chapter 1: numbers to 10,000 -...

1

CHAPTER 1: NUMBERS TO 10,000 Total Number of Days: 9 Grade/Course: 3

ESSENTIAL QUESTIONS ENDURING UNDERSTANDINGS

How can we take apart numbers using place value in multiple ways?

What can we learn about the value of a number by examining its digits?

How can whole numbers be compared and ordered?

The place of its digits determines the value of a number. A number can be written using words, standard, and expanded form. We can read, compare, and order numbers according to the place value of their digits.

PACING CONTENT SKILLS STANDARDS (CCSS/MP)

RESOURCES LEARNING

ACTIVITIES/ASSESSMENTS

PACING

CONTENT

SKILLS

STANDARDS (CCSS/MP)

Math in Focus

OTHER (e.g.,tech)

LEARNING ACTIVITIES/ASSESSMENTS

Administer Math in Focus 2nd Grade End-Of-Year Test within first few days of school.

All 2nd Grade Common Core Standards

1 day Recall Prior Knowledge: Review Place Value Concepts

1. Counting on 2. Identify place value 3. Compare numbers

CCSS: 3.NBT.A.1 3.NBT.A.2 3.NBT.A.3 MP:

TE-3A pp. 1-4 Pre-Assessment A-3: pp. 3-5 or TE 3A p. 34-35

http://www.sheppardsoftware.com/mathgames/placevalue/fruit_shoot_place_value.htm

Quick Check: p. 4 Review Pre-Test: Assessment Bk pp. 3-5 or Chapter Review/Test SB p. 34-35 (Use as pre and post test)

2 days 1.1 Counting to 10,000

1. Count, read, and write numbers to 10,000

CCSS: 3.OA.D.9 MP:

TE-3A pp. 5-11 Core: WKBK-3A pp.1-4 EP-3A pp. 1-4 Basic: R-3A pp.1-4 ELL TE p. 6

http://www.abcya.com/place_value_hockey.htm http://www.toonuniversity.com/flash.asp?e

5-minute Warm-Up: TE p. 5

Use base-ten blocks and place value mats to model numbers.







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




http://www.toonuniversity.com/flash.asp?err=496&engine=9



2

Advanced: E-3A

rr=496&engine=9

2 days 1.2 Place value

1. Read, write, and represent numbers to 10,000 in standard form, expanded form, and word form.

CCSS: 3.NBT.A.3 MP:

TE-3A pp.12-19 Core: WKBK-3A pp.5-10 EP-3A pp. 5-6 Basic: R-3A pp. 5-10 ELL: TE p. 13 Advanced: E-3A

http://www.youtube.com/watch?v=GlQqEVcXfTI

5-minute Warm-Up: TE p. 12

Use place-value charts and place-value strips to represent numbers.

Game “Roll and Show!”: SB A p. 16

2 days 1.3 Comparing and Ordering Numbers

1. Compare and order numbers using >, =, and < symbols to record the results of comparisons

CCSS: 3.NBT.A.4 MP:

TE-3A pp.20-31 Core: WKBK-3A pp. 11-16 EP-3A pp.7-11 Basic: R-3A pp.11-16 ELL: TE p. 21 Advanced: E-3A pp 1-7 WKBK 3A pp 17-18

http://www.ixl.com/math/grade-3/comparing-numbers

5-minute Warm Up : TE p. 20

Use base-ten blocks to compare and order numbers.

Game “Guess My Number!”: SB A p. 26

Math Journal: SB A p.31

2 days Chapter Wrap Up Assessment

1. Review reading, writing, and comparing numbers up to 10,000

CCSS: 3.NBT.A.1 3.NBT.A.2 3.NBT.A.3 3.OA.D.9 MP:

TE 3A: pp. 32-33 Assessment: A-3:pp. 3-5 or TE 3A p. 34-35

Chapter Wrap Up p. 33 Chapter Test: Assessment Bk pp. 3-5 or Chapter Review/Test SB p. 34-35

INSTRUCTIONAL FOCUS OF UNIT

Given any 4-digit number, students will identify the place value of each digit in the number, and express the number in standard, word, and expanded forms.

Students compare and describe sets of numbers using the terms least and greatest. Students write numbers in increasing or decreasing order. Students apply the number and place-value concepts to identify and complete number patterns and find missing numbers on a number line.

PARCC FRAMEWORK/ASSESSMENT










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21ST CENTURY SKILLS (4Cs & CTE Standards)

MODIFICATIONS/ACCOMMODATIONS

APPENDIX (Teacher resource extensions)

CCSS.Math.Content.2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s.

CCSS.Math.Content.2.NBT.A.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

CCSS.Math.Content.2.NBT.A.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

CCSS.Math.Content.3.OA.D.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.

Abbreviations:

MP- Mathematical Practices

TE- Teacher’s Addition

SB – Student Book

WKBK- Workbook

ELL- English Language Learners

A-3- Assessment Book Grade 3

E-3A- Enrichment 3A

http://www.corestandards.org/Math/Content/2/NBT/A/2



http://www.corestandards.org/Math/Content/3/OA/D/9

4

CHAPTER 2: MENTAL MATH AND ESTIMATION Total Number of Days: 9 Grade/Course: 3


What strategies can I use to help me add in my mind more quickly and efficiently?

