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Poyen School
Poyen School Curriculum K - 12 2007-2008
Mathematics - 3rd Grade Math

Number and Operations
Equivalent representations of numbers
The learner will be able to recognize equivalent representations for the same whole number and generate them by composing and decomposing numbers. Example: 352 = 300 + 50 + 2; 300 + 25 + 25 + 2; 150 + 150 + 50 + 2.
Strand Bloom's Scope Hours Source Activities
Number Sense: Whole Numbers   Master 1.0 2004 Arkansas Mathematics Frameworks NO.1.3.1 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].  1.1: Looking at Numbers in Familiar Contexts; 1.2: Investigation Numbers at an Airport; 1.3: Growing Patterns; 2.1: Relating Addition and Subtraction; 2.2: Exploring Doubling Patterns; 2.3: Creating and Analyzing Problems; 2.4: Investigating 2-Step Problems; 3.1: Reading and Writing 3-Digit Numbers; 3.2: Comparing and Ordering 3-Digit Numbers; 3.3: Sequencing and Counting with 3-Digit Numbers; 3.4: Regrouping 3-Digit Numbers; 3.5: Moving to Examples of 1000; 4.3: Exploring Distance Around (Perimeter); 4.4: Developing the Concept of One Mile; 5.1: Addition and Subtraction Strategies; 5.2: Creating Different Addition and Subtraction Problems for the Same Situation;
  
Place value for representing & compa
The learner will be able to use the place-value structure of the base-ten number system and be able to represent and compare whole numbers including thousands (using models, illustrations, symbols, expanded notation and problem solving) Example: 2308______2038.
Strand Bloom's Scope Hours Source Activities
Number Sense: Whole Numbers   Master 1.0 2004 Arkansas Mathematics Frameworks NO.1.3.2 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].  1.1: Looking at Numbers in Familiar Contexts; 1.2: Investigation Numbers at an Airport; 1.3: Growing Patterns; 2.1: Relating Addition and Subtraction; 2.2: Exploring Doubling Patterns; 2.3: Creating and Analyzing Problems; 2.4: Investigating 2-Step Problems; 2.5: Exploring Coin Combinations; 3.1: Reading and Writing 3-Digit Numbers; 3.3: Sequencing and Counting with 3-Digit Numbers; 3.4: Regrouping 3-Digit Numbers; 3.5: Moving to Examples of 1000; 4.3: Exploring Distance Around (Perimeter); 4.4: Developing the Concept of One Mile; 5.1: Addition and Subtraction Strategies; 5.2: Creating Different Addition and Subtraction Problems for the Same Situation;
  
Compare and order 4 digit numbers
The learner will be able to use mathematical language and symbols to compare and order 4 digit numbers with and without appropriate technology ( <,>,=).
Strand Bloom's Scope Hours Source Activities
Number Sense: Whole Numbers   Master 1.0 2004 Arkansas Mathematics Frameworks NO.1.3.3 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].  1.1: Looking at Numbers in Familiar Contexts; 3.1: Reading and Writing 3-Digit Numbers; 3.2: Comparing and Ordering 3-Digit Numbers; 3.3: Sequencing and Counting with 3-Digit Numbers; 3.4: Regrouping 3-Digit Numbers; 4.4: Developing the Concept of One Mile; 5.2: Creating Different Addition and Subtraction Problems for the Same Situation; 5.4: Using Different to Add 3-Digit Numbers; 5.5: Modeling and Recording the Addition Algorithm; 11.1: Exploring 4-Digit Numbers; 11.2: Modeling 4 and 5 Digit Numbers; 11.3: Comparing 4-Digit Numbers; 11.4: Reading Thousands in Other Ways; 11.5: Solving Problems With 4-Digit Numbers;
  
