Task

1 mathematics in the school and my classroom

How does the content of the grade 3 math textbook align with the CCSS
The Standards for Mathematical training delineate diversities of aptitude that mathematics
teachers at all levels should endeavor to flourish in their students.
Grade 3 math book, the first edition includes five units which are under Numbers and
operations in base ones thousand:
First unit is about:
Place value understanding (that lessons models up to ones thousand place value)
Order and comparison of numbers to accomplish multi-digit arithmetic also to
ones thousand place value.
Rounding to the nearest 10 and 100
So for the first unit I see how the contents are conformable to the standards in CCSS which
mentions Understand place value system and Compare numbers. In contrast, also
CCSS.MATH.CONTENT.3.NBT. A.1(2016) states that Use place value understanding to round
whole numbers to the nearest 10 or 100. As well, this standard is building up on the basics of
teaching the place value system. As in this unit the lessons are sequential from basics or more
easy to little complex, that makes students on the line of improvement in mathematical way.
For the second and third units are related to the Numbers and algebraic thinking. Here they
will go through (addition then subtraction operations):
Addition lessons:
Properties of addition
Pattern in addition table
Pattern in addition
Mental addition
Estimation of sum
Add numbers that consist of 3 digits
Add numbers that consist of 4 digits
Subtraction lesson:
Mental subtraction (using several strategies to facilitate the comprehension of subtract
mentally and quickly)
Estimate the difference
Subtraction by regrouping
Subtract numbers that consist of 3 digits
Subtract numbers that consist of 4 digits
Subtract with having zero digit
These contents are achieving the requirements in CCSS which stated:
Understand addition as putting together and adding to, and understand subtraction as
taking apart and taking from.
Represent and solve problems involving addition and subtraction.

Understand and apply properties of operations and the relationship between addition
and subtraction.
Work with addition and subtraction equations.

Moreover, the CCSS.MATH.CONTENT.3.NBT.A.2 (2016) added that Fluently add and

subtract within 1000 using strategies and algorithms based on place value, properties of
operations, and/or the relationship between addition and subtraction. Thus, it is remarkable that
the contents covered all the standards. As it is convenient to develop the students hastily to touch
the universal standards. However, the curriculum is very massive as it needs more time to
practice students on new skills, as the time is running out and there are lot of students feel
pressure. On the other hand, for each operation there are several strategies that teacher found
them hard on students in grade 3 to understand and apply them. For instance, for the mental
subtraction, there are three strategies, one of them is subtract by part the smaller number into
small numbers to become the number in ones place equal to the ones place in the bigger number
to give us the difference zero, as you can see here in this example:

Mistake

In addition, there are a lot of mistakes also in this picture it is written 86 rather than 26 that
makes students confuse and ask that from where this number comes. Unless teacher warning
students. As in order of completing, students also have some questions are not identical to the
strategy, for example: in Q3: 792 - 94= ------ they have to use regrouping to solve this
question after they part the small number, but they didnt take the subtraction by regrouping
lesson yet. Another example, for Q2 they will not be able to part the smaller number to equal
it with the bigger ones place, they will have to add rather than subtract in the second step of
solving. Unless if the teacher tells sts to solve by add or subtract to show them the relation
between the subtraction and addition.

The fourth and fifth units are about multiplication and division in order:
Multiplication unit has six lessons:
Represent the multiplication problems in a number sentence.
Multiplication as process of repeated addition
Multiply by using arrays
Convert the matrices to multiplication sentence
Draw a table (to understand the meaning of multiplication)
Use multiplication to find the combinations
Division unit has 5 lesson:
Represent the division problems in a number sentence.
Divide in equal parts
The relationship between multiplication and division
Practical activity to find the relationship between multiplication and division
The opposite operations
I checked in each lesson and I understand their main core, their requirement and what they are
included with. As I saw there are beneficial lessons that students in grade three have to gain these
skills early. Furthermore, the main idea is that the lessons also touch the standards for Common
Core State Standards (CCSS) as I researched the CCSS.MATH.CONTENT.3.OA.C.7 (2016)
declared that standard Fluently multiply and divide within 100, using strategies such as the
relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40
5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of
one-digit numbers.
And also for both unit accordant with these standards:
Work with equal groups of objects to gain foundations for multiplication.
Represent and solve problems involving multiplication and division.
Understand properties of multiplication and the relationship between multiplication
and division.
Multiply and divide within 100.
So the math curriculum has specific, sequential and clear objectives that have to be
achieved from grade three. Our students will be able to acquire the skills in fun strategies as
this curriculum also provides the students with good entrances for each unit, practical
activities, pictures, summarizations for each unit. That will essentially help students
involving to comprehend the basics of each operation.



Ref:

12

Common Core State Standards (CCSS) Overview Grades K-8

Grade 3 Operations & Algebraic Thinking | Common Core State Standards Initiative. (2016). Corestandards.org. Retrieved 31
October 2016, from http://www.corestandards.org/Math/Content/3/OA/