Evidence of Common Core Essential Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Student Attainment Elements Students: Students know: Students understand that/are EE3.NBT.1. Identify the two Level IV Students will: Given any number able to: 10s a number comes in Identify the two 10s a number comes in between and tell which is closest EE3.NBT.1. less than 1,000, between on a number line (numbers 0-50). Place value (numbers 0-30). Ex. Use a color beaded number line to identify the number and round to the closest 10. (ones, tens, Count by 10s and 100s, Ex. Given a number line separated into tens (0-10, 10-20, etc.), stand on a number and Round it to the hundreds), identify the 10 that is closer. nearest 10 or 100 Determine what is halfway and justify the Rounding. between two multiples of 10 Level III Students will: answer using place or 100, EE3.NBT.1. Identify the two 10s a number comes in between on a number line value vocabulary, (numbers 0-30). (e.g., "Rounding 147 Round to the nearest 10 or Ex. Use a color beaded number line to identify the two 10s a number falls between. to the nearest 10 is 100, Ex. Given the number 14, they would identify 10 and 20.* 150 because 147 is between 140 and Use place value vocabulary Level II Students will: 150 and is more than and logical reasoning to EE3.NBT.1. Identify tens on a number line. half way to 150). justify solutions to rounding Ex. Given a number line, circle the tens. problems. Ex. Stand on a number chart on 10, 20, 30, etc. Rounding and place value can Level I Students will: be used to estimate quantities Identify a number. EE3.NBT.1. by changing the original Ex. Point to any number from one to three on a number line. number to the closest multiple Ex. Participate in a cake walk. When the music stops, look to see if they are on the of a power of 10. number that is called out. Ex. Identify a number when point to or presented on a card. Ex. Given a number from one to three, point to the number symbol. *Refer to the Common Core Essential Elements document for diagram.
Evidence of Student Attainment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: Given any number less than 1,000, Round it to the nearest 10 or 100 and justify the answer using place value vocabulary, (e.g., "Rounding 147 to the nearest 10 is 150 because 147 is between 140 and 150 and is more than half way to 150). Students know: Place value (ones, tens, hundreds), Rounding. Students understand that/are able to: Count by 10s and 100s, Determine what is halfway between two multiples of 10 or 100, Round to the nearest 10 or 100, Use place value vocabulary and logical reasoning to justify solutions to rounding problems. Rounding and place value can be used to estimate quantities by changing the original number to the closest multiple of a power of 10. EE3.NBT.1. Identify the two 10s a number comes in between on a number line (numbers 0-30). Level IV Students will: EE3.NBT.1. Identify the two 10s a number comes in between and tell which is closest (numbers 0-50). Ex. Use a color beaded number line to identify the number and round to the closest 10. Ex. Given a number line separated into tens (0-10, 10-20, etc.), stand on a number and identify the 10 that is closer. Level III Students will: EE3.NBT.1. Identify the two 10s a number comes in between on a number line (numbers 0-30). Ex. Use a color beaded number line to identify the two 10s a number falls between. Ex. Given the number 14, they would identify 10 and 20.* Level II Students will: EE3.NBT.1. Identify tens on a number line. Ex. Given a number line, circle the tens. Ex. Stand on a number chart on 10, 20, 30, etc. Level I Students will: EE3.NBT.1. Identify a number. Ex. Point to any number from one to three on a number line. Ex. Participate in a cake walk. When the music stops, look to see if they are on the number that is called out. Ex. Identify a number when point to or presented on a card. Ex. Given a number from one to three, point to the number symbol. *Refer to the Common Core Essential Elements document for diagram.
3rd-Math-Pacing-Guide-Version-3.docx