustrate the commutative property of multiplication.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Properties |
Application |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.2.4e |
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Unit Instructional Resources |
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Properties: Commutative/Subtraction
The learner will be able to
(IMPORTANT) demonstrate that subtraction is not commutative.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Properties |
Application |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.2.4.b |
Classroom
Home
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Unit Instructional Resources |
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Properties:Describe/Commutative
The learner will be able to
(IMPORTANT) describe the commutative properties of addition and multiplication with words or symbols and apply the concept.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Properties |
Application |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.2.3.a, Learning Accomplishment 3.2.4.a |
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Unit Instructional Resources |
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Properties: Multiplication/Zero
The learner will be able to
(IMPORTANT) apply zero and identity properties of multiplication.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Properties |
Application |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.2.4.d |
Classroom
Home
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Unit Instructional Resources |
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Quadratic Equations: Graphing/Solutions
The learner will be able to
(ESSENTIAL) graph a quadratic equation on the coordinate plane and find solutions for quadratic equations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Quadratic Equations/Formula |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 16 Patterns, Functions, Algebra week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Rates: Calculate
The learner will be able to
(ESSENTIAL) calculate simple rates.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Rates |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 13 Measurement week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Solve Equations
The learner will be able to
(ESSENTIAL) solve given equations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solve Equations |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 52 Algebraic Operations week tested: 29. |
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Home
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Unit Instructional Resources |
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Sort: Two Characteristics
The learner will be able to
(ESSENTIAL) sort objects by two characteristics.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Absolute Value |
Analysis |
Master |
TN: Curriculum Standards, 2001, Grade 3, as documented through state assesment, State Performance Indicator 3.2.spi.1, Learning Accomplishment 3.2.1.a |
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Unit Instructional Resources |
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Sorting: Describe/Rules
The learner will be able to
(ESSENTIAL) describe the rules used to sort numbers or objects.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Absolute Value |
Comprehension |
Master |
TN: Curriculum Standards, 2001, Grade 3, as documented through state assessment, State Performance Indicator 3.2.spi.6, Learning Accomplishments 3.2.1.b, 3.2.1.c |
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Unit Instructional Resources |
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Systems of Equations: Solve
The learner will be able to
(ESSENTIAL) obtain solutions to and/or explore systems of equations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Systems of Equations |
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Master |
TN: Achievement Tests, 2001, Grade 3, 16 Patterns, Functions, Algebra week tested: 29. |
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Home
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Unit Instructional Resources |
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Terms: Communicate/Ideas
The learner will be able to
(IMPORTANT) use mathematical vocabulary and appropriate symbols to communicate ideas.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Change |
Comprehension |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.2.3.c |
Classroom
Home
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Unit Instructional Resources |
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Variable: Investigate/Describe Concept
The learner will be able to
(ESSENTIAL) explore and relate the concept of variable.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Variable |
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Master |
TN: Achievement Tests, 2001, Grade 3, 16 Patterns, Functions, Algebra week tested: 29. |
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Home
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Unit Instructional Resources |
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Data Analysis and Probability
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Analyzing Graphs: Make/Interpretations
The learner will be able to
(ESSENTIAL) make interpretations of data displays.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Analyzing/Evaluating Graphical Forms |
Analysis |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 15 Data Analysis, Statistics, & Probability week tested: 29.; TN: Achievement Tests, 2001, Grade 3, 15 Data Analysis, Statistics and Probability week tested: 29. |
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Unit Instructional Resources |
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Bar Graphs: Interpret
The learner will be able to
(ESSENTIAL) interpret information given in bar graphs.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Bar Graphs |
Analysis |
Master |
TN: Curriculum Standards, 2001, as documented through state assessment, State Performance Indicator 3.5.spi.2 |
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Home
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Unit Instructional Resources |
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Bar Graphs/Pictographs: Create
The learner will be able to
(IMPORTANT) create bar graphs and pictographs to display data.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Bar Graphs |
Synthesis |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.5.1.c |
Classroom
Home
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Unit Instructional Resources |
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Combinations: Comprehend/Concept
The learner will be able to
(ESSENTIAL) comprehend the concept of combinations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Combinations |
Comprehension |
Master |
TN: Achievement Tests, 2001, Grade 3, 12 Operation Concepts week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Data: Ask/Questions
The learner will be able to
(IMPORTANT) ask questions that can be answered by gathering data.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Analyzing/Evaluating Graphical Forms |
Application |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.5.1.a |
Classroom
Home
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Unit Instructional Resources |
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Data: Compare
The learner will be able to
(ESSENTIAL) make comparisons of data.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data Analysis and Probability |
Analysis |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 15 Data Analysis, Statistics, & Probability week tested: 29.; TN: Achievement Tests, 2001, Grade 3, 15 Data Analysis, Statistics and Probability week tested: 29. |
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Unit Instructional Resources |
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Data/Conclusions: Describe/Evaluate
The learner will be able to
(ESSENTIAL) describe and/or evaluate data, draw conclusions, and evaluate these data conclusions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data Analysis and Probability |
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Master |
TN: Achievement Tests, 2001, Grade 3, 15 Data Analysis, Statistics and Probability week tested: 29. |
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Home
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Unit Instructional Resources |
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Data: Understand/Sorting/Grouping
The learner will be able to
(ESSENTIAL) understand sorting and grouping methods.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data Collection and Classification |
Comprehension |
Master |
TN: Achievement Tests, 2001, Grade 3, 14 Geometry and Spatial Sense week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Data Analysis: Inferences
The learner will be able to
(ESSENTIAL) form inferences from gathered data.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data Analysis and Probability |
Analysis |
Master |
TN: Achievement Tests, 2001, Grade 3, 15 Data Analysis, Statistics and Probability week tested: 29. |
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Unit Instructional Resources |
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Data Display: Choose/Suitable/Illustrate
The learner will be able to
(ESSENTIAL) choose a suitable display to illustrate a data set.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data Analysis and Probability |
Application |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 15 Data Analysis, Statistics, & Probability week tested: 29.; TN: Achievement Tests, 2001, Grade 3, 15 Data Analysis, Statistics and Probability week tested: 29. |
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Event: Likely/Unlikely
The learner will be able to
(IMPORTANT) explain whether an event is likely or unlikely.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Average/Median/Mode/Range |
|
Master |
Tennessee Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.5.2.d |
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Unit Instructional Resources |
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Graphing: Construct/Finish/Data Display
The learner will be able to
(ESSENTIAL) construct and/or finish a data display.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Graphing |
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Master |
