# “I Can” Learning Targets

## Presentation on theme: "“I Can” Learning Targets"— Presentation transcript:

“I Can” Learning Targets
3rd Grade Math 3rd Six Weeks

TNCore Focus Standards 2012-13
Represent and solve problems involving multiplication and division. Understand properties of multiplication and the relationship between multiplication and division. Dropped from TCAP: SPI , SPI 0306,1.3, SPI , SPI , SPI , SPI , SPI , SPI

3rd Six Weeks Lessons: *9.1-9.5 TN-5 *9.6-9.8
10.1-* (Review Lesson: 10.1) 10.5-*10.6-*10.7-*10.8 TN-6 *11.1-*11.2-* *Note: Dropped from TCAP: SPI (Lesson 10.2, 10.6, 10.7, 10.8, 14.6 and TN Handbook: pg. TN31) Dropped from TCAP: SPI (Lesson 9.1, 9.2, 9.3, 9.4, 9.5, 9.6 and TN Handbook: pg. TN29) Dropped from TCAP: SPI (Lesson 11.1and TN Handbook: pg. TN32) Dropped from TCAP: SPI (Lesson 11.2, 11.3 and TN Handbook: pg. TN33) TNCore Focus Standards: #1 Represent and solve problems involving multiplication and division. #2 Understand properties of multiplication and the relationship between multiplication and division.

“I Can” Lesson I know the third grade math vocabulary. (sum, difference, times, less, half, product, and total). I can extend a pattern with shapes. I can extend a pattern with numbers. I can extend a pattern with numbers using a chart or graph. I can extend a pattern using a chart/table or graph to find a missing term. I can draw a conclusion about a pattern. I can use a number sentence or equation to show how numbers are related in math. (Lesson 9.4) I can analyze patterns in words, tables, and graphs to draw conclusions. (Lesson 9.2 and 9.5) Dropped from TCAP: SPI (Lesson 9.1, 9.2, 9.3, 9.4, 9.5, 9.6 and TN Handbook: pg. TN29)

“I Can” TN-5 I can read a description of a pattern then show the pattern without using words.

“I Can” Lesson * I can extend a pattern using a chart/table or graph to find a missing term. I can draw a conclusion about a pattern. I can write a number sentence to show how to extend a pattern. I can use symbols (<, >, =)to show more, less, or equal after solving both sides of the problem. Dropped from TCAP: SPI (Lesson 9.1, 9.2, 9.3, 9.4, 9.5, 9.6 and TN Handbook: pg. TN29)

“I Can” 9.8 I can organize, record, and tell about ideas in math.
I can use and create different ways of showing math ideas.

“I Can” Lesson 10.1 – 10.3; 10.5-10.7 I can describe the meaning of...
*angle *line *line segment *polygon *parallel *perpendicular *intersecting lines I can describe and name solid figures. I can describe the parts of a solid figure. I know that the different parts of lines are used to describe shapes and solid figures. I can decide if lines or line segments are parallel, perpendicular, or intersecting. I know the different types of angles. I can name a polygon. I can name a plane figure. *Note: Dropped from TCAP: SPI (Lesson 10.2, 10.6, 10.7, 10.8, 14.6 and TN Handbook: pg. TN31)

“I Can” 10.8 I can tell how two-and three- dimensional shapes are alike or different. I can decide if a pattern rule or an idea in math is true. I can use 3rd grade math vocabulary to explain my answer.

“I Can” TN-6 I can decide if another person’s pattern rule, idea, or answer is true. I can use 3rd grade math vocabulary to explain my answer.

“I Can” Lesson 11.1-11.3 I can describe the meaning of...
*congruent *line of symmetry I can move a figure to make a slide, flip, and turn. I can find figures that are the same size and same shape. I can find the line of symmetry. I can find the distance around a shape made from polygons. Dropped from TCAP: SPI (Lesson 11.1and TN Handbook: pg. TN32) Dropped from TCAP: SPI (Lesson 11.2, 11.3 and TN Handbook: pg. TN33)

“I Can” Lesson 11.4 I can describe the meaning of...
*congruent *line of symmetry I can identify figures that have a line of symmetry. I can create a figure that has a line of symmetry. I can describe a figure that has a line of symmetry.

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