Read your piece carefully. Place an X in the box AFTER correcting any errors.

Capitalization-use a green colored pencil

I capitalized the first word in every sentence.

€ I capitalized the names of specific people, places, or things (proper nouns).

Understanding-use a purple colored pencil

€ I read my story to myself and it makes sense.

€ I used details that tell about my topic.

€ My story has a beginning, middle, and ending.

€ I marked a purple X where I indented the first sentence in each paragraph.

Punctuation-use a red colored pencil

€ I ended each sentence with the correct punctuation mark ( . ? ! ).

Spelling-use a blue colored pencil

€ I circled all of the words I wasn’t sure how to spell.

€ I used a dictionary to correct all of the misspelled words I could find.

Conference

€ I peer conferenced with ___________________________ and revised my work.

€ I met with a teacher for a final conference.

· Teacher ________________________________________

· Date ___________________________________________

Math Checklist for 3rd graders

Observation Checklist for Numeracy

Children will enter Grade 3 with varied backgrounds and experiences, but they will also leave it demonstrating a range of achievement of the Grade 3 expectations. Be sure to give your child many opportunities to talk about mathematics and work with manipulatives. By the end of Grade 3, many children will complete the following:

Please mark the concepts below with the following key for each term:

O = Often S = Sometimes N = Not yet

Terms:

1	2	3	Number:
			- skip count forward and backward by 5’s, 10’s or 100’s up to 1000 from any starting point
			- skip count forward and backward by 3’s using starting points that are multiples of 3
			- skip count forward and backward by 4’s using starting points that are multiples of 4
			- skip count forward and backward by 25’s using starting points that are multiples of 25
			- read a 3 digit numeral without using the word ‘and’ (e.g. 321 is three hundred twenty one)
			- read a given number word (0 to 1000)
			- represent numbers up to 1000 using manipulatives and pictorially
			- place many 3 digit numbers in ascending or descending order
			- estimate quantities less than 1000
			- place value for numerals to 1000 (e.g. 351 is three 100’s, five 10’s and one 1’s)
			- describe and apply mental mathematics for adding two 2-digit numerals (adding from left to right, using doubles in your head)
			- describe and apply mental mathematics for subtracting 2-digit numerals (thinking of addition, using doubles in your head)
			- estimate to predict sums and differences of two 2-digit numbers in a problem
			- calculate addition problems with answers up to 1000
			- calculate subtraction problems with answers to 1000
			- use mental mathematics to recall basic addition and subtraction facts up to 18
			- demonstrate an understanding of multiplication up to 5X5
			- demonstrate an understanding of division up to 5X5
			- understand that a fraction represents a part of a whole
			- describe situations in which fractions are used
			- compare fractions of the same whole with like denominators

Terms:

1	2	3	Patterns and Relations:
			- demonstrate an understanding of increasing patterns (2, 4, 6, 8 …) by describing, extending, comparing and creating
			- demonstrate an understanding of decreasing patterns (30, 25, 20, 15 …) by describing, extending, comparing and creating
			- solve one step addition and subtraction equations involving symbols representing an unknown number (3 + x = 5, solve for x)

Terms:

1	2	3	Shape and Space (Measurement):
			- select a non-standard unit of measure (i.e. television shows or pendulum swings to measure the passage of time)
			- relate the number of seconds to a minute, minutes to an hour, and days to a month through problem solving
			- demonstrate an understanding of measuring length (cm, m)
			- demonstrate an understanding of measuring mass (g, kg)
			- demonstrate an understanding of perimeter of regular and irregular shapes (estimate, measure, record, and construct)

Terms:

1	2	3	Shape and Space (3-D Objects and 2-D Shapes):
			- describe 3-D objects according to the shape of the faces, and the number of edges and vertices
			- sort regular and irregular polygons (triangles, quadrilaterals, pentagons, hexagons, octagons) according to the number of sides

Terms:

1	2	3	Statistics and Probability (Data Analysis):
			- collect data and organize it (tally marks, line plots, charts, lists) to answer questions
			- determine the common attributes, title and axes, of bar graphs
			- create bar graphs from a given set of data and label the title and axes
			- draw conclusions from a bar graph to solve problems

Based on the Prescribed Learning Outcomes for Grade 3 Mathematics

Learning Logs

Learning Log

Date:
Activity:
Thoughts	Questions	Next Time

Date:
Activity:
Thoughts	Questions	Next Time

Date:
Activity:
Thoughts	Questions	Next Time

2nd Sample

Journals

Math Journals, logs, folders, portfolios

Developing routines to incorporate ways for students to write in math is an essential part of communicating. Through writing students can explain their thinking, show their work, create representations, apply mathematical language, and problem solve. Having students write in math also provides the teacher an opportunity to assess as well as differentiate to meet students’ needs.

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