TN: Achievement Tests, 2001, Grade 3, 15 Data Analysis, Statistics and Probability week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Graphs/Diagrams/Charts/Tables: Read
The learner will be able to
(ESSENTIAL) read /interpret circle graphs, bar graphs, line graphs, pictographs, diagrams, tables, and charts.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Circle Graphs |
Knowledge |
Master |
TN: Achievement Tests, 2001, Grade 3, 15 Data Analysis, Statistics and Probability week tested: 29., Tennessee Curriculum Standards, Grade 3, Learning Accomplishments 3.5.1.b, d |
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Graphs: Restructure Data Display
The learner will be able to
(ESSENTIAL) restructure a data display for various reasons.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Analyzing/Evaluating Graphical Forms |
Synthesis |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 15 Data Analysis, Statistics, & Probability week tested: 29.; TN: Achievement Tests, 2001, Grade 3, 15 Data Analysis, Statistics and Probability week tested: 29. |
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Unit Instructional Resources |
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Impossible/Certain: Describe
The learner will be able to
(ESSENTIAL) describe events as certain, possible, or impossible.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Analyzing/Evaluating Graphical Forms |
Comprehension |
Master |
TN: Curriculum Standards, 2001, as documented through state assessment, State Performance Indicator 3.5.spi.4, Learning Accomplishment 3.5.2. c |
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Unit Instructional Resources |
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Outcomes: Explain/Simple Experiment
The learner will be able to
(ESSENTIAL) recognize and explain all possible outcomes of a simple experiment (i.e., spinner, coin toss, number, or color cube).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Analyzing/Evaluating Graphical Forms |
Comprehension |
Master |
TN: Curriculum Standards, 2001,as documented through state assessment, State Performance Indicator 3.5.spi. 6, Learning Accomplishment 3.5.2. b |
Classroom
Home
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Unit Instructional Resources |
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Permutations: Comprehend/Concept
The learner will be able to
(ESSENTIAL) comprehend the concept of permutations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Permutations |
Comprehension |
Master |
TN: Achievement Tests, 2001, Grade 3, 12 Operation Concepts week tested: 29. |
Classroom
Home
|
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Unit Instructional Resources |
| |
|
|
Pictographs: Interpret
The learner will be able to
(ESSENTIAL) interpret pictographs.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Pictographs |
Analysis |
Master |
TN: Curriculum Standards, 2001, Grade 3, as documented throough state assessment, State Performance Indicator 3.5.spi.1 |
Classroom
Home
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Unit Instructional Resources |
| |
|
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Predictions: Justify
The learner will be able to
(IMPORTANT) justify predictions of the outcomes of events that are based on collected and displayed data.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Analyzing/Evaluating Graphical Forms |
Evaluation |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.5.2.a |
Classroom
Home
|
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Unit Instructional Resources |
| |
|
|
Probability
The learner will be able to
(ESSENTIAL) identify the probability of a given situation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Probability |
Knowledge |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 15 Data Analysis, Statistics, & Probability week tested: 29.; TN: Achievement Tests, 2001, Grade 3, 15 Data Analysis, Statistics and Probability week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Probability: Judge/Likely/Unlikely
The learner will be able to
(ESSENTIAL) determine the most likely, least likely, or equally likely outcomes in simple experiments (i.e spinner, number or color cube).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Analyzing/Evaluating Graphical Forms |
Evaluation |
Master |
TN: Curriculum Standards, 2001, as documented through state assessment, State Performance Indicator 3.5.spi.5 |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Problem Solving: Apply/Data
The learner will be able to
(ESSENTIAL) obtain solutions to problems by applying data.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 15 Data Analysis, Statistics and Probability week tested: 29. |
Classroom
Home
|
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Unit Instructional Resources |
| |
|
|
Sampling: Comprehend/Concepts
The learner will be able to
(ESSENTIAL) comprehend the concepts of sampling.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Sampling |
Comprehension |
Master |
TN: Achievement Tests, 2001, Grade 3, 15 Data Analysis, Statistics and Probability week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
| |
|
|
Statistics: Application
The learner will be able to
(ESSENTIAL) understand concepts, processes, and properties of statistics.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Statistics |
|
Master |
TN: Achievement Tests, 2001, Grade 3, 15 Data Analysis, Statistics and Probability week tested: 29. |
Classroom
Home
|
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Unit Instructional Resources |
| |
|
|
Tables: Solve/Real World
The learner will be able to
(ESSENTIAL) obtain solutions to real world problems using tables.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Tables/Charts |
Application |
Master |
TN: Curriculum Standards, 2001, as documented through state assessment, State Performance Indicator 3.5.spi.3 |
Classroom
Home
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Unit Instructional Resources |
| |
|
|
Angles: Measuring
The learner will be able to
(ESSENTIAL) measure angles.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Angles |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 13 Measurement week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
| |
|
|
Angle: Understand
The learner will be able to
(ESSENTIAL) comprehend the concept of an angle.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Angles |
Comprehension |
Master |
TN: Achievement Tests, 2001, Grade 3, 14 Geometry and Spatial Sense week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
| |
|
|
Characteristics: Compare/2D/3D
The learner will be able to
(IMPORTANT) recognize, name, build, draw, and compare two- and three-dimensional geometric figures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures: Attributes |
Analysis |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.3.1.a |
Classroom
Home
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Unit Instructional Resources |
| |
|
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Circle: Parts
The learner will be able to
(ESSENTIAL) identify and define circle parts.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Circles |
Knowledge |
Master |
TN: Achievement Tests, 2001, Grade 3, 14 Geometry and Spatial Sense week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Combine Figures
The learner will be able to
(ESSENTIAL) combine geometric figures in creating other geometric figures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Combine/Partition/Transform |
Synthesis |
Master |
TN: Achievement Tests, 2001, Grade 3, 14 Geometry and Spatial Sense week tested: 29. |
Classroom
Home
|
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Unit Instructional Resources |
| |
|
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Congruence: Identify
The learner will be able to
(ESSENTIAL) recognize congruent figures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Congruence |
Knowledge |
Master |
TN: Curriculum Standards, 2001, Grade 3, as documented through state assessment, State Performance Indicator 3.3.spi.3, Learning Accomplishment 3.3.1.b |
Classroom
Home
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Unit Instructional Resources |
| |
|
|
Coordinate Geometry: Apply/Vocabulary
The learner will be able to
(ESSENTIAL) apply appropriate mathematical vocabulary to locate a point on a grid using whole number coordinates.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Coordinate Geometry |
Application |
Master |
TN: Curriculum Standards, 2001, Grade 3, as documented through state assessment, State Performance Indicator 3.3.spi.4 |
Classroom
Home
|
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Unit Instructional Resources |
| |
|
|
Coordinate System: Applying
The learner will be able to
(ESSENTIAL) apply an understanding of the coordinate system.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Acute/Right/Obtuse Angles |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 14 Geometry and Spatial Sense week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Geometric Proofs: Application
The learner will be able to
(ESSENTIAL) interpret, complete, and apply geometric proofs.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Geometric Proofs/Theorems |
|
Master |
TN: Achievement Tests, 2001, Grade 3, 14 Geometry and Spatial Sense week tested: 29. |
Classroom
Home
|
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Unit Instructional Resources |
| |
|
|
Grid: Identify Location
The learner will be able to
(IMPORTANT) identify a location on a grid using whole number coordinates.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Acute/Right/Obtuse Angles |
|
Master |
Tennessee Curriculum Standards 2001, Grade 3, Learning Accomplishment 3.3.2b |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Inductive/Deductive: Apply
The learner will be able to
(ESSENTIAL) apply inductive and deductive reasoning to solve problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Reasoning |
Synthesis |
Master |
TN: Achievement Tests, 2001, Grade 3, 17 Problem Solving and Reasoning week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Lines: Draw/Diagonal
The learner will be able to
(IMPORTANT) identify and draw diagonal lines of polygons.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Lines |
Application |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.3.1e |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Lines: Draw/Vertical
The learner will be able to
(IMPORTANT) draw horizontal and vertical lines.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Lines |
Application |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.3.1d |
Classroom
Home
|
