Sartin Misano Standards Paper

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Standards Paper Mallard Elementary 3rd Grade

Krista Geesaman and Kerri Misiano September 18, 2007

2 Rational of Standards Bennett Standards: William John Bennett served as the Secretary of Education under President Ronald Reagan from 1985 to 1988. With his doctorate in political philosophy from the University of Texas and his law degree from Havard, Bennett is considered highly qualified. Bennett’s goals are intended to focus on not only academics but also moral education. Virginia Standards of Learning: Updated consistently, the Virginia Standards of learning were formed by the Virginia Department of Education and represent a consensus of what parents, teachers, and school and community administrators believe that the public school system should be teaching students in grades K through 12. Texas Standards of Learning: The Texas Education Agency (TEA) and the State Board of Education (SBOE) developed the Texas standards of learning known as TEKS – Texas Essential Knowledge and Skills. National Science Standards: The national science standards were completed and released to the public in 1994 after extensive research. The National Science Teacher Association and the National research Council worked together to develop the standards. Input for the standards came from science educators and scientist alike. National Social Studies Standards: The National Council for the Social Studies (NCSS) developed these curriculum standards and published them in 1994. The NCSS Board of Directors that approved the standards is comprised of educators and people of interest who encourage the study of the social sciences. National English Standards: The National Council of Teachers of English (NCTE) and the International Reading Association (IRA) developed the national standards for language arts beginning in 1991. Teachers, administrators, parents, and researchers all played critical roles in forming the national standards. The standards reflect extensive research on how students learn a language National Mathematics Standards: These standards were the first national educational standards to be introduced in 1989 by the National Council of Teachers of Mathematics (NCTM). These standards address content, teaching and assessment

3 SCIENCE The third grade set of standards for science reflects an emphasis on the scientific method. Throughout the course students will be conducting investigations. During the investigations students will formulate hypotheses, make predictions, collect data, and make conclusions based on this information. Students will further their knowledge and use of the metric system. Students will also cover other themes such as simple and complex machines, physical and chemical properties of matter, life cycles, processes and properties of Earth and the universe, and the properties of electricity and magnetism. _____________________________________________________________________ _ Bennett: Students collect, compare, classify, and record the shape, size, weight, and texture of different rock and mineral samples. VA SOL 3.1

The student will plan and conduct investigations in which a) predictions and observations are made; b) objects with similar characteristics are classified into at least two sets and two subsets; c) questions are developed to formulate hypotheses; d) volume is measured to the nearest milliliter and liter; e) length is measured to the nearest centimeter; f) mass is measured to the nearest gram; g) data are gathered, charted, and graphed (line plot, picture graph, and bar graph); h) temperature is measured to the nearest degree Celsius; i) time is measured to the nearest minute; j) inferences are made and conclusions are drawn; and natural events are sequenced chronologically

Texas Standards (2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to: (A) plan and implement descriptive investigations including asking well-defined questions, formulating testable hypotheses, and selecting and using equipment and technology; (B) collect information by observing and measuring; (C) analyze and interpret information to construct reasonable explanations from direct and indirect evidence;

4 (D) communicate valid conclusions; and (E) construct simple graphs, tables, maps, and charts to organize, examine and evaluate information.

National Standards NS.K-4.1 Science as inquiry As a result of activities in grades K-4, all students should develop - Abilities to do scientific inquiry - Understanding about scientific inquiry KK SOL S 3.1 Students will plan investigations and formulate reasonable conclusions and hypotheses. The student will: a. collect and classify a specimen's volume, length, mass and temperature. b. evaluate the information by using graphs, tables, maps and charts. ______________________________________________________________________ Bennett: N/A VA SOL 3.2 The student will investigate and understand simple machines and their uses. Key concepts include a) types of simple machines (lever, screw, pulley, wheel and axle, inclined plane, and wedge); b) how simple machines function; c) compound machines (scissors, wheelbarrow, and bicycle); and d) examples of simple and compound machines found in the school, home, and work environment. Texas Standards (5) Science concepts. The student knows that systems exist in the world. The student is expected to: (A) observe and identify simple systems such as a sprouted seed and a wooden toy car; and (B) observe a simple system and describe the role of various parts such as a yo-yo and string. National Standard NS.K-4.2 Physical Science

5 As a result of the activities in grades K-4, all students should develop an understanding of: - Position and motion of objects. KK SOL S 3.2 The student will explore simple and complex machines and their uses and roles in our society. ______________________________________________________________________ Bennett: Topics may include... basic physical and chemical properties of matter... VA SOL 3.3 The student will investigate and understand that objects are made of materials that can be described by their physical properties. Key concepts include a) objects are made of one or more materials; b) materials are composed of parts that are too small to be seen without magnification; and c) physical properties remain the same as the material is reduced in size. Texas Standards (7) Science concepts. The student knows that matter has physical properties. The student is expected to: (A) gather information including temperature, magnetism, hardness, and mass using appropriate tools to identify physical properties of matter; and (B) identify matter as liquids, solids, and gases. National Standard NS.K-4.2 Physical Science As a result of the activities in grades K-4, all students should develop an understanding of: - Properties of objects and materials KK SOL S 3.3 Students will understand that matter is made up of physical and chemical properties. Key concepts include: a. matter is made up of liquids, solids and gases. b. objects are made up of 1 or more materials. c. identifying physical properties of matter using correct tools. _____________________________________________________________________ Bennett: Topics may include the growth stages of animals; the food chain

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VA SOL 3.4 The student will investigate and understand that behavioral and physical adaptations allow animals to respond to life needs. Key concepts include a) methods of gathering and storing food, finding shelter, defending themselves, and rearing young; and b) hibernation, migration, camouflage, mimicry, instinct, and learned behavior. Texas Standards (8) Science concepts. The student knows that living organisms need food, water, light, air, a way to dispose of waste, and an environment in which to live. The student is expected to: (A) observe and describe the habitats of organisms within an ecosystem; (B) observe and identify organisms with similar needs that compete with one another for resources such as oxygen, water, food, or space; (C) describe environmental changes in which some organisms would thrive, become ill, or perish; and (D) describe how living organisms modify their physical environment to meet their needs such as beavers building a dam or humans building a home. National Standard NS.K-4.3 Life Science As a result of the activities in grades K-4, all students should develop an understanding of: - The characteristics of organisms - Life cycles of organisms - Organisms and environments KK SOL S 3.4 The student will explore ecosystems, habitats, life cycles and environments of different organisms. Key concepts include: a. an organism's physical makeup and behavior allows him to adapt to its environment. b. describing environmental changes that would effect some organisms habitats. c. describe how living organisms can change their physical environment to meet their needs. ______________________________________________________________________

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Bennett: Topics may include...the food chain. VA SOL 3.5 The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key concepts include a) producer, consumer, decomposer; b) herbivore, carnivore, omnivore; and c) predator and prey. Texas Standard (9) Science concepts. The student knows that species have different adaptations that help them survive and reproduce in their environment. The student is expected to: (A) observe and identify characteristics among species that allow each to survive and reproduce; and (B) analyze how adaptive characteristics help individuals within a species to survive and reproduce. National Standard NS.K-4.3 Life Science As a result of the activities in grades K-4, all students should develop an understanding of: - The characteristics of organisms - Life cycles of organisms - Organisms and environments KK SOL S 3.5 Students will explore the reproductive patterns among species and how the specific characteristics in their environment help them to survive and reproduce. Key concepts include: a. the food chain. b. the relationship between organisms in aquatic and terrestrial food chains. ______________________________________________________________________ Bennett: N/A VA SOL 3.6 The student will investigate and understand that environments support a diversity of plants and animals that share limited resources. Key concepts include a) water-related environments (pond, marshland, swamp, stream, river, and ocean environments);

8 b) dry-land environments (desert, grassland, rain forest, and forest

environments); and c) population and community.

