3 Interactive Grade Whiteboard- 3 Grade Compatible CD Provide quick and purposeful daily practice to build mastery in mathematics. 180 Days of Math for Third Grade • with CD Reinforce grade-level skills and enhance students’ mathematical proficiency using Practice, Assess, Diagnose: 180 Days of Math for Third Grade. This standards-based resource provides an engaging and purposeful practice page for every day of the school year. The practice pages follow a consistent format, and each key mathematical skill or concept is addressed daily.
Use the included diagnostic tools to record evidence of student learning, assess student and class progress, and identify students’ intervention or enrichment needs. The mathematical skills targeted in this book include: Addition and Subtraction Measurement Multiplication and Division Geometry Fractions and Decimals Data Analysis Number Sense and Place Value Word and Logic Problems Algebra and Algebraic Thinking Mathematical Reasoning Other books in the series: SEP 50806 $19.99 Quality Resources for Every Classroom Instant Delivery 24 Hours a Day Thank you for purchasing the following e-book –another quality product from Shell Education For more information or to purchase additional books and materials, please visit our website at: www.com This e-book is copyrighted. If you accessed this e-book without making payment, you should be aware that neither the author nor the publisher has received any compensation, and you may be in violation of state and federal law. For further information about our products and services, please e-mail us at: customerservice@shelleducation.com To receive special offers via e-mail, please join our mailing list at: www.com/emailoffers 5301 Oceanus Drive Huntington Beach, CA 92649-1030 714.com S964 Grade 3 Developed by Jodene Smith Publishing Credits Dona Herweck Rice, Editor-in-Chief; Lee Aucoin, Creative Director; Don Tran, Print Production Manager; Timothy J.
Bradley, Illustration Manager; Chris McIntyre, M., Editorial Director; Sara Johnson, M., Senior Editor; Aubrie Nielsen, M., Associate Education Editor; Juan Chavolla, Cover/Interior Layout Designer; Robin Erickson, Production Artist; Agi Palinay, Illustrator; Corinne Burton, M., Publisher Shell Education 5301 Oceanus Drive Huntington Beach, CA 92649-1030 http://www.com ISBN 978-1-4258-0806-8 ©2011 Shell Education Publishing, Inc. The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher.
2 #50806—180 Days of Math for Third Grade © Shell Education Table of Contents Introduction and Research. 3 How to Use This Book. 4 Daily Practice Pages. 208 Contents of the Teacher Resource CD.
208 Introduction and Research The Need for Practice In order to be successful in today’s mathematics classroom, students must deeply understand both concepts and procedures so that they can discuss and demonstrate their understanding. Demonstrating understanding is a process that must be continually practiced in order for students to be successful. According to Marzano (2010, 83), “practice has always been, and will always be, a necessary ingredient to learning procedural knowledge at a level at which students execute it independently.” Practice is especially important to help students apply their concrete, conceptual understanding to a particular procedural skill. Understanding Assessment In addition to providing opportunities for frequent practice, teachers must be able to assess students’ understanding of mathematical procedures, terms, concepts, and reasoning (Kilpatrick, Swafford, and Findell 2001).
This is important so that teachers can adequately address students’ misconceptions, build on their current understanding, and challenge them appropriately. Assessment is a long-term process that often involves careful analysis of student responses from a lesson discussion, project, practice sheet, or test. When analyzing the data, it is important for teachers to reflect on how their teaching practices may have influenced students’ responses and to identify those areas where additional instruction may be required. In short, the data gathered from assessments should be used to inform instruction: slow down, speed up, or reteach.
This type of assessment is called formative assessment and is used to provide a seamless connection between instruction and assessment (McIntosh 1997). © Shell Education #50806—180 Days of Math for Third Grade 3 How to Use This Book 180 Days of Math for Third Grade offers teachers and parents a full page of daily mathematics practice activities for each day of the school year. Easy to Use and Standards-Based These activities reinforce grade-level skills across a variety of mathematical concepts. The questions are provided as a full practice page, making them easy to prepare and implement as part of a classroom morning routine, at the beginning of each mathematics lesson, or as homework.
Every third-grade practice page provides 10 questions, each tied to a specific mathematical concept. Students are given the opportunity for regular practice in each mathematical concept, allowing them to build confidence through these quick standards-based activities. Question Mathematics Concept NCTM Standard 1 Addition or Subtraction Understands meanings of operations and how they relate to one another; Computes fluently and makes reasonable 2 estimates; Understands various meanings of multiplication Multiplication and division; Develops fluency in adding, subtracting, 3 multiplying, and dividing whole numbers; Understands numbers, ways of representing numbers, relationships 4 Division or Number Sense among numbers, and number systems Understands numbers, ways of representing numbers, Place Value or Fractions, 5 relationships among numbers, and number systems; Decimals, and Money Computes fluently and makes reasonable estimates Understands patterns, relations, and functions; Represents 6 Algebra and Algebraic Thinking and analyzes mathematical situations and structures using algebraic symbols Understands measurable attributes of objects and the 7 units, systems, and processes of measurement; Applies Measurement appropriate techniques and formulas to determine 8 measurements Analyzes characteristics and properties of two-dimensional and three-dimensional geometric shapes and develops mathematical arguments about geometric 9 Geometry or Data Analysis relationships; Formulates questions that can be addressed with data and collects, organizes, and displays relevant data to answer them Builds new mathematical knowledge through problem Word Problem/Logic Problem or 10 solving; Applies and adapts a variety of appropriate Mathematical Reasoning strategies to solve problems Standards are listed with the permission of the National Council of Teachers of Mathematics (NCTM). NCTM does not endorse the content or validity of these alignments.
