Mathematics Common Core State Standards Curriculum Map



Mathematics Common Core State Standards Curriculum Map

George County School District…2013-2014

| |Unit 13: Solving problems involving shapes | |

|Grade Level: 3rd Grade |Essential Questions: How do we measure perimeter and area of polygons? |Suggested Days: 10 |

| |How do we classify geometric shapes? | |

|Vocabulary: | |

|Perimeter, Polygon, Rectangle, Area (3.MD.8) |Mathematical Practices: Highlighted practices to be assessed. |

|Attributes, Property, Quadrilateral, Open figure, |1. Make sense of problems and persevere in solving them. |

|Closed figure, Three sided, Two dimensional |2. Reason abstractly and quantitatively. |

|Three dimensional, Rhombus(rhombi), Rectangle, |3. Construct viable arguments and critique the reasoning of others. |

|Partition (vocabulary for 3.G.1) |4. Model with mathematics. |

| |5. Use appropriate tools strategically. |

| |6. Attend to precision. |

| |7. Look for and make use of structure. |

| |8. Look for and express regularity in repeated reasoning. |

| | |

| Content Standard |Resources |Assessments |

|3.MD.8…Solve real world and mathematical problems involving perimeters of |My Math by McGraw Hill: Lessons 13-1, 13-2, 13-3,13-4, 13-6, 13-9, |Pre-test |

|polygons, including finding the perimeter given the side lengths, finding an |13-10. Pages 753–758, 759–764, 765–770,771–776, 785–790, 805–810,811–816 (3.MD.8) |Formative assessments: |

|unknown side length, and exhibiting rectangles with the same perimeter and |Lessons14-2, 14-3, 14-4, 14-5, 14-6. Pages 839–844, 845–850, 851–856,859–864, 865–870 |Observations, anecdotal notes, admit/exit |

|different areas or with the same area and different perimeters. |(3.G.1) |slips, math journals, peer/self assessments, |

|3.G.1…Understand that shapes in different categories (e.g., rhombuses, |EnVision Math: SE/TE: Lessons 6-9,13-1, 13-2, 13-3, 13-4,13-5, 14-8 (3.MD.8) |think-pair-share, quizzes |

|rectangles, and others) may share attributes (e.g., having four sides), and |SE/TE: Lessons 11-1,11-2, 11-3, 11-4, 11-5,11-6, 11-7, 11-9 (3.G.1) |Post test (summative) |

|that the shared attributes can define a larger category (e.g., | |I Can Statements: |

|quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of |2012-13 Singapore Math Toolkit…complied |θ I can solve real world math problems using |

|quadrilaterals, and draw examples of quadrilaterals that do not belong to any|by Mrs. Cowart |what I know about the perimeter of shapes. |

|of these subcategories | |3.MD.8 |

| | |θ I can place shapes into categories depending |

| | |upon their attributes. 3.G.1 |

| | |θ I can recognize and draw quadrilaterals such |

| | |as rhombuses, rectangles and squares, as well |

| | |as other examples of quadrilaterals. 3.G.1 |

| | | |

| | | |

|NOTE: Websites: |

| |

| |

| |

| |

| (task for 3.G.1) |

| (free download) |

| |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download