What is an effective way to round numbers to the nearest ten and hundred?

When would I use estimation strategies in the real world?

Decomposing numbers can help with addition and subtraction of two-digit numbers. Estimation helps us see whether or not our answers are reasonable. Rounded numbers are approximate and not exact.

PACING CONTENT SKILLS STANDARDS (CCCS/MP)

RESOURCES LEARNING


PH/MF

OTHER (e.g., tech)

5

1 day Recall Prior Knowledge: Review mental math strategies

1. Making number bonds 2. Adding by using mental math strategies 3. Subtracting by using mental math strategies

CCSS: 3.NBT.A.2

TE-3A pp. 36-40 Pre-Assessment: A-3 pp. 8-10 or TE 3A pp. 72-73

http://mrnussbaum.com/warpretzels1/ipad/index.html

Quick Check: pp. 39-40 Review Pre-Test: Assessment Bk Chapter 2 pp. 8-10 or Chapter Review/Test SB 3A pp. 72-73 (Use as pre and post test)

1 day 2.1 Mental Addition

1. Add 2-digit numbers mentally with or without regrouping. Which would be the best first step to help find 2 + 3 + 8 + 6 + 7 quickly?

CCSS: 3.NBT.A.2

TE-3A pp. 41-44 Core: WKBK-3A pp.19-20 EP-3A pp. 15-16 Basic: R-3A pp.17-20 ELL: TE p. 42 Advanced: E-3A pp. 8-15

5-minute Warm Up: TE p. 41

Game “Add Mentally”: SB A p. 43

Problem of the Lesson: TE p. 42

1 day 2.2 Mental Subtraction 1. Subtract two digit numbers

mentally with or without regrouping.

CCSS: 3.NBT.A.2


http://www.sheppardsoftware.com/mathgames/fruitshoot/fruitshoot_subtraction.htm


Game “Subtract Mentally” : SB A p. 47












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1 day 2.3 Mental Math

1. Use different strategies to mentally add 2-digit numbers close to 100.

CCSS: 3.NBT.A.2



Game “More Mental Addition”: SB A p. 51

2 days 2.4 Rounding Numbers to Estimate

1. Round numbers to estimate sums and differences. What is 94 rounded to the nearest hundred?

CCSS: 3.NBT.A.1 3.NBT.A.2 3.OA.D.8

TE-3A pp. 53-63 Core: WKBK-3A pp.27-30 EP-3A pp. 21-24 Basic: R-3A pp. 31-38 ELL: TE p. 54A Advanced: E-3A pp. 8-15

http://pisdtv.pisd.edu/dooley/features/188 http://learnzillion.com/lessons/1787-round-to-the-nearest-ten-using-base-ten-blocks http://learnzillion.com/lessons/1788-round-to-the-nearest-hundred-using-a-number-line


Hand-On Activity “Rounding Distances”: SB A p. 57

1 day

2.5 Front-End Estimation

1. Use front-end estimation to estimate sums and differences.

CCSS: 3.NBT.A.2

TE-3A pp. 64-69 Core: WKBK-3A pp. 31-36 EP-3A pp. 25-28 Basic: R-3A pp.39-40 ELL: TE p. 64 Advanced: E-3A pp. 8-15


Math Journal: SB A p. 69


1. Review mental math strategies for addition and subtraction. 2. Review rounding numbers to

CCSS: 3.NBT.A.1 3.NBT.A.2

TE-3A pp.70-71 Advanced:

Chapter Wrap up: p. 70-71 Chapter Test:


http://pisdtv.pisd.edu/dooley/features/188



http://learnzillion.com/lessons/1787-round-to-the-nearest-ten-using-base-ten-blocks





http://learnzillion.com/lessons/1788-round-to-the-nearest-hundred-using-a-number-line






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the nearest 10 and the nearest 100. 3. Review estimating to check if answers are reasonable.

3.OA.D.8 WKBK 3A pp. 37-38 Assessment: Post-Test: A-3 pp. 8-10 or SB 3A pp. 72-73

Assessment Bk pp. 8-10 or Chapter Review/Test SB 3A pp. 72-73


Students use mental math strategies to increase computational fluency. Students use estimation strategies to find and check sums and differences.


NJ DOE Model Curriculum Samples (Unit 1): What is 94 rounded to the nearest hundred? What is 439 rounded to the nearest hundred?

UNIT 2 Which would be the best first step to help find 2 + 3 + 8 + 6 + 7 quickly? A. 2+3=5 and 3+8=11 B. 2+8=10 and 3+7=10 C. 3+8=11 and 6+7=13 D. 2+6=8 and 3+6=9




CCSS.Math.Content.3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100.

CCSS.Math.Content.3.NBT.A.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.

CCSS.Math.Content.3.OA.D.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




8

CHAPTER 3: ADDITION UP TO 10,000 Total Number of Days: 7 Grade/Course: 3


How does place value connect with regrouping in addition?

When would I use addition in a real world situation?