Texas Standard (8) Science concepts. The student knows that living organisms need food, water, light, air, a way to dispose of waste, and an environment in which to live. The student is expected to: (A) observe and describe the habitats of organisms within an ecosystem; (B) observe and identify organisms with similar needs that compete with one another for resources such as oxygen, water, food, or space; National Standard NS.K-4.3 Life Science As a result of the activities in grades K-4, all students should develop an understanding of: - The characteristics of organisms - Life cycles of organisms - Organisms and environments KK SOL S 3.6 The students will examine the differences between dry land environments and water related environments. They will discover that these environments support a diversity of plants and animals that share limited resources. ______________________________________________________________________ Bennett: N/A VA SOL 3.7 The student will investigate and understand the major components of soil, its origin, and importance to plants and animals including humans. Key concepts include a) soil provides the support and nutrients necessary for plant growth; b) topsoil is a natural product of subsoil and bedrock; c) rock, clay, silt, sand, and humus are components of soils; and d) soil is a natural resource and should be conserved. Texas Standard (11) Science concepts. The student knows that the natural world includes earth materials and objects in the sky. The student is expected to:

9 (A) identify and describe the importance of earth materials including rocks, soil, water, and gases of the atmosphere in the local area and classify them as renewable, nonrenewable, or inexhaustible resources; (B) identify and record properties of soils such as color and texture, capacity to retain water, and ability to support the growth of plants. National Standard NS.K-4.4 Earth and Space As a result of the activities in grades K-4, all students should develop an understanding of: - Properties of Earth materials KK SOL S 3.7 The student will investigate the properties of Earth materials such as soil, water and gases. The students will be expected to: a. identify renewable and nonrenewable resources. b. identify properties of soil (color, water retentions and plant growth support). c. recognize that soil is a natural resource and should be conserved. ______________________________________________________________________ Bennett: Topics may include...growth stages of animals and the food chain...the moon. VA SOL 3.8 The student will investigate and understand basic patterns and cycles occurring in nature. Key concepts include a) patterns of natural events (day and night, seasonal changes, phases of the moon, and tides); and b) animal and plant life cycles. Texas Standard: N/A National Standard NS.K-4.4 Earth and Space As a result of the activities in grades K-4, all students should develop an understanding of: - Properties of Earth materials - Changes in Earth and sky KK SOL S 3.8 The students will understand plant and animal life cycles and the different patterns of natural events including properties of Earth materials and changes in the Earth and sky. ______________________________________________________________________

10 Bennett: N/A

VA SOL 3.9 The student will investigate and understand the water cycle and its relationship to life on Earth. Key concepts include a) the energy from the sun drives the water cycle; b) processes involved in the water cycle (evaporation, condensation, precipitation); c) water is essential for living things; and d) water supply and water conservation. Texas Standard: N/A National Standard NS.K-4.4 Earth and Space As a result of the activities in grades K-4, all students should develop an understanding of: - Properties of Earth materials KK SOL S 3.9 Students will understand the Earth properties such as the water cycle and its processes. They will understand the Earth's necessity for water and its supply and conservation. ______________________________________________________________________ Bennett: Topics may include...the food chain. VA SOL 3.10 The student will investigate and understand that natural events and human influences can affect the survival of species. Key concepts include a) the interdependency of plants and animals; b) the effects of human activity on the quality of air, water, and habitat; c) the effects of fire, flood, disease, and erosion on organisms; and d) conservation and resource renewal. Texas Standard (8) Science concepts. The student knows that living organisms need food, water, light, air, a way to dispose of waste, and an environment in which to live. The student is expected to: (C) describe environmental changes in which some organisms would thrive, become ill, or perish; and

11 (D) describe how living organisms modify their physical environment to meet their needs such as beavers building a dam or humans building a home. (9) Science concepts. The student knows that species have different adaptations that help them survive and reproduce in their environment. The student is expected to: National Standard NS.K-4.3 Life Science As a result of the activities in grades K-4, all students should develop an understanding of: - The characteristics of organisms - Life cycles of organisms - Organisms and environments KK SOL S 3.10 Students will understand the interdependency of plants and animals and the natural events that effect survival of the species. Key concepts include: a. the investigation of the effects of human activity on quality of air, water and habitats. b. the effects of disease, fire, floods and erosion on different environments. c. renewal and conservation of resources ______________________________________________________________________ Bennett: Topics may include...simple rocks and minerals...the solar system. VA SOL 3.11 The student will investigate and understand different sources of energy. Key concepts include a) the sun’s ability to produce light and heat energy; b) sources of energy (sunlight, water, wind); c) fossil fuels (coal, oil, natural gas) and wood; and d) renewable and nonrenewable energy resources. Texas Standard (11) Science concepts. The student knows that the natural world includes earth materials and objects in the sky. The student is expected to: (A) identify and describe the importance of earth materials including rocks, soil, water, and gases of the atmosphere in the local area and classify them as renewable, nonrenewable, or inexhaustible resources; (D) describe the characteristics of the Sun. National Standard NS.K-4.4 Earth and Space

12 As a result of the activities in grades K-4, all students should develop an understanding of: - Properties of Earth materials - Objects in the sky - Changes in Earth and sky KK SOL S 3.11 Students will understand the different energy sources in our universe and the important earth materials including: a. the sun's energy b. fossil fuels c. renewable and nonrenewable energy resources d. classifying types of rocks, soil, water and gases in the atmosphere ______________________________________________________________________ Bennett: Topics may include...stars and galaxies. VA SOL: N/A Texas Standard (11) Science concepts. The student knows that the natural world includes earth materials and objects in the sky. The student is expected to: (C) identify the planets in our solar system and their position in relation to the Sun. National Standard NS.K-4.4 Earth and Space As a result of the activities in grades K-4, all students should develop an understanding of: - Objects in the sky KK SOL S 3.12 The students will understand our solar system and objects in the sky by identifying the planets in the Milky Way and their position in accordance with the Sun. ______________________________________________________________________ Bennett: Topics may include..important events and achievements in the history of space exploration. VA SOL: N/A Texas Standard: N/A National Standard: N/A

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KK SOL S 3.13 Students will explore the history of astronomy including important events, dates and achievements in space exploration. ______________________________________________________________________ Bennett: Topics may include...electricity and electric charge. VA SOL: N/A Texas Standard: N/A National Standard NS.K-4.2 Physical Science As a result of the activities in grades K-4, all students should develop an understanding of: - Light, heat, electricity and magnetism. KK SOL S 3.14 Students will investigate the different properties of light, heat, electricity and magnetism. ______________________________________________________________________

14 SOCIAL STUDIES Based on these standards, third grade students will continue to strengthen map skills and develop and understanding of basic economics. Students will be introduced to the people of ancient Greece, Rome and the West African Empire of Mali. Students will study the concept and history of democracy and key contributors related to the idea. Finally, students will study the diversity of American culture and history. ______________________________________________________________________ Bennett: N/A VA SOL 3.1 The student will explain how the contributions of ancient Greece and Rome have influenced the present world in terms of architecture, government (direct and representative democracy), and sports. Texas Standard (3.13) Culture. The student understands the role of real and mythical heroes in shaping the culture of communities, the state, and the nation. The student is expected to: (C) retell the heroic deeds of characters of Greek and Roman myths National Standard NSS-EC.K-4.16 ROLE OF GOVERNMENT There is an economic role for government in a market economy whenever the benefits of a government policy outweigh its costs. Governments often provide for national defense, address environmental concerns, define and protect property rights, and attempt to make markets more competitive. Most government policies also redistribute income. At the completion of Grade 4, students should know the following benchmarks for this standard: • Governments provide certain kinds of goods and services in a market economy. • Governments pay for the goods and services they use or provide by taxing or borrowing from people. KK SOL SS 3.1 Students will understand the importance of government and how the contributions of Greece and Rome have influenced its establishment in our society. ______________________________________________________________________ Bennett: N/A