Represent fractions
The learner will be able to represent fractions (halves, thirds, fourths, sixths, and eights) using words, numerals and physical models. Example: 1. Identify and illustrate parts of a whole and parts of sets of objects. 2. Recognize that a fractional part of a rectangle does not have to be shaded with contiguous parts. See 2004 Arkansas Mathematics Frameworks for diagram of shading noncontiguous parts.
Strand Bloom's Scope Hours Source Activities
Number Sense: Rational Numbers   Master 1.0 2004 Arkansas Mathematics Frameworks NO.1.3.4 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].  1.5: Comparing Data in Graphs; 7.1: Using Fair Shares to Review Fractions; 7.2: Finding Equivalent Fractions; 7.3: Developing Language to Compare Fractions: 7.4: Using Pattern Blocks as Fractions; 7.5: Visualizing Halves and Fourths; 10.1: Reading Bar Graphs; 17.1: Reviewing Fractions and Counting by Halves; 17.2: Using Fourths to Count and Measure; 17.3: Comparing and Ordering Fraction; 17.4: Establishing 1/2 as a Benchmark; 17.5: Relating Fractions to Division; 22.1: Using Decimals to Record Tenths; 22.2: Using a Meter Strip to Show Tenths; 22.3: Developing Benchmarks for Tenths; 22.4: Adding Numbers With Tenths; 22.5: Subtracting Numbers with Tenths;
  
Size of whole/size of fraction
The learner will be able to utilize models to recognize that the size of the whole determines the size of the fraction depending on the original quantity.
Strand Bloom's Scope Hours Source Activities
Number Sense: Rational Numbers   Master 1.0 2004 Arkansas Mathematics Frameworks NO.1.3.5 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].  7.1: Using Fair Shares to Review Fractions; 7.2: Finding Equivalent Fractions; 7.3: Developing Language to Compare Fractions: 7.4: Using Pattern Blocks as Fractions; 7.5: Visualizing Halves and Fourths; 17.1: Reviewing Fractions and Counting by Halves; 17.2: Using Fourths to Count and Measure; 17.3: Comparing and Ordering Fraction; 17.4: Establishing 1/2 as a Benchmark; 17.5: Relating Fractions to Division; 19.1: Making Purchases and Giving Change; 19.2: Exploring Relationships for Capacity; 19.3: Finding the Best Buy; 22.1: Using Decimals to Record Tenths; 22.2: Using a Meter Strip to Show Tenths; 22.3: Developing Benchmarks for Tenths;
  
Represent & compare decimals
The learner will be able to use the place-value structure of the base-ten number system and be able to represent and compare decimals to hundredths in money (using models, illustrations, symbols, expanded notation and problem solving) Example: $193.76 _____ $139.67.
Strand Bloom's Scope Hours Source Activities
Number Sense: Rational Numbers   Master 1.0 2004 Arkansas Mathematics Frameworks NO.1.3.6 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].  7.2: Finding Equivalent Fractions; 7.3: Developing Language to Compare Fractions: 7.4: Using Pattern Blocks as Fractions; 7.5: Visualizing Halves and Fourths; 17.1: Reviewing Fractions and Counting by Halves; 17.2: Using Fourths to Count and Measure; 17.3: Comparing and Ordering Fraction; 17.4: Establishing 1/2 as a Benchmark; 17.5: Relating Fractions to Division; 19.1: Making Purchases and Giving Change; 19.2: Exploring Relationships for Capacity; 19.3: Finding the Best Buy; 22.1: Using Decimals to Record Tenths; 22.2: Using a Meter Strip to Show Tenths; 22.3: Developing Benchmarks for Tenths; 22.4: Adding Numbers With Tenths; 22.5: Subtracting Numbers with Tenths;
  
Equivalent fractions
The learner will be able to write a fraction that is equivalent to a given fraction with the use of models. Example: 1/2 = 4/8 = 8/16.
Strand Bloom's Scope Hours Source Activities
Number Sense: Rational Numbers   Master 1.0 2004 Arkansas Mathematics Frameworks NO.1.3.7 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].  7.1: Using Fair Shares to Review Fractions; 7.2: Finding Equivalent Fractions; 7.3: Developing Language to Compare Fractions: 7.4: Using Pattern Blocks as Fractions; 7.5: Visualizing Halves and Fourths; 17.1: Reviewing Fractions and Counting by Halves; 17.2: Using Fourths to Count and Measure; 17.3: Comparing and Ordering Fraction; 17.4: Establishing 1/2 as a Benchmark; 17.5: Relating Fractions to Division; 22.1: Using Decimals to Record Tenths; 22.2: Using a Meter Strip to Show Tenths; 22.3: Developing Benchmarks for Tenths;
  
