third grade curriculum map...third grade curriculum map result unknown change unknown start unknown...

BLACKFORD COUNTY SCHOOLS

THIRD GRADE

CURRICULUM MAP

http://www.bcs.k12.in.us/Home

Result Unknown Change Unknown Start Unknown

Add to

Two bunnies sat on the grass. Three more bunnies hopped there. How

many bunnies are on the grass now?

2 + 3 = ?

Two bunnies were sitting on the grass. Some more bunnies hopped there. Then there were five bunnies. How many bunnies hopped over to

the first two?

2 + ? = 5

Some bunnies were sitting on the grass. Three more bunnies hopped there. Then there were five bunnies. How many bunnies were on the grass

before?

? + 3 = 5

Take from

Five apples were on the table. I ate two apples. How many apples are on

the table now?

5 – 2 = ?

Five apples were on the table. I ate some apples. Then there were three apples. How many apples did I eat?

5 - ? = 3

Some apples were on the table. I ate two apples. Then there were three apples. How many apples

were on the table before?

? – 2 = 3

Total Unknown Addend Unknown Both addends Unknown

Put

Together/ Take Apart

Three red apples and two green apples are on the table. How many

apples are on the table?

3 + 2 = ?

Five apples are on the table. Three are red and the rest are green. How

many apples are green?

3 + ? = 5, 5 – 3 = ?

Grandma has five flowers. How many can she put in her red vase and how many in her blue vase? 5 = 0 + 5, 5 = 5 + 0 5 = 1 + 4, 5 + 4 + 1 5 = 2 + 3, 5 = 3 + 2

Difference Unknown

Bigger Unknown

Smaller Unknown

Difference Unknown Bigger Unknown Smaller Unknown

Compare

(“How many more?” version): Lucy has two apples. Julie has five apples. How many more apples does Julie have than Lucy? (“How many fewer?” version): Lucy has two apples. Julie has five apples. How may fewer apples does Lucy have than Julie? 2 + ? = 5, 5 – 2 = ?

(Version with “more”): Julie has 3 more apples than Lucy. Lucy has two apples. How many

apples does Julie have? (Version with “fewer”):

Lucy has three fewer apples than Julie. Lucy has two apples. How many apples does Julie have?

2 + 3 = ?, 3 + 2 = ?

Julie has three more apples than Lucy. Julie has five apples. How many apples does Lucy have?

(Version with “fewer”): Lucy has three fewer apples than Julie. Julie has five apples. How many apples does Lucy have?

5 – 3 = ?, ? + 3 = 5

Addition Strategies Name Clarification Work Sample

Counting All

Student counts every number

Students are not yet able to add on from either addend, they must mentally build every number

8 + 9 1,2,3,4,5,6,7,8,9,10,11,12,13

Counting On

Transitional strategy

Student starts with 1 number and counts on from this point

8 + 9 8…9,10,11,12,13,14,15

Doubles/

Near Doubles

Student recalls sums for many doubles 8 + 9 8 + (8 + 1) (8 + 8) + 1 16 + 1 = 17

Making Tens

Student uses fluency with ten to add quickly 8 + 9 (7 + 1) + 9 7 + (1 + 9) 7 + 10 = 17

Making Friendly

Numbers/ Landmark Numbers

Friendly number are number that are easy to use in mental computation

Student adjusts one or all addends by adding or subtracting to make friendly numbers

Student then adjusts the answer to compensate

23 + 48 23 + (48 + 2) 23 + 50 = 73 73 -2 =71

Compensation

Student manipulates the numbers to make them easier to add

Student removes a specific amount from one addend and gives that exact amount to the other addend

8 + 6 8 -1 =7 6 + 1 = 7 7 + 7 =14

Breaking Each

Number into its Place Value

Strategy used as soon as students understand place value

Student breaks each addend into its place value (expanded notations) and like place value amounts are combined

Student works left to right to maintain the magnitude of the numbers

24 + 38 (30 + 4) + (30 + 8) 20 + 30 = 50 4 + 8 = 12 50 + 12 = 62

Adding up in

Chunks

Follows place value strategy

Student keeps one addend whole and adds the second addend in easy to use chunks

More efficient than place value strategy because student is only breaking apart one addend

45 + 28 45 + ( 20 + 8) 45 + 20 = 65 65 + 8 = 73

Subtraction Strategies Name Clarification Sample

Adding up

Student adds up from the number being subtracted to the whole

The larger the jumps, the more efficient the strategy

Student uses knowledge of basic facts, doubles, making ten, and counting on

14 – 7 7… 8,9,10,11,12,13,14 (+1 each jump)

7 + 3= 10 10 + 4= 14

Counting Back

Strategy used by students who primarily view subtraction as taking away

Student starts with the whole and removes the subtracting in parts

Student needs the ability to decompose numbers in east to remove parts

65 – 32 65 – (10 + 10 + 10 + 2) 65, 55, 45, 35, 33 65 – (30 + 2) 65 – 30 = 35

35 – 2 = 33

Place Value

Student breaks each number into its place value (expanded notation)

Student groups like place values and subtracts

999 – 345 (900 + 90 + 9) – (300 + 40 + 5) 900 – 300 = 600 90 – 40 = 50 9 – 5 = 4 600 + 50 + 4 = 654

Keeping a Constant

Difference

Student understands that adding or subtracting the same amount from both numbers maintains the distance between the numbers

Student manipulates the numbers to create friendlier numbers

123 – 59 123 + 1 = 124 59 + 1 = 60 124 – 60 = 64

Adjusting the

Create and Easier Number

Strategy requires students to adjust only one of the numbers in a subtraction problem

Student chooses a number to adjust, subtracts, then adjusts the final answer to compensate

Students must understand part/whole relationships to reason through this strategy

123 – 59 59 + 1 = 60 123 – 60 = 63 I added 1 to make an easier number. 63 + 1 = 64 I have to add 1 to my final answer because I took away 1 too many.

Unknown Product 3 X 6 = ?

Group Size Unknown (How many in each group)

Number of Groups Unknown (How many groups?)

Equal Groups

There are 3 bags with 6 plums in each bag. How many plums are there in all? Measurement example: You need 3 lengths of string, each 6 inches long. How much string will you need altogether?

If 18 plums are shared equally into 3 bags, then how many plums will be in each bag? Measurement example: You have 18 inches of string, which you will cut into 3 equal pieces. How long will each piece of string be?

If 18 plums are to be packed 6 to a bag, then how many bags are needed? Measurement example: You have 18 inches of string, which you will cut into pieces that are 6 inches long. How many pieces of string will you have?

Arrays, Area

There are 3 rows of apples with 6 apples in each row. How many apples are there? Area example: What is the area of a 3 cm by 6cm rectangle?

If 18 apples are arranged into 3 equal rows, how may apples will be in each row? Area example: A rectangle has area 18 square centimeters. If one side is 3 cm long, how long is a side next to it?

If 18 apples are arranged into equal rows of 6 apples, how many rows will there be? Area example: A rectangle has area 18 square centimeters. If one side is 6cm long, how long is a side next to it?

Compare

A blue hat costs $6. A red hat cost 3 times as much as the blue hat. How much does the red hat cost? Measurement example: A rubber band is 6 cm long. How long will the rubber band be when it is stretched to be 3 times as long?

A red hat costs $18 and that is 3 times as much as a blue hat costs. How much does the blue bat cost? Measurement example: A rubber band is stretched to be 18 cm long and that is 3 times as long as it was at first. How long was the rubber band at first?

A red hat costs $18 and a blue hat costs $6. How many times as much does the red hat cost as the blue hat? Measurement example: A rubber band was 6 cm long at first. Now it is stretched to be 18 cm long. How many times as long is the rubber band now as it was at first?

General a x b = ? a x ? = p and p ÷ a = ? ? x b = p and p ÷ b =?