Addition means the joining of two or more sets that may or may not be the same size. Greater numbers can be added the same way 2-digit numbers are added. Estimation helps us see whether or not our answers are reasonable


RESOURCES LEARNING


PH/MF OTHER (e.g., tech)

1 day Recall Prior Knowledge: -Adding 3-digit numbers

1. Add 3-digit numbers with and without regrouping

CCSS: 3.NBT.A.2

TE-3A pp. 74-76 Pre-Assessment: Assessment Bk 3 pp. 13-16 or SB A p.91

Quick Check: p. 76 Review Pre-Test: Assessment Bk 13-16 or SB A p. 91 (Use as pre and post test)

1 day 3.1 Addition without regrouping

1. Add 4-digit numbers without regrouping.

CCSS: 3.NBT.A.2

TE-3A pp. 77-78 Core: WKBK-3A pp. 45-48 EP-3A pp. 31-32 Basic: R-3A pp.41-42 ELL: p.78

http://mrnussbaum.com/draggablemain/index3/

5-Minute Warm up: TE p. 77 Represent addition

problems with base-ten blocks and a place value chart.

Problem of the lesson: TE p. 78




9

Advanced: E-3A 16-21

2 day 3.2 Addition with regrouping in hundreds

1. Add 4-digit numbers with regrouping in hundreds place.

CCSS: 3.NBT.A.2

TE-3A pp. 79-83 Core: WKBK-3A pp. 49-50 EP-3A pp. 33-34 Basic: R-3A pp.43-46 ELL : p. 80 Advanced: E-3A 16-21

http://www.funbrain.com/cgi-bin/ttt.cgi

5-Minute Warm Up: TE p. 79 Represent addition


Game “Snap-a-Thousand! “: P. 81


1 day 3.3 Addition with

regrouping in ones, tens, and hundreds

1. Add 4-digit numbers with regrouping in the ones, tens, and hundreds place.

CCSS: 3.NBT.A.2

TE-3A pp. 84-88 Core: WKBK-3A pp. 51-56 EP-3A pp. 35-40 Basic: R-3A pp.47-50 ELL: TE 3A p.87 Advanced: E-3A 16-21

5-minute Warm Up: TE p. 84 Represent addition


Problem of the Lesson: TE p. 87

Math Journal: SB 3A p. 88


Review adding 4-digit numbers with regrouping and without regrouping.

CCSS: 3.NBT.A.2

TE-3A pp. 74-76 Advanced: SB A p. 89 WKBK 3A pp. 55-58 Pre-Assessment: A- 3 pp. 13-16 or SB 3A p.91

Chapter Wrap up: TE pp. 90-91 Chapter Test: Assessment Bk 3 pp. 13-16 or Chapter Review/Test SB 3A p.91


Students add two 4-digit numbers to 10,000 with or without regrouping using base-ten blocks and a place-value chart. Students will realize that the same strategies of adding right to left apply, and that regrouping of hundreds is the same as regrouping of tens.

PARCC FRAMEWORK/ASSESSMENT NJ DOE Model Curriculum Samples: Unit 5: In questions 9–12, add or subtract.

9. 192 749

10. 651 376



10

11. 814 106

12. 274 548


MODIFICATIONS/ACCOMMODATIONS Although CCS states students must fluently add and subtract to 1,000, we will follow the math program up to 10,000.




11

CHAPTER 4: SUBTRACTION UP TO 10,000 Total Number of Days: 7 Grade/Course: 3


How does place value connect with regrouping in subtraction?

How can we use addition to check our subtraction problems?

When would I use subtraction in a real world situation?

Subtraction has more than one meaning. It not only means the typical “take away” operation, but also can denote finding the difference between sets.

There is an inverse relationship between addition in subtraction which can be used to check answers.

Estimation helps us see whether or not our answers are reasonable.


RESOURCES LEARNING



1 Recall Prior Knowledge: -Subtraction with 2 and 3-digit numbers

1. Subtract 2- digit and 3-digit numbers with and without regrouping.

CCSS: 3.NBT.A.2

TE-3A pp. 92-93 Pre-Assessments: A-3 pp. 19-22 or SB 3A p.116

Quick Check: p. 93 Review Pre-Test: Assessment Bk 19-22 or Chapter Review/Test SB A p116 (Use as pre and post test)

1 4.1 Subtraction without regrouping

1. Subtract 4-digit numbers without regrouping.

CCSS: 3.NBT.A.2

TE-3A pp. 94-97 Core: WKBK-3A pp. 59-60 EP-3A pp. 45-60 Basic: R-3A pp.51-54 ELL: p.95 Advanced:

5-Minute Warm Up: TE p. 94 Represent subtraction



Hands-On Activity: “Subtract 4-Digit Numbers Without Regrouping” p. 96

12

E-3A 22-28

1 4.2 Subtraction with regrouping

1. Subtract 4-digit numbers with regrouping in the hundreds and thousands place.

CCSS: 3.NBT.A.2

TE-3A pp. 98-101 Core: WKBK-3A pp. 61-62 EP-3A pp. 47-48 Basic: R-3A pp.55-58 ELL: p.101 Advanced: E-3A 22-28