Commutative & Identity properties
The learner will be able to develop and understanding of the commutative and identity properties of multiplication using objects.
Strand Bloom's Scope Hours Source Activities
Prop. of Number Operations: # Theory   Master 1.0 2004 Arkansas Mathematics Frameworks NO.2.3.1 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].  8.1: Reviewing the Concept of Multiplication; 8.2: Finding "Turnaround" Facts; 8.3: Exploring Factors; 8.4: Exploring One as a Factor; 8.5: Exploring Zero as a Factor; 9.1: Exploring Division; 9.2: Modeling Division Problems; 9.3: Relating Multiplication and Division; 9.4: Using Arrays for Multiplication and Division; 9.5: Looking for Patterns in Division; 14.1: Exploring Strategies for "Fours" Facts; 14.2: Exploring Strategies for "Three" Facts; 14.3: Using Arrays for Multiplication and Division; 14.4: Finding a Missing Number in Multiplication and Division Sentences; 14.5: Using Multiplication and Division in Problem Solving; 20.1: Exploring Square Numbers;
  
Apply number theory
The learner will be able to apply number theory. 1. Determine if any number is even or odd. 2. Use the terms multiple, factor, and divisible by in an appropriate context. 3. Generate and use divisibility rules for 2, 5, and 10. 4. Demonstrate various multiplication and division relationships.
Strand Bloom's Scope Hours Source Activities
Prop. of Number Operations: # Theory   Master 1.0 2004 Arkansas Mathematics Frameworks NO.2.3.2 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].  5.3: Finding the Most Appropriate Method for Adding; 8.1: Reviewing the Concept of Multiplication; 8.3: Exploring Factors; 8.4: Exploring One as a Factor; 8.5: Exploring Zero as a Factor; 9.1: Exploring Division; 9.2: Modeling Division Problems; 9.4: Using Arrays for Multiplication and Division; 9.5: Looking for Patterns in Division; 12.1: Solving Problems With All Operations; 14.1: Exploring Strategies for "Fours" Facts; 14.2: Exploring Strategies for "Three" Facts; 14.3: Using Arrays for Multiplication and Division; 14.4: Finding a Missing Number in Multiplication and Division Sentences; 14.5: Using Multiplication and Division in Problem Solving;
  
Write equations
The learner will be able to use conventional mathematical symbols to write equations for contextual problems involving multiplication. See Appendix for examples.
Strand Bloom's Scope Hours Source Activities
Prop. of Number Operations: Whole # Op.   Master 1.0 2004 Arkansas Mathematics Frameworks NO.2.3.3 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].  8.1: Reviewing the Concept of Multiplication; 8.2: Finding "Turnaround" Facts; 8.3: Exploring Factors; 9.3: Relating Multiplication and Division; 9.4: Using Arrays for Multiplication and Division; 12.1: Solving Problems With All Operations; 14.3: Using Arrays for Multiplication and Division; 14.4: Finding a Missing Number in Multiplication and Division Sentences; 14.5: Using Multiplication and Division in Problem Solving; 20.4: Extending Multiplication Facts; 20.5: Using Multiplication and Division to Solve Problems; 23.1: Solving Multi-Step Problems; 23.2: Finding All Possible Combinations; 23.4: Multiplying 2-digit Numbers; 23.5: Using Appropriate Methods for Multiplication;
  
Division
The learner will be able to model, represent, and explain division as measurement and partitive division including equal groups, related rates, price, rectangular arrays (area model), combinations and multiplicative comparison. See Appendix 2004 Arkansas Mathematics Frameworks for more details. Example: 1. Translate contextual situations involving division into conventional mathematical symbols. 2. Explain how a remainder may impact an answer in a real-world situation.
Strand Bloom's Scope Hours Source Activities
Prop. of Number Operations: Whole # Op.   Master 1.0 2004 Arkansas Mathematics Frameworks NO.2.3.4 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].  9.1: Exploring Division; 9.2: Modeling Division Problems; 9.3: Relating Multiplication and Division; 9.4: Using Arrays for Multiplication and Division; 9.5: Looking for Patterns in Division; 14.1: Exploring Strategies for "Fours" Facts; 14.2: Exploring Strategies for "Three" Facts; 14.3: Using Arrays for Multiplication and Division; 14.4: Finding a Missing Number in Multiplication and Division Sentences; 14.5: Using Multiplication and Division in Problem Solving; 17.5: Relating Fractions to Division; 20.5: Using Multiplication and Division to Solve Problems; 21.3: Rearranging Shapes with the Same Area; 24.1: Exploring Dividing 2-Digit Numbers; 24.2: Exploring the Division Algorithm;
  
