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3rd Grade Math Curriculum Map 2013-14
Pacing Guide CCSS Targets (I can…) Essential Questions Academic
Vocabulary Resources/Activities
Addition and Subtraction within
1,000
August 1 2 3
4 5 6 7 8 9 10
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30 31
September 1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 1 17 18 19 20 21
22 23 24 25 26 27 28
29 30
Students’ first day Introduce New Concept / Pre-Assessment Instruction No School End of 1st six weeks
Common Assessment Sept. 5 - 6 Number & Operations 01
Solve problems involving the four operations, and identify and explain patterns in arithmetic. 3.OA.8-Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
3.OA.9- Identify
arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a
1.1- Identify and describe whole-number patterns and solve problems. (OA.9)
1.2- Round 2 and 3 digit numbers to the nearest ten or hundred. (NBT.1)
1.3- Use compatible numbers and rounding to estimate sums. (NBT.1)
1.4- Count by tens and ones, use a number line, make compatible numbers, or use friendly numbers to find sums mentally. (NBT.2)
1.5- Use the Commutative and Associative Properties of Addition to add more than two addends. (NBT.2)
1.6- Use the break apart strategy to add 3-digit numbers. (NBT.2)
1.7- Use place value to add 3-digit numbers. (NBT.2)
1.8- Use compatible numbers and
1.1 How can you use properties to explain patterns on the addition table? (OA.9)
1.2 How can you round numbers? (NBT.1)
1.3 How can you use compatible numbers and rounding to estimate sums? (NBT.1)
1.4 What mental math strategies can you use to find sums? (NBT.2)
1.5 How can you add more than two addends? (NBT.2)
1.6 How can you use the break apart strategy to add 3-digit numbers? (NBT.2)
1.7 How can you use place value to add 3-digit numbers? (NBT.2)
1.8 How can you use compatible numbers and rounding to estimate differences? (NBT.1)
1.9 What mental math strategies can you
Commutative Property of Addition Identity Property of Addition Pattern Even Odd Round Compatible numbers Estimate Associative Property of Addition Regroup *(all vocab. words in red are on the 3rd gr. academic vocab. list)
3.0A.9 - Envision CC
Student lessons
(lesson 7-2A) p. 18-19
3rd Grade Math Curriculum Map 2013-14
number can be decomposed into equal addends. Use place value understanding and properties of operations to perform multi-digit arithmetic.
3.NBT.1 Use place value
understanding to round whole numbers to the nearest 10 or 100.
3.NBT.2 Fluently add and subtract
within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
rounding to estimate differences. (NBT.1)
1.9- Use a number line, friendly numbers, or the break apart strategy to find differences mentally. (NBT.2)
1.10- Use place value to subtract 3-digit numbers. (NBT.2)
1.11- Use the combine place values strategy to subtract 3-digit numbers. (NBT.2)
1.12- Solve addition and subtraction problems by using the strategy draw a diagram. (OA.8)
use to find differences? (NBT.2)
1.10 How can you use place value to subtract 3-digit numbers? (NBT.2)
1.11 How can you use the combine place values strategy to subtract 3-digit number? (NBT.2)
1.12 How can you use the strategy draw a diagram to solve one and two step addition and subtraction problems? (OA.8)
3.NBT.1 Envision CC
Student lessons
(lesson 1-5A & B) p. 2-5
3.NBT.2- Envision CC Student lessons
(lesson 2-7A, 4-1A, & 4-3A) p. 6-11
3rd Grade Math Curriculum Map 2013-14
Even & Odd
Making Tens
One Hundred
Basic Adding
Adding With Regrouping
Adding & Subtracting Tens
Repeated Addition
Place Value
Rounding
Comparing Numbers
Basic Subtraction
Subtracting Without Regrouping
Repeated Subtraction
Pan Balance - Numbers
Deep Sea Duel
Electronic Abacus
Addition & Subtraction Resources
Properties of Addition
Addition with Regrouping
+ & - Without Regrouping
Addition & Subtraction Equation
Estimate Sums & Differences of
Whole Numbers
Expanded Notation
Subtraction With Regrouping
Relate Addition and Subtraction
Place Value
Order Whole Numbers
Estimate Whole Numbers
Number Lines
Number Patterns
Addition & Subtraction Resources
Math Mastery: Addition (30:00)
Math Mastery: Subtraction (54:31)
Maths Mansion: Show 6: The
Rounding Machine (09:03)
3rd Grade Math Curriculum Map 2013-14
Pacing Guide CCSS Learning Targets
(I can…) Essential Questions
Academic
Vocabulary Resources/Activities
Understand Multiplication
September
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 1 17 18 19 20 21
22 23 24 25 26 27 28
29 30
October 1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30 31
November 1 2
3 4 5 6 7 8 9
10 11 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 28 29 30
Introduce New Concept / Pre-Assessment Instruction No School End of 1st & 2ndsix weeks
Common Assessment Sept. 25-26 Operations & Algebraic Thinking 02
Represent and solve problems involving multiplication and division. 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.3 Use
multiplication and division within 100 to solve word problems 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.
