This course is only available in the Spring for those students who have completed the A course in the previous Fall semester. Students must have registered for the B course in the Fall.
Description:
For qualifying students, this second-semester course reviews
strategies for adding and subtracting numbers with regrouping; and
introduces a variety of methods for multiplication and division
providing students with a conceptual understanding of the operations and
how they affect numbers. In addition to the models and algorithms,
gifted students examine how the basic operations connect to beginning
Algebra skills, building a foundation for later studies. By extending
number theory lessons to include larger numbers, additional decimal
places, a mental math strategies, students are able to master content
beyond the third grade standards. Students study time, money, fractions,
decimals, measurement, and relationships among patterns. Students have
the opportunity to study geometry concepts, including lines, angles,
shapes, perimeter, area, congruence, and similarity. Students are also
introduced to equations, statistics using data and graphing techniques,
and probability concepts. Differentiating from the core content,
students apply the basic math skills to novel situations using a variety
of problem solving skills with real world applications.
Objectives derived from Pearson Education programs © Pearson Education, Inc., or its affiliates. All rights reserved.
Units:
Understanding Fractions
In
this unit, your student will use manipulatives to represent fractions
of a region and fractions of a set. The use of manipulatives will help
your student develop proficiency in understanding how to identify,
compare, and order fractions. Your student will also use models,
pictures, and fraction strips to find equivalent fractions and to add
and subtract fractions. Future math courses will use the basic fraction
skills presented in this unit and apply them throughout all branches of
mathematics, including measurement, geometry, probability, and
statistics. Relating fractions to as many real-life examples will help
your student gain familiarity with the concepts presented in this unit.
The problem-solving strategy in this unit is “make a table and look for a
pattern.”
Decimals and Money
In
this unit, your student will extend his knowledge of whole number place
values to include decimal place values. He will use models to represent
tenths, hundredths, equivalent fractions, and decimals. The models will
help your student to visualize how fractions and decimals show equal
parts of a whole. Your student will also use other manipulative tools,
such as bills and coins, to understand decimals. By exploring how a
penny is one hundredth of a dollar, your student will recognize the
relationships between money, decimal place values, and fractions of a
dollar. Your student will build on his knowledge of addition and
subtraction with regrouping to solve problems involving money.
Throughout this unit, adding and subtracting money serves as a model for
adding and subtracting decimals. Your student will learn that the only
difference between the processes is to include the dollar sign when he
solves a money problem. The problem-solving strategies in this unit are
“draw a picture and write a number sentence” and “missing or extra
information.”
Understanding Decimals
In
this unit, your student will read and write decimals to the hundredths
place in expanded, standard, and word form. Models of hundredths and
place-value charts will help your student to understand the value that
is represented by a decimal, which will allow her to compare and order
decimals. Your student will learn to write decimals and fractions
interchangeably and graph them on a number line. Additionally, your
student will learn to write decimals and mixed numbers interchangeably
and graph them on a number line. The problem-solving strategy in this
unit is “draw a table.”
Customary Measurement
In
this unit, your student will learn to estimate, measure, and select
appropriate tools and units for length, capacity, and weight in the
customary system. At the beginning of this unit, your student will
measure length with nonstandard units. This process illustrates to your
student the need for standard units of measurement. Then your student
will measure lengths of objects using standard units of measurement.
Once your student has practiced measuring to the nearest inch, she will
learn how to measure with greater precision by finding length to the
nearest one-half inch and one-fourth inch. Your student will continue
her study of measurement by changing customary units of length.
Throughout this topic, each unit of measurement is compared to a
real-life object. The particular object serves as a benchmark that your
student can use to estimate the length, capacity, and length of an
object before she measures it. Finally, your student will determine
whether her estimate seems reasonable. This unit’s problem-solving
strategy is “act it out and use reasoning.”
Metric Measurement
In
this unit, your student will learn to estimate, measure, and select
appropriate tools and units for length, capacity, and mass in the metric
system. Your student may remember the pattern of the base ten
numeration system when he discovers that the metric system of
measurement is based on powers of 10. Your student will also convert
metric units of length. When each unit of measurement is introduced
throughout this unit, each unit is compared to a real-life object. The
object serves as a benchmark that your student can use to estimate the
length, capacity, and length of an object before he measures it.
