Counting to 1000
Strand: Number
Outcome: 1
Curriculum Focus
The changes to the curriculum targeted by this sample include:
- The general outcome for the number strand in the revised program of studies states simply that the goal of this entire strand is to "develop number sense." The number strand is no longer divided into "number concepts" and "number operations." Number sense includes, for example, the ability to partition numbers and the ability to reason multiplicatively. These abilities apply to both numbers and operations.
- In the previous program of studies, general outcomes at each grade level specified magnitudes of numbers and particular operations, implying that number sense develops in a linear fashion. A more current understanding of student's mathematical development is that number sense deepens over time. Student's understanding of even 1-digit numbers is not fully developed until they are able to think of numbers abstractly (as quantities that do not necessarily refer to specific objects or as progressions on a scale).
- The revised program of studies for Grade 3 no longer includes skip counting forward or backward by 2s, as this is covered in Grade 2.
- The revised program of studies for Grade 3 includes counting by 3s and 4s, using starting points that are multiples of 3 and 4, respectively.
Counting to 1000 addresses the following outcomes from the Program of Studies:
What is a Planning Guide?
Planning Guides are a tool for teachers to use in designing instruction and assessment that focuses on developing and deepening students' understanding of mathematical concepts. This tool is based on the process outlined in Understanding by Design, by Grant Wiggins and Jay McTighe.
The following steps will help you through the Planning Guide:
See Bibliography for reference information.
Grade 3
