As I shared at the 3/15/10 Board Meeting, it is quite interesting to note the gaps between what were probably the Grade 3 expectations in the district at some point (as included in the homeschooling packet), and what Investigations and the Action Plan now expect. Some examples:
| Grade 3 Comparisons | ||
| Sample Outline of Third Grade Math Educational Objectives from SCASD Home Schooling Packet 2010-11 | Investigations in Number, Data & Space (2nd Ed) Grade 3 Benchmarks/Goals per SCASD website | SCASD Grade Level Expectations – Grade 3 & Fact Fluency Expectations per SCASD website |
| The child will be able to: | Throughout a unit, students word toward these goals: | Overall Student Progress for Grade 3 is judged as: Below Basic, Basic, Proficient, or Advanced in these areas: |
| 1. Read, write, and understand numbers through 1,000,000 | Read, write, and sequence numbers up to 1,000 (I2 Unit 3) | Read, write and compare numbers to 9,999 |
| 2. Perform basic addition and subtraction facts (1-20) | Demonstrate fluency with addition combinations to 10+10 (I2 Unit 1) Demonstrate fluency with subtraction problems realted to the addition combinations 10+10 (I2 Unit 8 ) | Review of addition and subtraction combinations through 20 |
| 3. Read, write, and understand the following symbols: = < > | ||
| 4. Solve story problems | Solve subtraction story problems in contexts that include removing a part from a whole, comparing two quantities, or finding the missing part | Clearly express mathematical thinking in pictures, numbers, or words |
| 5. Use the order principle | ||
| 6. Use the grouping principle | Solve addition problems with 2-digit numbers using strategies involving breaking numbers apart by place or adding on one number in parts (Unit 1); Identify how many groups of 10 are in a 3-digit number (Unit 3) | |
| 7. Do mental addition | ||
| 8. Know three ways to do subtraction | Solve substration problems with 3-digit numbers using strategies that involve either subtracting a number in parts, adding up, or subtracting back (I2 Unit 8 ) | Use more than one way to solve/check computation problems |
| 9. Add and subtract when renaming is necessary | Standard algorithm does not appear to be covered | Add/subtract 3-digit numbers with totals to 1,000; 3-4-digit +/- (regrouping) |
| 10. Estimate answers to problems | Estimate using landmarks to determine reasonableness of solutions | |
| 11. Write and solve multiplication equations | Interpret and use multiplication and division notation (Unit 5) | Read/use standard multiplication notation; Determine the missing number in a number sentence |
| 12. Write and solve division equations | Interpret and use multiplication and division notation (Unit 5); Long division is not covered | |
| 13. Learn multiplication and division facts | Demonstrate fluency with multiplication combinations with products up to 50 (I2 Unit 8 ) | Mastery of multiplication facts through 5×9, introduction to multiplication facts through 9×9. Division facts are not explicitly addressed |
| 14. Measure lengths | Identify and measure the perimter of a figure using U.S. standard and metric units (I2 Unit 4) | Estimate/measure length/weight using standard units; Explore area/perimeter and distinguish between the two |
| 15. Tell time | Tell/show time to the minute and find elapsed time to increments of 5 minutes | |
| 16. Locate points on a grid | Not addressed | |
| 17. Read and write some common fractions | Divide a single whole into equal parts and name those parts as fractions or mixed numbers (I2 Unit 7) Identify equivalent fractions | Represent the concept of fractions as part of a whole; Know common fractional equivalents |
| 18. Read and write some decimal fractions | Find some fraction and decimal equivalents (Unit 7) | |
| 19. Add and subtract decimal fractions | ||
| 20. Read and write Roman numerals through 100 | ||
| 21. Count out change | Find combinations of 2-digit numbers that add to 100 or $1.00 (I2 Unit 1) | Count, compare, make change using coins and one-dollar bills to $5.00 |
| 22. Use the multiplication-addition principle | Demonstrate an understanding of multiplication and division as involving groups of equal groups (I2 Unit 5); Solve multiplication combinations an drelated division problems using skip counting or known mulitplication combinations (Unit 5) | Understand multiplication as addition of equial groups; explore division as repeated subtractions/sharing |
| 23. Multiply numbers up to three digits | Demonstrate fluency with multiplication combinations with products up to 50 (by the end of Grade 3) (I2 Unit 5); | Students will know 2×1-digit multiplication in grade 3 [4x1-digit multiplication and 2x2-digit with regrouping in grade 4; and 3x2-digit multiplication in grade 5] |
| 24. Weigh objects | Estimate/measure length/weight using standard units | |
| 25. Read a thermometer” | Interpret temperature values (i.e., relate temperatures to seasons, to what outdoor clothing would be needed, and so on). (I2 Unit 6) | Not addressed |
My district is going through the same thing. Complete constructivism without any thought to blending the two while pushing the expectations higher.
To me constructivism is like oregano, great strategies situationally. But, do you really want to eat a plate of it??
Keep up the good work and interesting blog!
Oh, and I’m a third grade teacher. Just thought I would add that.
Mr. M – Thanks so much for your comment and encouragement – you made my day! I’m a school psychologist by training and it pains me deeply to have this happening in my kids’ district.
I especially love the oregano analogy
With a 5th grader who has had Investigations in K to 4, we’ve already eaten plenty of plates of oregano. Trying homeschooling in math has been wonderful in a lot of ways, but perhaps a bit tasteless and isolating for my son. I think we’re both ready to try some new herbs and spices, and my kindergartener deserves some variety, too.
It is particularly great to hear from an elementary school teacher, as I fear those in our own district may be a bit hamstrung by union directives and concern for the jobs. And I _know_ that neither the school psychologists nor all of our teachers love pure oregano….