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VA SOL 3.2 The student will study the early West African empire of Mali by describing its oral tradition (storytelling), government (kings), and economic development (trade). Texas Standard: N/A National Standard NSS-USH.K-4.4 THE HISTORY OF PEOPLES OF MANY CULTURES AROUND THE WORLD •

Understands selected attributes and historical development of societies in Africa, the Americas, Asia, and Europe

KK SOL SS 3.2 Students will understand selected elements and progressions in history concerning the West African empire of Mali. ______________________________________________________________________ Bennett: Students will learn about Columbus, the impact of European settlers arrival... VA SOL 3.3 The student will study the exploration of the Americas by a) describing the accomplishments of Christopher Columbus, Juan Ponce de Léon, Jacques Cartier, and Christopher Newport; b) identifying reasons for exploring, the information gained, and the results from the travels. Texas Standard (3.1) History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to: (A) describe how individuals, events, and ideas have changed communities over time; (B) identify individuals such as Pierre-Charles L'Enfant who have helped to shape communities; and (C) describe how individuals such as Christopher Columbus and Meriwether Lewis and William Clark have contributed to the expansion of existing communities or to the creation of new communities.

16 National Standard NSS-USH.K-4.3 THE HISTORY OF THE UNITED STATES: DEMOCRATIC PRINCIPLES AND VALUES AND THE PEOPLE FROM MANY CULTURES WHO CONTRIBUTED TO ITS CULTURAL, ECONOMIC, AND POLITICAL HERITAGE Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago KK SOL SS 3.3 Students will investigate the discoveries of Christopher Columbus, Meriwether Lewis, Pierre-Charles Le'Enfant, Juan Ponce' De Leon, Jacque Cartier and Christopher Newport by identifying their reasons for exploring, the information they obtained, and the historical impacts and results from their travels. ______________________________________________________________________ Bennett: As they trace the explorer's paths, students refine their map and globe reading skills, identifying latitude, longitude, the equator, the continents, the oceans, the hemispheres, and the poles. VA SOL 3.4 The student will develop map skills by a) locating Greece, Rome, and West Africa; b) describing the physical and human characteristics of Greece, Rome, and West Africa; c) explaining how the people of Greece, Rome, and West Africa adapted to and/or changed their environment to meet their needs. Texas Standard (3.5) Geography. The student understands the concepts of location, distance, and direction on maps and globes. The student is expected to: (A) use cardinal and intermediate directions to locate places such as the Amazon River, Himalayan Mountains, and Washington D.C. on maps and globes; (B) use a scale to determine the distance between places on maps and globes; (C) identify and use the compass rose, grid, and symbols to locate places on maps and globes; and (D) draw maps of places and regions that contain map elements including a title, compass rose, legend, scale, and grid system.

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National Standard NSS-G.K-12.2 PLACES AND REGIONS As a result of their activities in grades K-12, all students should • Understand the physical and human characteristics of places. • Understand that people create regions to interpret Earth's complexity. • Understand how culture and experience influence people's perceptions of places and regions.

KK SOL SS 3.4 Students will develop their map and globe reading skills by understanding latitude, longitude, the equator, oceans, continents, poles and hemispheres. They will identify these specifics of places including: a. Greece, Rome and West Africa They will be able to draw maps of these places including map elements such as: a. title, compass rose, legend, scale and grid system ______________________________________________________________________ Bennett: As they trace the explorer's paths, students refine their map and globe reading skills, identifying latitude, longitude, the equator, the continents, the oceans, the hemispheres, and the poles. VA SOL 3.5 The student will develop map skills by a) positioning and labeling the seven continents and four oceans to create a world map; b) using the equator and prime meridian to identify the four hemispheres; c) locating the countries of Spain, England, and France; d) locating the regions in the Americas explored by Christopher Columbus (San Salvador in the Bahamas), Juan Ponce de Léon (near St. Augustine, Florida), Jacques Cartier (near Quebec, Canada), and Christopher Newport (Jamestown, Virginia); e) locating specific places on a simple letter-number grid system. Texas Standard (3.5) Geography. The student understands the concepts of location, distance, and direction on maps and globes. The student is expected to: (A) use cardinal and intermediate directions to locate places such as the Amazon River, Himalayan Mountains, and Washington D.C. on maps and globes;

18 (B) use a scale to determine the distance between places on maps and globes; (C) identify and use the compass rose, grid, and symbols to locate places on maps and globes; and (D) draw maps of places and regions that contain map elements including a title, compass rose, legend, scale, and grid system. National Standard NSS-G.K-12.2 PLACES AND REGIONS As a result of their activities in grades K-12, all students should • Understand the physical and human characteristics of places. • Understand that people create regions to interpret Earth's complexity. • Understand how culture and experience influence people's perceptions of places and regions. KK SOL SS 3.5 Students will be able to identify specific regions on a map or globe using latitude and longitude. Regions include: a. oceans, continents, prime meridian and equator b. the countries of Spain, England and France c. regions in the Americas marked by famous explorers d. rivers and mountains ______________________________________________________________________ Bennett: As they trace the explorer's paths, students refine their map and globe reading skills, identifying latitude, longitude, the equator, the continents, the oceans, the hemispheres, and the poles. VA SOL 3.6 The student will interpret geographic information from maps, tables, graphs, and charts. Texas Standard (3.5) Geography. The student understands the concepts of location, distance, and direction on maps and globes. The student is expected to: (B) use a scale to determine the distance between places on maps and globes; (C) identify and use the compass rose, grid, and symbols to locate places on maps and globes; and National Standard NSS-G.K-12.2 PLACES AND REGIONS As a result of their activities in grades K-12, all students should

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Understand the physical and human characteristics of places. Understand that people create regions to interpret Earth's complexity. Understand how culture and experience influence people's perceptions of places and regions.

KK SOL SS 3.6 Students should interpret geographical information from maps, graphs, tables and charts. They will understand: a. the distance between places on maps and globes b. how to use the compass rose, grid and symbols to identify specific places on a map. ______________________________________________________________________ Bennett: N/A VA SOL 3.7 The student will explain how producers use natural resources (water, soil, wood, and coal), human resources (people at work), and capital resources (machines, tools, and buildings) to produce goods and services for consumers. Texas Standard: N/A National Standard NSS-EC.K-4.1 SCARCITY Productive resources are limited. Therefore, people cannot have all the goods and services they want; as a result, they must choose some things and give up others. Productive resources are the natural resources, human resources, and capital goods available to make goods and services. Natural resources, such as land, are "gifts of nature;" they are present without human intervention. Human resources are the quantity and quality of human effort directed toward producing goods and services. KK SOL SS 3.7 Students will understand natural, human and capital resources and how producers use them. Key concepts include: a. the definition of each type of resource b. productive resources are limited c. natural resources are present without human intervention d. human resources help to produce goods and services ______________________________________________________________________ Bennett: N/A

