2015 2016 grade 3 mathematics year at a glance note ... 3 mathematics 2015...2015 – 2016 grade 3...
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2015 – 2016 Grade 3 Mathematics Year at a Glance
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Multiplication begins on September 14 during the first nine weeks and ends on October 30 during the second nine weeks’ grading period. Please refer to the District
Calendar for exact beginning and ending dates for each nine weeks grading period.
October 13, 2015
Summary of Year for Third Grade Mathematics
In the years prior to Grade 3 students gained an understanding of number and used strategies based on place value, properties of operations, and the relationship between addition and subtraction to add and subtract within 1000. They worked with standard units of measure for length and described attributes of shapes. The two major emphases of the Grade 3 year are :
1. the operations of multiplication and division and 2. the concept of fractions.
Students begin the year by working with a restricted set of multiplication facts to gain foundations with multiplication and division and begin building fluency. After students practice skills with all four operations in the context of mass, time, and capacity, students return to a deeper look at multiplication and division increasing their work to include all products within 100. Students then learn about area and relate findings to the operations of multiplication and addition. The year includes an in depth study of fractions as students understand fractions are not just parts of figures but rather they are points on the number line. Students will also compare fractions, find equivalent fractions in special cases, and solve problems that involve comparing fractions.
Fluency Requirements for Third Grade Mathematics 3.OA.7 - Students fluently multiply and divide within 100. By the end of grade 3, they know all products of two one -digit numbers from memory. 3.NBT.2 - Students 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. (Although 3.OA.7 and 3.NBT.2 are both fluency standards, these two standards do not represent equal investments of time in grade 3. Note that students in grade 2 were already adding and subtracting within 1000, just not fluently. That makes 3.NBT.2 a relatively small and incremental expectation. By contrast, multipl ication and division are new in grade 3, and meeting the multiplication and division fluency standard 3.OA.7 with understanding is a major portion of students’ work in grade 3.) One of the components of the Shift of Rigor is procedural skill and fluency. Also, the Standards call for speed and accuracy in calculation. Incorporate fluency activities during instruction as much as possible. One recommendation for a fluency activity is Sprints. Procedures for administering Sprints and grade level specific Sprints are on OnCourse.
The Standards for Mathematical Practice (MP) Recommendations for Third Grade Mathematics Throughout third grade, students should continue to develop proficiency with the Common Core’s eight Standards for Mathematical Practice: 1. Make sense of problems and persevere in solving them. 5. Use appropriate tools strategically.
2015 – 2016 Grade 3 Mathematics Year at a Glance
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Multiplication begins on September 14 during the first nine weeks and ends on October 30 during the second nine weeks’ grading period. Please refer to the District
Calendar for exact beginning and ending dates for each nine weeks grading period.
October 13, 2015
2. Reason abstractly and quantitatively. 6. Attend to precision. 3. Construct viable arguments and critique the reasoning of others. 7. Look for and make use of structure. 4. Model with mathematics. 8. Look for and express regularity in repeated reasoning. These practices should become the natural way in which students come to understand and do mathematics. While, depending on the content to be understood or on the problem to be solved, any practice might be brought to bear, some practices may prove more useful than others. Opportunities for highlighting certain practices are indicated in specific chapters and/or modules for the resources identified in this document, but this highlighting should not be interpreted to mean that other practices should be neglected in those chapters. Mathematical practices should be evident throughout mathematics instruction and connected to all of the content areas addressed at this grade level. Mathematical tasks (short, long, scaffolded, and unscaffolded) are an important opportunity to connect content and practices. Some brief examples of how the content of this grade might be connected to the practices follow.
Students learn and use strategies for finding products and quotients that are based on the properties of operations; for example, to find 4 × 7, they may recognize that 7 = 5 + 2 and compute 4 × 5 + 4 ÷ 2. This is an example of seeing and making use of structure (MP.7). Such reasoning processes amount to brief arguments that students may construct and critique (MP.3).