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Unit Instructional Resources |
| |
|
|
Number Lines: Recognize/Fractions
The learner will be able to
(IMPORTANT) recognize the position of 1/2, 1/3, and 1/4 on a number line.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Acute/Right/Obtuse Angles |
Knowledge |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.3.2a |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Parallel /Perpendicular Lines: Identify
The learner will be able to
(ESSENTIAL) identify parallel and perpendicular lines.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Lines: Parallel/Perpendicular |
Knowledge |
Master |
TN: Achievement Tests, 2001, Grade 3, 14 Geometry and Spatial Sense week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Planes/Points/Lines: Understand/Concepts
The learner will be able to
(ESSENTIAL) understand the concepts of planes, points, lines, and rays.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Planes/Points/Lines |
Comprehension |
Master |
TN: Achievement Tests, 2001, Grade 3, 14 Geometry and Spatial Sense week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Prob. Solving: Geometric Models/Construc
The learner will be able to
(ESSENTIAL) obtain solutions to problem situations with geometric models and constructions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 14 Geometry and Spatial Sense week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Properties: Apply/Geometric
The learner will be able to
(ESSENTIAL) apply the geometric properties.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Properties of Figures |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 14 Geometry and Spatial Sense week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Pythagorean Theorem: Apply
The learner will be able to
(ESSENTIAL) apply the Pythagorean Theorem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Pythagorean Theorem |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 14 Geometry and Spatial Sense week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Reasoning: Spatial
The learner will be able to
(ESSENTIAL) use spatial reasoning to solve problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Reasoning |
Synthesis |
Master |
TN: Achievement Tests, 2001, Grade 3, 17 Problem Solving and Reasoning week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Representations: Connect/2-D/3-D
The learner will be able to
(ESSENTIAL) connect two-dimensional and three-dimensional representations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures: Representations |
Analysis |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 14 Geometry & Spatial Sense week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Shapes: Name
The learner will be able to
(ESSENTIAL) name two-dimensional shapes(i.e., rectangle, square, triangle, circle).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Two-Dimensional Shapes |
Knowledge |
Master |
TN: Curriculum Standards, 2001, Grade 3, as documented through state assessment, State Performance Indicator 3.3.spi.1 |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Similarity/Congruence: Identify
The learner will be able to
(ESSENTIAL) identify figures that are similar and/or congruent.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Congruence/Similarity/Symmetry |
Knowledge |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 14 Geometry & Spatial Sense week tested: 29. Tennessee Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.3.1.a |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Solids: Recognize/3D
The learner will be able to
(ESSENTIAL) name three-dimensional solids (i.e., cube, cylinder, sphere, cone) (Learning Accomplishment includes "name, build, draw, and compare").
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Three-Dimensional Solids |
Knowledge |
Master |
TN: Curriculum Standards, 2001, Grade 3, as doucmented through state assessment, State Performance Indicator 3.3.spi.2, Learning Accomplishment 3.3.1.a |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Spatial Thinking: Problem Solving
The learner will be able to
(ESSENTIAL) obtain solutions to problems using spatial visualization.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Spatial Thinking |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 14 Geometry and Spatial Sense week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Symmetry: Recognize
The learner will be able to
(ESSENTIAL) recognize symmetry (Learning Accomplishment includes ("in two-dimensional figures").
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Symmetry |
Knowledge |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 14 Geometry & Spatial Sense week tested: 29. Tennessee Curriculum Standards, 2001, Grade 3, as documented through state assessment, Performance Indicator 3.3.spi. 6, Learning Accomplishment 3.3.1 c. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Subdivide: Figures
The learner will be able to
(ESSENTIAL) subdivide figures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Combine/Partition/Transform |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 14 Geometry and Spatial Sense week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Three-Dimensional Solids: Apply
The learner will be able to
(ESSENTIAL) use the concepts, properties, and relationships of three-dimensional solids.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Three-Dimensional Solids |
Application |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 14 Geometry & Spatial Sense week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Transformation: Apply
The learner will be able to
(ESSENTIAL) apply the properties and concepts of transformations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Transformations |
Application |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 14 Geometry & Spatial Sense week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Transformations: Explain/2-D
The learner will be able to
(ESSENTIAL) identify the result of a transformation that has been applied to a simple two dimensional geometric shape (i.e., flips or slides).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Transformations |
Comprehension |
Master |
TN: Curriculum Standards, 2001, Grade 3, as documented through state assessment, State Performance Indicator 3.3.spi.5 |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Transformations: Predict/Explain
The learner will be able to
(IMPORTANT) formulate predictions and explain the results of sliding, flipping, and turning plane figures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Transformations |
Analysis |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.3.3.a |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Triangles: Comprehend/Concepts
The learner will be able to
(ESSENTIAL) comprehend triangle concepts.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Triangles |
Comprehension |
Master |
TN: Achievement Tests, 2001, Grade 3, 14 Geometry and Spatial Sense week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Two-Dimensional Shapes: Apply Properties
The learner will be able to
(ESSENTIAL) use the concepts, properties, and relationships of two-dimensional shapes.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Two-Dimensional Shapes |
|
Master |
TN: Achievement Tests, 2001, Grade 3, 14 Geometry and Spatial Sense week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Accuracy: Determine
The learner will be able to
(ESSENTIAL) determine precision of measurement.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Accuracy |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 13 Measurement week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Accuracy: Identify
The learner will be able to
(ESSENTIAL) determine the degree of accuracy of a measurement.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Accuracy |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 13 Measurement week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Area: Calculate
The learner will be able to
(ESSENTIAL) calculate the area of a given figure.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Area |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 13 Measurement week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Calendar Concepts
The learner will be able to
(ESSENTIAL) develop an understanding of calendars and their uses.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Calendar |
Comprehension |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 13 Measurement week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Calendar: Problem Solving
The learner will be able to
(ESSENTIAL) use a calendar to obtain solutions to real world problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Calendar |
Application |
Master |
TN: Curriculum Standards, 2001, Grade 3, as documented through state assessment, State Performance Indicator 3.4.spi.3, Learning Accomplishment 3.4.2.a |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Capacity: Measure
The learner will be able to
(ESSENTIAL) measure capacity.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Capacity |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 13 Measurement week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Capacity: Cup, Liter,Pint,Quart,Gallon
The learner will be able to
(IMPORTANT) measure capacity to the nearest liter,cup, pint, quart, and gallon.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Capacity |
Application |
Master |
Tennessee Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.4.2.e |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Concepts: Understand
The learner will be able to
(IMPORTANT) understand the concepts of area, perimeter, and capacity.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Accuracy |
|
Master |
Tennessee Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.4.1.b |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Conversion: Perform/Units
The learner will be able to
(ESSENTIAL) perform measurement conversions from one unit to another.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Converting |
Synthesis |
Master |
TN: Achievement Tests, 2001, Grade 3, 13 Measurement week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Circumference: Determine
The learner will be able to
(ESSENTIAL) determine the circumference of a circle.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Circumference |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 13 Measurement week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Distance: Measure
The learner will be able to