3.1 – Model and skip count objects in equal groups to find how many there are. (OA.1) 3.2 – Write an addition sentence and a multiplication sentence for a model. (OA.1) 3.3 – Model and skip count on a number line to find how many there are. (OA.3) 3.4 – Solve one- and two-step problems by using the strategy draw a diagram. (OA.8) 3.5 – Use arrays to model products and factors. (OA.3) 3.6 – Model the Commutative Property of Multiplication and use it to find products. (OA.5) 3.7 – Model multiplication with the factors 1 and 0. (OA.5)
3.1 – How can you use equal groups to find how many in all? (OA.1) 3.2 – How is multiplications like addition? How is it different? (OA.1) 3.3 – How can you use a number line to skip count and find how many in all? (OA.3) 3.4 – How can you use the strategy draw a diagram to solve one- and two-step problems? (OA.8) 3.5 – How can you use arrays to model multiplication and find factors? (OA.3) 3.6 – How can you use the Commutative Property of Multiplication to find products? (OA.5) 3.7 – What happens when you multiply a number by 0 or 1? (OA.5)
equal groups *factor multiply product addition *array Commutative Property of Multiplication Identity Property of Multiplication Zero Property of Multiplication
3.0A.3 – Envision CC
Student lessons
(lesson 6-7A) p. 16-17
Multiplying By 0 or 1
Arrays
Making Equal Groups
Repeated Addition
3rd Grade Math Curriculum Map 2013-14
Understand properties of multiplication and the relationship between multiplication and division.
3.OA.5. Apply properties
of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) Solve problems involving the four operations, and identify and explain patterns in arithmetic. 3.OA.8 Solve two-step word problems using the four operations.
Multiplication
Factoring
Commutative Property
Distributive Property
Factorize
Pan Balance-Numbers
Concentration
Factor Game
Product Game
Times Table
Primary Krypto
Multiplication
Order of Operations
Distributive Property
Math Mastery: Multiplication (30:00)
Maths Mansion: Show 13 Breaking Up Is Easy To Do (09:19)
3.0A.5 – Envision CC
Student lessons
(lesson 6-1A) p. 14-15
3rd Grade Math Curriculum Map 2013-14
Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
3rd Grade Math Curriculum Map 2013-14
Pacing Guide CCSS Targets
(I can…) Essential Questions
Academic
Vocabulary Resources/Activities
Multiplication Facts and Strategies
September
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 1 17 18 19 20 21
22 23 24 25 26 27 28
29 30
October 1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30 31
November 1 2
3 4 5 6 7 8 9
10 11 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 28 29 30
Introduce New Concept / Pre-Assessment Instruction No School End of 1st & 2ndsix weeks
Common Assessment Oct. 30-31 Operations & Algebraic Thinking 03
Represent and solve problems involving multiplication and division.
3.OA.3 Use
multiplication and division within 100 to solve word problems 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. Understand properties of multiplication and the relationship between multiplication and division.