Common Multiplication and Division Situations

Multiplication Strategies Name Clarification Student Work Sample

Repeated Addition/Skip

Counting

Beginning strategy for students who are just learning multiplication

Connection to an array model provides an essential visual model 6 × 15 15+15+15+15+15+15 = 90 2 × 15 = 30 2 × 15 = 30 2 × 15 = 30 30 + 30 + 30 = 90

Friendly Numbers/Landmark

Numbers

Students who are comfortable multiplying by multiples of 10 9 × 15 Add 1 group of 15 10 × 15 = 150 We must now take off 1 group of 15. 150 – 15 = 135

Partial Products

strategy based on the distributive property and is the precursor for our standard U.S. algorithm

student must understand that the factors in a multiplication problem can be broken into addends

student can then u se friendlier numbers to solve more difficult problems

12 × 15 12 × (10 + 5) 12 × 10 = 120 12 × 5 = 60 120 + 60 =180

Breaking Factors into Smaller Factors

Strategy relies on students’ understand of breaking factors into smaller factors

Associate property

12 × 25 (3 × 4) × 25 3 × (4 × 25) (4 × 25) + (4 × 25) + (4 × 25) = 300

Doubling and

Halving

Used by students who have an understanding of the concept of arrays with different dimensions but the same area

Student can double and halve numbers with ease Student doubles one factor and halves the other factor

8 × 25 8÷2 = 4 25 × 2 = 50 4 × 50 = 200

Division Strategies Name Clarification Student Work Sample

Repeated Subtraction/Sharing

Early strategy students use when they are developing multiplicative reasoning

Repeated subtraction is one of the least efficient division strategies

Presents opportunities to make connections to multiplication

30 ÷ 5 30 – 5 = 25 25 – 5 = 20 20 = 5 = 15 15 – 5 = 10 10 – 5 = 5 5 – 5 = 0 I took out 6 groups of 5

30 ÷ 5 = 6

Multiplying Up

Strategy is a natural progression from repeated subtraction

Student uses strength in multiplication to multiply up to reach the dividend

Students relying on smaller factors and multiples will benefit from discussions related to choosing more efficient factors

384 ÷ 16 10 × 16 = 160 384 – 160 = 224 10 × 16 = 160 224 – 160 = 64 2 × 16 = 32 64 – 32 = 32 2 × 16 = 32 32 – 32 = 0

10 + 10 + 2 + 2 = 24

Partial Quotients

Maintains place value

Allows students to work their way toward the quotient by using friendly numbers such as ten, five, and two

As the student chooses larger numbers, the strategy becomes more efficient

384 ÷ 16 _____ 16) 384 -160 224 -160 64 -32 32 -32

0

Proportional

Reasoning

Students who have a strong understand of factors, multiples, and fractional reasoning

Students’ experiences with doubling and halving to solve multiplication problems can launch an investigation leading to the idea that you can divide the dividend and the divisor by the same number to create a friendlier problem

384 ÷ 16 384 ÷ 16 ÷2 ÷2 192 ÷ 8 ÷2 ÷2 96 ÷ 4 ÷2 ÷2 48 ÷ 2 = 24 384 ÷ 16 = 24

Problem Solving Strategies Focus

By Grade Level

Grade Level Strategies Kindergarten Use Objects

First Review Previous Grades

Draw a Picture

Use a Number Sentence

Second Review Previous Grades

Find a Pattern

Make a Table

Third Review Previous Grades

Work Backwards

Make It Simpler

Fourth Review Previous Grades

Make an Organized List

Guess and Check

Fifth Review Previous Grades

Use Logical Reasoning

Sixth: Students should know all strategies that will be used all

year.

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade 2-dimensional 3-dimensional Addition Array Attributes Compose Decompose Edges Equal sign Equation Greater than Least Less Less than Mental images Missing number More Most Number Number line Number word Numeral Object Patterned arrangement Place value Rectangular array Solve Sort Subtraction Symbol Tally marks Vertices Whole number Write

Analog clock Attributes Composite shape Counting on Data Decompose Defining attribute Digit Digital clock Equal sign Equation Equivalent Face Find mentally Fourths/quarters Halves Non-defining Non-standard unit Number pattern Numeral Operations Ordinal number Partition Place Value Properties of Strategy Sum Symbol Unknown number Value Whole number

Analog clock Arrays Associative prop of addition Bar graph Commutative prop of addition Compose Cube Data set Decompose Digit Equation Equivalent Estimate Even Expanded form Extend Face Fluently Fourths Halves Identical wholes Investigate Length Measure Models Number line Odd Ordered set Ordinal numbers Partition Picture graph Place value Plot Predict Prism Reasonable Represent Right rectangular Rule Side Standard form Sum Symbol Thirds Unit Value Vertex Volume Whole number Word form

Analog clock Area Area model Array Attribute Endpoint Equal-sized groups Equivalent Equivalent fraction Expanded form Fluently Frequency table Interval Inverse Line plot

Mass Models Multiplicative identity of 1 Multiplicative property Of 0 Number line Partitioned Perimeter Place value Polygon Property of 0 in division Property of 1 in division Quantity Quotient Scaled bar graph Scaled picture graph Standard from Tools Unit fraction Volume Whole number Word form

Algorithmic approach Area Circle graph Decompose Decompose a fraction Denominator Equivalent Equivalent fraction Expanded form Fluently Fraction Improper fraction Inverse operation Line plot Mass Mixed numbers Model Numerator Parallel line Parallelogram Perimeter Perpendicular line Place value Quadrilateral Quotient Ray Rhombus Standard form Symmetry Trapezoid Triangle Volume Whole number Word form

Acute triangle Algorithmic approach Coordinate plane Coordinates Diameter Equation Equilateral triangle Equivalence Estimate Experiment Expression Fluently Isosceles triangle Mean Median Mode Number line Number sense Observations Obtuse triangle Ordered pairs Origin Percent Place value Polygon Product Quadrant Quotient Radius Right triangle Scalene triangle Solid figure Survey Unit fraction Volume

Absolute value Algorithmic approach Box plots Center Complex shape Composing Composite numbers Constraint Decomposing Dependent variable Distribution Double number line Fluently Greatest common factor Histograms Independent variable Integer number system Interquartile range

Least common multiple Line plot Magnitude Mean Median Net Prime numbers Proportional relationship Quotient Range Rate Ratio Rational number Spread Surface area Tables of equivalent ratio Tape diagrams Unit rate Variability Volume

Third Grade Pacing Guide

Test 1: Weeks 1-4 Week 1 3.C.1: Add and subtract whole numbers fluently within 1000.

3.NS.1: Read and write whole numbers up to 10,000. Use words, models, standard form and expanded form to represent and show equivalent forms of whole numbers up to 10,000.

Week 2 3.C.1: Add and subtract whole numbers fluently within 1000. 3.AT.1: Solve real-world problems involving addition and subtraction of whole numbers within 1000 (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem).

Week 3 3.C.1: Add and subtract whole numbers fluently within 1000. 3.M.4: Find the value of any collection of coins and bills. Write amounts less than a dollar using the ¢ symbol and write larger amounts using the $ symbol in the form of dollars and cents (e.g., $4.59). Solve real-world problems to determine whether there is enough money to make a purchase.

Week 4 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.NS.9: Use place value understanding to round 2- and 3-digit whole numbers to the nearest 10 or 100.

Test 2: Weeks 5-8 Week 5 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10.

3.M.3: Tell and write time to the nearest minute from analog clocks, using a.m. and p.m., and measure time intervals in minutes. Solve real-world problems involving addition and subtraction of time intervals in minutes (this will be done week 13).

Week 6 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10.

3.C.2: Represent the concept of multiplication of whole numbers with the following models: equal-sized groups, arrays, area models, and equal "jumps" on a number line. Understand the properties of 0 and 1 in multiplication. 3.AT.4: Interpret a multiplication equation as equal groups (e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each). Represent verbal statements of equal groups as multiplication equations.

Week 7 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.C.2: Represent the concept of multiplication of whole numbers with the following models: equal-sized groups, arrays, area models, and equal "jumps" on a number line. Understand the properties of 0 and 1 in multiplication. 3.AT.4: Interpret a multiplication equation as equal groups (e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each). Represent verbal statements of equal groups as multiplication equations. 3.AT.6: Create, extend, and give an appropriate rule for number patterns using multiplication within 100.

Week 8 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.C.3: Represent the concept of division of whole numbers with the following models: partitioning, sharing, and an inverse of multiplication. Understand the properties of 0 and 1 in division.


3.C.3: Represent the concept of division of whole numbers with the following models: partitioning, sharing, and an inverse of multiplication. Understand the properties of 0 and 1 in division. 3.C.4: Interpret whole-number quotients of whole numbers (e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each).

Week 10 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.C.5: Multiply and divide within 100 using strategies, such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8), or properties of operations.

Week 11 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.AT.5: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. 3.AT.2: Solve real-world problems involving whole number multiplication and division within 100 in situations involving equal groups, arrays, and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem).


3.AT.3: Solve two-step real-world problems using the four operations of addition, subtraction, multiplication and division (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem).

Week 13 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.M.3: Tell and write time to the nearest minute from analog clocks, using a.m. and p.m., and measure time intervals in minutes. Solve real-world problems involving addition and subtraction of time intervals in minutes.

Week 14 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.NS.3: Understand a fraction, 1/b, as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction, a/b, as the quantity formed by a parts of size 1/b. [In grade 3, limit denominators of fractions to 2, 3, 4, 6, 8.]


3.G.4: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole (1/2, 1/3, 1/4, 1/6, 1/8).

Week 16 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.NS.6: Understand two fractions as equivalent (equal) if they are the same size, based on the same whole or the same point on a number line. 3.NS.7: Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent (e.g., by using a visual fraction model).

Week 17 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.NS.8: Compare two fractions with the same numerator or the same denominator by reasoning about their size based on the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions (e.g., by using a visual fraction model). 3.NS.4: Represent a fraction, 1/b, on a number line by defining the interval from 0 to 1 as the whole, and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. 3.NS.5: Represent a fraction, a/b, on a number line by marking off lengths 1/b from 0. Recognize that the resulting interval has size a/b, and that its endpoint locates the number a/b on the number line.