Finally, your student will determine whether his estimate seems
reasonable. This unit’s problem-solving strategy is “make a table and
look for a pattern.”
Perimeter, Area, and Volume
In
this unit, your student will learn that the distance around a plane
shape is its perimeter. She will explore several strategies for
calculating perimeter. Your student will investigate how to make a shape
with a given perimeter and how different shapes can have the same
perimeter. Then your student will explore the concept of area, which is
the space inside a plane shape. Your student will solve problems
involving area, and represent the answer using square units. She will
learn the process of estimating and finding the area of regular and
irregular shapes. Next your student will learn about volume, which is
the space inside a solid shape. Your student will estimate and solve
volume problems and represent the answer using cubic units. The
problem-solving strategies in this unit are “try, check, and revise” and
“solve a simpler problem.”
Time and Temperature
In
this unit, your student will solve many real-life problems involving
time and temperature. Your student will learn how to tell time to the
half hour, quarter hour, and to the minute on both analog and digital
clocks. Your student’s knowledge of counting by fives and by ones will
help your student measure time on an analog clock, while his
understanding of fractions will support his comprehension of the terms
“half hour” and “quarter hour.” Your student will also convert units of
time and determine elapsed time. For problems involving temperature,
your student will read thermometers and learn the benchmarks for
freezing and boiling water in degrees Fahrenheit and degrees Celsius.
These benchmarks will help your student connect appropriate temperatures
for given real-world activities. The problem-solving strategy in this
unit is “work backward.”
Multiplying Greater Numbers
This
unit extends your student’s multiplication skills beyond basic facts.
Your student will explore several new strategies to estimate and
multiply 2- and 3-digit numbers by a 1-digit number. Some strategies
include the use of patterns, rounding rules, breaking large numbers
apart, and following an expanded algorithm. Manipulatives, such as
place-value blocks, arrays, or counters will continue to serve as
physical hands-on learning tools for your student. The problem-solving
strategy in this unit is “draw a picture and write a number sentence.”
Dividing with 1-Digit Numbers
In
this unit, your student will extend his division skills beyond basic
facts to solve problems involving multi-digit dividends. Your student
will explore multiple strategies to support his comprehension and skill
development in this area. Your student will use mental math strategies
and make estimates before finding actual quotients in order to ensure
reasonable solutions. In addition, your student will explore the
division algorithm and use it to divide numbers with a remainder.
Manipulatives, such as place-value blocks, arrays, or counters will
continue to serve as physical hands-on learning tools for your student.
This unit’s problem-solving strategy is “multiple-step problems.”
Data, Graphs, and Probability
In
this unit, your student will collect, organize, display, analyze, and
interpret real-world data. Your student will collect data in an
organized way by using a tally chart. Once the data has been gathered,
your student will display the data in pictographs and bar graphs in
order to read and interpret the information. Your student will also read
and use line graphs. While pictographs and bar graphs compare data,
your student will determine that line graphs show how data changes over
time. The next part of this unit focuses on probability. Your student
will engage in experiments, list possible outcomes for an event,
describe the likelihood of an event, and make predictions about an
experiment. The line plot will be introduced as a way to display
comparisons between data and as a tool to predict future results. The
problem-solving strategy in this unit is “use tables and graphs to draw
conclusions.”
Course Sets
Kit
Lesson Manual/Course Guide
- Gifted and Talented Math 3 A and B Course Guide
Online Text/eBook
- iText Scott Foresman enVisionMATH 3
- iText Scott Foresman enVisionMATH 4
Supplies
- Base-ten flats, green (1 set)
- Base-ten rods, green (10)
- Base-ten units, green (20 cubes)
- Coins (44)
- Counters, 2-color (20)
- Dollar bills (40)
- Game spinner, blank (1)
- Number cubes, blank with 50 labels (2)
- Tiles, color (20)
- Tiles, fraction (51)