Wednesday, January 19, 2011

New Budget of Work in Mathematics for Grade Three


Grade Three

Expectation:      At the end of Grade III, the child is expected to demonstrate understanding of concepts and skills on whole numbers up to one hundred thousand, fractions, geometry, measurement and graphs, perform the four fundamental operations of whole numbers and measurement; and apply the concepts learned in solving problems.

I.    Whole Numbers      


Standard:  The child understands the concept of whole numbers, place value and derives satisfaction in counting, rounding, comparing and using them in real-life situation.

A.   Comprehension of Whole Numbers

1.   Read and write the numbers through 100 000 in symbols and in words
1.1     Identify cardinal numbers
 1.1.1    1000 through 10 000
 1.1.2    10 001 though 100 000
1.2     Give the place value of each digit in four  to five-digit numbers
1.3     Read numbers through 100 000 in symbols and in words
1.4     Write numbers through 100 000 in symbols and in words
1.5     Write four to five-digit numbers in expanded form    
1.6     Express the relationship of numbers using expressions "less than" 
         “greater than” and “equal to” (> < =)
2.   Round off numbers to the
 2.1   nearest tens and hundreds
 2.2   nearest thousands and ten thousands
3.   Tell when a number is odd or even
4.   Read and write money in symbols through 1000      
4.1   Read money value in symbols through 1000    
4.2   Write money value in symbols through 1000    
4.3   Compare value of the different denominations of coins and bills  through  1000
5.   Express Roman numbers through M in Hindu-Arabic symbols and vice versa
5.1   Read and write the value of Roman numbers in Hindu-Arabic and vice versa
5.1.1    I  to L
5.1.2    L to C  
5.1.2    C to D  
5.1.3    D to M  
Standard:  The child shows improvement in performing the basic operations of whole numbers through the correct use of regrouping, estimating, mental operations and apply them in a variety of problems.

B.   Comprehension of Addition
1.   Add four to five-digit numbers up to four addends with sums up to 99   999
 1.1    without regrouping
 1.2    with regrouping in
1.2.1   tens and hundreds places
1.2.2   thousands and ten thousands places
 2.  Estimate the sums of three to five-digit addends  
 3.  Add mentally one to two-digit numbers with sums up to 100 without  regrouping
 4.  Application of Addition
4.1    Solve word problems involving addition of whole numbers with sums up to 99 999 including money following the steps in problem solving
4.2    Solve mentally one-step word problems involving addition with sums up to 100 without regrouping
C.   Comprehension of Subtraction
1.   Subtract three to four-digit numbers from four to five-digit numbers with minuends up to 99,999 without and with regrouping and with zero difficulty
1.1     Subtract three digit number from four to five-digit numbers with minuends up to 99,999 without regrouping
1.2     Subtract three to four-digit numbers from four to five-digit numbers with regrouping
          1.2.1   in the thousands place
          1.2.2   in the ten thousands place
          1.2.3   with zero difficulty
2.  Estimate the difference of two numbers with three to four digits
3.   Subtract mentally two-digit numbers with minuends up to 99 without regrouping
4.   Application of Subtraction
4.1    Solve one-step word problems involving subtraction of whole  numbers   including money with minuends up to 99,999 without and with   regrouping following the steps in problem solving
4.2     Solve mentally one-step word problems involving subtraction without  regrouping
4.3     Solve two-step word problems involving addition and subtraction of   whole numbers including money following the steps in solving 2-step problems
D.   Comprehension of Multiplication
1.   Multiply two to four-digit numbers by one to two-digit numbers without and with regrouping in any or all places 
1.1     Multiply two to four-digit numbers without and with regrouping
1.1.1   Show that changing the order and/or regrouping in
multiplication makes computation easy (commutative/associative)
1.1.2   Multiply two to four-digit numbers by one to two-digit numbers without regrouping
1.1.3   Multiply two to four-digit numbers by one to two-digit numbers with regrouping
1.1.4   Multiply two to four-digit numbers by one-digit numbers with           zero in any of the factors
1.1.5   Multiply two to four-digit numbers by multiples of 10 and 100
2.   Estimate the product of two to four-digit numbers by one to four-digit numbers 
3.   Multiply mentally two-digit numbers by one-digit numbers without regrouping with products up to 100
4.   Application of Multiplication
4.1     Solve one-step word problems involving multiplication of whole  numbers  including money following the steps in problem solving  
4.2     Solve two-step word problems involving multiplication as well as
addition/subtraction including money following the steps in solving   2-step problems
E.   Comprehension of Division
1.   Divide two to four-digit numbers by one to two-digit numbers without or with    remainder and with zero difficulty
1.1     Show that renaming two to three- digit dividend help make computation easy
1.2     Divide two to three-digit numbers by one-digit number without remainder
1.3     Divide two to three-digit numbers by one-digit number with remainder
1.4     Divide two to three-digit numbers by multiples of 10 up to 90
1.5     Divide two to three-digit numbers by one to two-digit numbers with zero  difficulty
1.6     Divide three to four-digit numbers by one to two-digit numbers without or with   remainder and with zero difficulty
 1.6.1  Divide three to four-digit numbers by one-digit number without  remainder
 1.6.2  Divide three to four-digit numbers by one to two-digit numbers with remainder
 1.6.3  Divide three to four-digit numbers by one to two-digit numbers with zero difficulty
      2.  Divide multiples of 5 by 5
3.  Divide multiples of 10 by 10 and 100
4.  Estimate the quotient of two to four-digit numbers by one to two-digit numbers
5.  Divide mentally two-digit numbers through 99 by one-digit numbers without remainder
6.  Application of Division
6.1     Solve one-step word problem involving division of two to four-digit numbers by one to two-digit numbers including money following the steps in solving problems
6.2     Solve two-step word problems involving division and any one of the fundamental operations including money following the steps in solving 2-step problems
6.3     Solve three- step word problems involving division and any two of the other fundamental operations including money following the steps in solving 2-step problems
II.   Rational Numbers    
Standard:   The child begins to understand the basic kinds of fractions and enjoys simplifying, ordering and relating them in day to day situation.
     