Students will analyze a number of situation types for multiplication and division, including arrays and measurement contexts. Extending their understanding of multiplication and division to these situations requires that they make sense of problems and persevere in solving them (MP.1), look for and make use of structure (MP.7) as they model these situations with mathematical forms (MP.4), and attend to precision (MP.6) as they distinguish different kinds of situations over time (MP.8).
Major Content Clusters Operations in Algebraic Thinking (OA)
Represent and solve problems involving multiplication and division. (1, 2, 3, 4)
Understand properties of multiplication and the relationship between
Supporting Content Clusters Measurement and Data (MD)
Represent and interpret data. (3, 4)
Geometry (G)
Reason with shapes and their attributes. (1, 2)
Additional Content Clusters Number and Operations in Base Ten (NBT)
Use place value understanding and properties of operations to perform multi-digit arithmetic. (1,2,3)
Other Gaps in Student Prerequisite Knowledge 2.OA.3,4 2.NBT.2, 4,7,8,9 2.MD.2,3,4,6,8,10 2.G.1
2015 – 2016 Grade 3 Mathematics Year at a Glance
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Multiplication begins on September 14 during the first nine weeks and ends on October 30 during the second nine weeks’ grading period. Please refer to the District
Calendar for exact beginning and ending dates for each nine weeks grading period.
October 13, 2015
multiplication and division. (5, 6)
Multiply and divide within 100. (7)
Solve problems involving the four operations, and identify and explain patterns in arithmetic. (8, 9)
Number and Operations- Fractions (NF)
Develop understanding of fractions as numbers. (1, 2, 2a, 2b, 3, 3a, 3b, 3c, 3d)
Measurement and Data (MD)
Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. (1, 2)
Geometric measurement: understand concepts of area and relate area to multiplication and addition. (5, 5a, 5b, 6, 7, 7a, 7b, 7c, 7d)
Measurement and Data (MD)
Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. (8)
2015 – 2016 Grade 3 Mathematics Year at a Glance
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Multiplication begins on September 14 during the first nine weeks and ends on October 30 during the second nine weeks’ grading period. Please refer to the District
Calendar for exact beginning and ending dates for each nine weeks grading period.
October 13, 2015
Link to CCSS Learning Progressions
Sample Accommodations & Modifications
Room Arrangements ______Anchor charts related to content ______Increase distance between desks ______Flexible grouping ______Task lists that are desk top Lesson Presentation ______Multi-sensory Activities ______Model, repeat, restate ______Break larger presentations into smaller segments ______Varied activities to meet all needs
Assignments & Assessments ______ Extended time ______ Simplifying complex directions ______ Multi -sensory approach ______ Shorten assignments ______ Extra time ______ Manipulatives ______ Extra credit recovery ______ Extra wait time ______ Simplify directions with pictures ______ Modeling directions/ expectations ______ Visuals ______ Extended time ______ Frequent short Quizzes
DISCLAIMER: The accommodations listed are intended for general guidance only. They should not be relied upon as substitutes or replacements for the legal and binding accommodations documented on a student’s Individual Education/Individual Accommodation Plan (IEP/IAP). It is the responsibility of each IEP Instructor/school site 504 Coordinator to ensure that accommodations documented on a student’s IEP/IAP are appropriately developed based on individual student need and implemented with fidelity. EBRPSS’s Department of Curriculum & Instruction K-12 and its members disclaim use of these accommodations beyond general guidance.
Strategies for Differentiation: To assist with planning enrichment, differentiated, and modified assignments refer also to the ELL Strategy, Differentiated instruction, and/or Teaching for Depth sections of the Teacher’s Edition of your selected text.
2015 – 2016 Grade 3 Mathematics Year at a Glance
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Multiplication begins on September 14 during the first nine weeks and ends on October 30 during the second nine weeks’ grading period. Please refer to the District
Calendar for exact beginning and ending dates for each nine weeks grading period.