4 #50806—180 Days of Math for Third Grade © Shell Education How to Use This Book (cont.) Using the Practice Pages As outlined on page 4, every question is aligned to a mathematics concept and standard. Practice pages provide 26 DAY instruction and assessment opportunities for each day Name: _____________________________________ of the school year. Directions Solve each problem. Fill in the missing number.
24, 28, _______, 36, 40 Each question ties student 2. Y N practice to a specific 2. What day of the week comes after Saturday? 4. Draw 8 rows of 3 stars.
Show 1:30 on the clock. What is the numeral for 9. Draw a line of symmetry. What fraction is shaded? 10.
She finds a _____________________ nickel and a quarter. How much money does she ___ / 10 have now? Total _____________________ 36 #50806—180 Days of Math for Third Grade © Shell Education Using the Scoring Guide Use the scoring guide along the side of each practice page to check answers and see at a glance which skills may need more reinforcement. Fill in the appropriate circle for each problem to indicate correct (Y) or incorrect (N) responses. You might wish to indicate only incorrect responses to focus on those skills.
(For example, if students consistently miss numbers 2 and 6, they may need additional help with those concepts as outlined in the table on page 4.) Use the answer key at the back of the book to score the problems, or you may call out answers to have students self-score or peer-score their work. © Shell Education #50806—180 Days of Math for Third Grade 5 How to Use This Book (cont.) Diagnostic Assessment Teachers can use the practice pages as diagnostic assessments. The data analysis tools included with the book enable teachers or parents to quickly score students’ work and monitor their progress. Teachers and parents can see at a glance which mathematics concepts or skills students may need to target in order to develop proficiency.
After students complete a practice page, grade each page using the answer key (pages 191–207). Then, complete the Practice Page Item Analysis (page 7, or pageitem.pdf ) for the whole class, or the Student Item Analysis (page 8, or studentitem.pdf ) for individual students. These charts are also provided as both Microsoft Word® files (pageitem.doc and studentitem.doc) and as Microsoft Excel® files (pageitem.xls and studentitem. Teachers can input data into the electronic files directly on the computer, or they can print the pages and analyze students’ work using paper and pencil.
To complete the Practice Page Item Analysis: • Write or type students’ names in the far-left column. Depending on the number of students, more than one copy of the form may be needed or you may need to add rows. • The question numbers are included across the top of the chart. Each item correlates with the matching question number from the practice page.
• For each student, record an X in the column if the student has the item incorrect. If the item is correct, leave the item blank. • If you are using the Excel file, totals will be automatically generated. If you are using the Word file or if you have printed the PDF, you will need to compute the totals.
Count the Xs in each row and column and fill in the correct boxes. To complete the Student Item Analysis: • Write or type the student’s name on the top row. This form tracks the ongoing progress of each student, so one copy per student is necessary. • The question numbers are included across the top of the chart.
Each item correlates with the matching question number from the practice page. • For each day, record an X in the column if the student has the item incorrect. If the item is correct, leave the item blank. • If you are using the Excel file, totals will be automatically generated.
If you are using the Word file or if you have printed the PDF, you will need to compute the totals. Count the Xs in each row and column and fill in the correct boxes. 6 #50806—180 Days of Math for Third Grade © Shell Education Practice Page Item Analysis Directions: Record an X in cells to indicate where students have missed questions. Add up the totals.
You can view: (1) which questions/concepts were missed per student; (2) the total correct score for each student; and (3) the total number of students who missed each question. © Shell Education Day: _______________ Question # 1 2 3 4 5 6 7 8 9 10 # Correct Student Name Sample Student x x x x 6/10 How to Use This Book (cont.) # of Students Missing #50806—180 Days of Math for Third Grade Each Question 7 How to Use This Book (cont.) Student Item Analysis Directions: Record an X in cells to indicate where the student has missed questions. Add up the totals. You can view: (1) which questions/concepts the student missed; (2) the total correct score per day; and (3) the total number of times each question/concept was missed.
Student Name: Sample Student Question 1 2 3 4 5 6 7 8 9 10 # Correct Day 1 X X 8/10 Total 8 #50806—180 Days of Math for Third Grade © Shell Education How to Use This Book (cont.) Using the Results to Differentiate Instruction Once results are gathered and analyzed, teachers can use the results to inform the way they differentiate instruction. The data can help determine which concepts are the most difficult for students and which need additional instructional support and continued practice. Depending on how often the practice pages are scored, results can be considered for instructional support on a daily or weekly basis.