Chalkboard
Index
 
Mathematics
· Grade K 1st Nine Weeks
· Grade K 2nd Nine Weeks
· Grade K 3rd Nine Weeks
· Grade K 4th Nine Weeks
· Grade One 1st Nine Weeks
· Grade One 2nd Nine Weeks
· Grade One 3rd Nine Weeks
· Grade One 4th Nine Weeks
· Grade Two 1st Nine Weeks
· Grade Two 3rd Nine Weeks
· Grade Two 2nd Nine Weeks
· Grade Two 4th Nine Weeks
· Grade Three 3rd Nine Weeks
· Grade Three 1st Nine Weeks
· Grade Three 2nd Nine Weeks
· Grade Three 4th Nine Weeks
· Grade Four 1st Nine Weeks
· Grade Four 2nd Nine Weeks
· Grade Four 3rd Nine Weeks
· Grade Four 4th Nine Weeks
· Grade 5 Test 1--Aug. 27--Oct. 28, 2008
· Grade 5 Test 2--Oct. 29-Jan. 20, 2009
· Grade 5 Test 3--Jan. 21-Mar. 17, 2009
· Grade 6 Test 1--Aug. 27-Oct. 28, 2008
· Grade 6 Test 2--Oct. 29-Jan. 20, 2009
· Grade 6 Test 3--Jan. 21-Mar. 17, 2009
· Grade 7 Test 1--Aug. 27-Oct. 24, 2008
· Grade 7 Test 2--Oct. 25--Jan. 9, 2009
· Grade 7 Test 3--Jan. 10-Mar. 19, 2009
· Pre-Algebra Test 1-Aug. 27-Oct. 28, 2008
· Pre-Algebra Test 2-Oct. 25-Jan. 9, 2009
· Pre-Algebra Test 3-Jan.10-Mar. 19, 2009
· Grade 8 Test 1--Aug. 21-Oct. 23, 2008
· Grade 8 Test 2--Oct. 24-Jan. 29, 2009
· Grade 8 Test 3--Jan. 30-Mar. 19, 2009
· Grade Eight 3rd Nine Weeks
· Grade Eight 1st Nine Weeks
· Grade Eight 2nd Nine Weeks
· Grade Eight 4th Nine Weeks
· Algebra 1 Test 1-Aug. 21-Oct. 29, 2008
· Algebra 1 Test 2--Oct. 30-Jan. 30, 2009
· Algebra 1 Test 3--Jan. 31-Mar. 19, 2009
· Algebra B Test 1-Aug. 21-Oct. 29, 2008
· Algebra B Test 2--Oct. 30-Jan. 29, 2009
· Algebra B Test 3--Jan. 31-Mar. 19, 2009
· Algebra A--First Nine Weeks
· Algebra A--Second Nine Weeks
· Algebra A--Third Nine Weeks
· Algebra A--Fourth Nine Weeks
· Geometry Test 1--Aug. 21-Oct. 23, 2008
· Geometry Test 2--Oct. 24-Jan. 21, 2009
· Geometry Test 3--Jan. 22-Mar. 19, 2009
· Transitional Math 1st 9 weeks
· Transitional Math-2nd 9 weeks
· Transitional Math-3rd 9 weeks
· Transitional Math-4th 9 weeks
· Algebra II Test 1--Aug. 21-Nov. 12, 2008
· Algebra II Test 2--Nov. 13-Jan. 28, 2009
· Algebra II Test 3--Jan. 29-Mar. 18, 2009
· Algebraic Connections--First Nine Weeks
· Algebraic Connections--Second Nine Weeks
· Algebraic Connections--Third Nine Weeks
· Algebraic Connections--Fourth Nine Weeks
· Pre-Calculus--First Nine Weeks
· Pre-Calculus--Second Nine Weeks
· Pre-Calculus--Third Nine Weeks
· Pre-Calculus--Fourth Nine Weeks
· Calculus AB--First Nine Weeks
· Calculus AB--Second Nine Weeks
· Calculus AB--Third Nine Weeks
· Calculus AB--Fourth Nine Weeks

© 2008 by Paragould School District and Scantron Corporation.
All Rights Reserved.

Made with Curriculum Designer
Made with
Curriculum Designer by
Scantron Corporation

Paragould School District
PSD Math 2008-09
Mathematics - Grade Three 2nd Nine Weeks

Geometry
***3-D Figures
The learner will be able to solve problems involving 3-D figures in geometry.
Source
Arkansas Mathematics Frameworks 2004
  
G.11.3.1
The learner will be able to replicate a three-dimensional model composed of cubes when given a physical model.
Source
Arkansas Mathematics Frameworks 2004
  
G.8.3.1
The learner will be able to compare, contrast and build three-dimensional solids by investigating the number of faces, edges, and vertices on models.
Source
Arkansas Mathematics Frameworks 2004
  
G.11.3.2
The learner will be able to determine which new figure will be formed by combining and subdividing models of existing figures (e.g., cylinder= 1 rectangle and 2 circles).
Source
Arkansas Mathematics Frameworks 2004
  
***Lines, Line Segments, Rays and Angles
The learner will be able to identify and draw lines, line segments, rays and angles.
Source
Arkansas Mathematics Frameworks 2004
  
G.8.3.3
The learner will be able to identify and draw line, line segment, and ray using appropriate labels.
Source
Arkansas Mathematics Frameworks 2004
  
G.8.3.4
The learner will be able to identify and draw intersecting and parallel lines.
Source
Arkansas Mathematics Frameworks 2004
  