20 VA SOL 3.8 The student will recognize the concepts of specialization (being an expert in one job, product, or service) and interdependence (depending on others) in the production of goods and services (in ancient Greece, Rome, the West African empire of Mali, and in the present). Texas Standard (3.7) Economics. The student understands the concept of an economic system. The student is expected to: (A) define and identify examples of scarcity; (B) explain the impact of scarcity on the production, distribution, and consumption of goods and services; (C) explain the impact of scarcity on interdependence within and among communities; and (D) explain the concept of a free market. National Standard NSS-EC.K-4.1 SCARCITY Productive resources are limited. Therefore, people cannot have all the goods and services they want; as a result, they must choose some things and give up others. Capital goods are goods that are produced and used to make other goods and services. Human capital refers to the quality of labor resources, which can be improved through investments in education, training, and health. KK SOL SS 3.8 Students will understand the economic system and the concepts of specialization and independence in the production of goods and services. They will identify examples and impacts of scarcity and the concept of a free market. Concentrated regions include: a. Greece, Rome and the West African empire of Mali ______________________________________________________________________ Bennett: N/A

21 VA SOL 3.9 The student will identify examples of making an economic choice and will explain the idea of opportunity cost (what is given up when making a choice). Texas Standard: N/A National Standard: N/A KK SOL SS 3.9 The students will understand the idea of opportunity cost and examples of making an economic choice. ______________________________________________________________________

Bennett: N/A VA SOL 3.10 The student will recognize why government is necessary in the classroom, school, and community by a) explaining the purpose of rules and laws; b) explaining that the basic purposes of government are to make laws, carry out laws, and decide if laws have been broken; c) explaining that government protects the rights and property of individuals. Texas Standard (3.9) Government. The student understands the basic structure and functions of local government. The student is expected to: (A) describe the basic structure of government in the local community; (B) identify services commonly provided by local governments; (C) identify local government officials and explain how they are chosen; (D) explain how local government services are financed; and (E) explain the importance of the consent of the governed to the functions of local government. National Standard NSS-EC.K-4.16 ROLE OF GOVERNMENT There is an economic role for government in a market economy whenever the benefits of a government policy outweigh its costs. Governments often provide for national defense, address environmental concerns, define and protect property

22 rights, and attempt to make markets more competitive. Most government policies also redistribute income. At the completion of Grade 4, students should know the following benchmarks for this standard: • Governments provide certain kinds of goods and services in a market economy. • Governments pay for the goods and services they use or provide by taxing or borrowing from people. KK SOL SS 3.10 Students will understand why governments are necessary in the classroom, school, society and nation by exploring the needs for laws and rights and property of individuals. Key concepts include: a. the structure of local and national government's in the U.S. b. the election of government officials and how they are nominated c. services the government supplies to the public d. how local and national governments are financed ______________________________________________________________________ Bennett: N/A VA SOL 3.11 The student will explain the importance of the basic principles that form the foundation of a republican form of government by a) describing the individual rights to life, liberty, and the pursuit of happiness; and equality under the law; b) identifying the contributions of George Washington, Thomas Jefferson, Abraham Lincoln, Rosa Parks, Thurgood Marshall, and Martin Luther King, Jr.; c) recognizing that Veterans Day and Memorial Day honor people who have served to protect the country’s freedoms. Texas Standard: N/A National Standard NSS-USH.K-4.3 THE HISTORY OF THE UNITED STATES: DEMOCRATIC PRINCIPLES AND VALUES AND THE PEOPLE FROM MANY CULTURES WHO CONTRIBUTED TO ITS CULTURAL, ECONOMIC, AND POLITICAL HERITAGE •

Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols

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KK SOL SS 3.11 Students will understand and identify the two political parties in our nation and the contributions to these parties from men and women including: George Washington, Thomas Jefferson, Rosa Parks, Thurgood Marshall and Martin Luther King Jr. ______________________________________________________________________ Bennett: Civics instruction examines... religious tolerances and local government. VA SOL 3.12 The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions, who are united by the basic principles of a republican form of government and respect for individual rights and freedoms. Texas Standard (3.11) Citizenship. The student understands the impact of individual and group decisions on communities in a democratic society. The student is expected to: (B) identify examples of actions individuals and groups can take to improve the community. National Standard NSS-USH.K-4.3 THE HISTORY OF THE UNITED STATES: DEMOCRATIC PRINCIPLES AND VALUES AND THE PEOPLE FROM MANY CULTURES WHO CONTRIBUTED TO ITS CULTURAL, ECONOMIC, AND POLITICAL HERITAGE • •

Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage

KK SOL SS 3.12 Students will understand the diversity in our nation in ethnicity, customs and traditions. They will understand both republican and democratic parties and perspectives. Key concepts include: a. how the parties came to be b. the impact of community groups to better society c. cultural contributions from various regions in the U.S. d. republican form of government and individual rights and freedoms ______________________________________________________________________ Bennett: History lessons explore the culture, beliefs and daily life of selected native American peoples.

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VA SOL: N/A Texas Standard: N/A National Standard NSS-USH.K-4.4 THE HISTORY OF PEOPLES OF MANY CULTURES AROUND THE WORLD •

Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe

KK SOL SS 3.13 Students will understand selected attributes and historical elements of the culture and beliefs of key native American tribes. ______________________________________________________________________ Bennett: Students learn about.. the influence of Native American traditions and contemporary society and the location of major Indian tribes and settlements on maps. VA SOL: N/A Texas Standard: N/A National Standard: N/A KK SOL SS 3.14 Students will understand how Native American traditions influenced contemporary society. The will locate major Indian tribes and settlements on maps. ______________________________________________________________________ Bennett: Additional instruction in geography focuses on the travels and adventures of such significant explorers as Marco Polo, the Vikings, Sir Frances Drake, Balboa, Daniel Boone, Henry Hudson, Lewis and Clark and Admiral Peary. VA SOL: N/A Texas Standard (3.1) History. The student understands how individuals, events, and ideas have influenced the history of various communities. The student is expected to:

25 C) describe how individuals such as Christopher Columbus and Meriwether Lewis and William Clark have contributed to the expansion of existing communities or to the creation of new communities. (3.13) Culture. The student understands the role of real and mythical heroes in shaping the culture of communities, the state, and the nation. The student is expected to: (A) identify the heroic deeds of state and national heroes such as Daniel Boone and Davy Crockett; National Standard: N/A KK SOL SS 3.15 Students will investigate the explorations of Christopher Columbus, Meriwether Lewis, William Clark, Marco Polo, the Vikings, Sir Frances Drake, Balboa, Daniel Boone, Henry Hudson, Admiral Peary, Daniel Boone and Davy Crockett. Key elements include: a. how they have influenced individuals, events and ideas that have shaped communities ______________________________________________________________________ Bennett: Civics instruction examines the Massachusetts and Virginia setllements and their ideas about religious tolerances and local government. VA SOL: N/A Texas Standard: N/A National Standard: N/A KK SOL SS 3.16 Students will understand the governments and religious tolerances of the Massachusetts and Virginia settlements. ______________________________________________________________________

26 ENGLISH The third grade standards for language arts focus on three key units, oral language, reading and writing. Within oral language students will concentrate on improving informal and formal communication skills as they participate in group discussions and prepare and deliver speeches in front of the class. In reading, students engage a wide variety of literary genres concentrating on reading grade level appropriate material with fluency and comprehension and identifying parts of a story (theme, plot, setting, etc.). In writing, students will participate in writing for a variety of purposes with emphasis on correct use of language structure, neat penmanship and organization. Students will research by gathering information from a variety of sources.