Computational fluency
The learner will be able to develop, with and without appropriate technolgy, computational fluency, in multi-digit addition and subtraction through 999 using contextual problems. 1. Strategies for adding and subtracting numbers. 2. Estimation of sums and differences in appropriate situations. 3. Relationships between operations.
Strand Bloom's Scope Hours Source Activities
# Op. & Estimation: Comp. Fluency: +   Master 1.0 2004 Arkansas Mathematics Frameworks NO.3.3.1 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].  2.3: Creating and Analyzing Problems; 2.4: Investigating 2-Step Problems; 2.5: Exploring Coin Combinations; 3.1: Reading and Writing 3-Digit Numbers; 3.2: Comparing and Ordering 3-Digit Numbers; 3.3: Sequencing and Counting with 3-Digit Numbers; 3.4: Regrouping 3-Digit Numbers; 3.5: Moving to Examples of 1000; 5.3: Finding the Most Appropriate Method for Adding; 5.4: Using Different to Add 3-Digit Numbers; 5.5: Modeling and Recording the Addition Algorithm; 11.1: Exploring 4-Digit Numbers; 11.2: Modeling 4 and 5 Digit Numbers; 11.3: Comparing 4-Digit Numbers; 11.4: Reading Thousands in Other Ways; 11.5: Solving Problems With 4-Digit Numbers; 12.1: Solving Problems With All Operations;
  
Fluency: multiplication & division f
The learner will be able to develop, with and without appropriate technology, fluency with basic number combinations for multiplication and division facts (10 X 10).
Strand Bloom's Scope Hours Source Activities
# Op. & Estimation: Fluency: X &   Master 1.0 2004 Arkansas Mathematics Frameworks NO.3.3.2 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].  8.1: Reviewing the Concept of Multiplication; 8.2: Finding "Turnaround" Facts; 8.3: Exploring Factors; 8.4: Exploring One as a Factor; 8.5: Exploring Zero as a Factor; 9.1: Exploring Division; 9.2: Modeling Division Problems; 9.3: Relating Multiplication and Division; 9.4: Using Arrays for Multiplication and Division; 9.5: Looking for Patterns in Division; 14.1: Exploring Strategies for "Fours" Facts; 14.2: Exploring Strategies for "Three" Facts; 14.3: Using Arrays for Multiplication and Division; 14.4: Finding a Missing Number in Multiplication and Division Sentences; 14.5: Using Multiplication and Division in Problem Solving; 20.1: Exploring Square Numbers;
  
Computational fluency: X
The learner will be able to develop, with and without appropriate technology, coomputational fluency in multiplication and division up to two-digit by one-digit numbers using two-digit by one-digit number contextual problems using 1. Strategies for multiplying and dividing numbers 2. Performance of operations in more than one way. 3. Estimation of products and quotients in appropriate situations and 4. Relationships between operations.
Strand Bloom's Scope Hours Source Activities
# Op. & Estimation: Fluency: X &   Master 1.0 2004 Arkansas Mathematics Frameworks NO.3.3.3 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].  8.1: Reviewing the Concept of Multiplication; 8.2: Finding "Turnaround" Facts; 8.3: Exploring Factors; 8.4: Exploring One as a Factor; 8.5: Exploring Zero as a Factor; 9.1: Exploring Division; 9.2: Modeling Division Problems; 9.3: Relating Multiplication and Division; 9.4: Using Arrays for Multiplication and Division; 9.5: Looking for Patterns in Division; 14.1: Exploring Strategies for "Fours" Facts; 14.2: Exploring Strategies for "Three" Facts; 14.3: Using Arrays for Multiplication and Division; 14.4: Finding a Missing Number in Multiplication and Division Sentences; 14.5: Using Multiplication and Division in Problem Solving; 20.1: Exploring Square Numbers;
· Growing With Mathematics, Investigations; [Textbook].  20.2: Finding Factors; 20.3: Developing Strategies for "Nines"; 20.4: Extending Multiplication Facts; 20.5: Using Multiplication and Division to Solve Problems; 23.1: Solving Multi-Step Problems; 23.2: Finding All Possible Combinations; 23.3: Developing Mental Strategies for Multiplication; 23.4: Multiplying 2-digit Numbers; 23.5: Using Appropriate Methods for Multiplication; 24.1: Exploring Dividing 2-Digit Numbers; 24.2: Exploring the Division Algorithm; 24.3: Two-Step Division Problems; 24.4: More Problem-Solving with Division; 24.5: Introducing a New Division Symbol;
  