1 4.3 Subtraction with regrouping

1. Subtract 4-digit numbers with regrouping in the ones, tends, hundreds and thousands place.

CCSS: 3.NBT.A.2





Game: “Go for the Smallest!” SB A p. 107

1 4.4 Subtraction across zeros

1. Subtract 4-digit numbers across zeros.

CCSS: 3.NBT.A.2





Game: “Subtract the Numbers!” SB A p. 112

Math Journal: SB A p 114

2 Chapter Wrap Up Assessment

1. Review subtraction of numbers up to 10,000 with or without regrouping.

CCSS: 3.NBT.A.2

TE-3A pp. 115-116 Advanced: WKBK 3A pp.69-72 Assessments: A-3 pp. 19-22 or

Chapter Wrap Up pp. 115-116 Chapter Test: Assessment Bk 19-22 or Chapter Review/Test SB 3A p116

13

SB 3A p.116


Students learn how to subtract two 4-digit numbers with or without regrouping using base-ten blocks and a place- value chart. Students will realize that the same strategies of subtracting right to left apply, and that regrouping of thousands and hundreds is the same as

regrouping tens. Students check their work using the inverse relationship between addition and subtraction.

PARCC FRAMEWORK/ASSESSMENT NJ DOE Model Curriculum Samples: Unit 5: In questions 9–12, add or subtract.

9. 192 749

10. 651 376

11. 814 106

12. 274 548


MODIFICATIONS/ACCOMMODATIONS Although CCS states student must fluently add and subtract to 1,000, we will follow the math program up to 10,000.




14

CHAPTER 5: USING BAR MODELS: ADDITION AND SUBTRATION Total Number of Days: 5 Grade/Course: 3


How can I use addition and subtraction concepts to solve real world problems?

What strategies can I use to solve real world problems? How can a bar model help to visualize and better

understand the concepts to solve real-world problems?

Subtraction has more than one meaning. It not only means the typical “take away” operation, but also can denote finding the difference between sets.

Strategies like drawing a bar model can help us to better understand how to solve real-world problems.


RESOURCES LEARNING



1 Recall Prior Knowledge: Bar Models to solve addition and subtraction word problems.

Review: 1. Part-whole bar models to solve addition problems. 2. Adding-on bar models to solve addition problems. 3. Comparison bar models to solve addition problems. 4. Part-whole bar models to solve

CCSS: 3.NBT.A.2 3.OA.D8

TE-3A pp. 117-121 Pre-Assessment: A-3 pp. 30-36 or SB 3A pp. 130-131

Quick Check: p. 121 Review Pre-Test: Assessment Bk 117-121 or Chapter Review/Test SB A pp. 130-131 (Use as pre and post test)

15

subtraction problems.

2 5.1 Real world problems: Addition and Subtraction

1 Use bar models to solve 2-step real-world problems involving addition and subtraction.


TE-3A pp. 122-126 Core: WKBK-3A pp. 73-86 EP-3A pp. 61-68 Basic: R-3A pp. 69-78 ELL: TE 3A p.122A Advanced: E-3A 29-40



Problem of the lesson: TE p. 122A

Hands-on Activity: Use sentence strips in different colors to represent the bars.


1 Use bar models to solve 2-step real-world problems involving addition and subtraction


TE 3A : pp. 128-29 Advanced: WKBK 3A pp87-88 Assessment : A-3 pp. 26-29 or SB 3A pp. 130-131

Chapter Wrap Up: SB A pp. 128-129 Chapter Test: Assessments 3: pp. 30-36 or Chapter Review/Test SB 3A pp. 130-131


Students solve two-step real-world problems where the solution for step b requires the answer from step a. Students apply addition concepts and subtraction concepts to solve the problems. Drawing bar models help students to visualize and construct concrete pictures to help them make sense of the relationship between the values given

in the real-world problems.

PARCC FRAMEWORK/ASSESSMENT NJ DOE Model Curriculum Samples (Unit 1):

There are 36 birds in the city zoo. There are 19 birds in the pet store. What is the total number of birds total in the city zoo and the pet store? UNIT 3 Sing Li had 120 baseball cards. After Sing Li bought 50 more cards, Sing Li had 35 more cards than Ray. Which of the following equations shows how to find

the number of cards that Ray has? n is the number of cards Ray has.

a. 120 50 35n

16

b. 120 35 50n

c. 120 50 35n

d. 120 50 35n






Benchmark 1: Cumulative Review of Chapters 1-5 Total Number of Days: 3 Grade/Course: 3


RESOURCES LEARNING

ACTIVITIES/ASSESSMENTS 2 days Cumulative Review: Review concepts CCSS: TE 3A : pp. Students complete review found



17

Chapters 1-2 Chapters 3-5

and skills developed in chapters 1-5

3.NBT.A.1 3.NBT.A.2 3.OA.D.8 3.OA.D.9

73A-73B (chapters 1-2) pp. 131B (chapters 3-5) WKBK-3A pp39-44 (chapters 1-2) pp. 89-92 (chapters 3-5)

in the workbook and extra practice book in preparation for Benchmark 1 Test.

1 day Assessment: Benchmark 1: Chapters 1-5

Benchmark 1 Test assesses concepts and skills developed in chapters 1-5

CCSS: 3.NBT.A.1 3.NBT.A.2 3.OA.D.8 3.OA.D.9

TE 3A : pp. 131C Assessment : A-3 pp. 30-36

Assessment: Benchmark 1 Test





CCSS.Math.Content.3.NBT.A.1 Use place value understanding to round whole numbers to the nearest 10 or 100.