Bennett: Reading work includes exercise in choral speaking to allow children to refine their oral language capabilities. VA SOL 3.1 The student will use effective communication skills in group activities. a) Listen attentively by making eye contact, facing the speaker, asking questions, and summarizing what is said. b) Ask and respond to questions from teachers and other group members. c) Explain what has been learned. Texas Standard 3.1 The student is expected to: (B) respond appropriately and courteously to directions and questions (K-3); 3.3 The student is expected to: (A) choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate (K-3); (B) use verbal and nonverbal communication in effective ways such as making announcements, giving directions, or making introductions (K-3); (C) ask and answer relevant questions and make contributions in small or large group discussions (K-3); National Standard NL-ENG.K-12.4 COMMUNICATION SKILLS Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

27 KK SOL E 3.1 The student will exhibit effective communication skills in both formal and informal settings. a. use of appropriate volume b. contribute to group discussions by asking and answering questions c. use of effective vocabulary d. display solid basis of knowledge in the subject area addressed ______________________________________________________________________ Bennett: Reading work includes exercise in choral speaking to allow children to refine their oral language capabilities. VA SOL 3.2 The student will present brief oral reports. a) Speak clearly. b) Use appropriate volume and pitch. c) Speak at an understandable rate. d) Organize ideas sequentially or around major points of information. e) Use grammatically correct language and specific vocabulary to communicate ideas.

Texas Standard 3.3 The student is expected to: (A) choose and adapt spoken language appropriate to the audience, purpose, and occasion, including use of appropriate volume and rate (K-3); (B) use verbal and nonverbal communication in effective ways such as making announcements, giving directions, or making introductions (K-3); (C) ask and answer relevant questions and make contributions in small or large group discussions (K-3); National Standard NL-ENG.K-12.4 COMMUNICATION SKILLS Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. KK SOL E 3.2 Student will present oral reports and short speeches. a. use of appropriate language and communication both verbally and nonverbally. b. use of appropriate volume c. use of effective vocabulary d. clear organization of ideas

28 e. speak clearly at an understandable rate ______________________________________________________________________ Bennett: N/A VA SOL 3.3 The student will apply word-analysis skills when reading. a) Use knowledge of all vowel patterns. b) Use knowledge of homophones. c) Decode regular multisyllabic words. Texas Standard 3.5 The student is expected to: (A) decode by using all letter-sound correspondences within a word (1-3); (B) blend initial letter-sounds with common vowel spelling patterns to read words (1-3); (C) identify multisyllabic words by using common syllable patterns (1-3); National Standard NL-ENG.K-12.6 APPLYING KNOWLEDGE Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. KK SOL E 3.3 Students will apply knowledge of language structure by identifying multisyllabic words and homophones and blending letter sounds with common vowel spelling patterns. ______________________________________________________________________ Bennett: Students expand vocabulary and comprehension skills while they read and discuss various literary forms. Independent reading...is the significant part of each day. VA SOL 3.4 The student will use strategies to read a variety of fiction and nonfiction materials. a) Preview and use text formats. b) Set a purpose for reading. c) Apply meaning clues, language structure, and phonetic strategies. d) Use context to clarify meaning of unfamiliar words. e) Read fiction and nonfiction fluently and accurately. f) Reread and self-correct when necessary. Texas Standard

29 3.6 The student is expected to: (A) read regularly in independent-level materials (texts in which no more than approximately 1 in 20 words is difficult for the reader) (3); (B) read regularly in instructional-level materials that are challenging but manageable (texts in which no more than approximately 1 in 10 words is difficult for the reader; the "typical" third grader reads 80 wpm) (3); (C) read orally from familiar texts with fluency (accuracy, expression, appropriate phrasing, and attention to punctuation) (3); (D) self-select independent-level reading such as by drawing on personal interests, by relying on knowledge of authors and different types of texts, and/or by estimating text difficulty (1-3); and (E) read silently for increasing periods of time (2-3). 3.11 The student is expected to: (B) distinguish fiction from nonfiction, including fact and fantasy (K-3); (F) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7); National Standard NL-ENG.K-12.2 UNDERSTANDING THE HUMAN EXPERIENCE Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. KK SOL E 3.4 Students will read both fiction and nonfiction and understand that reading builds vocabulary and an understanding of the literary forms. The students will: a. use and preview text formats. b. apply meaning clues, language structure, and phonetic strategies. c. use context to clarify meaning of unfamiliar words. ______________________________________________________________________ Bennett: Students expand vocabulary and comprehension skills while they read and discuss various literary forms: legends and fables. VA SOL 3.5 The student will read and demonstrate comprehension of fiction. a) Set a purpose for reading. b) Make connections between previous experiences and reading selections. c) Make, confirm, or revise predictions. d) Compare and contrast settings, characters, and events. e) Identify the author’s purpose. f) Ask and answer questions.

30 g) h) i) j)

Draw conclusions about character and plot. Organize information and events logically. Summarize major points found in fiction materials. Understand basic plots of fairy tales, myths, folktales, legends, and fables.

Texas Standard 3.11 The student is expected to: (D) compare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants (2-8); (E) understand and identify literary terms such as title, author, illustrator, playwright, theater, stage, act, dialogue, and scene across a variety of literary forms (texts) (3-5); (F) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7); (G) compare communications in different forms, including contrasting a dramatic performance with a print version of the same story (3); (H) analyze characters, including their traits, feelings, relationships, and changes (1-3); (I) identify the importance of the setting to a story's meaning (1-3); and (J) recognize the story problem(s) or plot (1-3). National Standard NL-ENG.K-12.2 UNDERSTANDING THE HUMAN EXPERIENCE Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. KK SOL E 3.5 The student will understand and identify a fictional story's plot, setting, characters, themes, symbols, structures and the author's purpose for a story. a. summarize and organize events of a story b. compare and contrast the elements of two different stories c. Understand basic plots of fairy tales, myths, folktales, legends, and fables. ______________________________________________________________________ Bennett: Students expand vocabulary and comprehension skills while they read and discuss various literary forms: nonfiction articles. VA SOL 3.6 The student will continue to read and demonstrate comprehension of nonfiction.

31 a) b) c) d) e) f) g) h)

Identify the author’s purpose. Make connections between previous experiences and reading selections. Ask and answer questions about what is read. Draw conclusions. Organize information and events logically. Summarize major points found in nonfiction materials. Identify the characteristics of biographies and autobiographies. Compare and contrast the lives of two persons as described in biographies and/or autobiographies.

Texas Standard 3.11 The student is expected to: (B) distinguish fiction from nonfiction, including fact and fantasy (K-3); (F) understand literary forms by recognizing and distinguishing among such types of text as stories, poems, myths, fables, tall tales, limericks, plays, biographies, and autobiographies (3-7); National Standard NL-ENG.K-12.2 UNDERSTANDING THE HUMAN EXPERIENCE Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. KK SOL E 3.6 The student will understand and identify a nonfiction story's plot, setting, characters, themes, symbols, structures and the author's purpose for a story. a. summarize and organize events of a nonfiction story b. compare and contrast the elements of two different nonfiction stories c. Understand basic plots of fairy tales, myths, folktales, legends, and fables. d. Identify the characteristics of biographies and autobiographies. ______________________________________________________________________ Bennett: At the library, students learn basic reference skills with table of contents, indexes, atlases, dictionaries, encyclopedias and the card catalog. VA SOL

32 3.7

The student will demonstrate comprehension of information from a variety of print resources. a) Use dictionary, glossary, thesaurus, encyclopedia, and other reference books, including online reference materials. b) Use available technology.