3.OA.5 Apply properties
of operations as strategies to multiply and divide.2 Examples:
If 6 × 4 = 24 is known,
then 4 × 6 = 24 is also
4.1 – Draw a picture, count by 2s, or use doubles to multiply with the factors 2 and 4. (OA.3) 4.2 – Use skip counting, a number line, or a bar model to multiply with the factors 5 and 10. (OA.3) 4.3 – Draw a picture, use 5s facts and addition, doubles, or a multiplication table to multiply with the factors 3 and 6. (OA.3) 4.4 – Use the Distributive Property to find products by breaking apart arrays. (OA.5) 4.5 – Use the Commutative or Distributive Property or known facts to multiply with the factor 7. (OA.7) 4.6 – Use the Associative Property of Multiplication to multiply with three factors (OA.5) 4.7 – Identify and explain patterns on the multiplication table
4.1 – How can you multiply with 2 and 4? (OA.3) 4.2 – How can you multiply with 5 and 10? (OA.3) 4.3 – What are some ways to multiply with 3 and 6? (OA.3) 4.4 – How can you use the Distributive Property to find products? (OA.5) 4.5 – What strategies can you use to multiply with 7? (OA.7) 4.6 – How can you use the Associative Property of Multiplication to find products? (OA.5) 4.7 – How can you use properties to explain patterns on the multiplication table? (OA.9) 4.8 – What strategies can you use to multiply with 8? (OA.7) 4.9 – What strategies can you use to multiply with 9? (OA.7) 4.10 – How can you use
the strategy make a table to solve multiplication problems? (OA.8)
*factor product *multiple *Distributive Property addend sum Commutative Property of Multiplication Associative Property of Multiplication even odd subtraction
3.0A.3 – Envision CC
Student lessons
(lesson 6-7A) p. 16-17 3.0A.5 – Envision CC Student lessons
(lesson 6-1A) p. 14-15
3rd Grade Math Curriculum Map 2013-14
known. (Commutative property of
multiplication.) 3 × 5
× 2 can be found by 3
× 5 = 15, then 15 × 2
= 30, or by 5 × 2 = 10,
then 3 × 10 = 30. (Associative property of multiplication.)
Knowing that 8 × 5 =
40 and 8 × 2 = 16, one can find 8. Multiply and divide within 100. 3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. Solve problems involving the four operations, and identify and explain patterns in arithmetic. 3.OA.8 Solve two-step
(OA.9) 4.8- Use doubles, a number line, or the Associative Property of Multiplication to multiply with the factor 8. (OA.7) 4.9- Use the Distributive Property with addition or subtraction or patterns to multiply with the factor 9. (OA.7) 4.10-Solve multiplication problems by using the strategy make a table. (OA.8)
3rd Grade Math Curriculum Map 2013-14
word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
3.OA.9 Identify arithmetic
patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two
equal addends.
3.0A.9 - Envision CC
Student lessons
(lesson 7-2A) p. 18-19
3rd Grade Math Curriculum Map 2013-14
Pacing Guide CCSS Learning Targets Essential Questions Academic
Vocabulary Resources/Activities
Use Multiplication Facts
September
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 1 17 18 19 20 21
22 23 24 25 26 27 28
29 30
October 1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30 31
November 1 2
3 4 5 6 7 8 9
10 11 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 28 29 30
Introduce New Concept / Pre-Assessment Instruction No School End of 1st & 2ndsix weeks
Common Assessment Nov. 25-26 Operations & Algebraic Thinking 04
Solve problems involving the four operations, and identify and explain patterns in arithmetic.
3.OA.9 Identify arithmetic
patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. Represent and solve problems involving multiplication and division.
3.OA.4
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the
5.1- Identify and describe a number pattern shown in a function table. (OA.9) 5.2- Use an array or a multiplication table to find an unknown factor. (OA.4) 5.3- Solve multiplication problems by using the strategy draw a diagram. (NBT.3) 5.4- Use base-ten blocks, a number line, or place value to multiply with multiples of 10. (NBT.3) 5.5- Model and record multiplication with multiples of 10. (NBT.3)
5.1- What are some ways you can describe a pattern in a table? (OA.9) 5.2- How can you use an array or a multiplication table to find an unknown factor? (OA.4) 5.3- How can you use the strategy draw a diagram to multiply with multiples of 10? (NBT.3) 5.4- What strategies can you use to multiply with multiples of 10? (NBT.3) 5.5- How can you model and record multiplying multiples of 10 by 1-digit whole numbers? (NBT.3)
pattern equation *array Commutative Property of Multiplication *factor *product *Distributive Property *multiple place value tens hundreds ones
3.0A.9 - Envision
CC Student lessons
(lesson 7-2A) p. 18-19
3.0A.4 - Envision
CC Student lessons
(lesson 7-4A) p. 20-21
3rd Grade Math Curriculum Map 2013-14
unknown number that makes the equation true in each of the equations
8× ? = 48, 5 = ? ÷ 3, 6
× 6 = ?. Use place value understanding and properties of operations to perform multi-digit arithmetic.
3.NBT.3 Multiply one-
digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
3.NBT.3 Envision
CC Student lessons (lesson 5-8A) p. 12-13
3rd Grade Math Curriculum Map 2013-14
Pacing Guide CCSS Learning Targets Essential Questions Academic
Vocabulary Resources/Activities
Understand Division
December 1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
Introduce New Concept / Pre-Assessment Instruction No School End of 3rd six weeks
Common Assessment Dec. 19 Operations & Algebraic Thinking 05
Represent and solve problems involving multiplication and division. 3.OA.2 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. For example, describe a context in which a number of shares or a number of groups can
be expressed as 56 ÷ 8.