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CHAPTER 6: MULTIPLICATION TABLES OF 6,7,8, and 9 Total Number of Days: 13 Grade/Course: 3

ESSENTIAL QUESTIONS ENDURING UNDERSTANDINGS • How are addition and multiplication and subtraction and division related? • How can multiplication be represented using different models? • How can we practice multiplication facts in a meaningful way that will help us remember them?

Multiplication is the addition of equal groups and can be represented by repeated addition. Multiplication and division are related as inverse operations; they undo each other. Division can be used to find missing factors in multiplication.

PACING CONTENT SKILLS

STANDARDS

(CCCS/MP)

RESOURCES LEARNING



1 Recall Prior Knowledge: Multiplying using different models.

1. Use concrete representations such as dot paper and area models to learn multiplication facts. 2.Make use of known multiplication facts to find unknown facts. 3.Solve problems using

CCSS: 3.NBT.A.3 3.OA.A.1 3.OA.A.2 3.OA.A.3 3.OA.A.4 3.OA.B.5 3.OA.B.6

TE-3A pp. 132-137 Assessment: A-3 pp. 39-41 or SB 3A pp.184-186

Quick Check: p. 136-137 Review Pre-Test: Assessment BK pp. 39-41 or Chapter Review/Test SB 3A pp.184-186 (Use as pre and post test)

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related multiplication facts to find the number of items in each group.

3.OA.C.7 3.OA.D.8 3.OA.D.9

3 6.1 Multiplication properties

1. Use the following properties: Commutative property, Associative property, property of one, property of zero

CCSS: 3.OA.A.4 3.OA.B.5 3.OA.C.7 3.OA.D.9

TE-3A pp. 138-150 Core: WKBK-3A pp. 93-96 EP-3A pp. 77-78 Basic: R-3A pp. 79-90 ELL: TE-3A p.139 Advanced: E-3A 41-52

http://learnzillion.com/lessons/1389-use-the-commutative-and-associative-properties-to-solve-3-factor-word-problems http://learnzillion.com/lessons/963-understand-the-commutative-property-by-naming-arrays

5-Minute Warm Up: TE

p. 138 Use Dot Paper Arrays

(TR14), Number Lines, or Identical Counters or Connecting Cubes to represent multiplication problems and the properties of multiplication.

1 6.2 Multiply by 6 1. Understand multiplication by using array models. 2. Practice multiplication facts of 6.

CCSS: 3.NBT.A.3 3.OA.A.1 3.OA.A.3 3.OA.A.4 3.OA.B.5 3.OA.C.7 3.OA.D.9


http://www.math-play.com/one-digit-multiplication-game.html

5-Minute Warm Up: TE p. 151

Use Dot Paper Arrays (TR14), Number Lines, or Identical Counters or Connecting Cubes to represent multiplication problems and the properties of multiplication.

Problems of the Lesson: TE p. 152

Game: “Number Train!” TE p. 156

1 6.3 Multiply by 7 1. Understand

multiplication by using area models. 2. Practice multiplication facts of 7.


TE-3A pp. 158- 162 Core: WKBK-3A pp. 101-104 EP-3A pp. 83-84 Basic: R-3A pp. 97-102 ELL: TE-3A p.159 Advanced: E-3A 41-52

http://www.multiplication.com/games/multi-player-games


Use Area Models to represent multiplication problems and the properties of multiplication.


http://learnzillion.com/lessons/1389-use-the-commutative-and-associative-properties-to-solve-3-factor-word-problems






http://learnzillion.com/lessons/963-understand-the-commutative-property-by-naming-arrays













20

1 6.4 Multiply by 8 1. Understand multiplication by using number lines and area models. 2. Practice multiplication facts of 8.

CCSS 3.NBT.A.3 3.OA.A.1 3.OA.A.3 3.OA.A.4 3.OA.B.5 3.OA.C.7 3.OA.D.9


http://www.funbrain.com/cgi-bin/mb.cgi




Game: “Let’s Multiply!” TE 3A p.166

2 6.5 Multiply by 9 1. Understand

multiplication by using array models and area models. 2. Practice multiplication facts of 9.

CCSS: 3.NBT.A.3 3.OA.A.3 3.OA.A.4 3.OA.B.5 3.OA.C.7 3.OA.D.9


http://www.fun4thebrain.com/multiplication/deepdivemult.html




Game: “Get to the Top!” TE 3A p.174

1 6.6 Division 1. Divide to find the

number of items in each group. 2. Understand related multiplication and division facts. 3. Write division sentences for real-world problems.

CCSS: 3.OA.A.2 3.OA.A.3 3.OA.A.4 3.OA.B.5 3.OA.B.6


http://mrnussbaum.com/envision-division/


Use connecting cubes or counters to represent division.


1 6.7 Division 1. Divide to find the number of groups. 2. Understand related multiplication and division facts. 3. Express division

CCSS: 3.OA.A.2 3.OA.A.3 3.OA.A.4 3.OA.B.5 3.OA.B.6

TE-3A pp. 178-180 Core: WKBK-3A pp. 115 EP-3A pp. 95-96 Basic: R-3A pp. 119-122

http://learnzillion.com/lessons/965-understand-multiplication-and-division-relationships


Use connecting cubes or counters to represent division.