3.NS.4: Represent a fraction, 1/b, on a number line by defining the interval from 0 to 1 as the whole, and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

3.NS.5: Represent a fraction, a/b, on a number line by marking off lengths 1/b from 0. Recognize that the resulting interval has size a/b, and that its endpoint locates the number a/b on the number line.

Week 19 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.G.3: Identify, describe and draw points, lines and line segments using appropriate tools, (e.g., ruler, straightedge, and technology), and use these terms when describing two-dimensional shapes. 3.G.2: Understand that shapes (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize and draw rhombuses, rectangles, and squares as examples of quadrilaterals. Recognize and draw examples of quadrilaterals that do not belong to any of these subcategories.

Week 20 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.G.1: Identify and describe the following: cube, sphere, prism, pyramid, cone, and cylinder. 3.G.2: Understand that shapes (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize and draw rhombuses, rectangles, and squares as examples of quadrilaterals. Recognize and draw examples of quadrilaterals that do not belong to any of these subcategories.

Week 21 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.M.7: Find perimeters of polygons given the side lengths or by finding an unknown side length.

Test 7: Weeks 22-24

Week 22 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.M.6: Multiply side lengths to find areas of rectangles with whole-number side lengths to solve real-world problems and other mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.


3.M.5: Find the area of a rectangle with whole-number side lengths by modeling with unit squares, and show that the area is the same as would be found by multiplying the side lengths. Identify and draw rectangles with the same perimeter and different areas or with the same area and different perimeters.

Week 24 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.M.2: Choose and use appropriate units and tools to estimate and measure length, weight, and temperature. Estimate and measure length to a quarter-inch, weight in pounds, and temperature in degrees Celsius and Fahrenheit.


3.M.1: Estimate and measure the mass of objects in grams (g) and kilograms (kg) and the volume of objects in quarts (qt), gallons (gal), and liters (l). Add, subtract, multiply, or divide to solve one-step real-world problems involving masses or volumes that are given in the same units (e.g., by using drawings, such as a beaker with a measurement scale, to represent the problem).

Week 26 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.M.2: Choose and use appropriate units and tools to estimate and measure length, weight, and temperature. Estimate and measure length to a quarter-inch, weight in pounds, and temperature in degrees Celsius and Fahrenheit. 3.M.1: Estimate and measure the mass of objects in grams (g) and kilograms (kg) and the volume of objects in quarts (qt), gallons (gal), and liters (l). Add, subtract, multiply, or divide to solve one-step real-world problems involving masses or volumes that are given in the same units (e.g., by using drawings, such as a beaker with a measurement scale, to represent the problem).

Week 27

3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.DA.1: Create scaled picture graphs, scaled bar graphs, and frequency tables to represent a data set—including data collected through observations, surveys, and experiments—with several categories. Solve one- and two-step “how many more” and “how many less” problems regarding the data and make predictions based on the data.


3.DA.2: Generate measurement data by measuring lengths with rulers to the nearest quarter of an inch. Display the data by making a line plot, where the horizontal scale is marked off in appropriate units, such as whole numbers, halves, or quarters.




Week 32

3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10.



Week 35

3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10.


Weeks 1-4:

Problem Solving: Should be embedded within daily instruction:

Make sense of problems and persevere in

solving them.

PS.1

Reason

abstractly and quantitatively

PS.2

Construct viable arguments and

critique the reasoning of

others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6

Look for and make sure of

structure

PS. 7

Look for and

express regularity in repeated reasoning.

PS.8

DOK (Depth of Knowledge)

Level 1: identify, list, label, illustrate,

measure, state, tell, use, match

Level 2: graph, classify, cause/effect,

estimate, compare, infer, construct, summarize, interpret,

estimate

Level 3: Revise, critique, construct, investigate, cite evidence,

conclusions, assess

Level 4: Design, connect, synthesize, critique,

analyze, create, prove, apply concepts

Reminder: By the end of Grade 3, students are to know from memory multiplication facts with factors 0 – 9.

It is important to create opportunities for students to practice this standard on an ongoing basis to demonstrate mastery by the end of the year.

3.NS.1: Read and write whole numbers up to 10,000. Use words, models, standard form and expanded form to represent and show equivalent forms of whole numbers up to 10,000. 3.C.1: Add and subtract whole numbers fluently within 1000. 3.AT.1: Solve real-world problems involving addition and subtraction of whole numbers within 1000 (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). 3.M.4: Find the value of any collection of coins and bills. Write amounts less than a dollar using the ¢ symbol and write larger amounts using the $ symbol in the form of dollars and cents (e.g., $4.59). Solve real-world problems to determine whether there is enough money to make a purchase. 3.NS.9: Use place value understanding to round 2- and 3-digit whole numbers to the nearest 10 or 100.

Week 1:

Benchmarks to be taught:

Standards: ***addition and subtraction facts** 3.C.1: Add and subtract whole numbers fluently within 1000.

3.NS.1: Read and write whole numbers up to 10,000. Use words, models, standard form and expanded form to represent and show equivalent forms of whole numbers up to 10,000.

Students will:

Recall basic addition and subtraction facts

Understand the relationship between addition and subtraction

Add and subtract fluently within 1,000 using a variety of strategies

Read whole numbers up to 10,000

Write whole numbers up to 10,000

Use standard form to represent equivalent forms of whole numbers

Use expanded form to represent equivalent forms of whole numbers

Understand grouping, regrouping and trading

Resources: http://nlvm.usu.edu/en/nav/frames_asid_154_g_1_t_1.html?from=topic_t_1.html http://nlvm.usu.edu/en/nav/frames_asid_155_g_1_t_1.html?from=topic_t_1.html http://www.funbrain.com/numwords/

Add Addends Difference Digit Equivalent Expanded form Fact family Fluent Place value Standard form Subtract Sum Whole number Word form

http://nlvm.usu.edu/en/nav/frames_asid_154_g_1_t_1.html?from=topic_t_1.html






http://www.funbrain.com/numwords/

http://www.funbrain.com/numwords/

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiqrKzQ17HLAhVpv4MKHQI_ChEQjRwIBw&url=http://www.learn-with-math-games.com/addition-regrouping.html&bvm=bv.116274245,d.amc&psig=AFQjCNEOPb15JCCRSmuBd6fxYmARlKwU8w&ust=1457546936350172

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiqvMae2LHLAhUHg4MKHSUxCYQQjRwIBw&url=https://www.pinterest.com/rrmommy/place-value/&bvm=bv.116274245,d.amc&psig=AFQjCNHJfthc4SB4JtkWBiNbU_ZX90CiWw&ust=1457547105311013

Week 2:


Standards: **addition and subtraction facts**

3.C.1: Add and subtract whole numbers fluently within 1000. 3.AT.1: Solve real-world problems involving addition and subtraction of whole numbers within 1000 (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Students will:

Solve real-world problems involving addition of whole numbers

Solve real-world problems involving subtraction of whole numbers

Use drawings to represent an unknown number

Use equations with a symbol to represent the unknown number

Resources: http://www.mathplayground.com/gsmbegin.html http://www.mathplayground.com/katiebegin.html http://www.mathplayground.com/mathhoops_Z1.html http://mrnussbaum.com/wordproblems/ http://www.internet4classrooms.com/skill_builders/word_problems_math_fourth_4th_grade.htm http://www.sheppardsoftware.com/mathgames/wordproblems/bubblefunmathwordproblems.htm

Addition Drawings Equation Represent Solve Subtraction Symbol Unknown number

http://www.mathplayground.com/gsmbegin.html


http://www.mathplayground.com/katiebegin.html


http://www.mathplayground.com/mathhoops_Z1.html


http://mrnussbaum.com/wordproblems/

http://www.internet4classrooms.com/skill_builders/word_problems_math_fourth_4th_grade.htm



http://www.sheppardsoftware.com/mathgames/wordproblems/bubblefunmathwordproblems.htm



http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=&url=http://nzmaths.co.nz/resource/unknowns-and-variables-solving-one-step-equations&bvm=bv.116274245,d.amc&psig=AFQjCNFEJiVHOpnbW-3jNVPZToDi7IlwEw&ust=1457547253561103

Week 3:


Standards: 3.C.1: Add and subtract whole numbers fluently within 1000. 3.M.4: Find the value of any collection of coins and bills. Write amounts less than a dollar using the ¢ symbol and write larger amounts using the $ symbol in the form of dollars and cents (e.g., $4.59). Solve real-world problems to determine whether there is enough money to make a purchase. Students will:

Find the value of any collection of coins

Find the value of any collection of bills

Write amounts less than a dollar using correct symbol

Write larger amounts using the correct symbol

Write amounts correctly in the form of dollars and cents

Solve real-world problems to determine if there is enough money for purchase Understand how much coins are worth

Identify all coins

Example: Sam had $3.57 and wanted to buy 4 balls for $1.23 each. Will he have enough money? Why or why not?