One operation problems
The learner will be able to solve simple problems using one operation involving addition and subtraction using a variety of methods and tools. (e.g. objects, mental computation, paper and pencil, and with and without appropriate technology).
Strand Bloom's Scope Hours Source Activities
# Op. & Estimation: App. of Computat   Master 1.0 2004 Arkansas Mathematics Frameworks NO.3.3.4 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].   2.1: Relating Addition and Subtraction; 2.2: Exploring Doubling Patterns; 2.3: Creating and Analyzing Problems; 2.4: Investigating 2-Step Problems; 3.4: Regrouping 3-Digit Numbers; 5.1: Addition and Subtraction Strategies; 5.2: Creating Different Addition and Subtraction Problems for the Same Situation; 5.3: Finding the Most Appropriate Method for Adding; 5.4: Using Different to Add 3-Digit Numbers; 5.5: Modeling and Recording the Addition Algorithm; 12.1: Solving Problems With All Operations; 12.2: Making Estimates When Subtracting; 12.3: Selecting Methods to Subtract; 12.4: Using Subtraction to Solve Problems; 12.5: Recording Steps of Subtraction;
  
Estimation strategies
The learner will be able to use estimation strategies to solve problems and judge the reasonableness of the answer.
Strand Bloom's Scope Hours Source Activities
# Op. & Estimation: Estimation   Master 1.0 2004 Arkansas Mathematics Frameworks NO.3.3.5 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].  2.2: Exploring Doubling Patterns; 2.3: Creating and Analyzing Problems; 3.2: Comparing and Ordering 3-Digit Numbers; 4.5: Solving Problems About Length; 11.5: Solving Problems With 4-Digit Numbers; 12.1: Solving Problems With All Operations; 12.2: Making Estimates When Subtracting; 23.3: Developing Mental Strategies for Multiplication;
  
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Algebraic Concepts
Count forward or backward
The learner will be able to count forward or backward when given a number less than or equal to 1000. ______, 399, _____, _______.
Strand Bloom's Scope Hours Source Activities
Patterns,Relations,Functions:Patterns   Master 1.0 2004 Arkansas Mathematics Frameworks A.4.3.1 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].  1.1: Looking at Numbers in Familiar Contexts; 2.5: Exploring Coin Combinations; 3.2: Comparing and Ordering 3-Digit Numbers; 3.3: Sequencing and Counting with 3-Digit Numbers; 3.5: Moving to Examples of 1000; 8.2: Finding "Turnaround" Facts; 8.3: Exploring Factors; 14.1: Exploring Strategies for "Fours" Facts; 14.2: Exploring Strategies for "Three" Facts; 14.3: Using Arrays for Multiplication and Division; 14.4: Finding a Missing Number in Multiplication and Division Sentences; 14.5: Using Multiplication and Division in Problem Solving; 20.1: Exploring Square Numbers; 20.2: Finding Factors; 20.3: Developing Strategies for "Nines";
  