October 13, 2015
Topics/Standards Link to Standards
Dates Chapter in Go Math
Chapter in Math in Focus
Eureka Modules Illustrative Mathematics LDOE Guidebook / Learn Zillion
Graphing- Bar Graphs, Pictographs 3.MD.3 REMINDER: The mathematics program in EBRP is standards-based: the topics and standards listed in this column are to be taught and assessed at the end of each grading period.
8/6-8/14
7 days
Chapter 2: Represent and Interpret Data
3.MD.B.3 3.MD.B.4
Chapter 13: Bar Graphs
and Line Plots 3.MD.3
Module 6: Topic A (3.MD.3)
3.MD.3- Classroom Supplies LDOE 3 -5 Mathematics Guidebook Remediation Guide Pages 17 – 21
No tasks yet aligned to this standard (3.MD.3) http://learnzillion.com/lessonsets/655-draw-scaled-picture-and-bar-graphs http://learnzillion.com/lessonsets/569-answer-questions-using-information-in-scaled-picture-and-bar-graphs
Numbers to 1,000 3.NBT.1 3.NBT.2 3.OA.8 3.OA.9
8/17- 9/11
18
days
Chapter 1: Addition and Subtraction within 1,000
3.OA.D.8 3.OA.D.9 3.NBT.A.1
Chapter 1: Numbers to
10,000 3.OA.9
Chapter 2:
Mental Math
Module 3: Topic D (3. OA.3,
3.OA.4, 3.OA.5, 3.OA.7, 3.OA.9), Topic E (3.OA.3, 3.OA.7, 3.OA.8,
3.OA.9)
3.OA.9- Addition Patterns, Patterns in the multiplication
table, Symmetry of the addition table, Making a ten
3.NBT.1- Rounding to 50 or 500 , Rounding to the Nearest Ten and
LDOE 3 -5 Mathematics Guidebook Remediation Guide Pages 17 - 21
2015 – 2016 Grade 3 Mathematics Year at a Glance
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Multiplication begins on September 14 during the first nine weeks and ends on October 30 during the second nine weeks’ grading period. Please refer to the District
Calendar for exact beginning and ending dates for each nine weeks grading period.
October 13, 2015
3.NBT.A.2 and Estimation
3.NBT.1 3.NBT.2 3.OA.8
Chapter 3: Addition up to
10,000 3.NBT.2
Chapter 4: Subtraction up
to 10,000 3.NBT.2
Chapter 5: Using Bar Models:
Addition and Subtraction
3.NBT.2 3.OA.8
Integrate Chapter 10:
Money (Word Problems)
3.NBT.2
Module 2: Topic C (3.NBT.1, 3.MD.1, 3.MD.2), Topic D
(3.NBT.2) Module 2: Topic
D (3.NBT.2), Topic E (3.NBT.2)
Hundred, Rounding to the Nearest 100 and 1000
3.NBT.2- Classroom Supplies
3.OA.8- The Stamp Collection, The Class Trip
Guidebook ECR (Extended Constructed Response):
Going to the Fair, Page 42
Guidebook Instructional Task:
Arianna’s Birthday Party, Page 68
No tasks yet aligned to these standards (3.NBT.1 , 3.NBT.2, 3.OA.9)
2015 – 2016 Grade 3 Mathematics Year at a Glance
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Multiplication begins on September 14 during the first nine weeks and ends on October 30 during the second nine weeks’ grading period. Please refer to the District
Calendar for exact beginning and ending dates for each nine weeks grading period.