(ESSENTIAL) measure distance.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Distance/Rate/Time/Acceleration |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 13 Measurement week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Estimate: When Sufficient
The learner will be able to
(IMPORTANT) determine when an estimate of a measurement is sufficient.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Accuracy |
|
Master |
Tennessee Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.4.1.a |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Instruments: Appropriate
The learner will be able to
(ESSENTIAL) use the appropriate measurement instrument (ruler, thermometer, etc.) when measuring a specific attribute.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Tools/Instruments |
Application |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 13 Measurement week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Length
The learner will be able to
(ESSENTIAL) determine the length of the object.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Length |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 13 Measurement week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Length: Estimate/Strategies
The learner will be able to
(IMPORTANT) estimate length, perimeter, area, capacity, weight, time, and temperature using various strategies.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Length Estimation |
Application |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.4.2.b |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Length: Measure/Centimeter
The learner will be able to
(ESSENTIAL) measure the length of an object to the nearest centimeter and inch.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Length |
Application |
Master |
TN: Curriculum Standards, 2001, Grade 3, as documented through state assessment, State Performance Indicator 3.4.spi.2, Learning Accomplishment 3.4.2.d |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Length: Nearest/Measure/Half-Inch
The learner will be able to
(IMPORTANT) measure the length to the nearest half-inch.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Length |
Application |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.4.2.d |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Mass: Measure
The learner will be able to
(ESSENTIAL) measure mass.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mass |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 13 Measurement week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Measurement: Estimation
The learner will be able to
(ESSENTIAL) make measurement estimations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Measurement: Estimation |
Application |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 13 Measurement week tested: 29. Tennessee Curriculum Standards, 2001. Grade 3, as documented through state assessment, Performance Indicator 3.4.spi. 6 |
Classroom
Home
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Unit Instructional Resources |
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Measurement: Relationship/Inch/Foot
The learner will be able to
(IMPORTANT) explain the relationship among inch, foot, and yard.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Measurement: Relationships |
Comprehension |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.4.2.c |
Classroom
Home
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Unit Instructional Resources |
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Measurement Concepts: Understand
The learner will be able to
(ESSENTIAL) understand the concepts of measurement.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Measurement Concepts |
Comprehension |
Master |
TN: Achievement Tests, 2001, Grade 3, 13 Measurement week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Money: Calculate
The learner will be able to
(ESSENTIAL) perform calculations with money.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Money |
Application |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 11 Computation & Numerical Estimation week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Money Concepts
The learner will be able to
(ESSENTIAL) identify and understand how money is used.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Money |
|
Master |
TN: Achievement Tests, 2001, Grade 3, 10 Number and Number Relations week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Perimeter: Determine/Rectangle
The learner will be able to
(ESSENTIAL) determine the perimeter of a rectangle on a grid.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Perimeter |
Application |
Master |
TN: Curriculum Standards, 2001, Grade 3, as documented through state assessment, State Performance Indicator 3.4.spi.9 |
Classroom
Home
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Unit Instructional Resources |
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Perimeter: Figures
The learner will be able to
(ESSENTIAL) determine the perimeter of a geometric figure.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Perimeter |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 13 Measurement week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Perimeter: Polygons
The learner will be able to
(IMPORTANT) find the perimeter of polygons.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Perimeter |
Application |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.4.2.g |
Classroom
Home
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Unit Instructional Resources |
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Problem Solving: Indirect Measures
The learner will be able to
(ESSENTIAL) solve problems involving indirect measures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 13 Measurement week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
| |
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Real-World Problems: Solve/Measurement
The learner will be able to
(ESSENTIAL) solve real-world problems involving addition and subtraction of one-or-two digit measurements (Learning Accomplishment includes "elapsed time to the half-hour).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Accuracy |
Application |
Master |
Tennessee Curriculum Standards, 2001, Grade 3, as documented through state assessment, Performance Indicator 3.4.spi. 4, Learning Accomplishment 3.4.2.i |
Classroom
Home
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Unit Instructional Resources |
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Scale Drawing: Apply/Map
The learner will be able to
(ESSENTIAL) apply and use scales and scale drawings in maps.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Scale Drawings |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 13 Measurement week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Scale Models: 2- and 3-Dimensions
The learner will be able to
(ESSENTIAL) construct two- and three-dimensional scale models of common objects.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Scale Drawings |
Synthesis |
Master |
TN: Achievement Tests, 2001, Grade 3, 13 Measurement week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Time: Elapsed/Half-Hour
The learner will be able to
(ESSENTIAL) obtain solutions to real world problems involving elapsed time to the half-hour.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Time |
Application |
Master |
TN: Curriculum Standards, 2001, Grade 3, as documented through state assessment, State Performance Indicator 3.4.spi.10 |
Classroom
Home
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Unit Instructional Resources |
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|
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Time: Problem Solving
The learner will be able to
(ESSENTIAL) solve problems involving time.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Time |
Application |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 13 Measurement week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Time: Read/Write/Five-Minute Interval
The learner will be able to
(ESSENTIAL) read and write time in up to five-minute intervals.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Time |
Knowledge |
Master |
Tennessee Curriculum Standards, 2001, Grade 3, as documented through state assessment, State Performance Indicator 3.4.spi.8, Learning Accomplishment 3.4.2.k |
Classroom
Home
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Unit Instructional Resources |
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Time: Read/Write/Hour
The learner will be able to
(ESSENTIAL) read and write time to the nearest hour, half-hour, and quarter-hour.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Time |
Knowledge |
Master |
Tennessee Curriculum Standards, 2001, Grade 3, as documented through state assessment, State Performance Indicator 3.4.spi.1 |
Classroom
Home
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Unit Instructional Resources |
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Temperature: Fahrenheit
The learner will be able to
(ESSENTIAL) read a Fahrenheit and Celsius thermometer.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Temperature |
Knowledge |
Master |
TN: Curriculum Standards, 2001, Grade 3, as documented through state assessment, State Peformance Indicator 3.4.spi.7, Learning Accomplishment 3.4.2.j |
Classroom
Home
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Unit Instructional Resources |
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Temperature: Understand/Problem Solving
The learner will be able to
(ESSENTIAL) understand temperature concepts in problem solving situations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Temperature |
Comprehension |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 13 Measurement week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Tools: Use/Ruler
The learner will be able to
(ESSENTIAL) use a ruler.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Tools/Instruments |
Application |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 13 Measurement week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
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Units: Appropriate Units
The learner will be able to
(ESSENTIAL) identify a suitable unit of measure for use in a particular situation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Units |
Knowledge |
Master |
TN: Achievement Tests, 2001, Grade 3, 13 Measurement week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Units: Choose/Use
The learner will be able to
(ESSENTIAL) choose and use the appropriate standard units to determine measures of length, (Learning Accomplishment also includes "area, capacity, weight, time, and temperature").