Skip counting: Relate to multiplication
The learner will be able to relate skip counting patterns to multiplication.
Strand Bloom's Scope Hours Source Activities
Patterns,Relations,Functions:Patterns   Master 1.0 2004 Arkansas Mathematics Frameworks A.4.3.2 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].  2.5: Exploring Coin Combinations; 8.2: Finding "Turnaround" Facts; 8.3: Exploring Factors; 14.1: Exploring Strategies for "Fours" Facts; 14.2: Exploring Strategies for "Three" Facts; 14.3: Using Arrays for Multiplication and Division; 14.4: Finding a Missing Number in Multiplication and Division Sentences; 14.5: Using Multiplication and Division in Problem Solving; 20.1: Exploring Square Numbers; 20.2: Finding Factors; 20.3: Developing Strategies for "Nines"; 20.4: Extending Multiplication Facts; 20.5: Using Multiplication and Division to Solve Problems;
  
Multiples of 10
The learner will be able to identify a number that is more or less than any whole number up to 1000 using multiples of ten and/or 100. Example: 100 less than 587 is 487. 10 more than 196 is 206.
Strand Bloom's Scope Hours Source Activities
Patterns,Relations,Functions:Patterns   Master 1.0 2004 Arkansas Mathematics Frameworks A.4.3.3 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].  1.3: Growing Patterns; 2.1: Relating Addition and Subtraction; 2.2: Exploring Doubling Patterns; 2.4: Investigating 2-Step Problems; 3.1: Reading and Writing 3-Digit Numbers; 3.2: Comparing and Ordering 3-Digit Numbers; 3.3: Sequencing and Counting with 3-Digit Numbers; 3.4: Regrouping 3-Digit Numbers; 3.5: Moving to Examples of 1000;
  
Numeric or geometric patterns
The learner will be able to use repeating and growing numeric or geometric patterns to solve problems.
Strand Bloom's Scope Hours Source Activities
Patterns,Relations,Functions:Patterns   Master 1.0 2004 Arkansas Mathematics Frameworks A.4.3.4 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].  1.3: Growing Patterns; 1.4: Using Patterns to Explore Number Relationships; 2.3: Creating and Analyzing Problems; 2.4: Investigating 2-Step Problems; 5.1: Addition and Subtraction Strategies; 5.2: Creating Different Addition and Subtraction Problems for the Same Situation; 7.1: Using Fair Shares to Review Fractions; 7.2: Finding Equivalent Fractions; 7.3: Developing Language to Compare Fractions: 7.4: Using Pattern Blocks as Fractions; 7.5: Visualizing Halves and Fourths;
  
Select the rule for a pattern
The learner will be able to determine the relationship between sets of numbers by selecting the rule. (1 step rule in words).
Strand Bloom's Scope Hours Source Activities
Patterns, Relations, Functions   Master 1.0 2004 Arkansas Mathematics Frameworks A.4.3.5 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].   8.2: Finding "Turnaround" Facts; 8.3: Exploring Factors; 9.1: Exploring Division; 9.3: Relating Multiplication and Division; 9.4: Using Arrays for Multiplication and Division; 20.3: Developing Strategies for "Nines";
  
Problem solving: two digit X one digit
The learner will be able to select and/or write number sentences (equations) to find the unknown in problem solving contexts involving two digit tiimes one digit multiplication using appropriate labels.
Strand Bloom's Scope Hours Source Activities
Alg. Rep.:Expressions,Equations,Inequal.   Master 1.0 2004 Arkansas Mathematics Frameworks A.5.3.1 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].  14.3: Using Arrays for Multiplication and Division; 14.4: Finding a Missing Number in Multiplication and Division Sentences; 14.5: Using Multiplication and Division in Problem Solving; 20.1: Exploring Square Numbers; 20.2: Finding Factors; 20.3: Developing Strategies for "Nines"; 20.4: Extending Multiplication Facts; 20.5: Using Multiplication and Division to Solve Problems; 23.1: Solving Multi-Step Problems; 23.2: Finding All Possible Combinations; 23.3: Developing Mental Strategies for Multiplication; 23.4: Multiplying 2-digit Numbers; 23.5: Using Appropriate Methods for Multiplication;
  