Texas Standard 3.12 The student is expected to: (D) use multiple sources, including print such as an encyclopedia, technology, and experts, to locate information that addresses questions (2-3); National Standard NL-ENG.K-12.8 DEVELOPING RESEARCH SKILLS Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. KK SOL E 3.7 Students will use multiple resources from libraries, databases, computer networks and video to gather information in order to communicate knowledge. Students will: a. use a dictionary, thesaurus, internet and encyclopedias and other reference books in both print and nonprint formats in order to gather information ______________________________________________________________________ Bennett: Attention to...penmanship continues. VA SOL 3.8 The student will write legibly in cursive. Texas Standard 3.15 The student is expected to: (A) gain more proficient control of all aspects of penmanship (3); National Standard NL-ENG.K-12.4 COMMUNICATION SKILLS Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

33 KK SOL E 3.8 The student will be skillful in all aspects of writing and penmanship. ______________________________________________________________________ Bennett: Lessons in writing emphasize formal process (outlining, drafting, revising and editing). Independent... writing is the significant part of each day. VA SOL 3.9 The student will write descriptive paragraphs. a) Develop a plan for writing. b) Focus on a central idea. c) Group related ideas. d) Include descriptive details that elaborate the central idea. e) Revise writing for clarity. Texas Standard 3.18 The student is expected to: (A) generate ideas for writing by using prewriting techniques such as drawing and listing key thoughts (2-3); (B) develop drafts (1-3); (C) revise selected drafts for varied purposes, including to achieve a sense of audience, precise word choices, and vivid images (1-3); (D) edit for appropriate grammar, spelling, punctuation, and features of polished writing (2-3); (E) use available technology for aspects of writing such as word processing, spell checking, and printing (2-3); and (F) demonstrate understanding of language use and spelling by bringing selected pieces frequently to final form, "publishing" them for audiences (2-3). National Standard NL-ENG.K-12.5 COMMUNICATION STRATEGIES Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. KK SOL E 3.9 Students will use a variety of strategies as they write and have the ability to communicate and process elements effectively for different purposes. Students will: a. develop, revise and edit drafts for correct grammar and word usage b. develop a central theme or idea and support it with sub points and descriptors

34 ______________________________________________________________________ Bennett: Independent writing...is the significant part of each day. VA SOL 3.10 The student will write stories, letters, simple explanations, and short reports across all content areas. a) Use a variety of planning strategies. b) Organize information according to the type of writing. c) Identify the intended audience. d) Revise writing for specific vocabulary and information. e) Use available technology. Texas Standard 3.14 The student is expected to: (A) write to record ideas and reflections (K-3); (B) write to discover, develop, and refine ideas (1-3); (C) write to communicate with a variety of audiences (1-3); and (D) write in different forms for different purposes such as lists to record, letters to invite or thank, and stories or poems to entertain (1-3). National Standard NL-ENG.K-12.5 COMMUNICATION STRATEGIES Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. KK SOL E 3.10 Students will write stories, letters and short report in a variety of topics and subjects areas. Students will: a. plan and organize information b. identify the audience c. revise and rewrite for correct grammar and vocabulary usage. d. write to discover and learn ______________________________________________________________________ Bennett: Grammatical instruction covers subject and predicate rules and the function of adverbs. Attention to spelling...continues. VA SOL

35 3.11

The student will edit writing for correct grammar, capitalization, punctuation, and spelling. a) Use complete and varied sentences. b) Use the word I in compound subjects. c) Use past and present verb tense. d) Use singular possessives. e) Use commas in a simple series. f) Use simple abbreviations. g) Use apostrophes in contractions with pronouns. h) Use correct spelling for high-frequency sight words, including irregular plurals.

Texas Standard 3.15 The student is expected to: (B) use capitalization and punctuation such as commas in a series, apostrophes in contractions such as can't and possessives such as Robin's, quotation marks, proper nouns, and abbreviations with increasing accuracy (3). 3.17 The student is expected to: (A) use correct irregular plurals such as sheep (3); (B) use singular and plural forms of regular nouns and adjust verbs for agreement (3); (C) compose elaborated sentences in written texts and use the appropriate end punctuation (3); (D) compose sentences with interesting, elaborated subjects (2-3); and (E) edit writing toward standard grammar and usage, including subject-verb agreement; pronoun agreement, including pronouns that agree in number; and appropriate verb tenses, including to be, in final drafts (2-3). National Standard NL-ENG.K-12.6 APPLYING KNOWLEDGE Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts. KK SOL E 3.11 Students will edit writing for grammar, capitalization, punctuation and spelling errors. a. use complete sentences with past and present verb usage b. use commas, apostrophes, abbreviations and contractions c. use singular and plural nouns _____________________________________________________________________ Bennett: Students expand vocabulary and comprehension while they read and discuss various literary forms: poems and plays.

36

VA SOL: N/A Texas Standard 3.10 The student is expected to: (A) respond to stories and poems in ways that reflect understanding and interpretation in discussion (speculating, questioning), in writing, and through movement, music, art, and drama (2-3); (B) demonstrate understanding of informational text in a variety of ways through writing, illustrating, developing demonstrations, and using available technology (2-3); (C) support interpretations or conclusions with examples drawn from text (2-3); and (D) connect ideas and themes across texts (1-3).

National Standard NL-ENG.K-12.2 UNDERSTANDING THE HUMAN EXPERIENCE Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. KK SOL E 3.12 Students will demonstrate knowledge of reading by writing and responding to short stories and poems. Students will: a. support conclusions with examples drawn from the text b. connect ideas and themes from different texts ______________________________________________________________________ Bennett: Lesson in writing emphasize...more advanced compositional skills: word selection (synonyms, antonyms and homonyms) detailing and paragraphing. VA SOL: N/A Texas Standard 3.8 The student is expected to: (D) demonstrate knowledge of synonyms, antonyms, and multi-meaning words (for example, by sorting, classifying, and identifying related words) (3). National Standard NL-ENG.K-12.4 COMMUNICATION SKILLS Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

37 KK SOL E 3.13 Students will identify synonyms, antonyms and multi-meaning words by identifying related words. ______________________________________________________________________

38

MATHEMATICS The third grade standards place an emphasis on the use of manipulatives and concrete models to represent concepts that are to be discovered. The major themes covered in third grade mathematics include: place value, fractions and decimals, multiplication and division facts, currency, measurement of length, volume, weight/mass, time and temperature with various units, geometry, probability and patterns. ______________________________________________________________________ Bennett: Manipulatives are used throughout to extend concepts of place value to other bases. VA SOL 3.1 The student will read and write six-digit numerals and identify the place value for each digit. 3.2

The student will round a whole number, 9,999 or less, to the nearest ten, hundred, and thousand.

3.3

The student will compare two whole numbers between 0 and 9,999, using symbols (>, <, or = ) and words (greater than, less than, or equal to).