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Units |
Application |
Master |
TN: Curriculum Standards, 2001, Grade 3, as documented through state assessment, Performance Indicator 3.4.spi. 5, Learning Accomplishment 3.4.2.h |
Classroom
Home
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Unit Instructional Resources |
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Units: Nonstandard
The learner will be able to
(ESSENTIAL) apply nonstandard units in measurement situations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Units |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 13 Measurement week tested: 29. |
Classroom
Home
|
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Unit Instructional Resources |
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Weight: Nearest/Measure/
The learner will be able to
(IMPORTANT) measure to the nearest ounce, pound, kilogram, and gram.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Weight |
Application |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.4.2.f |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Weight: Measure
The learner will be able to
(ESSENTIAL) measure weight.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Weight |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 13 Measurement week tested: 29. |
Classroom
Home
|
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Unit Instructional Resources |
| |
|
|
Add/Sub/Mult/ Whole Numbers: With/Regrou
The learner will be able to
(ESSENTIAL) add subtract, and multiply whole numbers, regrouping when necessary.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Add Whole Numbers |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 43 Add Whole Numbers week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
| |
|
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Add/Sub/Mult/Whole Numbers: Without/Regr
The learner will be able to
(ESSENTIAL) add, subtract, and multiply whole numbers without regrouping.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Add Whole Numbers |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 43 Add Whole Numbers week tested: 29. |
Classroom
Home
|
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Unit Instructional Resources |
| |
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Add/Subtract: Single Digit
The learner will be able to
(ESSENTIAL) add and subtract efficiently and accurately with single-digit numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Add/Subtract Whole Numbers |
Application |
Master |
TN: Curriculum Standards, 2001, Grade 3, as documented through state assessment, State Performance Indicator 3.1.spi.3 |
Classroom
Home
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Unit Instructional Resources |
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|
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Add/Subtract: Mental Math
The learner will be able to
(IMPORTANT) use mental math to calculate the sum or difference of the two numbers up to one hundred.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Change |
Application |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.1.3.h |
Classroom
Home
|
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Unit Instructional Resources |
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Add Whole Numbers: 2-3 Digits
The learner will be able to
(ESSENTIAL) perform the addition of two- and/or three-digit whole numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Add Whole Numbers |
Application |
Master |
TN: Curriculum Standards, 2001, as documented through state assessment, State Performance Indicator 3.1.spi.8 |
Classroom
Home
|
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Unit Instructional Resources |
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|
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Change : Determine
The learner will be able to
(ESSENTIAL) determine the correct change from a transaction that is less than $1.00.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Cardinal Numbers |
Application |
Master |
Tennessee Curriculum Standards, 2001, Grade 3, as documented through state assessment, State Performance Indicator 3.1.spi.11, Learning Accomplishment 3.1.1.l |
Classroom
Home
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Unit Instructional Resources |
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|
|
Communication: Describe/Thinking
The learner will be able to
(ESSENTIAL) describe thinking.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Communication |
Comprehension |
Master |
TN: Achievement Tests, 2001, Grade 3, 18 Communication week tested: 29. |
Classroom
Home
|
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Unit Instructional Resources |
| |
|
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Communication: Evaluate Ideas
The learner will be able to
(ESSENTIAL) make evaluations of ideas.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Communication |
Evaluation |
Master |
TN: Achievement Tests, 2001, Grade 3, 18 Communication week tested: 29. |
Classroom
Home
|
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Unit Instructional Resources |
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|
|
Compare/Order
The learner will be able to
(ESSENTIAL) compare and/or order numbers and/or objects to 9999 using the appropriate symbol <, >, =.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Comparing/Ordering |
Analysis |
Master |
Tennessee Curriculum Standards, 2001, Grade 3, as documented through state asessment, State Performance Indicator 3.1.spi.7, Learning Accomplishment 3.1.1. n |
Classroom
Home
|
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Unit Instructional Resources |
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|
|
Compare/Order: Numbers
The learner will be able to
(ESSENTIAL) compare and order numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Comparing/Ordering |
Analysis |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 10 Number & Number Relations week tested: 29.; TN: Achievement Tests, 2001, Grade 3, 10 Number and Number Relations week tested: 29. |
Classroom
Home
|
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Unit Instructional Resources |
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|
|
Computing
The learner will be able to
(ESSENTIAL) correctly perform various computations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Computing/Estimating |
Application |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 11 Computation & Numerical Estimation week tested: 29.; TN: Achievement Tests, 2001, Grade 3, 11 Computation and Numerical Estimation week tested: 29. |
Classroom
Home
|
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Unit Instructional Resources |
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|
|
Computing/Estimating: Reasonableness
The learner will be able to
(ESSENTIAL) determine the reasonableness of computations and numerical estimations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Computing/Estimating |
|
Master |
TN: Achievement Tests, 2001, Grade 3, 11 Computation and Numerical Estimation week tested: 29. |
Classroom
Home
|
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Unit Instructional Resources |
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|
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Computing: In Context
The learner will be able to
(ESSENTIAL) perform computations in the context of given problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Computing/Estimating |
Application |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 11 Computation & Numerical Estimation week tested: 29.; TN: Achievement Tests, 2001, Grade 3, 11 Computation and Numerical Estimation week tested: 29. |
Classroom
Home
|
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Unit Instructional Resources |
| |
|
|
Conjectures: Formulate/Evaluate
The learner will be able to
(ESSENTIAL) formulate and make evaluations of conjectures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Conjecture/Argument |
Evaluation |
Master |
TN: Achievement Tests, 2001, Grade 3, 17 Problem Solving and Reasoning, 18 Communication, week tested: 29. |
Classroom
Home
|
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Unit Instructional Resources |
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Connecting: Models
The learner will be able to
(ESSENTIAL) connect verbal, written, physical and pictorial models of fractions with denominators up to ten.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Connecting |
Analysis |
Master |
TN: Curriculum Standards, 2001, Grade 3, as documented through state assessment, State Performance Indicator 3.1.spi.9, Learning Accomplishment 3.1.1.h |
Classroom
Home
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Unit Instructional Resources |
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Counting: By Tens
The learner will be able to
(ESSENTIAL) count by tens, hundreds and thousands.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Counting |
Knowledge |
Master |
TN: Curriculum Standards, 2001, Grade 3, as documented through state assessment, State Performance Indicator 3.1.spi.1, Learning Accomplishment 3.1.1.a |
Classroom
Home
|
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Unit Instructional Resources |
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|
|
Counting: Problem Solving
The learner will be able to
(ESSENTIAL) solve problems using counting.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Counting |
Application |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 10 Number & Number Relations week tested: 29.; TN: Achievement Tests, 2001, Grade 3, 10 Number and Number Relations week tested: 29. |