3.OA.3 Use
multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a
6.1- Solve division problems by using the strategy act it out. (OA.3) 6.2- Use models to explore the meaning of partitive (sharing) division. (OA.2) 6.3- Use models to explore the meaning of quotative (measurement) division. (OA.2) 6.4- Model division by using equal groups and bar models. (OA.2) 6.5- Use repeated subtraction and a number line to relate subtraction to division. (OA.3) 6.6- Model division by using arrays. (OA.3) 6.7- Use bar models and arrays to related multiplication and division as inverse operations. (OA.6) 6.8- Write related multiplication and division facts. (OA.7) 6.9- Divide using the rules for 1 and 0. (OA.5)
6.1- How can you use the strategy act it out to solve problems with equal groups? (OA.3) 6.2- How can you model a division problem to find how many in each group? (OA.2) 6.3- How can you model a division problem to find how many equal groups? (OA.2) 6.4- How can you use bar models to solve division problems? (OA.2) 6.5- How is division related to subtraction? (OA.3) 6.6- How can you use arrays to solve division problems? (OA.3) 6.7- How can you use multiplication to divide? (OA.6) 6.8- How can you write a set or related multiplication and division facts? (OA.7) 6.9- What are the rules for dividing with 1 and 0? (OA.5)
divide equal groups *dividend *divisor quotient *array *inverse operations related facts *factor *product Identity Property of Multiplication
3.0A.3 – Envision CC
Student lessons
(lesson 8-5A) p. 22-23
Repeated Subtraction
Making Equal Groups
Dividing With Remainders
3rd Grade Math Curriculum Map 2013-14
symbol for the unknown number to represent the problem. Understand properties of multiplication and the relationship between multiplication and division.
3.OA.5 Apply properties
of operations as strategies to multiply and divide.2 Examples:
If 6 × 4 = 24 is known,
then 4 × 6 = 24 is also known. (Commutative property of
multiplication.) 3 × 5
× 2 can be found by 3
× 5 = 15, then 15 × 2
= 30, or by 5 × 2 = 10,
then 3 × 10 = 30. (Associative property of multiplication.)
Knowing that 8 × 5 =
40 and 8 × 2 = 16, one can find 8.
3.OA.6 Understand
division as an unknown-factor
Division
The Quotient Café
Pan Balance-Numbers
3.0A.5 – Envision CC
Student lessons
(lesson 6-1A) p. 14-15
Relate Mult. and Div.
Mult. & Div. Equations
Determine the Missing Equations
Math Mastery: Division (30:00)
3.0A.6 – Envision CC Student lessons
(lesson 7-2A) p. 18-19
3rd Grade Math Curriculum Map 2013-14
problem. For example,
find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. Multiply and divide within 100. 3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3rd Grade Math Curriculum Map 2013-14
Pacing Guide CCSS Targets
(I can…) Essential Questions
Academic
Vocabulary Resources/Activities
Division Facts and Strategies
December
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
Introduce New Concept / Pre-Assessment Instruction No School End of 3rd six weeks
Common Assessment Dec. 19 Operations & Algebraic Thinking 05
Represent and solve problems involving multiplication and division.