October 13, 2015
Multiplication 3.OA.A.1 3.OA.A.3 3.OA.A.4 3.OA.B.5 3.OA.C.7 3.OA.D.8 3.OA.D.9 3.NBT.A.3
9/14-10/30
35
days
Chapter 3: Understand
Multiplication 3.OA.A.1 3.OA.A.3 3.OA.B.5 3.OA.D.8
Chapter 4:
Multiplication Facts and Strategies 3.OA.A.3 3.OA.B.5 3.OA.C.7 3.OA.D.8 3.OA.D.9
Chapter 5: Use Multiplication
Facts 3.OA.A.4 3.OA.D.9 3.NBT.A.3
Chapter 6: Multiplication Tables of 6, 7,
8, and 9 3.0A.1 3.OA.2 3.OA.3 3.OA.4 3.OA.5 3.OA.6 3.OA.7 3.OA.9 3.NBT.3
Chapter 7:
Multiplication 3.OA.4 3.OA.5 3.OA.7 3.OA.9 3.NBT.3
Chapter 9: Using Bar Models:
Multiplication and Division
Module 1: Topic A Lessons (3.OA.1), Topic B Lessons (3.OA.2) , Topic C (3.OA.1, 3.OA.5), Topic D (3.OA.2, 3.OA.4, 3.OA.6, 3.OA.7), Topic E (3.OA.5, 3.OA.7), Topic F (3.OA.3, 3.OA.5, 3.OA.7, 3.OA.8) Module 3: Topic A (3.OA.4, 3.OA.5, 3.OA.7, 3.OA.9), Topic B (3. OA.3, 3.OA.4, 3.OA.5, 3.OA.7, 3.OA.9), Topic C (3. OA.3, 3.OA.4, 3.OA.5, 3.OA.7), Topic D (3. OA.3, 3.OA.4, 3.OA.5, 3.OA.7, 3.OA.9), Topic E (3.OA.3, 3.OA.7, 3.OA.8, 3.OA.9), Topic F (3.OA.5,
3.OA.2- Fish Tanks, Markers in Boxes
3. OA. 3- Two Interpretations of Division, Analyzing Word Problems Involving Multiplication, Gifts from Grandma, Variation 1, Classroom Supplies
3. OA.5 - Valid Equalities? (Part 2)
3.OA.9- Addition Patterns, Patterns in the multiplication table, Symmetry of the addition table, Making a ten
LDOE 3 -5 Mathematics Guidebook Remediation Guide Pages 17 - 21 Guidebook ECR (Extended Constructed Response):
Planting Flowers Page 36
Going to the Fair Page 42
Guidebook Instructional Tasks:
Harry’s Day Page 61
Arianna’s Birthday Party
Page 68
Bobby’s Field Day Page 74
No tasks yet aligned to these standards (3.OA.9, 3.NBT.3)
2015 – 2016 Grade 3 Mathematics Year at a Glance
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Multiplication begins on September 14 during the first nine weeks and ends on October 30 during the second nine weeks’ grading period. Please refer to the District
Calendar for exact beginning and ending dates for each nine weeks grading period.
October 13, 2015
(Only Multiplication)
3.OA.3 3.OA.4 3.OA.5 3.0A.6 3.OA.7 3.OA.8
3.OA.8, 3.OA.9, 3.NBT.3)
Learn Zillion: http://learnzillion.com/lessonsets/395-interpret-products-of-whole-numbers-using-pictures-arrays-and-number-lines http://learnzillion.com/lessonsets/379-interpret-products-of-whole-numbers-and-model-multiplication-using-arrays-pictures-and-equations http://learnzillion.com/lessonsets/273-interpret-products-of-whole-numbers http://learnzillion.com/lessonsets/611-solve-multiplication-and-division-word-problems http://learnzillion.com/lessonsets/303-solve-word-problems-with-multiplication-and-division
2015 – 2016 Grade 3 Mathematics Year at a Glance
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Multiplication begins on September 14 during the first nine weeks and ends on October 30 during the second nine weeks’ grading period. Please refer to the District
Calendar for exact beginning and ending dates for each nine weeks grading period.