Resources: http://www.mathplayground.com/mathatthemall1.html http://www.apples4theteacher.com/change-game.html http://www.math-play.com/money-game-3/Money-Game.html http://www.math-play.com/money-games.html http://mrnussbaum.com/cashd/ (easy game)

Bills Cent sign Coins Collection Dollar sign Quantity Symbol Value

http://www.mathplayground.com/mathatthemall1.html

http://www.mathplayground.com/mathatthemall1.html

http://www.apples4theteacher.com/change-game.html

http://www.apples4theteacher.com/change-game.html

http://www.math-play.com/money-game-3/Money-Game.html

http://www.math-play.com/money-game-3/Money-Game.html

http://www.math-play.com/money-games.html

http://www.math-play.com/money-games.html

http://mrnussbaum.com/cashd/

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwi20eWb4bHLAhWFvIMKHcX4A0kQjRwIBw&url=https://www.pinterest.com/pstohrhu/money/&bvm=bv.116274245,d.amc&psig=AFQjCNE0HGcJxsdPYfvaX3ymuocJLPHYqA&ust=1457549510335832

Week 4:


Standards: 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.NS.9: Use place value understanding to round 2- and 3-digit whole numbers to the nearest 10 or 100. By the end of Grade 3, students are to know from memory multiplication facts with factors 0 – 9. It is important to create opportunities for students to practice this standard on an ongoing basis to demonstrate mastery by the end of the year. Students will:

Identify the digit of a number to 999

Identify the place value of the number to 999

Round whole numbers to the nearest 10 through the use of a number line, hundred chart, place value, etc.

Round whole numbers to the nearest 100 through the use of a number line, hundred chart, place value, etc.

Understand that the purpose of rounding is to make mental math easier and to check the reasonableness of an answer

Explain the results of rounding

Resources:

Numbers in the Round

All Aboard for Rounding

Number Line Round-up http://interactivesites.weebly.com/place-value.html http://www.math-play.com/place-value-games.html https://www.sheppardsoftware.com/mathgames/menus/place_value.htm http://www.abcya.com/place_value_hockey.htm

Decrease Digit Estimate Exact Halfway point Hundreds Increase Ones Place value Reasonable Round Tens

http://interactivesites.weebly.com/place-value.html

http://interactivesites.weebly.com/place-value.html

http://www.math-play.com/place-value-games.html

http://www.math-play.com/place-value-games.html

https://www.sheppardsoftware.com/mathgames/menus/place_value.htm

https://www.sheppardsoftware.com/mathgames/menus/place_value.htm

http://www.abcya.com/place_value_hockey.htm

http://www.abcya.com/place_value_hockey.htm

Weeks 5-8:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess




It is important to create opportunities for students to practice this standard on an ongoing basis to demonstrate mastery by the end of the year. 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.M.3: Tell and write time to the nearest minute from analog clocks, using a.m. and p.m., and measure time intervals in minutes. Solve real-world problems involving addition and subtraction of time intervals in minutes. 3.C.2: Represent the concept of multiplication of whole numbers with the following models: equal-sized groups, arrays, area models, and equal “jumps” on a number line. Understand the properties of 0 and 1 in multiplication. 3.AT.4: Interpret a multiplication equation as equal groups (e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each). Represent verbal statements of equal groups as multiplication equations. 3.AT.6: Create, extend, and give an appropriate rule for number patterns using multiplication within 100. 3.C.3: Represent the concept of division of whole numbers with the following models: partitioning, sharing, and an inverse of multiplication. Understand the properties of 0 and 1 in division.

Week 5:


Standards: 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.M.3: Tell and write time to the nearest minute from analog clocks, using a.m. and p.m., and measure time intervals in minutes. Solve real-world problems involving addition and subtraction of time intervals in minutes. Students will:

Tell time to the nearest minute from analog clocks

Write time to the nearest minute from analog clocks

Use a.m. and p.m. correctly

Measure time intervals in minutes

Solve real world problems with addition of intervals of minutes

Solve real world problems with subtraction of intervals of minutes

Resources:

a.m. Addition Analog clock Hours Interval Measure Minutes p.m. Subtraction

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjDrp-RrMnZAhWNzlMKHYC6BNUQjRx6BAgAEAY&url=http://clipground.com/minute-clipart.html&psig=AOvVaw3N8_syg3az8eOsjbzvo2lt&ust=1519932551943406

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwi3rcesrMnZAhVIzFMKHXOMB6gQjRx6BAgAEAY&url=http://clipart-library.com/clipart/dT9GygXT7.htm&psig=AOvVaw3N8_syg3az8eOsjbzvo2lt&ust=1519932551943406

Week 6:


Standards: 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.C.2: Represent the concept of multiplication of whole numbers with the following models: equal-sized groups, arrays, area models, and equal “jumps” on a number line. Understand the properties of 0 and 1 in multiplication. 3.AT.4: Interpret a multiplication equation as equal groups (e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each). Represent verbal statements of equal groups as multiplication equations. Students will: By the end of Grade 3, students are to know from memory multiplication facts with factors 0 – 9. It is important to create opportunities for students to practice this standard on an ongoing basis to demonstrate mastery by the end of the year.

Understand the meaning of multiplication (groups of, rows of, times as many)

Identify parts of multiplication (factors, product)

Interpret a situation requiring multiplication using picture, objects, words, numbers, and equations

Example: Jim purchased 5 packages of muffins. Each package contained 3 muffins. How many muffins did Jim purchase? 5 groups of 3, 5 X 3 = 15

Resources:

Figuring Figures and Tallying Toes

Zoo Books http://www.snappymaths.com/multiplication/earlymult/interactive/arrays/arraysframe.htm http://www.learnalberta.ca/content/me3us/flash/lessonLauncher.html?lesson=lessons/08/m3_08_00_x.swf https://www.studyladder.com/games/activity/arrays-20521

Array Column Combinations Compare Equal-sized groups Equation Expression Factor Models Multiplication Multiplicative identity of 1 Multiplicative property of 0 Multiply (x) Number of groups Pattern Product Properties Repeated addition Represent Rows Skip count Strategy Variable

http://www.snappymaths.com/multiplication/earlymult/interactive/arrays/arraysframe.htm



http://www.learnalberta.ca/content/me3us/flash/lessonLauncher.html?lesson=lessons/08/m3_08_00_x.swf



https://www.studyladder.com/games/activity/arrays-20521


Week 7:


Standards: 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.C.2: Represent the concept of multiplication of whole numbers with the following models: equal-sized groups, arrays, area models, and equal "jumps" on a number line. Understand the properties of 0 and 1 in multiplication. 3.AT.4: Interpret a multiplication equation as equal groups (e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each). Represent verbal statements of equal groups as multiplication equations. 3.AT.6: Create, extend, and give an appropriate rule for number patterns using multiplication within 100. By the end of Grade 3, students are to know from memory multiplication facts with factors 0 – 9. It is important to create opportunities for students to practice this standard on an ongoing basis to demonstrate mastery by the end of the year. Students will:

Identify and describe addition patterns that occur in number charts and addition tables.

Explain addition patterns (changing the order of the addends they will still get the same sum, 7 + 1=8 and 1 + 7=8).

Explain multiplication patterns

Represent multiplication with the use of objects, pictures, or words

Represent multiplication using different models: 1. Equal-sized groups 2. Arrays 3. Area models 4. Equal “jumps” on a number line

Understand the properties of 0 and 1 in multiplication

Resources:

Salute to Facts http://www.multiplication.com/games/all-games

Area model Array Associative property Commutative property Create Equation Extend Factors Identity property Multiplication Number line Pattern Product Properties Rule Whole number Zero property

http://www.multiplication.com/games/all-games

http://www.multiplication.com/games/all-games

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwixxPWZrcnZAhXS2lMKHau0AzUQjRx6BAgAEAY&url=http://clipart-library.com/clipart/243784.htm&psig=AOvVaw09lWNnwQo_IgE6443zBdOw&ust=1519932833870835

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjh1ouwrcnZAhUL0FMKHaTHBVQQjRx6BAgAEAY&url=https://www.tes.com/lessons/X86Bj7348s6W3A/multiplication-and-division-3-2-3-5-3-6&psig=AOvVaw0dnB0gLEWbf4mSsPa5ZmUf&ust=1519932882727185

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwi72cnNrcnZAhWNvVMKHcaFB7YQjRx6BAgAEAY&url=http://sv.mtlaurelschools.org/subsites/Laurie-Maccri/Wonderful-Websites/Multiplication--Division/Arrays--Repeated-Addition/&psig=AOvVaw1GJjqVcwhbl1Z0RHTSNDdz&ust=1519932944745237

Week 8:


Standards: 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.C.3: Represent the concept of division of whole numbers with the following models: partitioning, sharing, and an inverse of multiplication. Understand the properties of 0 and 1 in division. By the end of Grade 3, students are to know from memory multiplication facts with factors 0 – 9. It is important to create opportunities for students to practice this standard on an ongoing basis to demonstrate mastery by the end of the year. Students will:

Represent concept of division of whole numbers using partitioning

Represent concept of division of whole numbers using sharing

Represent concept of division of whole numbers using inverse of multiplication

Understand the 0 property in division

Resources: http://www.multiplication.com/games/division-games

Concept Dividend Division Divisor Factor Inverse Inverse of multiplication Partition Product Property of 0 in division Property of 1 in division Represent Sharing

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjH-bjh3LHLAhXrkIMKHQh0AtsQjRwIBw&url=https://www.eduplace.com/math/mw/background/3/08/te_3_08_overview.html&bvm=bv.116274245,d.amc&psig=AFQjCNEbqtebOzErs4VMDJdThdY7MHeXzQ&ust=1457548307446409

Weeks 9-11:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess




It is important to create opportunities for students to practice this standard on an ongoing basis to demonstrate mastery by the end of the year. 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.C.3: Represent the concept of division of whole numbers with the following models: partitioning, sharing, and an inverse of multiplication. Understand the properties of 0 and 1 in division. 3.C.4: Interpret whole-number quotients of whole numbers (e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each). 3.C.5: Multiply and divide within 100 using strategies, such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8), or properties of operations. 3.AT.5: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. 3.AT.2: Solve real-world problems involving whole number multiplication and division within 100 in situations involving equal groups, arrays, and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem)

Week 9:


Standards: 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.C.3: Represent the concept of division of whole numbers with the following models: partitioning, sharing, and an inverse of multiplication. Understand the properties of 0 and 1 in division. 3.C.4: Interpret whole-number quotients of whole numbers (e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each). By the end of Grade 3, students are to know from memory multiplication facts with factors 0 – 9. It is important to create opportunities for students to practice this standard on an ongoing basis to demonstrate mastery by the end of the year. Students will:

Identify the symbol for division ( )

Identify the meaning of the division symbol (divided into, partitioned into, separated into)

Explain division as a set of objects partitioned into an equal number of shares

Identify parts of division equations (dividend, divisor, quotient) Example:

50 10 =5; can be 5 groups with 10 items in each group or 1- groups with 5 items in each group

Represent division with concrete manipulatives or objects

Resources:

Camp Fair Shares

Boxing Bags and Matches

Zoo Books http://www.multiplication.com/games/division-games

Dividend Divisor Equal Partition Quotient Share

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjN_ZuErsnZAhXD51MKHXaGBsgQjRx6BAgAEAY&url=https://ellaroseteachingportfolio.weebly.com/week-4.html&psig=AOvVaw1rIbWFr0bsR1Ui38PrQtsx&ust=1519933061141087

Week 10:


Standards: 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.C.5: Multiply and divide within 100 using strategies, such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8), or properties of operations. By the end of Grade 3, students are to know from memory multiplication facts with factors 0 – 9. It is important to create opportunities for students to practice this standard on an ongoing basis to demonstrate mastery by the end of the year. Students will:

Multiply within 100 using strategies

Divide within 100 using strategies

Resources:

Salute to Facts

Divide Dividend Divisor Equation Factor Multiply Operation Product Properties Quotient Relationship Strategies

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiLmYbp37HLAhVosoMKHXb5Bv4QjRwIBw&url=https://www.pinterest.com/pin/287597126183026560/&bvm=bv.116274245,d.amc&psig=AFQjCNGY4Vv_kTPcaHk0pt9Uiv_FS-pcWg&ust=1457549095641991

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwi89M7Y37HLAhUkuIMKHYGBDRgQjRwIBw&url=http://keyinto3rd.weebly.com/1st-quarter-resources.html&bvm=bv.116274245,d.amc&psig=AFQjCNGY4Vv_kTPcaHk0pt9Uiv_FS-pcWg&ust=1457549095641991

Week 11:


Standards: 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.AT.5: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. 3.AT.2: Solve real-world problems involving whole number multiplication and division within 100 in situations involving equal groups, arrays, and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). By the end of Grade 3, students are to know from memory multiplication facts with factors 0 – 9. It is important to create opportunities for students to practice this standard on an ongoing basis to demonstrate mastery by the end of the year. Students will:

Solve real-world mathematical problems involving division within 100 1. Equal groups: Allie has 12 rings. She puts 4 in each compartment in her jewelry box. How

many compartments does it take to hold all of her rings?

2. Array/area: A marching band has 28 members. The director puts the members into equal rows of 7. How many rows does it take to contain all of the band members?

3. Comparison: Mark read 10 pages of his book. Brady read 2 pages of his book. How many

times as many pages did Mark read than Brady?

Represent problems using equations with a symbol or variable to represent unknown quantities.

Example: 4 X _ = 36 and 36 _= 4; 9 = 7 and 9 X 7 = ; m = 48 6 and 48=m X 6

Resources:

Zoo Books http://www.snappymaths.com/multiplication/earlymult/interactive/arrays/arraysframe.htm http://www.learnalberta.ca/content/me3us/flash/lessonLauncher.html?lesson=lessons/08/m3_08_00_x.swf https://www.studyladder.com/games/activity/arrays-20521

Array Column Comparison Dividend Division Divisor Drawings Equal-sized groups Equation Equivalent Expressions Factor Multiplication Product Quantities Quotient Represent Row Symbol Unknown number Variable









http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwi_x8XNobHLAhWH74MKHXpBDwkQjRwIBw&url=http://graphemica.com/%C3%B7/glyphs/times-new-roman-regular&psig=AFQjCNHRM2kjd9rNJCTYQCMqqtZeuoLMyA&ust=1457532441367731

Weeks 12-14:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess




It is important to create opportunities for students to practice this standard on an ongoing basis to demonstrate mastery by the end of the year. 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.AT.3: Solve two-step real-world problems using the four operations of addition, subtraction, multiplication and division (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). 3.NS.3: Understand a fraction, 1/b, as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction, a/b, as the quantity formed by a parts of size 1/b. [In grade 3, limit denominators of fractions to 2, 3, 4, 6, 8.]

Week 12:


Standards: 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.AT.3: Solve two-step real-world problems using the four operations of addition, subtraction, multiplication and division (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). By the end of Grade 3, students are to know from memory multiplication facts with factors 0 – 9. It is important to create opportunities for students to practice this standard on an ongoing basis to demonstrate mastery by the end of the year. Students will:

Add two step problems situations within 1000 using a variety of strategies

Subtract two step problem situations within 1000 using a variety of strategies

Example: Jerry earned 231 points at school last week. This week he earned 79 points. If he uses 60 points to earn free time on a computer, how many points will he have left?

Choose the correct operations to solve the various two-step problems

Represent problems using equations with an unknown quantity represented by letter or symbols (variables)

Use estimation strategies (including rounding) to determine the reasonableness of the answers

Example: Mike runs 2 miles a day. His goal is to run 25 miles. After 5 days, how many miles does Mike have left to run in order to meet his goal? 5 X 2 = m 25 - m = ?

Resources:

Picturing a Solution

Crazy Clues

Zoo Books http://www.mathplayground.com/gsmbegin.html http://www.mathplayground.com/katiebegin.html http://www.mathplayground.com/mathhoops_Z1.html http://mrnussbaum.com/wordproblems/ http://www.internet4classrooms.com/skill_builders/word_problems_math_fourth_4th_grade.htm http://www.sheppardsoftware.com/mathgames/wordproblems/bubblefunmathwordproblems.htm

Addition Division Drawings Equation Estimate Multiplication Operation Represent Rounding Subtraction Symbol Unknown number Variable














Week 13:


Standards: 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.AT.3: Solve two-step real-world problems using the four operations of addition, subtraction, multiplication and division (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). By the end of Grade 3, students are to know from memory multiplication facts with factors 0 – 9. It is important to create opportunities for students to practice this standard on an ongoing basis to demonstrate mastery by the end of the year. Students will:

Add two step problems situations within 1000 using a variety of strategies

Subtract two step problem situations within 1000 using a variety of strategies

Resources:

Picturing a Solution

Crazy Clues

Zoo Books http://www.mathplayground.com/gsmbegin.html http://www.mathplayground.com/katiebegin.html http://www.mathplayground.com/mathhoops_Z1.html http://mrnussbaum.com/wordproblems/ http://www.internet4classrooms.com/skill_builders/word_problems_math_fourth_4th_grade.htm http://www.sheppardsoftware.com/mathgames/wordproblems/bubblefunmathwordproblems.htm

Addition Division Drawings Equation Estimate Multiplication Operation Represent Rounding Subtraction Symbol Unknown number Variable















http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiL7czElsvZAhWNzlMKHeBaBtIQjRx6BAgAEAY&url=http://www.1000ventures.com/business_guide/crosscuttings/problem_solving_workback.html&psig=AOvVaw13yQe6-dpkHi-uVG1n_QRx&ust=1519995436963890

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiwtcfMlsvZAhVEtFMKHbzKD6sQjRx6BAgAEAY&url=https://www.pbslearningmedia.org/collection/good-to-know/&psig=AOvVaw13yQe6-dpkHi-uVG1n_QRx&ust=1519995436963890

Week 14:


Standards: 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.NS.3: Understand a fraction, 1/b, as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction, a/b, as the quantity formed by a parts of size 1/b. [In grade 3, limit denominators of fractions to 2, 3, 4, 6, 8.] By the end of Grade 3, students are to know from memory multiplication facts with factors 0 – 9. It is important to create opportunities for students to practice this standard on an ongoing basis to demonstrate mastery by the end of the year. Students will:

Identify one of the equal parts of a partitioned shape as a unit fraction represented as 1/b

Determine the number of equal parts that make a whole from a given

The unit fraction is ½. The unit fraction is 2/4. There are 2 equal parts. There are 4 equal groups. ½ means that there is 1 2/4 means that there are one-half. 2 one-fourths (which is the 2 equal parts make a whole. same as ½. 4 equal parts make 1 whole.