3.OA.3 Use multiplication and
division within 100 to solve word problems 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.OA.4 Determine the
unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
7.1- Use models to represent division by 2. (OA.3) 7.2 – Use repeated subtraction, a number line, or a multiplication table to divide by 10. (OA.7) 7.3 – Count up by 5s, count back on a number line, or use 10s facts and doubles to divide by 5. (OA.3) 7.4 – Use equal groups, a number line, or a related multiplication fact to divide by 3. (OA.7) 7.5 – Use an array, equal groups, factors, or a related multiplication fact to divide by 4. (OA.7) 7.6 – Use equal groups, a related multiplication fact, or factors to divide by 6. (OA.7) 7.7 – Use an array, a related multiplication fact, or equal groups to divide by 7. (OA.7) 7.8 – Use repeated subtraction, a related multiplication fact, or a multiplication table to
7.1 – What does dividing by 2 mean? (OA.3) 7.2 – What strategies can you use to divide by 10? (OA.7) 7.3 – What does dividing by 5 mean? (OA.3) 7.4 – What strategies can you use to divide by 3? (OA.7) 7.5 – What strategies can you use to divide by 4? (OA.7) 7.6 – What strategies can you use to divide by 6? (OA.7) 7.7 – What strategies can you use to divide by 7? (OA.7) 7.8 – What strategies can you use to divide by 8? (OA.4) 7.9 – What strategies can you use to divide by 9? (OA.7) 7.10 – How can you use the strategy act it out to solve two-step problems? (OA.8) 7.11 – Why are there rules such as the order of operations? (OA.8)
*Dividend *Divisor *Factor Product *Array Order of operations
3.0A.3 – Envision CC
Student lessons
(lesson 8-5A) p. 22-23 3.0A.4 - Envision CC Student lessons
(lesson 7-4A) p. 20-21
3rd Grade Math Curriculum Map 2013-14
Multiply and divide within 100. 3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
Solve problems the four operations, and identify and explain patterns in arithmetic. 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
divide by 8.(OA.4) 7.9 – Use equal groups, factors, or a related multiplication fact to divide by 9. (OA.7) 7.10 – Solve two-step problems by using the strategy act it out. (OA.8) 7.11 – Perform operations in order when there are no parentheses. (OA.8)
3rd Grade Math Curriculum Map 2013-14
3rd Grade Math Curriculum Map 2013-14
Pacing Guide &
Resources/Activities CCSS Learning Targets Essential Questions
Academic
Vocabulary Resources/Activities
Two-Dimensional Shapes
January
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31
Introduce New Concept / Pre-Assessment Instruction No School
Common Assessment
Reason with shapes and their attributes.
3.G.1 Understand that shapes
in different categories (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 rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
3.G.2 Partition shapes into
parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
12.1- Identify and describe attributes of plane shapes. (G.1) 12.2- Describe angles in plane shapes. (G.1) 12.3- Identify polygons by the number of sides they have. (G.1) 12.4- Determine if lines or line segments are intersecting, perpendicular, or parallel. (G.1) 12.5- Describe, classify, and compare quadrilaterals based on their sides and angles. (G.1) 12.6- Draw quadrilaterals. (G.1) 12.7- Describe and compare triangles based on the number of sides that have equal length and by their angles. (G.1) 12.8- Solve problems by using the strategy draw a diagram to classify plane shapes. (G.1) 12.9- Partition shapes into parts with equal areas and express the area as a unit fraction of the whole. (G.2)
12.1- What are some ways to describe two-dimensional shapes? (G.1) 12.2- How can you describe angles in plane shapes? (G.1) 12.3- How can you use line segments and angles to make polygons? (G.1) 12.4- How can you describe line segments that are sides of polygons? (G.1) 12.5- How can you use sides and angles to help you describe quadrilaterals? (G.1) 12.6- How can you draw quadrilaterals? (G.1) 12.7- How can you use sides and angles to help you describe triangles? (G.1) 12.8- How can you use the strategy draw a diagram to classify plane shapes? (G.1) 12.9- How can you divide shapes into parts with equal areas and write the area as a unit fraction of the whole? (G.2)
Closed shape Endpoint *Line *Line segment Open shape Plane shape Point Ray Two-dimensional shape *Angle Right angle Vertex Decagon Hexagon Octagon Pentagon Polygon Quadrilateral Side Triangle *Intersecting lines *Parallel lines *Perpendicular
lines Rectangle Rhombus Square Trapezoid Venn diagram *Area
3.G.1 & 3.G.2 - Envision CC
Student lessons
(lesson 10-8A, 10-8B) p. 24-27
3.G.2 - Envision CC Student
lessons
(lesson 16-7D) p. 56-57
Plane Shapes
Points, Lines, Segments, & Rays
3rd Grade Math Curriculum Map 2013-14
*Unit fraction
Geometry
Polygons
Area of Polygons
Types of Triangles
Parallel & Perpendicular Lines
Angles
Patch Tool
Shape Cutter
Shape Tool
Tessellation Creator
Classify Angles
Classify Triangles
Classify Quadrilaterals
Geometric Patterns
Discovering Math: Primary: Geometry (49:00)
3rd Grade Math Curriculum Map 2013-14
Pacing Guide CCSS Learning Targets Essential Questions Academic
Vocabulary Resources/Activities
Understanding Fractions
January 1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31
February 1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28
Introduce New Concept / Pre-Assessment Instruction No School End of 4th six weeks
Common Assessment
Develop understanding of fractions as numbers.
