Place Value ConceptsUnit of Study 12: Critical FCAT Review AreasGlobal Concept Guide: 1 of 3

Content Development When creating the Critical FCAT Review, we identified the areas

third grade students have previously struggled. Utilize current formal (Form 2 and Mock FCAT) and informal data when making instructional decisions. You may see other areas to address or choose to place higher emphasis on other topics based on your students’ data.

Please note the reporting categories and the weight each category holds on the FCAT.

Numbers: Operations, Problems, and Statistics 50%

Geometry and Measurement 30%

Fractions 20%

Content DevelopmentPlace Value through Hundred Thousands

Make sure all problems are introduced in a real world context as this will be the format used on FCAT.

Ensure that students can flexibly represent numbers using models and/or numbers.

Allow students to continue using base ten blocks as needed, gradually moving them towards pictorial representations.

154 could be:1 hundred5 tens4 ones

154 could be:0 hundred15 tens4 ones

154 could be:1 hundred4 tens14 ones

Content DevelopmentEstimation

Make sure all problems are introduced in a real world context as this will be the format used on FCAT.

Continue to teach rounding conceptually. Avoid teaching short-cuts as this may hinder students’ understanding.

Using number lines is an effective strategy to build conceptual understanding.

Students also need to be able to identify a range of numbers that their estimate falls between.

Front-End Estimation is not an acceptable strategy.

4,000 5,000

4,8234,823 is closer to 5,000 than 4,000.

Content DevelopmentAddition and Subtraction

Make sure all problems are introduced in a real world context as this will be the format used on FCAT.

Make sure to continue to teach addition and subtraction together showing they are inverse operations, not teaching each in isolation.

Build conceptual understanding of regrouping. Avoid simply showing the algorithm before regrouping is understood and avoid using the term “borrow”.

Students can be given a variety of representations to solve addition and subtraction problems including tables and graphs. Make sure to continue to provide opportunities for students with these types of problems.

DifferentiationReteach Group

Several Lesson Ideas are provided within this GCG. Suggestions are made below on how each can be used within the classroom. Review each activity and choose the one that fits best with your students. The below lessons are suggested for the Reteach group.

Three Other Ways (Reteach, Core, and Enrich) The Great Round Up! (Reteach) Field Day Fun (Core and Reteach) How Many Ways ? (Core and Reteach) Value System (Core and Reteach)

DifferentiationCore Group

Several Lesson Ideas are provided within this GCG. Suggestions are made below on how each can be used within the classroom. Review each activity and choose the one that fits best with your students. The below lessons are suggested for the Core group.

Three Other Ways (Enrich, Core, and Reteach) Field Day Fun (Core and Reteach) I Have a Story, You Have a Story (Core and Enrich) How Many Ways ? (Core and Reteach) Clear the Math (Core and Enrich) And the Winning Number Is… (Core and Enrich) Value System (Core and Reteach)

DifferentiationEnrich Group

Several Lesson Ideas are provided within this GCG. Suggestions are made below on how each can be used within the classroom. Review each activity and choose the one that fits best with your students. The below lessons are suggested for the Enrich group.

Three Other Ways (Enrich, Core, and Reteach)

I Have a Story, You Have a Story (Core and Enrich)

Clear the Math (Core and Enrich)

And the Winning Number Is… (Core and Enrich)