Classroom
Home
|
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Unit Instructional Resources |
| |
|
|
Decimals:Add/Sub/Mult/Divide
The learner will be able to
(ESSENTIAL) add, subtract, multiply, and divide decimals.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Add Decimals |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 47 Decimals week tested: 29. |
Classroom
Home
|
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Unit Instructional Resources |
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Divide Whole Numbers: No/Remainder
The learner will be able to
(ESSENTIAL) divide whole numbers with no remainders.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Divide Whole Numbers |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 46 Divide Whole Numbers week tested: 29. |
Classroom
Home
|
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Unit Instructional Resources |
| |
|
|
Divide Whole Numbers: Remainder
The learner will be able to
(ESSENTIAL) divide whole numbers when remainders are present.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Divide Whole Numbers |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 46 Divide Whole Numbers week tested: 29. |
Classroom
Home
|
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Unit Instructional Resources |
| |
|
|
Equations: Writing Addition/Subtraction
The learner will be able to
(IMPORTANT) write addition and subtraction number sentences which represent real world situations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Change |
Application |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.1.2.d |
Classroom
Home
|
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Unit Instructional Resources |
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|
|
Equivalent Forms: Comprehend/Concept
The learner will be able to
(ESSENTIAL) comprehend the concepts of equivalent forms.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Equivalent Forms |
Comprehension |
Master |
TN: Achievement Tests, 2001, Grade 3, 10 Number and Number Relations week tested: 29. |
Classroom
Home
|
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Unit Instructional Resources |
| |
|
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Estimate/Problems: Use
The learner will be able to
(ESSENTIAL) use estimation in solving problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Estimate/Problems |
Application |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 10 Number Relations, 11 Computation & Estimation week tested: 29.; TN: Achievement Tests, 2001, Grade 3, 10 Number, 11 Computation and Numerical Estimation week tested: 29. |
Classroom
Home
|
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Unit Instructional Resources |
| |
|
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Estimation: Apply/Choose/Reasonable
The learner will be able to
(ESSENTIAL) apply estimation to choose a reasonable solution (addition and subtraction only).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Estimation |
Application |
Master |
TN: Curriculum Standards, 2001, as documented through state asessment, State Performance Indicator 3.1.spi.12 |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Estimation: Money
The learner will be able to
(ESSENTIAL) make estimations with money.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Estimation |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 11 Computation and Numerical Estimation week tested: 29. |
Classroom
Home
|
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Unit Instructional Resources |
| |
|
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Estimating: Identify/Appropriate
The learner will be able to
(ESSENTIAL) identify when it is appropriate to estimate.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Estimation |
Knowledge |
Master |
TN: Achievement Tests, 2001, Grade 3, 11 Computation and Numerical Estimation week tested: 29. |
Classroom
Home
|
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Unit Instructional Resources |
| |
|
|
Even/Odd :Identify
The learner will be able to
(ESSENTIAL) identify odd and even numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Odd/Even |
Knowledge |
Master |
TN: Achievement Tests, 2001, Grade 3, 10 Number and Number Relations week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Expanded Notation: Understand
The learner will be able to
(ESSENTIAL) conceptually understand expanded notation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Expanded Notation |
Comprehension |
Master |
TN: Achievement Tests, 2001, Grade 3, 10 Number and Number Relations week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Fractions: Add, Subtract, Multiply
The learner will be able to
(ESSENTIAL) add , subtract, and multiply fractions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Add Fractions |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 48 Fractions week tested: 29. |
Classroom
Home
|
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Unit Instructional Resources |
| |
|
|
Factors: Determine
The learner will be able to
(ESSENTIAL) find factors.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Factors |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 10 Number and Number Relations week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Divide Fractions
The learner will be able to
(ESSENTIAL) perform division on fractions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Divide Fractions |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 48 Fractions week tested: 29. |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Divisibility: Determine
The learner will be able to
(ESSENTIAL) determine divisibility.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Divisibility |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 10 Number and Number Relations week tested: 29. |
Classroom
Home
|
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Unit Instructional Resources |
| |
|
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Division: Relate/Sharing
The learner will be able to
(IMPORTANT) relate division to sharing situations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Change |
Analysis |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment, 3.1.2.b |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Expanded Notation: Whole Numbers
The learner will be able to
(ESSENTIAL) illustrate whole numbers up to 10,000 in expanded form.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Expanded Notation |
Application |
Master |
TN: Curriculum Standards, 2001, as documented through state assessment, State Performance Indicator 3.1.spi.13 , Learning Accomplishment 3.1.1.g |
Classroom
Home
|
| |
Unit Instructional Resources |
| |
|
|
Fractional Parts: Understand/Concept
The learner will be able to
(ESSENTIAL) develop an understanding of the concept of fractional parts.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number and Operations |
Comprehension |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 10 Number & Number Relations week tested: 29.; TN: Achievement Tests, 2001, Grade 3, 10 Number and Number Relations week tested: 29. |
Classroom
Home
|
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Unit Instructional Resources |
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Fractions: Compare
The learner will be able to
(ESSENTIAL) compare unit fractions with denominators up to 10.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Change |
Analysis |
Master |
Tennessee Curriculum Standards, Grade 3, as documented through state assessment, Performance Indicator 3.1.spi. 14, Learning Accomplishment 3.1.1.i |
Classroom
Home
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Unit Instructional Resources |
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Generalization: Solutions
The learner will be able to
(ESSENTIAL) generalize solutions to problems in order to apply them to a wide variety of contexts.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Generalization |
Synthesis |
Master |
TN: Achievement Tests, 2001, Grade 3, 17 Problem Solving and Reasoning week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Integers:Add, Sub, Mult/Divide
The learner will be able to
(ESSENTIAL) add, subtract, multiply, and divide integers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number and Operations |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 49 Integers week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Missing/Extraneous Information
The learner will be able to
(ESSENTIAL) identify when information is extraneous or missing.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Irrelevant/Necessary Information |
Knowledge |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 17 Problem Solving & Reasoning week tested: 29.; TN: Achievement Tests, 2001, Grade 3, 17 Problem Solving and Reasoning week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Modeling: Relating
The learner will be able to
(ESSENTIAL) relate models to concepts and/or ideas.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mathematical Modeling |
|
Master |
TN: Achievement Tests, 2001, Grade 3, 18 Communication week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Modeling: Numbers
The learner will be able to
(ESSENTIAL) model numbers by applying set models.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mathematical Modeling |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 10 Number and Number Relations week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Modeling: Problem Situations
The learner will be able to
(ESSENTIAL) model problem scenarios.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mathematical Modeling |