Hand-On Activity: Tell a













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sentences for real-world problems.

ELL: TE-3A p.179 Advanced: E-3A 41-52

Division TE p. 179


Review : 1. multiplication facts 6,7,8,9 2. Representing multiplication using different models. 3. Division

CCSS: 3.NBT.A.3 3.OA.A.1 3.OA.A.2 3.OA.A.3 3.OA.A.4 3.OA.B.5 3.OA.B.6 3.OA.C.7 3.OA.D.8 3.OA.D.9

TE-3A pp. 182-186 Advanced: 3A WKBK 117-118 Assessment: A-3 pp. 39-41 or SB 3A pp.184-186

Chapter Wrap Up: SB A pp. 182-186 Chapter 6 Test: Assessments BK 3: pp. 39-41 or Chapter Review/Test SB 3A pp. 184-186


Understand the meanings of multiplication and division of whole numbers through the use of representations. Use properties of addition and multiplication to multiply whole numbers. Apply strategies based on properties to solve multiplication and division problems. Relate multiplication and division as inverse operations.

PARCC FRAMEWORK/ASSESSMENT NJ DOE Model Curriculum Samples:

Write the equation that the word problem below describes, but do not solve the equation. Word problem: There are 9 classrooms with 4 tables in each classroom. How many tables are there in all? What number makes the equation ÷ 4 = 9 true? What is the product of 40 and 5 ? Which expression has a value of 320 ?

a. 32×0 b. 3×20 c. 80×4 d. 80×40 Which equals 2x6? A. The sum of 2x1 and 2x6 B. The sum of 2x2 and 2x4 C. The sum of 2x3 and 2x2 D. The sum of 2x5 and 2x0




22

CCSS.Math.Content.3.NBT.A.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.

CCSS.Math.Content.3.OA.A.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.

CCSS.Math.Content.3.OA.A.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.

CCSS.Math.Content.3.OA.A.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

CCSS.Math.Content.3.OA.A.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 = ?

CCSS.Math.Content.3.OA.B.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.)

CCSS.Math.Content.3.OA.B.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

CCSS.Math.Content.3.OA.C.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.




http://www.corestandards.org/Math/Content/3/OA/A/1




http://www.corestandards.org/Math/Content/3/OA/B/5


http://www.corestandards.org/Math/Content/3/OA/C/7



24

CHAPTER 7: MULTIPLICATION Total Number of Days: 4 Grade/Course: 3


• How can I model multiplication by ten?

Patterns are evident when multiplying a number by ten or a multiple of ten.

Mental math can be used to multiply.


RESOURCES LEARNING



1 day Recall Prior Knowledge: Multiplication

1. Multiplication as skip counting. 2. Multiplication tables of 2,3,4,5,6,7,8,9,10. 3. Multiply numbers in any order. 4. Use multiplication facts you know to find other multiplication facts.

CCSS: 3.NBT.A.3 3.OA.A.4 3.OA.B.5 3.OA.C.7 3.OA.D.9

TE-3A pp. 187-190 Assessments 3: pp. 44-46

1 day 7.1 Mental Multiplication

1. Multiply ones, tens, and hundreds mentally

CCSS: 3.NBT.A.3 3.OA.A.4 3.OA.B.5 3.OA.C.7 3.OA.D.9

TE-3A pp. 191-193 Core: WKBK-3A pp. 119-120 EP-3A pp. 99-100 Basic: R-3A pp. 123-128 ELL: p.192 Advanced: E-3A 53-59

http://learnzillion.com/lessons/966-use-the-distributive-property-of-multiplication-to-solve









25

7.2 Multiplying without Regrouping (Omit)

CCSS: 3.OA.A.4 3.OA.B.5 3.OA.C.7

7.3 Multiplying ones, tens, and hundreds with regrouping (Omit)

CCSS: 3.NBT.A.3 3.OA.A.4 3.OA.B.5 3.OA.C.7








CCSS.Math.Content.3.NBT.A.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.


26



CCSS.Math.Content.3.OA.C.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.


CHAPTER 8: DIVISION Total Number of Days: ____________ Grade/Course: ________________


How are multiplication and division

related?

How can we model division?

How can we use patterns to solve

problems?

How can we write a mathematical

sentence to represent division models we

have made?

Multiplication is commutative, but division is not.

There are two common situations where division may be used.

- Partition (or fair-sharing) - given the total amount and the number of equal

groups, determine how many/much in each group

- Measurement (or repeated subtraction) - given the total amount and the

amount in a group, determine how many groups of the same size can be

created.