3.NF.1 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. 3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram. 3.NF.2a Represent a fraction 1/b on a number line diagram 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.NF.2b Represent a fraction a/b on a
8.1 – Explore and identify equal parts of a whole. (NF.1) 8.2 – Divide models to make equal shares. (NF.1) 8.3 – Use a fraction to name one part of a whole that is divided into equal parts. (NF.1) 8.4 – Read, write, and model fractions that represent more than one part of a whole that is divided into equal parts. (NF.1) 8.5 – Represent and locate fractions on a number line.(NF.2a, NF.2b) 8.6 – Relate fractions and whole numbers by expressing whole numbers as fractions and recognizing fractions that are equivalent to whole numbers. (NF.3c) 8.7 – Model, read, and write fractional parts of a group. (NF.1) 8.8 – Find fractional parts of a group using unit fractions. (NF.1) 8.9 – Solve fraction
8.1 – What are equal parts of a whole? (NF.1) 8.2 – Why do you need to know how to make equal shares? (NF.1) 8.3 – What do the top and bottom numbers of a fraction tell? (NF.1) 8.4 – How does a fraction name part of a whole? (NF.1) 8.5 – How can you represent and locate fractions on a number line? (NF.2a, NF.2b) 8.6 – When might you use a fraction greater than 1 or a whole number? (NF.3c) 8.7 – How can a fraction name part of a group? (NF.1) 8.8 – How can a fraction tell how many are in part of a group? (NF.1) 8.9 – How can you use the strategy draw a diagram to solve fraction problems? (NF.1)
Eighths Equal parts Fourths Halves Sixths Thirds Whole Fraction *Unit fraction *Denominator *Numerator
3.NF.1 - Envision CC
Student lessons
(lesson 12-2A) p. 28-29
Basic Parts of a Whole
More Fractions
Equivalent Fractions
Mixed Numbers
Fractions
Adding & Subtracting Fractions
Mixed Numbers
Multiplying and Dividing Fractions
Reducing Fractions
Converting Fractions to Decimals
Decimals
3rd Grade Math Curriculum Map 2013-14
number line diagram by marking off a 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.NF.3c Express whole
numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
problems by using the strategy draw a diagram. (NF.1)
Fraction Models
Fraction Game
Fractal Tool
Equivalent Fractions
3.NF.3.c - Envision CC
Student lessons
(lesson 12-8B) p. 38-39
Fractions
Equivalent Fractions
Compare Fractions & Mixed Numbers
Order Fractions & Decimals
Decimals, Fractions, & Percent Equivalents
Proportions
Add & Subtract With Common Denominators
Decimal & Fraction Equivalents
Math Mastery: Fractions (30:00)
3rd Grade Math Curriculum Map 2013-14
Pacing Guide CCSS Learning Targets Essential Questions Academic
Vocabulary Resources/Activities
Compare Fractions January
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31
February 1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28
Introduce New Concept / Pre-Assessment Instruction No School End of 4th six weeks
Common Assessment
Develop understanding of fractions as numbers. 3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
a.
Understand two fractions
as equivalent (equal) if they are the same size, or the same point on a number line. b. 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.
d. Compare two fractions with the
same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the
9.1 – Solve comparison problems by using the strategy act it out. (NF.3d) 9.2 – Compare fractions with the same denominator by using models and reasoning strategies.(NF.3d) 9.3 – Compare fractions with the same numerator by using models and reasoning strategies. (NF.3d) 9.4 – Compare fractions by using models and strategies involving the size of the pieces in the whole. (NF.3d) 9.5 – Compare and order fractions by using models and reasoning strategies. (NF.3d) 9.6 – Model equivalent fractions by folding paper, using area models, and using number lines. (NF.3a) 9.7 – Generate equivalent fractions by using models. (NF.3b)