Equalities & inequalities
The learner will be able to express mathematical relationships using equalities and inequalities (>,<,=, not equal) (see 2004 Arkansas Mathematics Frameworks for symbol for not equal). Example: 4 x 9 ____ 36 - 3.
Strand Bloom's Scope Hours Source Activities
Alg. Rep.:Expressions,Equations,Inequal.   Master 1.0 2004 Arkansas Mathematics Frameworks A.5.3.2 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].  14.3: Using Arrays for Multiplication and Division; 14.4: Finding a Missing Number in Multiplication and Division Sentences; 14.5: Using Multiplication and Division in Problem Solving; 20.1: Exploring Square Numbers; 20.2: Finding Factors; 20.4: Extending Multiplication Facts; 20.5: Using Multiplication and Division to Solve Problems; 23.1: Solving Multi-Step Problems; 23.2: Finding All Possible Combinations; 23.3: Developing Mental Strategies for Multiplication; 23.4: Multiplying 2-digit Numbers; 23.5: Using Appropriate Methods for Multiplication;
  
Use symbols for unknowns
The learner will be able to use a symbol to represent an unknown quantity in a number sentence involving contextual situations and find the value. Example: Mary buys two bags of candy with the same number of pieces in each bag. If she has sixteen pieces in all, how many pieces of candy are in each bag? 2 X ~ = 16.
Strand Bloom's Scope Hours Source Activities
Alg. Rep.:Expressions,Equations,Inequal.   Master 1.0 2004 Arkansas Mathematics Frameworks A.5.3.3 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].  4.5: Solving Problems About Length; 5.2: Creating Different Addition and Subtraction Problems for the Same Situation; 14.4: Finding a Missing Number in Multiplication and Division Sentences; 14.5: Using Multiplication and Division in Problem Solving; 18.5: Problem Solving With Time; 20.5: Using Multiplication and Division to Solve Problems; 23.5: Using Appropriate Methods for Multiplication; 24.5: Introducing a New Division Symbol;
  
Use a chart/table to organize
The learner will be able to complete a chart or table to organize given information and to understand relationships and explain the results. Example: The library has 5 workstations. Four students can sit at each station. How many students can sit at all the stations? See 2004 Arkansas Mathematics Frameworks for an example of a table organizing this information.
Strand Bloom's Scope Hours Source Activities
Algebraic Models and Relationships   Master 1.0 2004 Arkansas Mathematics Frameworks A.6.3.1 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].  1.4: Using Patterns to Explore Number Relationships; 1.5: Comparing Data in Graphs; 4.2: Relating Centimeters and Meters; 7.4: Using Pattern Blocks as Fractions; 7.5: Visualizing Halves and Fourths; 10.1: Reading Bar Graphs; 10.2: Comparing Two Related Graphs; 10.3: Interpreting Picture Graphs; 10.4: Extracting Information from Graphs and Charts; 10.5: Combining Money and Displaying Data; 16.1: Finding and Using Data from Maps; 16.2: Using Data to Make Predictions; 16.3: Collecting and Analyzing Data; 16.4: Investigating Likely and Unlikely Outcomes; 16.5: Interpreting and Working with Data; 20.1: Exploring Square Numbers; 21.4: Exploring the Concept of Volume;
  
Change over time
The learner will be able to identify the change over time. Example: We have recorded the morning and afternoon temperatures all week. Which day had the greatest change in temperature.
Strand Bloom's Scope Hours Source Activities
Analysis of Change: Analyze Change   Master 1.0 2004 Arkansas Mathematics Frameworks A.7.3.1 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].  10.1: Reading Bar Graphs; 10.2: Comparing Two Related Graphs; 10.3: Interpreting Picture Graphs; 10.4: Extracting Information from Graphs and Charts; 10.5: Combining Money and Displaying Data; 16.1: Finding and Using Data from Maps; 16.2: Using Data to Make Predictions; 16.3: Collecting and Analyzing Data; 16.4: Investigating Likely and Unlikely Outcomes; 16.5: Interpreting and Working with Data; 18.1: Calculating Intervals of Time; 18.2: Interpreting Information on a Time Line; 18.4: Calculating Elapsed Time; 18.5: Problem Solving With Time;
  