RESOURCES LEARNING






27


1 Recall Prior Knowledge:


Quick Check: p. 121 Review Pre-Test: Assessment Bk 117-121 (Use as pre and post test)

1 8.1 Mental Division

CCSS: 3.OA.A.4 3.OA.B.5 3.OA.B.6 3.OA.C.7

TE-3A pp. 122-126 Core: WKBK-3A pp. 73-86 EP-3A pp. 61-68 Basic: R-3A pp. 69-78 ELL: p.122A Advanced: E-3A 29-40

http://www.arcademicskillbuilders.com/games/demolition/demolition.html

8.2 Quotient and Remainder (Omit)

CCSS: 3.OA.A.3 3.OA.A.4 3.OA.B.5 3.OA.B.6 3.OA.C.7 3.OA.D.9

8.3 Odd and Even Numbers (Omit)

CCSS: 3.OA.A.4 3.OA.B.5 3.OA.B.6 3.OA.C.7 3.OA.D.9

8.4 Division Without Remainder and Regrouping (Omit)

CCSS: 3.OA.A.3 3.OA.A.4 3.OA.B.5 3.OA.B.6 3.OA.C.7

8.5 Division with Regrouping in Tens and Ones

CCSS: 3.OA.A.3 3.OA.A.4 3.OA.B.5





28

(Omit) 3.OA.B.6 3.OA.C.7

Chapter Wrap Up Assessment

CCSS: 3.OA.A.3 3.OA.A.4 3.OA.B.5 3.OA.B.6 3.OA.C.7 3.OA.D.8 3.OA.D.9
















29


CHAPTER 9: USING BAR MODELS: MULTIPLICATION and DIVISION Total Number of Days: ____________ Grade/Course: ________________


• How are multiplication and division related?

• How can multiplication and division be used to

solve real world problems?

• How can we use patterns and strategies to solve

problems?

There are two common situations where division may be used.

- Partition (or fair-sharing) - given the total amount and the

number of equal groups, determine how many/much in each

group

- Measurement (or repeated subtraction) - given the total

amount and the amount in a group, determine how many groups

of the same size can be created.


RESOURCES LEARNING



1 Recall Prior Knowledge:


Quick Check: p. 121 Review Pre-Test: Assessment Bk 117-121 (Use as pre and post test)

2 9.1 Real- World Problems: Multiplication

CCSS: 3.OA.A.3 3.OA.A.4

TE-3A pp. 122-126 Core:


30

3.OA.B.5 3.OA.C.7

WKBK-3A pp. 73-86 EP-3A pp. 61-68 Basic: R-3A pp. 69-78 ELL: p.122A Advanced: E-3A 29-40

2 9.2 Real-World Problems: Two-step Problems with Multiplication

CCSS: 3.OA.A.3 3.OA.A.4 3.OA.B.5 3.OA.C.7 3.OA.D.8

9.3 Real-World Problems: Division

CCSS: 3.OA.A.3 3.OA.A.4 3.OA.B.5 3.OA.B.6 3.OA.C.7

9.4 Real-World Problems: Two-step Problems with Division

CCSS: 3.OA.A.3 3.OA.A.4 3.OA.B.5 3.OA.B.6 3.OA.C.7 3.OA.D.8

9.4a Real-World Problems: Two-step Problems

CCSS: 3.OA.D.8


PARCC FRAMEWORK/ASSESSMENT NJ DOE Model Curriculum Samples (Unit 2):

Shirley needs 3 pieces of rope for a project. Each piece of rope must be 12 feet long. How much rope does Shirley need for the project altogether?

31

Use a drawing or an array to show your work. Sue put 24 toy cars into 4 equal rows. How many toy cars are in each row?

Write an equation to solve the problem.








CCSS.Math.Content.3.OA.C.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.








32

CHAPTER 10: MONEY Total Number of Days: 9 Grade/Course: 3


• How can I use addition and

subtraction to solve real world

problems?

• What strategies can I use to solve

real world problems?

• Subtraction has more than one meaning. It not only means the typical “take away” operation,

but also can denote finding the difference between sets. Different subtraction situations are described

in the chart above. •

• Estimation helps us see whether or not our answers are reasonable.


RESOURCES LEARNING



1 day Recall Prior Knowledge: Add money

1. Add and subtract money the same way you add and subtract whole numbers.


TE-3B pp. 1-3 Pre-Assessment: 3-A pp. 73-76 or SB 3B p. 30

Quick Check: SB 3B p. 3 Review Pre-Test: Assessment Bk 73-76 or Chapter Review/Test SB 3B p. 30 (Use as pre and post test)

2 days 10.1 Addition

1. Add money in different ways with and without regrouping.


TE-3B pp. 4-14 Core: WKBK-3B pp. 1-6 EP-3B pp. 1-4 Basic: R-3B pp. 1-16 ELL: TE 3B p.5 Advanced: E-3B 1-8

http://www.funbrain.com/cgi-bin/cr.cgi

5-Minute Warm Up: TE 3B p. 4

Use a set of coins and bills to represent money in problems.

Problem of the Lesson: TE 3B p. 5

Hand on Activity: Add Money Using a Set of Bills and Coins TE 3B p.13



33

2 days 10.2 Subtraction

1. Subtract money in different ways with and without regrouping.


TE-3B pp. 15-23 Core: WKBK-3B pp. 7-12 EP-3B pp. 5-8 Basic: R-3B pp. 17-30 ELL: TE 3B p. 16 Advanced: E-3B 1-8

http://www.funbrain.com/cashreg/index.html




2 days 10.3 Real-World Problems: Money

1. Solve up to 2-step word problems involving addition and subtraction of money.


TE-3B pp. 24-26 Core: WKBK-3B pp. 13-20 EP-3B pp. 9-10 Basic: R-3B pp. 31-34 ELL: TE 3B p. 25 Advanced: E-3B 1-8





Review: 1. Adding and subtracting with money. 2. Two-step word problems involving money.