Application |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 12 Operation Concepts, 17 Problem Solving week tested: 29.; TN: Achievement Tests, 2001, Grade 3, 12 Op. Concept; 16 Patt., Funct., Alg.; 17 Problem week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Modeling: Problem/Solutions
The learner will be able to
(ESSENTIAL) model problem solutions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mathematical Modeling |
Application |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 17 Problem Solving & Reasoning week tested: 29.; TN: Achievement Tests, 2001, Grade 3, 17 Problem Solving and Reasoning week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Modeling: Scenarios/Mathematical
The learner will be able to
(ESSENTIAL) model mathematical scenarios.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mathematical Modeling |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 18 Communication week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Money: Compare
The learner will be able to
(IMPORTANT) compare money amounts expressed as decimals.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Money |
Analysis |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.1.1.j |
Classroom
Home
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Unit Instructional Resources |
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Money: Recognize Value
The learner will be able to
(ESSENTIAL) recognize the value of combinations of coins and bills up to $5.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Cardinal Numbers |
|
Master |
Tennessee Curriculum Standards, 2001, Grade 3, as documented through state assessment, State Performance Indicator 3.1.spi.6, Learning Accomplishment 3.1.1.k |
Classroom
Home
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Unit Instructional Resources |
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Multiples: Determine
The learner will be able to
(ESSENTIAL) find multiples.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Multiples |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 10 Number and Number Relations week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Multiplication: Apply/Facts
The learner will be able to
(IMPORTANT) apply already learned multiplication facts to determine related products.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Change |
Application |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.1.3.d |
Classroom
Home
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Unit Instructional Resources |
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Multiplication: Arrays
The learner will be able to
(IMPORTANT) demonstrate multiplication using repeated addition (e.g., arrays).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Cardinal Numbers |
|
Master |
Tennessee Curriculum Standards, Grade 3, Learning Accomplishment 3.1.2.c |
Classroom
Home
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Unit Instructional Resources |
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Multiplication: Identify/Relationship
The learner will be able to
(IMPORTANT) identify the relationship between skip counting and multiplication.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Change |
Knowledge |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.1.2.a |
Classroom
Home
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Unit Instructional Resources |
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Multiplication: Use Facts
The learner will be able to
(ESSENTIAL) use the multiplication facts 0, 1, 2, 5, and 10 efficiently and accurately.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Multiply Whole Numbers |
Application |
Master |
TN: Curriculum Standards, 2001, as documented through state assessment, State Performance Indicator 3.1.spi.16, Learning Accomplishment 3.1.3. e |
Classroom
Home
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Unit Instructional Resources |
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Number Facts: Multiplication
The learner will be able to
(ESSENTIAL) recall basic multiplication facts.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number and Operations |
Knowledge |
Master |
TN: Achievement Tests, 2001, Grade 3, 45 Multiply Whole Numbers week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Number Forms: Illustrate/Various Ways
The learner will be able to
(ESSENTIAL) illustrate number to 9,999 in flexible ways using many different materials.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Forms: Representing |
Application |
Master |
TN: Curriculum Standards, 2001, as documented through state assessment, State Performance Indicator 3.1.spi.4, Learning Accomplishment 3.1.1. d |
Classroom
Home
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Unit Instructional Resources |
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Number Sense: Recognize/Real World
The learner will be able to
(ESSENTIAL) recognize the applications of numbers and number relations in the real world.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Sense |
Knowledge |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 10 Number & Number Relations week tested: 29.; TN: Achievement Tests, 2001, Grade 3, 10 Number and Number Relations week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Number Sense: Identify/Numbers
The learner will be able to
(ESSENTIAL) identify numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Sense |
Knowledge |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 10 Number & Number Relations week tested: 29.; TN: Achievement Tests, 2001, Grade 3, 10 Number and Number Relations week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Number Properties: Comprehension
The learner will be able to
(ESSENTIAL) develop a comprehension of the properties of numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Properties/Systems |
Comprehension |
Master |
TN: Achievement Tests, 2001, Grade 3, 10 Number and Number Relations week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Number Sense: Display/Knowledge
The learner will be able to
(ESSENTIAL) display a knowledge of number sense.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Sense |
Comprehension |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 10 Number & Number Relations week tested: 29.; TN: Achievement Tests, 2001, Grade 3, 10 Number and Number Relations week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Number Sentences: Write Related
The learner will be able to
(IMPORTANT) write and explain related addition and subtraction sentences.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Cardinal Numbers |
|
Master |
Tennessee Curriculum Standards, 2001, Grade 3 , Learning Accomplishment 3.1.2.e |
Classroom
Home
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Unit Instructional Resources |
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Number Lines: Apply
The learner will be able to
(ESSENTIAL) apply number lines.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Lines |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 10 Number and Number Relations week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Number Systems: Understand
The learner will be able to
(ESSENTIAL) comprehend number systems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Systems |
Comprehension |
Master |
TN: Achievement Tests, 2001, Grade 3, 10 Number and Number Relations week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Number Sense: Understand/Concept
The learner will be able to
(ESSENTIAL) comprehend the concept of percent.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Sense |
Comprehension |
Master |
TN: Achievement Tests, 2001, Grade 3, 10 Number and Number Relations week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Number Forms: Apply/Notation
The learner will be able to
(ESSENTIAL) apply mathematical notations appropriately.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Forms |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 18 Communication week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Odd/Even: Recognize/Whole Numbers
The learner will be able to
(ESSENTIAL) recognize even and odd whole numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Odd/Even |
Knowledge |
Master |
TN: Curriculum Standards, 2001, Grade 3, as documented through state assessment, State Performance Indicator 3.1.spi.2, Learning Accomplishment 3.1.1.e |
Classroom
Home
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Unit Instructional Resources |
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Operations: Multiplication/Addition
The learner will be able to
(IMPORTANT) connect the addition of doubles with multiplying by two.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Change |
Analysis |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.1.3.c |
Classroom
Home
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Unit Instructional Resources |
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Operations: Perform/Multiple
The learner will be able to
(ESSENTIAL) perform multiple operations on integers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Operations |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 49 Integers week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Order: Whole Numbers/To 10,000
The learner will be able to
(IMPORTANT) order whole numbers up to 10,000.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Compare/Order |
Analysis |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.1.1.m |
Classroom
Home
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Unit Instructional Resources |
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Ordinal Numbers: Understand
The learner will be able to