***2-D Close Figures
The learner will be able to identify 2-D close figures.
Source
Arkansas Mathematics Frameworks 2004
  
G.8.3.2
The learner will be able to identify regular polygons with at least 4 sides (square, pentagon, hexagon and octagon).
Source
Arkansas Mathematics Frameworks 2004
  
***Using Transformation
The learner will be able to use transformation in geometry.
Source
Arkansas Mathematics Frameworks 2004
  
G.9.3.2
The learner will be able to describe the motion (transformation) of a two-dimensional figure as a flip (reflection), slide (translation) or turn (rotation).
Source
Arkansas Mathematics Frameworks 2004
  
G.9.3.1
The learner will be able to draw one or more lines of symmetry in a polygon.
Source
Arkansas Mathematics Frameworks 2004
  
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Measurement
***Measuring Distance
The learner will be able to measure distance.
Source
Arkansas Mathematics Frameworks 2004
  
M.13.3.8
The learner will be able to use appropriate customary measurement tools for length, capacity and mass.
Source
Arkansas Mathematics Frameworks 2004
  
M.13.3.9
The learner will be able to estimate and measure length using appropriate customary units (e.g., Length: 1 inch , Perimeter: inches, feet, etc).
Source
Arkansas Mathematics Frameworks 2004
  
M.12.3.4
The learner will be able to demonstrate the relationship among different standard units (e.g., Length: 12 in = 1 ft, 3 ft = 1 yd, 36 in = 1 yd).
Source
Arkansas Mathematics Frameworks 2004
  
A.7.3.1
The learner will be able to identify the change over time (in distances).
Source
Arkansas Mathematics Frameworks 2004
  
***Measuring Temperature
The learner will be able to measure temperature.
Source
Arkansas Mathematics Frameworks 2004
  
M.12.3.3
The learner will be able to distinguish the temperature in contextual problems using the Fahrenheit scale on a thermometer.
Source
Arkansas Mathematics Frameworks 2004
  
M.13.3.7
The learner will be able to read temperatures on Fahrenheit and Celsius scales in intervals of two and five.
Source
Arkansas Mathematics Frameworks 2004
  
A.7.3.1
The learner will be able to identify the change over time (in temperature).
Source
Arkansas Mathematics Frameworks 2004
  
***Measuring Volume/Capacity
The learner will be able to measure volume and capacity.
Source
Arkansas Mathematics Frameworks 2004
  
M.13.3.8
The learner will be able to use appropriate customary measurement tools for capacity.
Source
Arkansas Mathematics Frameworks 2004
  
M.13.3.9
The learner will be able to estimate and measure capacity/volume using appropriate customary units (Capacity: cups, pints, quarts, gallons).
Source
Arkansas Mathematics Frameworks 2004
  
M.12.3.4
The learner will be able to demonstrate the relationship among different standard units (Capacity: 2 cups = 1 pint, 2 pints = 1 quart, 4 quarts = 1 gallon).
Source
Arkansas Mathematics Frameworks 2004
  
A.7.3.1
The learner will be able to identify the change over time (in volume/capacity).
Source
Arkansas Mathematics Frameworks 2004
  
***Measuring Mass/Weight
The learner will be able to measure mass and weight.
Source
Arkansas Mathematics Frameworks 2004
  
M.13.3.8
The learner will be able to use appropriate customary measurement tools for mass.
Source
Arkansas Mathematics Frameworks 2004
  
M.13.3.9
The learner will be able to estimate and measure mass using appropriate customary units (Weight: pounds/ounces).
Source
Arkansas Mathematics Frameworks 2004
  
M.12.3.4
The learner will be able to demonstrate the relationship among different standard units (Weight: 16 ounces = 1 lb).
Source
Arkansas Mathematics Frameworks 2004
  
A.7.3.1
The learner will be able to identify the change over time (in mass/weight).
Source
Arkansas Mathematics Frameworks 2004
  
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Data Analysis and Probability
***Using probability to Solve Problems
The learner will be able to use probability to solve problems.
Source
Arkansas Mathematics Frameworks 2004
  
DAP.17.3.3
The learner will be able to use physical models, pictures, and organized lists to find combinations of two sets of objects.
Source
Arkansas Mathematics Frameworks 2004
  
DAP.17.3.2
The learner will be able to conduct simple probability experiments, record the data and draw conclusions about the likelihood of possible outcomes (roll number cubes, pull tiles from a bag, spin a spinner, or determine the fairness of games).
Source
Arkansas Mathematics Frameworks 2004
  
DAP.17.3.1
The learner will be able to use fractions to predict probability of an event.
Source
Arkansas Mathematics Frameworks 2004
  
DAP.16.3.1
The learner will be able to make predictions for a given set of data.
Source
Arkansas Mathematics Frameworks 2004
  
***Using Data to Solve Problems
The learner will be able to use data to solve problems.
Source
Arkansas Mathematics Frameworks 2004
  
DAP.14.3.1
The learner will be able to design a survey question after being given a topic and collect, organize, display, and describe simple data using frequency tables or line plots, pictographs, and bar graphs.
Source
Arkansas Mathematics Frameworks 2004
  
DAP.15.3.1
The learner will be able to read and interpret pictographs and bar graphs in which symbols or intervals are greater than one.
Source
Arkansas Mathematics Frameworks 2004
  
DAP.15.3.2
The learner will be able to match a set of data with a graphical representation of the data.
Source
Arkansas Mathematics Frameworks 2004
  
DAP.16.3.1
The learner will be able to make predictions for a given set of data.
Source
Arkansas Mathematics Frameworks 2004
  
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