CSDE Model Curricula Quick Start GuideEquitable and Inclusive Curriculum The CSDE believes in providing a set of conditions where learners are repositioned at the center of curricula planning and design. Curricula, from a culturally responsive perspective, require intentional planning for diversity, equity, and inclusion in the development of units and implementation of lessons. It is critical to develop a learning environment that is relevant to and reflective of students’ social, cultural, and linguistic experiences to effectively connect their culturally and community-based knowledge to the class. Begin by connecting what is known about students’ cognitive and interdisciplinary diversity to the learning of the unit. Opposed to starting instructional planning with gaps in students’ knowledge, plan from an asset-based perspective by starting from students’ strengths. In doing so, curricula’s implementation will be grounded in instruction that engages, motivates, and supports the intellectual capacity of all students.Course Description: In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes. Upon completion of this course students will have the ability to: Represent and solve problems involving multiplication and division; Understand properties of multiplication and the relationship between multiplication and division. Multiply and divide within 100; Solve problems involving the four operations, and identify and explain patterns in arithmetic; Use place value understanding and properties of operations to perform multi-digit arithmetic; Develop understanding of fractions as numbers; Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects; Represent and interpret data; Geometric measurement: understand concepts of area and relate area to multiplication and to addition; Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear measures ( such as length and perimeter) and area measures; and Reason with shapes and their attributes. Aligned Core Resources:Core resources is a local control decision. Ensuring alignment of resources to the standards is critical for success. There are tools that are available to assist in evaluating alignment, such as CCSSO’s Mathematics Curriculum Analysis Project and Student Achievement Partner’s Instructional Materials Evaluation Tool. In addition EdReports and Louisiana Believes are two sources of completed reviews for a variety of resources. Connecticut is currently working on providing additional alignment guidance for the most frequently used resources across the state. Financial Literacy Connections:The State of Connecticut is committed to implementing high-quality Financial Literacy instruction at all grade levels beginning in kindergarten. Financial Literacy supports students’ academic performance in several subject areas. The K-5 Model Math Curricula embeds tasks that align the mathematical content and skill to the essential Financial Literacy concepts such as income, spending, saving, investing, credit and risk. The concepts contained in the learning tasks are designed to be rich, hands-on activities with developmentally appropriate real-world connections. The tasks are identified by grade level and embedded in the appropriate units so that students can demonstrate mastery of what they need to know and be able to do by the end of their K-5 school experience. In this way, elementary students will be prepared to build upon Financial Literacy knowledge as they advance through middle and high school.Additional Course Information: Major work of Grade 3 mathematics focuses on multiplication and division of whole numbers and fractions including concepts, skills, and problem solving. Fluencies expected for Grade 3 include: Multiply/divide within 100 (know single-digit products from memory) Add/subtract within 1000 Habits of Mind/SEIH/Transferable Skills Addressed in the Course: The Standards for Mathematical Practice describe the thinking processes, habits of mind, and dispositions that students need to develop a deep, flexible, and enduring understanding of mathematics. They describe student behaviors, ensure an understanding of math, and focus on developing reasoning and building mathematical communication. Therefore, the following should be addressed throughout the course: Make sense of problems & persevere in solving them Reason abstractly & quantitatively Construct viable arguments & critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for & make use of structure Look for & express regularity in repeated reasoning

- Subject:
- Mathematics
- Material Type:
- Full Course
- Provider:
- CT State Department of Education
- Provider Set:
- CSDE - Public
- Date Added:
- 10/04/2022