(ESSENTIAL) understand ordinal numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Ordinal Numbers |
Comprehension |
Master |
TN: Achievement Tests, 2001, Grade 3, 10 Number and Number Relations week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Percent: Computation
The learner will be able to
(ESSENTIAL) perform computations with percents.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Calculate Percentages |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 50 Percents week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Place Value: Identify/Less Than 10,000
The learner will be able to
(ESSENTIAL) identify place value of a given digit up to thousands (Learning Accomplishment includes ("to 10,000's).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Place Value |
Knowledge |
Master |
TN: Curriculum Standards, 2001, Grade 3, as documented through state assessment, Performance Indicator 3.1.spi. 5, Learning Accomplishment 3.1.1.f |
Classroom
Home
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Unit Instructional Resources |
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Place Value: Understand/Concept
The learner will be able to
(ESSENTIAL) understand the concept of place value.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Place Value |
Comprehension |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 10 Number & Number Relations week tested: 29.; TN: Achievement Tests, 2001, Grade 3, 10 Number and Number Relations week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Primes/Composites: Identify
The learner will be able to
(ESSENTIAL) identify prime and composite numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Prime/Composite Numbers |
Knowledge |
Master |
TN: Achievement Tests, 2001, Grade 3, 10 Number and Number Relations week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Problem Solving: Addition/Subtraction
The learner will be able to
(ESSENTIAL) find solutions to real world problems that involve adding and subtracting whole numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
Application |
Master |
TN: Curriculum Standards, 2001, as documented through state assessment, State Performance Indicator 3.1.spi. 10 |
Classroom
Home
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Unit Instructional Resources |
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Problem Solving: Non-Routine
The learner will be able to
(ESSENTIAL) obtain solutions to non-routine problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 17 Problem Solving and Reasoning week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Proportional Reasoning: Use/Problems
The learner will be able to
(ESSENTIAL) use proportional reasoning to solve story problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Ratio/Proportion |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 17 Problem Solving and Reasoning week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Read Numerals: Less Than 10,000
The learner will be able to
(IMPORTANT) read and write whole numbers less than 10,000.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Read Numbers |
Knowledge |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.3.1.c |
Classroom
Home
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Unit Instructional Resources |
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Ratio/Proportion: Comprehend/Concepts
The learner will be able to
(ESSENTIAL) comprehend the concepts of ratio and/or proportion.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Ratio/Proportion |
|
Master |
TN: Achievement Tests, 2001, Grade 3, 10 Number and Number Relations week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Read Numbers
The learner will be able to
(ESSENTIAL) read numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Read Numbers |
Knowledge |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 10 Number & Number Relations week tested: 29.; TN: Achievement Tests, 2001, Grade 3, 10 Number and Number Relations week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Roots/Radicals: Understand/Apply
The learner will be able to
(ESSENTIAL) understand and/or apply roots and/or radicals.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Roots/Radicals |
|
Master |
TN: Achievement Tests, 2001, Grade 3, 10 Number and Number Relations week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Rounding: Desired Accuracy
The learner will be able to
(ESSENTIAL) round numbers to the desired degree of accuracy.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Rounding |
Application |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 10 Number & Number Relations week tested: 29.; TN: Achievement Tests, 2001, Grade 3, 10 Number and Number Relations week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Scientific Notation: Apply
The learner will be able to
(ESSENTIAL) apply scientific notation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Scientific Notation |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 10 Number and Number Relations week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Skip Count: To 999
The learner will be able to
(IMPORTANT) skip count by tens from any whole number less than 1000.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Cardinal Numbers |
|
Master |
Tennessee Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.1.1.b |
Classroom
Home
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Unit Instructional Resources |
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Solution: Reasonableness
The learner will be able to
(ESSENTIAL) evaluate the reasonableness of a given solution.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
Evaluation |
Master |
Terra Nova 2nd Edition - CAT 6, Complete Battery, 2001, Level 13, 17 Problem Solving & Reasoning week tested: 29.; TN: Achievement Tests, 2001, Grade 3, 17 Problem Solving and Reasoning week tested: 29. |
Classroom
Home
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Unit Instructional Resources |
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Strategies: Choose/Apply/Suitable
The learner will be able to
(IMPORTANT) choose and apply suitable strategies for obtaining problem solutions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
|
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.1.3.g |
Classroom
Home
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Unit Instructional Resources |
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Strategies: Describe/Process
The learner will be able to
(ESSENTIAL) describe the solution process used.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
Comprehension |
Master |
TN: Achievement Tests, 2001, Grade 3, 18 Communication week tested: 29. |
Classroom
Home
|
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Unit Instructional Resources |
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|
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Strategies: Develop
The learner will be able to
(ESSENTIAL) develop a strategy for solving a problem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
Synthesis |
Master |
TN: Achievement Tests, 2001, Grade 3, 17 Problem Solving and Reasoning week tested: 29. |
Classroom
Home
|
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Unit Instructional Resources |
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Strategies: Explain
The learner will be able to
(ESSENTIAL) explain various problem solving strategies.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
Comprehension |
Master |
TN: Achievement Tests, 2001, Grade 3, 17 Problem Solving and Reasoning week tested: 29. Tennessee Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.1.3.f |
Classroom
Home
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Unit Instructional Resources |
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Strategies: Use Manipulatives
The learner will be able to
(ESSENTIAL) apply manipulatives to solve a problem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
Application |
Master |
TN: Achievement Tests, 2001, Grade 3, 14 Geometry and Spatial Sense week tested: 29. |
Classroom
Home
|
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Unit Instructional Resources |
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Subtract Whole Numbers: 2-3 Digits
The learner will be able to
(ESSENTIAL) perform the subtraction of two- and/or three-digit whole numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Subtract Whole Numbers |
Application |
Master |
TN: Curriculum Standards, 2001, Grade 3, as documented through state assessment, State Performance Indicator 3.1.spi. 15 |
Classroom
Home
|
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Unit Instructional Resources |
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Thinking Strategies: Use
The learner will be able to
(IMPORTANT) use a variety of thinking strategies to add and subtract whole numbers (e.g., sums of ten, doubles, plus one).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Cardinal Numbers |
Application, Analysis |
Master |
Tennessee Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.1.3.a |
Classroom
Home
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Unit Instructional Resources |
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Whole Numbers: Write/Up to 4 Digits
The learner will be able to
(IMPORTANT) read and write whole numbers with up to four digits.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Whole Numbers |
Knowledge |
Master |
TN: Curriculum Standards, 2001, Grade 3, Learning Accomplishment 3.1.1.c |
Classroom
Home
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Unit Instructional Resources |
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