9.1 – How can you use the strategy act it out to solve comparison problems? (NF.3d) 9.2 – How can you compare fractions with the same denominator? (NF.3d) 9.3 – How can you compare fractions with the same numerator? (NF.3d) 9.4 – What strategies can you use to compare fractions? (NF.3d) 9.5 – How can you compare and order fractions? (NF.3d) 9.6 – How can you use models to find equivalent fractions? (NF.3a) 9.7 – How can you use models to name equivalent fractions? (NF.3b)
Compare Equal to (=) Greater than (>) Less than (<) *Denominator *Numerator
3.NF.3.a - Envision CC
Student lessons
(lesson 12-8A) p. 36-37 3.NF.3.d - Envision CC Student lessons
(lesson 12-5A,12-7A,12-7B) p. 30-35
3rd Grade Math Curriculum Map 2013-14
results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
3rd Grade Math Curriculum Map 2013-14
Pacing Guide &
Resources/Activities CCSS Learning Targets Essential Questions
Academic
Vocabulary Resources/Activities
Time, Length, Liquid Volume, and Mass
February 1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28
March 1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30 31
Introduce New Concept / Pre-Assessment Instruction No School End of 4th six weeks
Common Assessment
Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. 3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
3.MD.2 Measure and
estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with
10.1- Read, write, and tell time on analog and digital clocks to the nearest minute. (MD.1) 10.2- Decide when to use A.M. and P.M. when telling time to the nearest minute. (MD.1) 10.3- Use a number line or an analog clock to measure time intervals in minutes. (MD.1) 10.4- Use a number line or an analog clock to add or subtract time intervals to find starting times or ending times. (MD.1) 10.5- Solve problems involving addition and subtraction of time intervals by using the strategy draw a diagram. (MD.1) 10.6- Measure length to the nearest half or fourth inch and use measurement data to make a line plot. (MD.4) 10.7- Estimate and measure liquid volume in liters. (MD.2) 10.8- Estimate and measure mass in grams and kilograms. (MD.2)
10.1 – How can you tell time to the nearest minute? (MD.1) 10.2 – How can you tell when to use A.M. and P.M. with time? (MD.1) 10.3 –How can you measure elapsed time in minutes? (MD.1) 10.4 – How can you find a starting time or an ending time when you know the elapsed time? (MD.1) 10.5 – How can you use the strategy draw a diagram to solve problems about time? (MD.1) 10.6 – How can you generate measurement data and show the data on a line plot? (MD.4) 10.7 – How can you estimate and measure liquid volume in metric units? (MD.2) 10.8 – How can you estimate and measure mass in metric units? (MD.2) 10.9 – How can you use
models to solve liquid volume and mass problems? (MD.2)
Minute Analog clock Digital clock Half hour Hour Quarter hour A.M. Midnight Noon P.M. Elapsed time Inch (in.) Liquid Volume
Liter (L) *Gram (g) Kilogram(kg) Mass
3.MD.2 - Envision CC
Student lessons
(lesson 15-5A) p. 40-41
3rd Grade Math Curriculum Map 2013-14
a measurement scale) to represent the problem.2 Represent and Interpret Data
3.MD.4 Generate measureme
nt data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
10.9- Add, subtract, multiply, or divide to solve problems involving liquid volumes or masses. (MD.2)
3.MD.4 - Envision CC
Student lessons
(lesson 20-9A) p. 58-59
Inches & Feet
Grams & Kilograms
Ounces, Pounds, Tons
Centimeters, Meters, & Kilometers
Cups, Pints, Quarts, & Gallons
Elapsed Time
Customary Units
Time, Length, Liquid Volume,
and Mass Resources
Tell Time
Elapsed Time
Convert Units of Time
Units of Measurement
Tools of Measurement
Measure Length
Customary Units of Length
Discovery Math:
Primary: Measurement
(54:10)
Discovery Math:
Beginner: Measurement
(34:57)
3rd Grade Math Curriculum Map 2013-14
Pacing Guide &
Resources/Activities CCSS Learning Targets Essential Questions
Academic
Vocabulary Resources/Activities
Perimeter And Area
March 1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30 31
Introduce New Concept / Pre-Assessment Instruction No School
Common Assessment
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
3.MD.5 Recognize area as an
attribute of plane figures and understand concepts of area measurement.
a. A square with side
length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.