  A.    Comprehension of Fractions
1.   Order fractions less than one/equal to one/more than one  
1.1      Identify fractions less than one
1.2      Identify fractions equal to one
1.3      Comprehend fractions more than one
1.3.1          Recognize fractions more than one
1.3.2          Separate group of objects to show fractions more than one
1.3.3          Read and write fractions more than one in symbols and words
1.4      Order fractions less than  one/equal to one/more than one with the same  denominator
2.  Change fractions to lowest forms
2.1   Find the greatest common factor (GCF) of two given number
2.2   Reduce fractions to lowest terms

III. Geometry
Standard: The child shows understanding of the concept of lines, tessellation and symmetry and finds satisfaction in constructing and relating to things in their environment.
        
A.      Comprehension of Line and Line Segment
1.  Distinguish perpendicular, parallel and intersecting lines      
1.1   Visualize perpendicular, parallel and intersecting lines
1.2   Identify perpendicular, parallel and intersecting lines

2.  Draw congruent line segments
2.1   Visualize congruent line segments
2.2   Identify congruent line segments
3.  Determine which motion turn, flip or slide creates a given tessellation
4.  Form simple symmetrical designs out of given shapes

IV.     Measurement
Standard:   The child extends his/her understanding on the concept and application of time, area and capacity measures and appreciates using them to solve daily life problems.
     
A.   Comprehension of Time Measure
1.   Convert time measure from smaller to larger units and vice versa
1.1   seconds to minutes, minutes to hours, hours to day
1.2   days to years, years to days
 2.   Find the exact time between dates
 3.   Application of time measure
 3.1   Solve one-step word problems involving time measure following the steps  in problem solving
B.   Comprehension of Area
     1.  Find the area of a figure in square centimetres/metres
 1.1   Visualize the area of a rectangle
 1.2   Visualize the area of a square
 1.3   Derive a formula for finding the area of a rectangle/square
2.  Application of concept of area
  2.1  Solve word problems involving area of rectangle/square     following the steps in problem solving   
C.   Comprehension of Capacity
1.   Find capacity using standard units of measure (litre: base unit)    
2.   Convert capacity measure from smaller to larger units and vice versa
3.   Application of measurement of capacity
3.1     Solve word problems involving capacity measure following the steps in  problem solving
V.   Graphs
Standard: The child shows appreciation of the pictograph through reading, interpreting and organizing data.
A.   Comprehension of Pictograph
1.   Interpret data presented in a pictograph
1.1   Name the following parts of a pictograph  
a.  title    
b.  legend  
c.  labels  
1.2   Interpret the graph
2.  Construct pictograph
2.1  Organize data in a pictograph  
VI. Calculator
Standard:  The child begins to recognize the basic parts of calculator and appreciates its functions.
       
1.   Identify the parts of a calculator
2.  Tell the function of each part of a calculator  

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