Explain how breaking a shape into more equal-sized parts creates smaller equal-sized parts (1 of 3 parts is larger than 1 of 8 parts of the same whole)

Resources:

Folding Flags

What is One?

Figuring Fractions

Fraction Block Out

Fraction Fold Up

Fraction Line Up http://timestutorials.co.uk/

Area model Compare Denominator Equal Equal parts Equivalent fractions Fraction Fractional parts Model Numerator One-eighth One-fourth One-half One-sixth One-third Part to whole Partition Quantity Separate Unit fraction Whole

http://timestutorials.co.uk/

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjRq8Pmr7HLAhUKuIMKHSOVDg0QjRwIBw&url=https://www.illustrativemathematics.org/content-standards/tasks/826&bvm=bv.116274245,d.amc&psig=AFQjCNF58t4fdTRZrovwQyOmxPCbsMf7iA&ust=1457536239726882

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjRq8Pmr7HLAhUKuIMKHSOVDg0QjRwIBw&url=http://timestutorials.co.uk/worksheet_preview.php?eId%3D630%26type%3Dnc&bvm=bv.116274245,d.amc&psig=AFQjCNF58t4fdTRZrovwQyOmxPCbsMf7iA&ust=1457536239726882

Weeks 15-17:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess




It is important to create opportunities for students to practice this standard on an ongoing basis to demonstrate mastery by the end of the year. 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.G.4: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole (1/2, 1/3, 1/4, 1/6, 1/8). 3.NS.6: Understand two fractions as equivalent (equal) if they are the same size, based on the same whole or the same point on a number line. 3.NS.7: Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent (e.g., by using a visual fraction model). 3.NS.8: Compare two fractions with the same numerator or the same denominator by reasoning about their size based on the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions (e.g., by using a visual fraction model). 3.NS.4: Represent a fraction, 1/b, on a number line by defining the interval from 0 to 1 as the whole, and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. 3.NS.5: Represent a fraction, a/b, on a number line by marking off lengths 1/b from 0. Recognize that the resulting interval has size a/b, and that its endpoint locates the number a/b on the number line.

Week 15:


Standards: 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.G.4: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole (1/2, 1/3, 1/4, 1/6, 1/8). By the end of Grade 3, students are to know from memory multiplication facts with factors 0 – 9. It is important to create opportunities for students to practice this standard on an ongoing basis to demonstrate mastery by the end of the year. Students will:

Partition shapes into equal parts or equal areas

Partition area models (rectangles, squares, and circles) into equal-sized parts

Explain the denominator represents the number of equal-sized parts

Explain the numerator represents the count of the number of equal-sized parts

Describe the area of each part as a unit fraction of the whole

Resources:

Folding Flags https://www.sheppardsoftware.com/mathgames/menus/fractions.htm

Area Denominator Equal Fraction Fractional parts Model Numerator One-eighth One-fourth One-half One-sixth One-third Part to whole Partition Shapes Unit fraction

https://www.sheppardsoftware.com/mathgames/menus/fractions.htm

https://www.sheppardsoftware.com/mathgames/menus/fractions.htm

Week 16:


Standards: 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.NS.6: Understand two fractions as equivalent (equal) if they are the same size, based on the same whole or the same point on a number line. 3.NS.7: Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent (e.g., by using a visual fraction model). By the end of Grade 3, students are to know from memory multiplication facts with factors 0 – 9. It is important to create opportunities for students to practice this standard on an ongoing basis to demonstrate mastery by the end of the year. Students will:

Identify equivalent fractions using area models or linear models

Represent equivalent fractions using area models or linear models

Understand two fractions are equivalent if they are the same size

Explain why fractions are equivalent

½ 2/4=1/2 3/6 = ½

Resources:

Fraction Fold Up

Fraction Line Up http://www.math-play.com/math-fractions-games.html http://www.mathplayground.com/index_fractions.html

Denominator Equivalent Explain Fraction Model Number line Numerator Unit fraction

http://www.math-play.com/math-fractions-games.html

http://www.math-play.com/math-fractions-games.html

http://www.mathplayground.com/index_fractions.html


http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjLsv2h4LHLAhVsk4MKHQk8AW8QjRwIBw&url=http://www.mathcaptain.com/number-sense/equivalent-fractions.html&bvm=bv.116274245,d.amc&psig=AFQjCNGKbv9RGCgXj5gIEV49pRDhCKzQuw&ust=1457549253611780

Week 17:


Standards: 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.NS.8: Compare two fractions with the same numerator or the same denominator by reasoning about their size based on the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions (e.g., by using a visual fraction model). 3.NS.4: Represent a fraction, 1/b, on a number line by defining the interval from 0 to 1 as the whole, and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. 3.NS.5: Represent a fraction, a/b, on a number line by marking off lengths 1/b from 0. Recognize that the resulting interval has size a/b, and that its endpoint locates the number a/b on the number line.

**Review the meaning of the comparison symbols** By the end of Grade 3, students are to know from memory multiplication facts with factors 0 – 9. It is important to create opportunities for students to practice this standard on an ongoing basis to demonstrate mastery by the end of the year. Students will:

Recognize that comparisons are valid only when the two fractions refer to the same whole

Compare two fractions with the same denominator with and without models (number lines, fraction strips, fraction circles, etc.)

Compare two fractions with the same numerator with and without visual models

Use symbols (<, >, =) to compare fractions

Explain the reasonableness of answers using a visual fraction model

Justify the reasonableness of answers using a visual fraction mode

Represent a fraction on a number line by marking off lengths

Resources:

What is the One?

Fraction Block Out? http://www.sheppardsoftware.com/mathgames/fractions/Balloons_fractions1.htm http://www.mathplayground.com/index_fractions.html

Compare Comparison Conclusions Denominator Equal to Fraction Greater than Justify Less than Numerator Partition Reasoning Record Symbol Unit fraction Whole

http://www.sheppardsoftware.com/mathgames/fractions/Balloons_fractions1.htm





http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiT74LJ4LHLAhWJs4MKHXZMBkUQjRwIBw&url=http://www.onlinemathlearning.com/fractions-grade3.html&bvm=bv.116274245,d.amc&psig=AFQjCNHzXENSYUUZoqlIXCgh-kse4irjUA&ust=1457549333937570

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjn5cHosMnZAhWGqlMKHY1qBWwQjRx6BAgAEAY&url=https://www.teacherspayteachers.com/Product/Fraction-Number-Lines-Clipart-946702&psig=AOvVaw3VQtuEs2TxLIc7BmbE0rkq&ust=1519933782190276

Weeks 18-21:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess




It is important to create opportunities for students to practice this standard on an ongoing basis to demonstrate mastery by the end of the year. 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.NS.4: Represent a fraction, 1/b, on a number line by defining the interval from 0 to 1 as the whole, and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. 3.NS.5: Represent a fraction, a/b, on a number line by marking off lengths 1/b from 0. Recognize that the resulting interval has size a/b, and that its endpoint locates the number a/b on the number line. 3.G.3: Identify, describe and draw points, lines and line segments using appropriate tools (e.g., ruler, straightedge, and technology), and use these terms when describing two-dimensional shapes. 3.G.2: Understand that shapes (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize and draw rhombuses, rectangles, and squares as examples of quadrilaterals. Recognize and draw examples of quadrilaterals that do not belong to any of these subcategories. 3.G.1: Identify and describe the following: cube, sphere, prism, pyramid, cone, and cylinder. 3.G.2: Understand that shapes (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize and draw rhombuses, rectangles, and squares as examples of quadrilaterals. Recognize and draw examples of quadrilaterals that do not belong to any of these subcategories.

Week 18:


Standards: 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.NS.4: Represent a fraction, 1/b, on a number line by defining the interval from 0 to 1 as the whole, and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. 3.NS.5: Represent a fraction, a/b, on a number line by marking off lengths 1/b from 0. Recognize that the resulting interval has size a/b, and that its endpoint locates the number a/b on the number line. By the end of Grade 3, students are to know from memory multiplication facts with factors 0 – 9. It is important to create opportunities for students to practice this standard on an ongoing basis to demonstrate mastery by the end of the year. Students will:

Partition the intervals between 0 and 1 on a number line into equal-sized segments

Identify one of the equal parts as a unit fraction represented as 1/b

Recognize that a fraction part is labeled based on how far it is from zero, a/b

Determine the number of equal parts that make one whole from a given number line.