Texas Standard (3.1) Number, operation, and quantitative reasoning. The student uses place value to communicate about increasingly large whole numbers in verbal and written form, including money. The student is expected to: (A) use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999; (B) use place value to compare and order whole numbers through 9,999; National Standard NM-NUM.3-5.1 Understand numbers, ways of representing numbers, relationships among numbers, and number systems KK SOL M 3.1 Students will demonstrate knowledge of numbers between 0 and 9,999 by: a. Identifying place value b. Rounding whole numbers to the nearest ten, hundred, and thousand

39 c. Comparing two whole numbers using symbols (>, < and =) and words (greater than, less than, and equal to) d. Using manipulatives to represent place value in other bases ______________________________________________________________________ Bennett: N/A VA SOL 3.4 The student will recognize and use the inverse relationships between addition/subtraction and multiplication/division to complete basic fact sentences. Students will use these relationships to solve problems such as 5 + 3 = 8 and 8 – 3 = ____. Texas Standard: N/A National Standard NM-NUM.3-5.2 Understand meanings of operations and how they relate to one another identify and use relationships between operations, such as division as the inverse of multiplication, to solve problems;

KK SOL M 3.2 The student will identify and understand inverse relationships between operations (addition/subtraction and multiplication/division) and solve problems. ______________________________________________________________________ Bennett: Students master...and solve story problems that involve whole number operations, fractions, mixed numbers and decimals. Manipulatives are used throughout...to add and subtract decimals and to find equivalent fractions. VA SOL 3.5 The student will a) divide regions and sets to represent a fraction; and b) name and write the fractions represented by a given model (area/region, length/measurement, and set). Fractions (including mixed numbers) will include halves, thirds, fourths, eighths, and tenths. 3.6 The student will compare the numerical value of two fractions having like and unlike denominators, using concrete or pictorial models involving areas/regions, lengths/measurements, and sets. 3.7

The student will read and write decimals expressed as tenths and hundredths, using concrete materials and models.

Texas Standards

40 (3.2) Number, operation, and quantitative reasoning. The student uses fraction names and symbols to describe fractional parts of whole objects or sets of objects. The student is expected to: (A) construct concrete models of fractions; (B) compare fractional parts of whole objects or sets of objects in a problem situation using concrete models; (C) use fraction names and symbols to describe fractional parts of whole objects or sets of objects with denominators of 12 or less; and (D) construct concrete models of equivalent fractions for fractional parts of whole objects. National Standards NM-NUM.3-5.1 Understand numbers, ways of representing numbers, relationships among numbers, and number systems develop understanding of fractions as parts of unit wholes, as parts of a collection, as locations on number lines, and as divisions of whole numbers; • use models, benchmarks, and equivalent forms to judge the size of fractions; • recognize and generate equivalent forms of commonly used fractions, decimals, and percents KK SOL M 3.3 Students will demonstrate knowledge of whole numbers, fractions, mixed numbers and decimals. Students will: a. Use concrete models to show whole numbers, fractions and mixed numbers b. Compare fractions with like and unlike denominators c. Use manipulatives to express decimals as tenths and hundredths d. Solve problems involving whole numbers, fractions, mixed numbers and decimals. ______________________________________________________________________ Bennett: Students...develop computational proficiency with two and three digit addition and subtraction. VA SOL 3.8 The student will solve problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping, using various computational methods, including calculators, paper and pencil, mental computation, and estimation. Texas Standard

41 (3.3) Number, operation, and quantitative reasoning. The student adds and subtracts to solve meaningful problems involving whole numbers. The student is expected to: (B) select addition or subtraction and use the operation to solve problems involving whole numbers through 999. National Standard NM-NUM.3-5.3 Compute fluently and make reasonable estimates select appropriate methods and tools for computing with whole numbers from among mental computation, estimation, calculators, and paper and pencil according to the context and nature of the computation and use the selected method or tools. KK SOL M 3.4 The students will solve addition and subtraction problems involving two whole numbers using a wide range of methods – calculators, paper and pencil, mental computation and estimation. ______________________________________________________________________ Bennett: Students master the multiplication table and two and three digit multiplication and division with single digit divisors. VA SOL 3.9 The student will recall the multiplication and division facts through the nines table. 3.10

The student will represent multiplication and division, using area and set models, and create and solve problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or less.

Texas Standard (3.4) Number, operation, and quantitative reasoning. The student recognizes and solves problems in multiplication and division situations. The student is expected to: (A) learn and apply multiplication facts through the tens using concrete models; (B) solve and record multiplication problems (one-digit multiplier); and (C) use models to solve division problems and use number sentences to record the solutions. National Standard NM-ALG.3-5.2 Represent and analyze mathematical situations and structures using algebraic symbols

42 • • •

identify such properties as commutativity, associativity, and distributivity and use them to compute with whole numbers; represent the idea of a variable as an unknown quantity using a letter or a symbol; express mathematical relationships using equations.

KK SOL M 3.5 Students will learn and recall multiplication/division tables through the tens: a. Using concrete models b. Solving problems involving multiplication of two whole numbers c. Solving problems involving division using number sentences. _____________________________________________________________________ Bennett: Manipulatives are used throughout to add and subtract decimals and to find equivalent fractions. VA SOL 3.11 The student will add and subtract with proper fractions having like denominators of 10 or less, using concrete materials and pictorial models representing areas/regions, lengths/measurements, and sets. 3.12

The student will add and subtract with decimals expressed as tenths, using concrete materials, pictorial representations, and paper and pencil.

Texas Standard (3.2) Number, operation, and quantitative reasoning. The student uses fraction names and symbols to describe fractional parts of whole objects or sets of objects. The student is expected to: (A) construct concrete models of fractions; (B) compare fractional parts of whole objects or sets of objects in a problem situation using concrete models; (C) use fraction names and symbols to describe fractional parts of whole objects or sets of objects with denominators of 12 or less; and (D) construct concrete models of equivalent fractions for fractional parts of whole objects.

43 National Standard NM-NUM.3-5.1 Understand numbers, ways of representing numbers, relationships among numbers, and number systems develop understanding of fractions as parts of unit wholes, as parts of a collection, as locations on number lines, and as divisions of whole numbers; • use models, benchmarks, and equivalent forms to judge the size of fractions; • recognize and generate equivalent forms of commonly used fractions, decimals, and percents; NM-NUM.3-5.3 Compute fluently and make reasonable estimates develop and use strategies to estimate computations involving fractions and decimals in situations relevant to students' experience; • use visual models, benchmarks, and equivalent forms to add and subtract commonly used fractions and decimals; KK SOL M 3.6 Students will show an understanding of fractions and decimals by: a. Using manipulatives to add and subtract fractions b. Using manipulatives to add and subtract decimals ______________________________________________________________________ Bennett: N/A VA SOL 3.13 The student will determine by counting the value of a collection of bills and coins whose total value is $5.00 or less, compare the value of the coins or bills, and make change. Texas Standard: N/A National Standard: N/A KK SOL M 3.7 Students will demonstrate knowledge of the United States currency by: a. Counting the values of coins and bills up to $5.00 b. Comparing values of coins and bills c. Making change _____________________________________________________________________ Bennett: In geometry and measurement, students learn units of length, area, volume, weight...measure area and volume using squares and cubes. VA SOL

44 3.14

The student will estimate and then use actual measuring devices with metric and U.S. Customary units to measure a) length — inches, feet, yards, centimeters, and meters; b) liquid volume — cups, pints, quarts, gallons, and liters; and c) weight/mass — ounces, pounds, grams, and kilograms.

Texas Standard (3.11) Measurement. The student selects and uses appropriate units and procedures to measure length and area. The student is expected to: (A) estimate and measure lengths using standard units such as inch, foot, yard, centimeter, decimeter, and meter; (B) use linear measure to find the perimeter of a shape; and (C) use concrete models of square units to determine the area of shapes. National Standards NM-MEA.3-5.1 Understand measurable attributes of objects and the units, systems, and processes of measurement • understand such attributes as length, area, weight, volume, and size of angle and select the appropriate type of unit for measuring each attribute; understand the need for measuring with standard units and become familiar with standard units in the customary and metric systems; • carry out simple unit conversions, such as from centimeters to meters, within a system of measurement; select and use benchmarks to estimate measurements; • develop, understand, and use formulas to find the area of rectangles and related triangles and parallelograms; • develop strategies to determine the surface areas and volumes of rectangular solids. NM-MEA.3-5.2 Apply appropriate techniques, tools, and formulas to determine measurements • develop strategies for estimating the perimeters, areas, and volumes of irregular shapes; • select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles; KK SOL M 3.8 Students will use the correct devices to measure length, volume and weight/mass in both metric units and U.S. Customary units. ______________________________________________________________________ Bennett: In geometry and measurement students learn units of time.