October 13, 2015
http://learnzillion.com/lessonsets/226-apply-properties-of-operations-as-strategies-to-multiply-and-divide http://learnzillion.com/lessonsets/396-multiply-and-divide-within-100 http://learnzillion.com/lessonsets/302-multply-and-divide-within-100 http://learnzillion.com/lessonsets/318-solving-two-step-word-problems-including-those-with-unknown-quantities
Division 3.OA.A.2 3.OA.A.3 3.OA.A.4 3.OA.B.5 3.OA.B.6 3.OA.C.7
11/2- 12/11
23
days
Chapter 6: Understand Division
3.OA.A.2 3.OA.A.3 3.OA.A.4
Chapter 7: Division 3.NBT.3 3.OA.4 3.OA.5 3.OA.7 3.OA.9
Module 3: Topics A, B, C, D
3.OA.4- Finding the unknown in a division equation
3.OA.8- The Stamp Collection, The Class Trip
LDOE 3 -5 Mathematics Guidebook Remediation Guide Pages 17 - 21 Guidebook ECR (Extended Constructed Response):
2015 – 2016 Grade 3 Mathematics Year at a Glance
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Multiplication begins on September 14 during the first nine weeks and ends on October 30 during the second nine weeks’ grading period. Please refer to the District
Calendar for exact beginning and ending dates for each nine weeks grading period.
October 13, 2015
3.OA.D.8 3.OA.D.9
3.OA.B.5 3.OA.B.6 3.OA.C.7
Chapter 7: Division Facts and Strategies
3.OA.A.3 3.OA.A.4 3.OA.C.7 3.OA.D.8
Chapter 9: Multiplication and Division
3.OA.3 3.OA.4 3.OA.5 3.OA.6 3.OA.7 3.OA.8
Planting Flowers, Page 36
Going to the Fair, Page 42
Guidebook Instructional Tasks:
Harry’s Day, Page 59
Arianna’s Birthday Party Page 68
Bobby’s Field Day Page 74
No tasks yet aligned to this standard (3.OA.9) Learn Zillion: http://learnzillion.com/lessonsets/396-multiply-and-divide-within-100 http://learnzillion.com/lessonsets/302-multply-and-divide-within-100 http://learnzillion.com/lessonsets/611-solve-multiplication-and-division-word-problems
2015 – 2016 Grade 3 Mathematics Year at a Glance
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Multiplication begins on September 14 during the first nine weeks and ends on October 30 during the second nine weeks’ grading period. Please refer to the District
Calendar for exact beginning and ending dates for each nine weeks grading period.
October 13, 2015
Area and Perimeter 3.MD.C.5 3.MD.C.5a 3.MD.C.5b 3.MD.C.6 3.MD.C.7 3.MD.C.7a 3.MD.C.7b 3.MD.C.7c 3.MD.C.7d 3.MD.D.8
1/5-1/20
11
days
Chapter 11: Perimeter and Area
3.MD.C.5 3.MD.C.5a 3.MD.C.5b 3.MD.C.6 3.MD.C.7 3.MD.C.7a 3.MD.C.7b 3.MD.C.7c 3.MD.C.7d 3.MD.D.8
Chapter 19: Area and
Perimeter 3.MD.5a 3.MD.5b 3.MD.6
3.MD.7b 3.MD.7d 3.MD.8 3.NBT.2
Module 4: Topic A (3.MD.5), Topic B (3.MD.5, 3.MD.6, 3.MD.7), Topic C (3.MD.5, 3.MD.6, 3.MD.7), Topic D (3.MD.6, 3.MD.7) Module 7: Topic C (3.MD.8), Topic D (3.MD.4, 3MD.8), Topic E (3.MD.8, 3.G.1)
3.MD.C- The Square Counting Shortcut 3-MD.6- Halves, thirds, and sixths, Finding the Area of Polygons 3.MD.7d- Finding the Area of Polygons, Three Hidden Rectangles 3.MD.8- Shapes and their Insides
LDOE 3 -5 Mathematics Guidebook Remediation Guide Pages 17 - 21
Guidebook ECR (Extended Constructed Response):
Mia and Jon’s Table Page 22
Mrs. Jones’s Classroom Page 26
No tasks yet aligned to these standards (3.MD.5, 3.MD.5a, 3.MD.5b, 3.MD.7, 3.MD.7b, 3.MD.7d, 3.MD.8) Learn Zillion: https://learnzillion.com/lessonsets/581-relate-area-to-multiplication-and-addition-using-unit-squares-and-arrays https://learnzillion.com/lessonsets/378-relate-area-to-
2015 – 2016 Grade 3 Mathematics Year at a Glance
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Multiplication begins on September 14 during the first nine weeks and ends on October 30 during the second nine weeks’ grading period. Please refer to the District
Calendar for exact beginning and ending dates for each nine weeks grading period.