b. A plane figure which can
be covered without gaps or overlaps by n unit squares is said to have an area of n square units. 3.MD.6 Measure areas by counting unit squares (square cm, square m, square
11.1- Explore perimeter of polygons by counting units on grid paper. (MD.8) 11.2- Estimate and measure perimeter of polygons using inch and centimeter rulers. (MD.8) 11.3- Find the unknown length of a side of a polygon when you know its perimeter. (MD.8) 11.4- Explore perimeter and area as attributes of polygons. (MD.5a/b) 11.5- Estimate and measure area of plane shapes by counting unit squares. (MD.5b, MD.6) 11.6- Relate area to addition and multiplication by using area models. (MD.7a) 11.7- Solve area problems by using the strategy find a pattern. (MD.7b) 11.8- Apply the Distributive Property to area models and to find the area of combined rectangles. (MD.7c/d) 11.9- Compare areas of rectangles that have the same perimeter. (MD.8)
11.1- How can you find perimeter? (MD.8) 11.2- How can you measure perimeter? (MD.8) 11.3- How can you find the unknown length of a side in a plane shape when you know its perimeter? (MD.8) 11.4- How is finding the area of a shape different from finding the perimeter of a shape? (MD.5a/b) 11.5- How can you find the area of a plan shape? (MD.5b, MD.6) 11.6- Why can you multiply to find the area of a rectangle? (MD.7a) 11.7- How can you use the strategy find a pattern to solve area problems? (MD.7b) 11.8- How can you break apart a shape to find the area? (MD.7c/d) 11.9- How can you use area to compare rectangles with the same perimeter? (MD.8) 11.10- How can you use perimeter to compare rectangles with the same area? (MD.8)
Perimeter *Area Square unit (sq un) Unit square Multiplication Repeated addition Pattern *Distributive Property
3.MD.5 - Envision CC
Student lessons
(lesson 16-6A) p. 44-45 3.MD.5.a & 3.MD.5.b- Envision CC Student lessons
(lesson 16-6B) p. 46-47
Perimeter
Area
3rd Grade Math Curriculum Map 2013-14
in, square ft, and improvised units). 3.MD.7 Relate area to the operations of multiplication and addition.
a. Find the area of a rectangle
with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
b. Multiply side lengths to
find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
c. Use tiling to show in a
concrete case that the area of a rectangle with whole-number side lengths
11.10- Compare perimeters of rectangles that have the same area. (MD.8)
Area of Polygons
3.MD.7.a & 3.MD.7.b- Envision CC Student lessons
(lesson 16-7A) p. 48-49
Areas in Geometry
Perimeter
Area of a Parallelogram
Area of a Triangle
Area of Irregular Figures
Surface Area
3.MD.7.c- Envision CC Student lessons
(lesson 16-7B) p. 50-51
Areas & Perimeter (07:45)
3rd Grade Math Curriculum Map 2013-14
a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
d. Recognize area as
additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
3.MD.8 Solve real world and
mathematical problems involving perimeters of polygons, including finding the perimeter
3.MD.7.d - Envision
CC Student lessons
(lesson 16-7C) p. 52-54
3.MD.8 - Envision
CC Student lessons
(lesson 16-2A) p. 42-43
3rd Grade Math Curriculum Map 2013-14
given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
3rd Grade Math Curriculum Map 2013-14
Pacing Guide CCSS Learning Targets
(I can …) Essential Questions
Academic
Vocabulary Resources/Activities
Represent and Interpret Data
April 31 1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 T C A P
Introduce New Concept / Pre-Assessment Instruction No School End of 5th six weeks
Common Assessment T C A P
Represent and interpret data. 3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. 3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
2.1 – Organize data in tables and solve problems using the strategy make a table. (MD.3) 2.2 – Read and interpret data in a scaled picture graph. (MD.3) 2.3 – Draw a scaled picture graph to show data in a table. (MD.3) 2.4 – Read and interpret data in a scaled bar graph. (MD.3) 2.5 – Draw a scaled bar graph to show data in a table or picture graph. (MD.3) 2.6 – Solve one and two-step compare problems using data represented in scaled bar graphs. (MD.3) 2.7 – Read and interpret data in a line plot and use data to make a line plot. (MD.4)
2.1 – How can you use the strategy make a table to organize data and solve problems? (MD.3) 2.2 – How can you read and interpret data in a picture graph? (MD.3) 2.3 – How can you draw a picture graph to show data in a table? (MD.3) 2.4 – How can you read and interpret data in a bar graph? (MD.3) 2.5 – How can you draw a bar graph to show data in a table or picture graph? (MD.3) 2.6 – How can you solve problems using data represented in bar graphs? (MD.3) 2.7 – How can you read and interpret data in a line plot and use data to make a line plot? (MD.4)
*Frequency table Data Tally table Key *Picture graph Experiment Survey Bar graph Horizontal bar graph Scale Vertical bar graph Skip count *Line plot
Making Observations
Tally Charts & Bar Graphs
Pictographs
Making Observations
Graphs
Data Grapher
Data Resources
Investigations to Collect
Data
Choosing the Correct
Graph
Line Plots
Pictographs
Bar Graphs
Number Lines
Scientific Methods
Math Mastery: Graphs & Statistics
(54:48)
Charts, Graphs, & Diagrams (18:00)
3rd Grade Math Curriculum Map 2013-14
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