45

VA SOL 3.15 The student will tell time to the nearest five-minute interval and to the nearest minute, using analog and digital clocks. 3.16

The student will identify equivalent periods of time, including relationships among days, months, and years, as well as minutes and hours.

Texas Standard (3.12) Measurement. The student measures time and temperature. The student is expected to: (A) tell and write time shown on traditional and digital clocks; National Standard NM-MEA.3-5.2 Apply appropriate techniques, tools, and formulas to determine measurements select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles; KK SOL M 3.9 Students will measure time in minutes, hours, days, months and years and understand the relationship between each unit of time. ______________________________________________________________________ Bennett: N/A VA SOL 3.17 The student will read temperature to the nearest degree from a Celsius thermometer and a Fahrenheit thermometer. Real thermometers and physical models of thermometers will be used. Texas Standard (3.12) Measurement. The student measures time and temperature. The student is expected to: (B) use a thermometer to measure temperature. (3.13) Measurement. The student applies measurement concepts. The student is expected to measure to solve problems involving length, area, temperature, and time. National Standard NM-MEA.3-5.2 Apply appropriate techniques, tools, and formulas to determine measurements select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles;

46 KK SOL M 3.10 Students will use the proper device to measure the temperature to the nearest degree in Celsius and Fahrenheit. ______________________________________________________________________ Bennett: N/A VA SOL 3.18 The student will analyze two-dimensional (plane) and three-dimensional (solid) geometric figures (circle, square, rectangle, triangle, cube, rectangular solid [prism], square pyramid, sphere, cone, and cylinder) and identify relevant properties, including the number of corners, square corners, edges, and the number and shape of faces, using concrete models.

Texas Standard (3.8) Geometry and spatial reasoning. The student uses formal geometric vocabulary. The student is expected to name, describe, and compare shapes and solids using formal geometric vocabulary. National Standard NM-GEO.3-5.1 Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships • identify, compare, and analyze attributes of two- and three-dimensional shapes and develop vocabulary to describe the attributes; • classify two- and three-dimensional shapes according to their properties and develop definitions of classes of shapes such as triangles and pyramids; • investigate, describe, and reason about the results of subdividing, combining, and transforming shapes; • explore congruence and similarity; • make and test conjectures about geometric properties and relationships and develop logical arguments to justify conclusions. KK SOL M 3.11 Students will analyze the following characteristics of two-dimensional (plane) and three-dimensional (solid) shapes: a. Number of corners, square corners and edges b. Number and shape of faces ______________________________________________________________________ Bennett: N/A

47

VA SOL 3.19 The student will identify and draw representations of line segments and angles, using a ruler or straightedge. 3.20

The student, given appropriate drawings or models, will identify and describe congruent and symmetrical, two-dimensional (plane) figures, using tracing procedures.

Texas Standard (3.9) Geometry and spatial reasoning. The student recognizes congruence and symmetry. The student is expected to: (A) identify congruent shapes; (B) create shapes with lines of symmetry using concrete models and technology; and (C) identify lines of symmetry in shapes. National Standard NM-GEO.3-5.1 Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships • identify, compare, and analyze attributes of two- and three-dimensional shapes and develop vocabulary to describe the attributes; • classify two- and three-dimensional shapes according to their properties and develop definitions of classes of shapes such as triangles and pyramids; • investigate, describe, and reason about the results of subdividing, combining, and transforming shapes; • explore congruence and similarity; • make and test conjectures about geometric properties and relationships and develop logical arguments to justify conclusions. KK SOL M 3.12 Using the appropriate material, students will draw line segments and angles. Students will identify congruent and symmetrical plane figures. ______________________________________________________________________ Bennett: In geometry and measurement students learn and interpret bar and picture graphs with units greater than one. Class projects involve the collection, display and analysis of data and include simple experiments and probability. VA SOL 3.21 The student, given grid paper, will

48 a) collect and organize data on a given topic of his/her choice, using observations, measurements, surveys, or experiments; and b) construct a line plot, a picture graph, or a bar graph to represent the results. Each graph will include an appropriate title and key. 3.22

The student will read and interpret data represented in line plots, bar graphs, and picture graphs and write a sentence analyzing the data.

3.23

The student will investigate and describe the concept of probability as chance and list possible results of a given situation.

Texas Standard (3.14) Probability and statistics. The student solves problems by collecting, organizing, displaying, and interpreting sets of data. The student is expected to: (A) collect, organize, record, and display data in pictographs and bar graphs where each picture or cell might represent more than one piece of data; (B) interpret information from pictographs and bar graphs; and (C) use data to describe events as more likely, less likely, or equally likely. National Standard NM-DATA.3-5.1 Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer • design investigations to address a question and consider how data-collection methods affect the nature of the data set; • collect data using observations, surveys, and experiments; • represent data using tables and graphs such as line plots, bar graphs, and line graphs; • recognize the differences in representing categorical and numerical data NM-DATA.3-5.4 Understand and apply basic concepts of probability • describe events as likely or unlikely and discuss the degree of likelihood using such words as certain, equally likely, and impossible; • predict the probability of outcomes of simple experiments and test the predictions; • understand that the measure of the likelihood of an event can be represented by a number from 0 to 1. KK SOL M 3.13 The students will collect, organize and analyze data: a. Using a line plot, pictograph or bar graph to organize data b. Investigate probability as it relates to their data

49 ______________________________________________________________________ Bennett: N/A VA SOL 3.24 The student will recognize and describe a variety of patterns formed using concrete objects, numbers, tables, and pictures, and extend the pattern, using the same or different forms (concrete objects, numbers, tables, and pictures). 3.25

The student will a) investigate and create patterns involving numbers, operations (addition and multiplication), and relations that model the identity and commutative properties for addition and multiplication; and b) demonstrate an understanding of equality by recognizing that the equal sign (=) links equivalent quantities, such as 4 • 3 = 2 • 6.

Texas Standard: N/A National Standard NM-ALG.3-5.1 Understand patterns, relations, and functions • describe, extend, and make generalizations about geometric and numeric patterns; • represent and analyze patterns and functions, using words, tables, and graphs. NM-ALG.3-5.2 Represent and analyze mathematical situations and structures using algebraic symbols • identify such properties as commutativity, associativity, and distributivity and use them to compute with whole numbers; • represent the idea of a variable as an unknown quantity using a letter or a symbol; • express mathematical relationships using equations. KK SOL M 3.14 The student will show and understanding of patterns by: a. Recognizing, describing and extending patterns using concrete objects, numbers, tables and pictures. b. Exploring and producing patterns that involve numbers and operations that model the identity and commutative properties for addition and multiplication. ______________________________________________________________________

50 Resources

Education World. Retrieved September 19, 2007, from Education World Web site: http://www.educationworld.com/standards/ Texas Education Agency. Retrieved September 19, 2007, from Texas Education Agency Web site: http://www.tea.state.tx.us/teks/ VA Standards of Learning. Retrieved September 19, 2007, from VA Standards of Learning Web site: http://www.pen.k12.va.us/VDOE/Superintendent/Sols/home.shtml