October 13, 2015
multiplication-and-addition-using-arrays- https://learnzillion.com/lessonsets/758-use-tiling-to-represent-distributive-property https://learnzillion.com/lessonsets/725-use-tiling-and-area-models-to-represent-the-distributive-property
Fractions 3.G.2 3.NF.A.1 3.NF.A.2 3.NF.A.2a 3.NF.A.2b 3.NF.A.3a 3.NF.A.3b 3.NF.A.3c 3.NF.A.3d
1/21-2/19
20
days
Chapter 8: Understand Fractions Chapter 9: Compare Fractions
3.G.2 3.NF.A.1 3.NF.A.2
3.NF.A.2a 3.NF.A.2b 3.NF.A.3a 3.NF.A.3b 3.NF.A.3c
Chapter 14: Fractions
3.G.2
3.NF.1 3.NF.2
3.NF.2a 3.NF.2b 3.NF.3a 3.NF.3b 3.NF.3c 3.NF.3d 3.MD.4
Module 5: Topic A (3.G.2), Topic B (3.NF.1), Topic C (3.NF.3d), Topic D (3.NF.2a, 3.NF.2b, 3.NF.3c, 3.NF.3d), Topic E (3.NF.2a, 3.NF.2b, 3.NF.3c), Topic F (3.NF.3d)
3. NF.1- Naming the Whole for a Fraction, Halves, thirds, and sixths
3.NF.2- Locating Fractions Less than One on the Number Line, Closest to 1/2, Locating Fractions Greater than One on the Number Line, Find 1, Find 2/3, Which is Closer to 1?, Find 1/4 Starting from 1, Assessment Version, Find 7/4 starting from 1, Assessment Variation, Find 1 Starting from 5/3, Assessment Variation
LDOE 3 -5 Mathematics Guidebook Remediation Guide Pages 17 - 21 Guidebook ECR (Extended Constructed Response):
Kim’s Candy Bar Page 32
Guidebook Instructional Task:
Five Sisters Running a Race Page 80
No tasks yet aligned to these standards
2015 – 2016 Grade 3 Mathematics Year at a Glance
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Multiplication begins on September 14 during the first nine weeks and ends on October 30 during the second nine weeks’ grading period. Please refer to the District
Calendar for exact beginning and ending dates for each nine weeks grading period.
October 13, 2015
3.NF.A.3d
3.NF.3- Ordering Fractions, Comparing Fractions, Snow Day
3.NF.3a- Jon and Charlie's Run
3.NF.3b-Halves, thirds, and sixths
3.NF.3d-Fractions with a Different Whole, Comparing Fractions with the Same Denominator, Assessment Variation, Comparing Fractions with the Same Numerators, Assessment Variation, Fraction Comparisons With Pictures, Assessment Variation
3.G.2-Geometric pictures of one half, 3.G Representing Half of a Circle, Halves, thirds, and sixths
(3.G.2, 3.NF.A.2a, 3.NF.2b, 3.NF.3a, 3.NF.3b, 3.NF.3c, 3.NF.3d) Learn Zillion: https://learnzillion.com/lessonsets/113-measure-area-by-counting-unit-squares https://learnzillion.com/lessonsets/89-understand-a-fraction-1b-as-part-of-a-whole-partitioned-into-b-equal-parts https://learnzillion.com/lessonsets/79-understand-fractions https://learnzillion.com/lessonsets/334-represent-fractions-on-a-number-line https://learnzillion.com/lessonsets/80-fractions-on-number-lines
Measurement: 2/22-3/2
Chapter 10: Time, Length,
Chapter 11: Metric Length,
Module 2: Topic B (3.NBT.2, 3.MD.2)
3.MD.2- How Heavy? LDOE 3 -5 Mathematics Guidebook Remediation Guide
2015 – 2016 Grade 3 Mathematics Year at a Glance
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Multiplication begins on September 14 during the first nine weeks and ends on October 30 during the second nine weeks’ grading period. Please refer to the District
Calendar for exact beginning and ending dates for each nine weeks grading period.