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Geometry
3 -D solids
The learner will be able to compare, contrast, and build 3-D solids by investigating the number of faces, edges, and vertices on models.
Strand Bloom's Scope Hours Source Activities
Geometric Properties: 3 - D   Master 1.0 2004 Arkansas Mathematics Frameworks G.8.3.1 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].  6.1: Describing Solid and Plane Shapes; 6.3: Sorting Polygons by Sides and Angles; 6.4: Identifying Shapes with Lines of Symmetry; 6.5: Using "Slides" to Move Shapes; 13.1: Seeing Objects From Different Directions; 13.2: Making 3-D Shapes; 13.3: Relating Solid Shapes to Nets; 13.4: Investigating Properties of 3-D Shapes; 13.5: Exploring the Concept of Volume; 21.1: Exploring Ways to Cover Shapes; 21.3: Rearranging Shapes with the Same Area; 21.4: Exploring the Concept of Volume; 21.5: Problem Solving with Volume;
  
Regular polygons
The learner will be able to identify regular polygons with at least 4 sides (square, pentagon, hexagon, and octagon).
Strand Bloom's Scope Hours Source Activities
Geometric Properties: 2 - D   Master 1.0 2004 Arkansas Mathematics Frameworks G. 8.3.2 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].  6.1: Describing Solid and Plane Shapes; 6.2: Exploring Polygons and Angles; 6.3: Sorting Polygons by Sides and Angles; 6.4: Identifying Shapes with Lines of Symmetry; 6.5: Using "Slides" to Move Shapes; 13.1: Seeing Objects From Different Directions; 13.2: Making 3-D Shapes; 13.3: Relating Solid Shapes to Nets; 13.4: Investigating Properties of 3-D Shapes; 13.5: Exploring the Concept of Volume; 15.1: Using Appropriate Units of Measure; 15.2: Exploring Different Units of Length; 15.3: Exploring Distance Around a Rectangle; 15.4: Exploring Perimeter of Rectangles; 15.5: Exploring Perimeter of Equilateral Shapes; 21.1: Exploring Ways to Cover Shapes;
  
One dimensional geometric figures
The learner will be able to identify and draw a line, line segment and a ray using appropriate labels.
Strand Bloom's Scope Hours Source Activities
Geometric Properties: 1 - D   Master 1.0 2004 Arkansas Mathematics Frameworks G.8.3.3 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].  4.5: Solving Problems About Length;
  
Intersecting & parallel lines
The learner will be able to identify and draw intersecting and parallel lines.
Strand Bloom's Scope Hours Source Activities
Gometric Properties: Relationships   Master 1.0 2004 Arkansas Mathematics Frameworks G.8.3.4 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].  4.5: Solving Problems About Length;
  
Lines of symmetry
The learner will be able to draw one or more lines of symmetry in a polygon.
Strand Bloom's Scope Hours Source Activities
Transformations of Shapes:Symmetry&T   Master 1.0 2004 Arkansas Mathematics Frameworks G.9.3.1 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].  6.2: Exploring Polygons and Angles; 6.3: Sorting Polygons by Sides and Angles; 6.4: Identifying Shapes with Lines of Symmetry; 6.5: Using "Slides" to Move Shapes; 15.3: Exploring Distance Around a Rectangle; 15.4: Exploring Perimeter of Rectangles; 15.5: Exploring Perimeter of Equilateral Shapes; 21.2: Counting Squares and Half Squares; 21.3: Rearranging Shapes with the Same Area;
  
Transformations
The learner will be able to describe the motion (transformation) of a two-dimensional figure as a flip (reflection), slide (translations), or turn (rotation).
Strand Bloom's Scope Hours Source Activities
Transformations of Shapes:Symmetry&T   Master 1.0 2004 Arkansas Mathematics Frameworks G.9.3.2 Classroom
  Instructional Resources
 
· Growing With Mathematics, Investigations: [Textbook].  6.1: Describing Solid and Plane Shapes; 6.2: Exploring Polygons and Angles; 6.3: Sorting Polygons by Sides and Angles; 6.4: Identifying Shapes with Lines of Symmetry; 6.5: Using "Slides" to Move Shapes; 15.3: Exploring Distance Around a Rectangle; 15.4: Exploring Perimeter of Rectangles; 15.5: Exploring Perimeter of Equilateral Shapes; 21.2: Counting Squares and Half Squares; 21.3: Rearranging Shapes with the Same Area;