Please tell us what district you teach
in:
Are you teaching
in an academic subject or grade level you were not trainedto
teach? Yes No
Are you teaching with an emergency, provisional or
temporarycertification? Yes No
(3.1)Number, operation, and quantitative
reasoning. The student uses place value to communicate about
increasingly large whole numbers in verbal and written form, including
money.
How confident are you in teaching the following
skill levels?
- (A)use place value to read, write (in symbols and
words), and describe the value of whole numbers through
999,999
- (B)use place value to compare and order whole
numbers through 9,999
- (C)determine the value
of a collection of coins and bills.
(3.2)Number,
operation, and quantitative reasoning. The student uses fraction names
and symbols (with denominators of 12 or less) to describe fractional
parts of whole objects or sets of objects.
How confident
are you in teaching the following skill
levels?
- (A)construct concrete models of fractions
- (B)compare fractional parts of whole objects or sets
of objects in a problem situation using concrete models
- (C)use fraction names and symbols to describe
fractional parts of whole objects or sets of objects
- (D)construct concrete models of equivalent fractions
for fractional parts of whole objects.
(3.3)Number,
operation, and quantitative reasoning. The student adds and subtracts
to solve meaningful problems involving whole numbers.
How
confident are you in teaching the following skill
levels?
- (A)model addition and subtraction using pictures,
words, and numbers
- (B)select addition or
subtraction and use the operation to solve problems involving whole
numbers through 999.
(3.4)Number,
operation, and quantitative reasoning. The student recognizes and
solves problems in multiplication and division situations.
How confident are you in teaching the following
skill levels?
- (A)learn and apply multiplication facts through
12 by 12 using concrete models and objects
- (B)solve and record
multiplication problems (up to two digits times one
digit)
- (C)use models to solve division problems and use
number sentences to record the solutions.
(3.5)Number,
operation, and quantitative reasoning. The student estimates to
determine reasonable results.
How confident are you in
teaching the following skill levels?
- (A)round
whole numbers to the nearest ten or hundred to approximate reasonable
results in problem situations
- (B)use strategies
including rounding and compatible numbers to estimate solutions to
addition and subtraction problems.
(3.6)Patterns,
relationships, and algebraic thinking. The student uses patterns to
solve problems.
How confident are you in teaching the
following skill levels?
- (A)identify and extend
whole-number and geometric patterns to make predictions and solve
problems
- (B)identify patterns in multiplication facts using
concrete objects, pictorial models, or technology
- (C)identify patterns in related multiplication and
division sentences (fact families) such as 2 x 3 = 6, 3 x 2 = 6, 6
÷ 2 = 3, 6 ÷3 = 2.
(3.7)Patterns,
relationships, and algebraic thinking. The student uses lists, tables,
and charts to express patterns and relationships.
How
confident are you in teaching the following skill
levels?
- (A)generate a table of paired numbers based on a
real-life situation such as insects and legs
- (B)identify and
describe patterns in a table of related number pairs based on a
meaningful problem and extend the table.
(3.8)Geometry and
spatial reasoning. The student uses formal geometric vocabulary. The
student is expected to identify, classify, and describe two- and
three-dimensional geometric figures by their attributes. The student
compares two- dimensional figures, three-dimensional figures, or both
by their attributes using formal geometry vocabulary.
How
confident are you in teaching this?
(3.9)Geometry
and spatial reasoning. The student recognizes congruence and symmetry.
How confident are you in teaching the following
skill levels?
- (A)identify congruent two-dimensional
figures
- (B)create two-dimensional figures with lines of
symmetry using concrete models and technology
- (C)identify lines of symmetry in two-dimensional
geometric figures.
(3.10)Geometry and
spatial reasoning. The student recognizes that a line can be used to
represent numbers and fractions and their properties and relationships.
The student is expected to locate and name points on a number line
using whole numbers and fractions, including halves and
fourths.
How confident are you in teaching
this?
(3.11)Measurement. The student directly
compares the attributes of length, area, weight/mass, and capacity, and
uses comparative language to solve problems and answer questions. The
student selects and uses standard units to describe length, area,
capacity/volume, and weight/mass.
How confident are you in
teaching the following skill levels?
- (A)use
linear measurement tools to estimate and measure lengths using standard
units
- (B)use standard units to find the perimeter of a
shape
- (C)use concrete and pictorial models of square units
to determine the area of two-dimensional surfaces
- (D)identify concrete models that approximate
standard units of weight/mass and use them to measure
weight/mass
- (E)identify concrete models that approximate
standard units for capacity and use them to measure
capacity
- (F)use concrete models that approximate cubic units
to determine the volume of a given container or other three-dimensional
geometric figure.
(3.12)Measurement.
The student reads and writes time and measures temperature in degrees
Fahrenheit to solve problems.
How confident are you in
teaching the following skill levels?
- (A)use a
thermometer to measure temperature
- (B)tell and write time
shown on analog and digital clocks.
(3.13)Probability
and statistics. The student solves problems by collecting, organizing,
displaying, and interpreting sets of data.
How confident
are you in teaching the following skill
levels?
- (A)collect, organize, record, and display data in
pictographs and bar graphs where each picture or cell might represent
more than one piece of data
- (B)interpret
information from pictographs and bar graphs
- (C)use data to
describe events as more likely than, less likely than, or equally
likely as.
(3.14)Underlying processes and mathematical
tools. The student applies Grade 3 mathematics to solve problems
connected to everyday experiences and activities in and outside of
school.
How confident are you in teaching the following
skill levels?
- (A)identify the mathematics in everyday
situations
- (B)solve problems that incorporate understanding the
problem, making a plan, carrying out the plan, and evaluating the
solution for reasonableness
- (C)select or develop
an appropriate problem-solving plan or strategy, including drawing a
picture, looking for a pattern, systematic guessing and checking,
acting it out, making a table, working a simpler problem, or working
backwards to solve a problem
- (D)use tools such as
real objects, manipulatives, and technology to solve
problems.
(3.15)Underlying processes and mathematical
tools. The student communicates about Grade 3 mathematics using
informal language.
How confident are you in teaching the
following skill levels?
- (A)explain and record
observations using objects, words, pictures, numbers, and
technology
- (B)relate informal language to mathematical language
and symbols.
(3.16)Underlying processes and mathematical
tools. The student uses logical reasoning.
How confident
are you in teaching the following skill
levels?
- (A)make generalizations from patterns or sets of
examples and nonexamples
- (B)justify why an
answer is reasonable and explain the solution process.