October 13, 2015
Length, Volume, Mass 3.MD.A.2 3.MD.B.4
8 days
Liquid Volume, and Mass (skip time) Incorporate Line Plots (Chapter 2: Represent and Interpret Data)
3.MD.A.2 3.MD.B.4
Mass, and Volume
3.MD.2 Chapter 15: Customary Length, Weight, and Capacity
3.MD.4 3.MD.7a 3.MD.7b 3.MD.7c
Incorporate Line Plots (Chapter 13: Bar Graphs and Line Plots)
Pages 17 - 21
No tasks yet aligned to these standards (3.MD.2, 3.MD.4)
Measurement: Time and Elapsed Time 3.MD.A.1
3/3-3/11 6 days
Chapter 10: Time, Length, Liquid Volume, and Mass
3.MD.A.1
Chapter 16: Time and Temperature
3.MD.1 3.MD.4
3.MD.7a 3.MD.7b
Module 2: Topic A (3.NBT.1, 3.MD.1)
No tasks yet aligned to this standard
LDOE 3 -5 Mathematics Guidebook Remediation Guide Pages 17 - 21 Guidebook Instructional Task:
Time Intervals Page 55 http://learnzillion.com/lesson
2015 – 2016 Grade 3 Mathematics Year at a Glance
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Multiplication begins on September 14 during the first nine weeks and ends on October 30 during the second nine weeks’ grading period. Please refer to the District
Calendar for exact beginning and ending dates for each nine weeks grading period.
October 13, 2015
3.MD.7c
sets/173-solve-elapsed-time-word-problems http://learnzillion.com/lessonsets/139-tell-write-and-measure-time-to-the-minute
Geometry 3.G.1 3.G.2
3/14-3/24 9 days
Chapter 12:Two Dimensional Shapes
3.G.1 3.G.2
Chapter 17: Angles and Lines
3.G.1 Chapter 18: Two- Dimensional Shapes
3.G.1
Module 7: Topic B (3.G.1)
3.G.2-Geometric pictures of one half, 3.G Representing Half of a Circle, Halves, thirds, and sixths
LDOE 3 -5 Mathematics Guidebook Remediation Guide Pages 17 - 21
No tasks yet aligned to these standards (3.G.1, 3.G.2)
Real Life Word Problems and Review All Standards, Especially 3.OA.8 3.NBT.2 3.NBT.3 3.MD.1
4/4-4/22 15 days
Incorporated throughout text
3.OA.8 3.NBT.2 3.NBT.3 3.MD.1 3.MD.2 3.MD.8
Chapter 12: Real- World Word Problems
3.MD.2 3.NBT.2 3.OA.3 3.OA.4 3.OA.5 3.OA.6
Module 7: Topic A (3.OA.8)
3.OA.8- The Stamp Collection, The Class Trip
LDOE 3 -5 Mathematics Guidebook Remediation Guide Pages 17 – 21 Guidebook ECR (Extended Constructed Response):
Going to the Fair Page 42
Guidebook Instructional Tasks:
Time Intervals Page 55
2015 – 2016 Grade 3 Mathematics Year at a Glance
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Multiplication begins on September 14 during the first nine weeks and ends on October 30 during the second nine weeks’ grading period. Please refer to the District
Calendar for exact beginning and ending dates for each nine weeks grading period.
