Whitman Elementary - Tulsa Public Schools

Grade / Instructional Focus: 3rd Grade Mathematics
Groups: _X_ Regular; _X_ IEP; _X_ ELL; _X_ Econ. Disadvantaged; _X_ Race; X_ Gender
Goal: All third grade students will demonstrate mathematics proficiency at grade level or
above grade level on the Oklahoma Core Curriculum Test.
Achievement Objective / Benchmark (median scores or assessment nomenclature):
Standard Objective PASS Current %
or
assessment
nomenclature
Number
Operations &
Computation
12/27%
Estimation
4 test items
@ least half
will score __
Years as
Issue
as %
or assessment
nomenclature
3.1 50% 75% N/A
Geometry &
Measurement
12/27%
Measurement
4 test items
4.2 50% 75% 06-07,
07-08,
08-09
Interventions / Strategies:
The following research-based strategies have been chosen specifically to meet the needs of
students of each gender and race as well as those who are Special Needs or economically
challenged. Female students benefit from verbal interaction, descriptive narration, and
expressing emotional connections/experiences to the information. Male students benefit from
simple, analytic explanation, kinesthetic movement, and visual images to aid in retention of
information. According to Ruby Payne, economically challenged students, need to know the
“why” and “how” of a topic, before they can learn it. With those needs in mind, the following
interventions/strategies have been chosen:
3.1
Third grade teachers will provide base 10 blocks for students to use when finding the
estimate of three and four digit numbers within application problems. This will provide a
concrete visual means to understanding how estimation is useful when solving application
problems. Students will work in cooperative learning groups, with a peer, or in small group to
further develop the skill of estimation with three and four digit numbers in application
problems.
4.2
The third grade teachers will utilize Marzano’s classification table listing customary units of
measurement at the top (inch, foot, yard, and mile). Have the students work in groups to
identify and list several distances which they think would fall under each category. Allow the
students to go and measure each distance and record the measurements. The students
would then be able to use information from the chart to create and solve addition and
subtraction problems.
Walt Whitman SIPlan 0910.1 - Page 38