Read, write and identify a fraction from a given number line

Resources:

Folding Flags

What is One?

Figuring Fractions

Fraction Block Out

Fraction Fold Up

Fraction Line Up

Hook, Line, and Sticker https://www.brainpop.com/games/battleshipnumberline/ https://play.dreambox.com/student/dbl/Fractions_PartWhole_Numberline_LevelNine?atype=1&back=http%3A%2F%2Fwww.dreambox.com%2Fthird-grade-math-lessons&eng=Intermediate&ie_skin=paperfrenzy http://www.sheppardsoftware.com/mathgames/fractions/AnimalRescueFractionsNumberLineGame.htm

Area model Denominator Eighths Endpoint Equal Equal parts Fourths Fraction Fractional parts Halves Interval Locate Model Number line Numerator Partition Represent Separate Sixths Thirds Unit fraction Whole

https://www.brainpop.com/games/battleshipnumberline/

https://www.brainpop.com/games/battleshipnumberline/

https://play.dreambox.com/student/dbl/Fractions_PartWhole_Numberline_LevelNine?atype=1&back=http%3A%2F%2Fwww.dreambox.com%2Fthird-grade-math-lessons&eng=Intermediate&ie_skin=paperfrenzy







http://www.sheppardsoftware.com/mathgames/fractions/AnimalRescueFractionsNumberLineGame.htm




Week 19:


Standards: 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.G.3: Identify, describe and draw points, lines and line segments using appropriate tools (e.g., ruler, straightedge, and technology), and use these terms when describing two-dimensional shapes. 3.G.2: Understand that shapes (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize and draw rhombuses, rectangles, and squares as examples of quadrilaterals. Recognize and draw examples of quadrilaterals that do not belong to any of these subcategories.

By the end of Grade 3, students are to know from memory multiplication facts with factors 0 – 9. It is important to create opportunities for students to practice this standard on an ongoing basis to demonstrate mastery by the end of the year. Students will:

Identify points on a line

Describe points on a line

Draw points on a line

Identify types of lines and line segments

Describe types of lines and line segments

Draw types of lines and line segments

Use appropriate tools to draw lines and line segments

Use correct terms when describing two-dimensional shapes

Resources:

Designing with Triangles

http://www.mathgames.com/skill/4.2-lines-line-segments-and-rays http://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/line_shoot.htm

Attribute Category Polygon Quadrilaterals Recognize Rectangle Rhombus Shapes Square Trapezoid

http://www.mathgames.com/skill/4.2-lines-line-segments-and-rays



http://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/line_shoot.htm



Week 20:


Standards: 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.G.1: Identify and describe the following: cube, sphere, prism, pyramid, cone, and cylinder. 3.G.2: Understand that shapes (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize and draw rhombuses, rectangles, and squares as examples of quadrilaterals. Recognize and draw examples of quadrilaterals that do not belong to any of these subcategories. Students will:

Understand attributes of quadrilaterals

Understand shared attributes define a larger category

Recognize rhombuses as quadrilaterals

Recognize rectangles as quadrilaterals

Recognize squares as quadrilaterals

Resources:

Attribute Category Cone Cube Cylinder Polygon Prism Pyramid Quadrilaterals Recognize Rectangle Rhombus Shapes Sphere Square Trapezoid

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiR9rHyscnZAhXHy1MKHQfKC3EQjRx6BAgAEAY&url=http://slideplayer.com/slide/10605433/&psig=AOvVaw0yTTDO2k1M4TFc00fNv4ws&ust=1519934085590162

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiR65-KssnZAhWM2VMKHVGaCDMQjRx6BAgAEAY&url=http://kolasune.blogspot.com/2011/06/clip-art-quadrilateral.html&psig=AOvVaw0yTTDO2k1M4TFc00fNv4ws&ust=1519934085590162

Weeks 21-24:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess





3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.M.7: Find perimeters of polygons given the side lengths or by finding an unknown side length. 3.M.6: Multiply side lengths to find areas of rectangles with whole-number side lengths to solve real-world problems and other mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. 3.M.5: Find the area of a rectangle with whole-number side lengths by modeling with unit squares, and show that the area is the same as would be found by multiplying the side lengths. Identify and draw rectangles with the same perimeter and different areas or with the same area and different perimeters. 3.M.2: Choose and use appropriate units and tools to estimate and measure length, weight, and temperature. Estimate and measure length to a quarter-inch, weight in pounds, and temperature in degrees Celsius and Fahrenheit.

Week 21:


Standards: 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.M.7: Find perimeters of polygons given the side lengths or by finding an unknown side length. Students will:

Find perimeters of polygons

Find perimeters with unknown sides

Resources:

Length Perimeter Polygon Unknown sides Width

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjxv5fDssnZAhULvFMKHTx6A9MQjRx6BAgAEAY&url=https://www.slideshare.net/aazz0015/calculating-perimeter-12148379&psig=AOvVaw2aowufxTHeiUE2his7KisV&ust=1519934228995072

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjSsMvZssnZAhWH1lMKHdnJCoMQjRx6BAgAEAY&url=https://www.homeschoolmath.net/teaching/g/area/?C%3DS;O%3DD&psig=AOvVaw07orvyGfTYVBgWr3WMXoRw&ust=1519934302320997

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjvyfbbkMvZAhUC0VMKHYUzBlQQjRx6BAgAEAY&url=https://ancastermath.wikispaces.com/Composite%2BFigures&psig=AOvVaw1DXchHKgnxJyzbzKJAiyLm&ust=1519993856424633

Week 22:


Standards: 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.M.6: Multiply side lengths to find areas of rectangles with whole-number side lengths to solve real-world problems and other mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. By the end of Grade 3, students are to know from memory multiplication facts with factors 0 – 9. It is important to create opportunities for students to practice this standard on an ongoing basis to demonstrate mastery by the end of the year. Students will:

Use multiplication to find areas of rectangles

Find area using whole numbers

Solve real-world problems to find area

Find area of rectangles with missing sides

Resources:

Area Length Rectangle Represent Side Whole number Width

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjm7LmCkMvZAhUP21MKHUhQB_0QjRx6BAgAEAY&url=http://etc.usf.edu/clipart/36600/36661/rect_36661.htm&psig=AOvVaw33gPaskCTgYBzngcU_Pn-_&ust=1519993714141838

Week 23:


Standards: 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.M.5: Find the area of a rectangle with whole-number side lengths by modeling with unit squares, and show that the area is the same as would be found by multiplying the side lengths. Identify and draw rectangles with the same perimeter and different areas or with the same area and different perimeters. By the end of Grade 3, students are to know from memory multiplication facts with factors 0 – 9. It is important to create opportunities for students to practice this standard on an ongoing basis to demonstrate mastery by the end of the year. Students will:

Find area of a rectangle

Find area of a rectangle with whole-number side lengths

Find area by modeling with unit squares

Show area is the same as would be found by multiplying the side lengths

Identify rectangles with same perimeter and different areas

Draw rectangles with same perimeter and different areas

Identify rectangles with same area and different perimeters

Draw rectangles with same area and different perimeters

Resources:

Area Length Perimeter Rectangle Square Unit Unit squares Whole number

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjuhviPtMnZAhVHoVMKHZX6DIcQjRx6BAgAEAY&url=http://moziru.com/explore/Area clipart perimeter/&psig=AOvVaw2kddB8oZt2Tc4WM4yWw0VS&ust=1519934696302976

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiOpeKutMnZAhWS2VMKHQE0BdkQjRx6BAgAEAY&url=https://flipquiz.me/u/brlewis/area-perimeter-geometry&psig=AOvVaw2kddB8oZt2Tc4WM4yWw0VS&ust=1519934696302976

Week 24:


Standards: 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.M.2: Choose and use appropriate units and tools to estimate and measure length, weight, and temperature. Estimate and measure length to a quarter-inch, weight in pounds, and temperature in degrees Celsius and Fahrenheit. By the end of Grade 3, students are to know from memory multiplication facts with factors 0 – 9. It is important to create opportunities for students to practice this standard on an ongoing basis to demonstrate mastery by the end of the year. Students will:

Choose appropriate units to estimate and measure temperature

Use appropriate units to estimate and measure length

Use appropriate units to estimate and measure weight

Choose appropriate units to estimate and measure temperature

Resources:

Beaker Celsius Degrees Estimate Fahrenheit Gallon Gram Kilogram Length Liter Mass Measure Measurement scale Quart Temperature Thermometer Tools Unit Volume Weight

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwi7n5Kmj8vZAhVJ0FMKHfLFBM8QjRx6BAgAEAY&url=https://www.tes.com/lessons/xJlcyVV1HezDKg/metric-customary-measurement&psig=AOvVaw3k89On_Dd4ZL278aJJ9JKp&ust=1519993524454838

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiK5_HCj8vZAhUDrFMKHXPECLkQjRx6BAgAEAY&url=http://moziru.com/explore/Chart clipart metric/&psig=AOvVaw3k89On_Dd4ZL278aJJ9JKp&ust=1519993524454838

Weeks 25-28:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess




It is important to create opportunities for students to practice this standard on an ongoing basis to demonstrate mastery by the end of the year. 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.M.1: Estimate and measure the mass of objects in grams (g) and kilograms (kg) and the volume of objects in quarts (qt), gallons (gal), and liters (l). Add, subtract, multiply, or divide to solve one-step real-world problems involving masses or volumes that are given in the same units (e.g., by using drawings, such as a beaker with a measurement scale, to represent the problem). 3.M.2: Choose and use appropriate units and tools to estimate and measure length, weight, and temperature. Estimate and measure length to a quarter-inch, weight in pounds, and temperature in degrees Celsius and Fahrenheit. 3.DA.1: Create scaled picture graphs, scaled bar graphs, and frequency tables to represent a data set—including data collected through observations, surveys, and experiments—with several categories. Solve one- and two-step “how many more” and “how many less” problems regarding the data and make predictions based on the data. 3.DA.2: Generate measurement data by measuring lengths with rulers to the nearest quarter of an inch. Display the data by making a line plot, where the horizontal scale is marked off in appropriate units, such as whole numbers, halves, or quarters.

