Scope and Sequence with Links

3rd Grade Singapore Math

Whole Numbers

Use place-value models to represent numbers to 10,000.

Read, write in words, standard, and expanded notation, identify place values of digits, and compare and order numbers within 10,000.

Count on and back in steps of 1, 10, 100, and 1000 and complete or extend regular number patterns within 10,000.

Addition and Subtraction of Whole Numbers

Add/Subtract numbers within 10,000.

Multiplication and Division of Whole Numbers

Relate division to multiplication.

Recognize and extend regular linear patterns.

Understand quotient and remainder.

Understand the properties of 0 and 1 in multiplication and division.

Multiply/Divide by 6's, 7's, 8's, and 9's.

Learn multiplication/division facts for 6's, 7's, 8's, and 9's.

Multiply numbers within 1000 by a 1-digit number.

Divide numbers within 1000 by a 1-digit number, including situations where there is a remainder.

Mental Math Strategies

Use the commutative and associative properties to perform mental calculations and check results.

Use the distributive property to perform mental calculations and check results.

Add/Subtract numbers within 100.

Add/Subtract 1's, 10's, or 100's to numbers within 1000.

Subtract from 1000.

Add and subtract money in compound units (dollars and cents) when the cents are multiples of 5 or close to $1.00.

Add/Subtract measurements in compound units.

Multiply and divide tens, hundreds, and thousands by a 1-digit number.

Fractions

Compare and order fractions with the same denominator or with the same numerator.

Find equivalent fractions and simplest form of a fraction.

Compare and order fractions with different denominators.

Recognize and name the fraction of a set.

Find the value given the fraction of a set, using objects or drawings.

Find the fraction of a set where the answer is a whole number.

Money

Use decimal notation to add and subtract money within $100.00.

Time

Tell time to the minute (analog clock face).

Find the duration of time intervals.

Find starting or ending times, given a time and the interval.

Know relationships of time (years, months, days, weeks, hours, and seconds).

Convert between of units of time.

Length, Weight, Mass, and Capacity

Measure and estimate length of objects in meters and centimeters, yards, feet, and inches.

Understand and estimate length in kilometers and miles.

Measure and estimate weight in kilograms, grams, pounds, and ounces.

Measure and estimate capacity in liters, cups, pints, quarts, half-gallon, and gallon.

Measure and estimate capacity in milliliters.

Convert units within a metric system using multiplication.

Add/subtract measurements in compound units.

Perimeter, Area, and Volume

Find the perimeter of polygons.

Find the area of shapes by covering them with unit squares or by counting squares.

Understand and use units of area, such as square centimeter and square inch.

Geometry

Identify common 3-dimensional shapes within compound shapes.

Identify right angles and compare angles to right angles.

Word Problems

Solve 2-step word problems which involve the four operations on whole numbers.

How can you teach creativity?

The accepted definition of creativity is production of something original and useful... There is never one right answer. To be creative requires divergent thinking (generating many unique ideas) and then convergent thinking (combining those ideas into the best result).

(WPR program: Po Bronson and Ashley Merryman.)
Instead of answering a child's question ask, "Why do you think it was? What reasons do you think...?" Asking them to come up with different explanations and then to pick the best one. And that right there is a microcosm of the creative process. It's thinking divergently, coming up with as many different ideas and approaches to a problem as you can; and then the convergent step: picking the best thing and then proceeding with it. If you track that, that applies for whether you're going to start a business, write a novel, come up with a new public policy.

More here: read or listen.

Center for Creative Learning

On Organization

At the end of the day Graves came and stood in my doorway with his coat on, smiling.
"What are you smiling about?" I asked.
"I'm smiling at you," he said. "You know what makes you such a good writing teacher?"
Oh God, I thought. Here it comes: validation from one of the world's most famous writing teachers. In a split second I flipped through the best possibilities. Was he going to remark on the piercing intelligence of my conferences? My commitment to the kids? My sensitivity to written language?
"What?" I asked.
He answered, "You're so damned organized."

Nancie Atwell, In The Middle

I have finally realized that the most creative environments in our society are not the kaleidoscopic environments in which everything is always changing and complex.
They are, instead, the predictable and consistent ones: the scholar's library, the researcher's laboratory, the artist's studio. Each of these environments is deliberately kept predictable and simple because because the work are so unpredictable and complex.

Lucy Calkins, The Art of Teaching Writing

Twiter anyone?

30 Essential Twitter Tutorials

A Castle of Words

What ever value there is in studying literature, cultural or practical, comes from the total body of our reading, the castle of words we've built, and keep adding new wings to all the time.

Northrup Frye

In order to foster an awareness of the patterns shared even by widely different works of literature, we need to provide children with diverse experiences of literature--with the simple and the complex, the old and the new, the foreign and the domestic, the tragic and the funny, even the good and the bad as we define them for ourselves.

Quote

Nurture your sense of what's possible. We cannot create what we cannot imagine.

Lucille Clifton

Stages of an Avid Reader

Carlson (1974)