October 13, 2015
THIRD GRADE MATHEMATICS CONTENT STANDARDS
Operations & Algebraic Thinking 3.OA
Represent and solve problems involving multiplication and division.
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.
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. 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.1
3.MD.2 3.MD.8
3.OA.7 Arianna’s Birthday Party, Page 66
No tasks yet aligned to these standards (3.NBT.2, 3.NBT.3, 3.MD.2, 3.MD.8)
Getting Ready for Grade 4 (4/25-5/20) 3.OA.C.7, 3.NBT.A.3, 3.NF.A.1, 4.NBT.A.1, 4.NBT.A.2, 4.NBT.A.3, 4.NBT.B.6, 4.NF.C.6
Review Third Grade Standards/ Move On to Fourth Grade Standards
2015 – 2016 Grade 3 Mathematics Year at a Glance
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Multiplication begins on September 14 during the first nine weeks and ends on October 30 during the second nine weeks’ grading period. Please refer to the District
Calendar for exact beginning and ending dates for each nine weeks grading period.
October 13, 2015
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 = ?
Understand properties of multiplication and the relationship between multiplication and division.
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.)
6. Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
Multiply and divide within 100.
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.
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
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.
_________________
1 See Glossary, Table 2.
2015 – 2016 Grade 3 Mathematics Year at a Glance
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Multiplication begins on September 14 during the first nine weeks and ends on October 30 during the second nine weeks’ grading period. Please refer to the District
Calendar for exact beginning and ending dates for each nine weeks grading period.
October 13, 2015
2 Students need not use formal terms for these properties.
3 This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order.
Number & Operations in Base Ten 3.NBT
Use place value understanding and properties of operations to perform multi-digit arithmetic.1
1. Use place value understanding to round whole numbers to the nearest 10 or 100.
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.
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.
_________________
1 A range of algorithms may be used.
Number & Operations—Fractions¹ 3.NF
Develop understanding of fractions as numbers.
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.
2015 – 2016 Grade 3 Mathematics Year at a Glance
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Multiplication begins on September 14 during the first nine weeks and ends on October 30 during the second nine weeks’ grading period. Please refer to the District
Calendar for exact beginning and ending dates for each nine weeks grading period.
October 13, 2015
2. Understand a fraction as a number on the number line; represent fractions on a number line diagram.
a. 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.
b. Represent a fraction a/b on a 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. 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. c. 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. d. Compare two fractions with the same numerator or the same denominator by reasoning about their si ze. Recognize that comparisons
are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
_________________
1 Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, 8.
2015 – 2016 Grade 3 Mathematics Year at a Glance
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Multiplication begins on September 14 during the first nine weeks and ends on October 30 during the second nine weeks’ grading period. Please refer to the District
Calendar for exact beginning and ending dates for each nine weeks grading period.
October 13, 2015
Measurement & Data 3.MD
Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
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.
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 a measurement scale) to represent the problem.2
Represent and interpret data.
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.
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.
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
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 measu re 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.
6. Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
7. Relate area to the operations of multiplication and addition.
2015 – 2016 Grade 3 Mathematics Year at a Glance
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Multiplication begins on September 14 during the first nine weeks and ends on October 30 during the second nine weeks’ grading period. Please refer to the District
Calendar for exact beginning and ending dates for each nine weeks grading period.
October 13, 2015
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 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.
8. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter 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 diffe rent perimeters.
_________________
1 Excludes compound units such as cm3 and finding the geometric volume of a container.
2 Excludes multiplicative comparison problems (problems involving notions of “times as much”; see Glossary, Table 2).
2015 – 2016 Grade 3 Mathematics Year at a Glance
NOTE: Some topics will span more than one nine weeks’ grading period. For example, Multiplication begins on September 14 during the first nine weeks and ends on October 30 during the second nine weeks’ grading period. Please refer to the District
Calendar for exact beginning and ending dates for each nine weeks grading period.
October 13, 2015
Geometry 3.G
Reason with shapes and their attributes.
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.
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.