Week 25:


Standards: 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.M.1: Estimate and measure the mass of objects in grams (g) and kilograms (kg) and the volume of objects in quarts (qt), gallons (gal), and liters (l). Add, subtract, multiply, or divide to solve one-step real-world problems involving masses or volumes that are given in the same units (e.g., by using drawings, such as a beaker with a measurement scale, to represent the problem). 3.M.2: Choose and use appropriate units and tools to estimate and measure length, weight, and temperature. Estimate and measure length to a quarter-inch, weight in pounds, and temperature in degrees Celsius and Fahrenheit. By the end of Grade 3, students are to know from memory multiplication facts with factors 0 – 9. It is important to create opportunities for students to practice this standard on an ongoing basis to demonstrate mastery by the end of the year. Students will:

Estimate masses of solid objects in grams and kilograms

Measure masses of solid objects in grams and kilograms

Estimate volume in liquids in quarts, gallons, and liters

Measure volume in liquid in quarts, gallons, and liters

Solve one-step real-world problems using various operations

Solve one-step real-world problems involving masses or volumes using strategies

Choose appropriate units to estimate and measure length

Choose appropriate units to estimate and measure weight

Resources:

Punch it up

The Kings Containers

Water in Apples

Beaker Degrees Drawings Estimate Gallon Gram Kilogram Length Liter Mass Measure Measurement scale Point Quart Quarter-inch Temperature Tools Unit Volume Weight

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiTwd6b5LHLAhXjnYMKHQ8yCowQjRwIBw&url=http://slideplayer.com/slide/5677434/&bvm=bv.116274245,d.amc&psig=AFQjCNH5TFApbAKeXJGt8fHfJTmDnd3-2w&ust=1457550295362025

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwif3q60jsvZAhUMyVMKHbCEBLMQjRx6BAgAEAY&url=http://www.clker.com/clipart-beaker-with-liquid.html&psig=AOvVaw3PrO-BCGS1QMJmwR63t4wc&ust=1519993288877509

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiCj_nnjsvZAhUO7VMKHWm0ABgQjRx6BAgAEAY&url=https://www.youtube.com/watch?v%3DFd6Y3c0LePM&psig=AOvVaw1rWMZjGh-2TJAgxAXQviRx&ust=1519993375234745

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwix8t_xjsvZAhXPy1MKHZZzDAAQjRx6BAgAEAY&url=http://weclipart.com/measuring%2Bmass%2Bclipart&psig=AOvVaw1rWMZjGh-2TJAgxAXQviRx&ust=1519993375234745

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwi_7LuHj8vZAhWEvlMKHSPkA-8QjRx6BAgAEAY&url=https://www.youtube.com/watch?v%3DFd6Y3c0LePM&psig=AOvVaw0TrXDt174eq47XrNJMy6FA&ust=1519993459400733

Week 26:


Standards: 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.M.1: Estimate and measure the mass of objects in grams (g) and kilograms (kg) and the volume of objects in quarts (qt), gallons (gal), and liters (l). Add, subtract, multiply, or divide to solve one-step real-world problems involving masses or volumes that are given in the same units (e.g., by using drawings, such as a beaker with a measurement scale, to represent the problem). 3.M.2: Choose and use appropriate units and tools to estimate and measure length, weight, and temperature. Estimate and measure length to a quarter-inch, weight in pounds, and temperature in degrees Celsius and Fahrenheit. By the end of Grade 3, students are to know from memory multiplication facts with factors 0 – 9. It is important to create opportunities for students to practice this standard on an ongoing basis to demonstrate mastery by the end of the year. Students will:

Choose appropriate units to estimate length

Choose appropriate tools to estimate length

Estimate length

Estimate weight

Estimate temperature

Estimate length to quarter-inch

Measure length to a quarter-inch

Estimate weight in pounds

Estimate temperature in degrees Celsius

Estimate temperature in degrees in Fahrenheit

Resources:

Celsius Degrees Estimate Fahrenheit Length Pounds Quarter-inch Thermometer Weight

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjbvMP_jcvZAhXDwFMKHeYRA_MQjRx6BAgAEAY&url=http://clipart-library.com/inch-cliparts.html&psig=AOvVaw08__lHg_eegAvjrZcoD9-k&ust=1519993178486169

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwig5LuQjsvZAhUBXlMKHaOqAMsQjRx6BAgAEAY&url=https://www.youtube.com/watch?v%3DFd6Y3c0LePM&psig=AOvVaw2tE3tSUAwSQuljv2ygGVVM&ust=1519993215619264

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiBlvadjsvZAhUS7FMKHfElDgIQjRx6BAgAEAY&url=http://www.teacherfiles.com/clip_art_thermometers.htm&psig=AOvVaw116sk4utnavojQymRgXza7&ust=1519993241640947

Week 27:


Standards: 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.DA.1: Create scaled picture graphs, scaled bar graphs, and frequency tables to represent a data set—including data collected through observations, surveys, and experiments—with several categories. Solve one- and two-step “how many more” and “how many less” problems regarding the data and make predictions based on the data. By the end of Grade 3, students are to know from memory multiplication facts with factors 0 – 9. It is important to create opportunities for students to practice this standard on an ongoing basis to demonstrate mastery by the end of the year. Students will:

Identify different parts of a picture graph (title, scale, key, categories, category label, and data)

Identify different parts of a bar graph (title, scale ,scale label, categories, category label, data)

Read and interpret scaled picture and bar graphs in order to solve one and two-step problems

Identify the correct display of given set of data

Analyze and draw conclusions about data (including identification of missing data) displayed in the form of bar graphs and picture graphs

Resources:

Hook, Line, and Sticker

Bar graph Category Category label Data Frequency Frequency table Horizontal Increments Interval Key Label Least Line plot Most Represent Results Scale Scaled bar graph Scaled picture graph Survey Symbol Title Unit Vertical

Week 28:

Benchmarks to be taught: Activities Vocabulary

Standards: 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.DA.2: Generate measurement data by measuring lengths with rulers to the nearest quarter of an inch. Display the data by making a line plot, where the horizontal scale is marked off in appropriate units, such as whole numbers, halves, or quarters. 3.M.2: Choose and use appropriate units and tools to estimate and measure length, weight, and temperature. Estimate and measure length to a quarter-inch, weight in pounds, and temperature in degrees Celsius and Fahrenheit. Students will:

Generate measurement data by lengths with rulers

Measure to nearest quarter of an inch

Display data

Make a line plot

Use line plot for horizontal scale is marked off in appropriate units

Horizontal scale in whole numbers

Horizontal scale in halves

Horizontal scale in quarters

Resources:

Data Estimate Halves Horizontal Inch Length Line plot Measurement Quarter Ruler Scale Units Whole number

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiQjYfejMvZAhWE1lMKHdUoCCkQjRx6BAgAEAY&url=http://clipart-library.com/measuring-length-cliparts.html&psig=AOvVaw0b4J6HeiMZu0u7nGJOV09Z&ust=1519992810525364

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjjmpDPjcvZAhUF0lMKHebNCqMQjRx6BAgAEAY&url=http://clipartmonk.com/line-graph-clipart&psig=AOvVaw3o7o1p7krN8yjP-TfdScak&ust=1519993066395338

Weeks 29-32:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess





Week 29:


Standards: 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10.

Resources:

Week 30:


Standards: 3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. Students will:

Resources:

Week 31:



Resources:

Week 32:



Resources:

Weeks 33-35:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8






estimate


conclusions, assess





Week 33:



Resources:

Week 34:



Students will:

Resources:

Week 35:



Resources:

Week 36:



Resources:



Resources:


Standards: Students will:

Resources:

third grade curriculum map...third grade curriculum map result unknown change unknown start unknown...

Documents