TE-3B pp. 28-30 Advanced: 3B WKBK 21-22 Assessment: A-3 pp. 73-76 or SB 3B p. 30

Chapter Wrap Up: SB 3B pp. 28-29 Chapter 10 Test: Assessment BK 3: pp. 39-41 or Chapter Review/Test SB 3B p. 30


Use mental math strategies in adding and subtracting money. Use the bar model to solve real-world problems involving money. Use the vertical form to add and subtract amounts of money.

PARCC FRAMEWORK/ASSESSMENT NJ DOE Model Curriculum Samples: UNIT 3: A word problem is shown in the box.

Ray had $50. He bought 2 shirts that cost $19 each. How much money did Ray have after buying the shirts?




34

Alex’s answer to the word problem is $29. Is Alex’s answer reasonable? Circle YES or NO.

YES NO Explain your choice using estimation.




CCSS.Math.Content.3.NBT.A.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. CCSS.Math.Content.3.OA.D.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

CHAPTER 11: METRIC LENGTH, MASS, and VOLUME Total Number of Days: 6 Grade/Course: 3


How can measurements be used to solve problems? Everyday objects have a variety of attributes, each of which can be measured in many ways.

What we measure affects how we measure it.



35

Measurements can be used to describe, compare, and make sense of phenomena.


RESOURCES LEARNING



1 day Recall Prior Knowledge:

1. Measure length in meters and centimeters. 2. Measure mass in kilograms and grams. 3. Measure volume in liters.

CCSS: 3.MD.A.2


Quick Check: SB 3B p. 34 Review Pre-Test: Assessment Bk 80-82 or Chapter Review/Test SB 3B p. 58 (Use as pre and post test)

1 day 11.1 Meters and Centimeters

1. Use meters and centimeters as units of measurement of length.

CCSS: 3.MD.A.2


5-Minute Warm Up: TE 3B p.

35 Problem of the Lesson: TE 3B

p. 36 Hand on Activity: Estimate

and Measure Distance in Meters and Centimeters TE 3B p.37

11.2 Kilometers and Meters (Omit)

1 day 11.3 Kilograms and Grams 1. Read scales in kilograms and grams. 2. Estimate and find actual masses of objects by using different scales.

CCSS: 3.MD.A.2

TE-3B pp. 42-47 WKBK-3B pp. 31-34 EP-3B pp. 19-22 Basic: R-3B pp. 43-48 ELL: TE 3B p.43 Advanced: E-3B 9-16



Hand on Activity: Use scales to find the mass of different objects.

1 day 11.4 Liters and Milliliters 1. Estimate and find volume of

CCSS: 3.MD.A.2

TE-3B pp. 48-55 Core:


36

liquid in liters and milliliters. 2. Find the volume and capacity of a container.

WKBK-3B pp. 35-38 EP-3B pp. 23-26 Basic: R-3B pp. 49-56 ELL: TE 3B p.49 Advanced: E-3B 9-16


Hand on Activity: Estimate and Measure Capacity TE 3B p. 53


Review CCSS: 3.MD.A.2


Chapter Wrap Up: SB 3B pp. 57 Chapter 11 Test: Assessment BK 3: pp. 80-82 or Chapter Review/Test SB 3B p. 58


Express measures using compound units involving meters and centimeters. Use scales to find the mass of objects in compound units. Measure volume in liters and milliliters.

PARCC FRAMEWORK/ASSESSMENT NJ DOE Model Curriculum Samples (Unit 3): Marcus compares the amount of water in the two containers with the amount of milk. He says the amount of water is greater than the amount of milk. Is Marcus correct? Circle yes or no. Yes No

Ali put books on one scale and a pumpkin on another scale.

37

Which of the following statements are true? For each statement, put a check in the oval to choose true or false.

True False

The mass of the pumpkin is 4 kilograms more than the mass of the books.

The mass of the pumpkin is 33 kilograms more than the mass of the books.

The mass of the pumpkin is 4 times the mass of the books.

The mass of the pumpkin is 33 times the mass of the books.




CCSS.Math.Content.3.MD.A.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

http://www.corestandards.org/Math/Content/3/MD/A/2

38

CHAPTER 12: REAL-WORLD PROBLEMS: MEASUREMENT Total Number of Days: 5 Grade/Course: 3



What we measure affects how we measure it. Measurements can be used to describe, compare, and make sense of phenomena.


RESOURCES LEARNING




1. Add, subtract, multiply and divide. 2. Use bar models.

CCSS: 3.MD.A.2 3.NBT.A.2 3.OA.A.3 3.OA.A.4 3.OA.B.5 3.OA.B.6 3.OA.C.7


Quick Check: SB 3B p. 61-62 Review Pre-Test: Assessment Bk 86-89 or Chapter Review/Test SB 3B p. 30 (Use as pre and post test)

1 day 12.1 Real-World Problems: One-Step

1. Draw bar models to solve one-step problems on measurement. 2. Choose the operation to solve one-step problems.

CCSS: 3.MD.A.2 3.NBT.A.2 3.OA.A.3 3.OA.A.4 3.OA.B.5 3.OA.B.6 3.OA.C.7


5-Minute Warm Up: TE 3B p.


p.64

1 day 12.2 Real-World Problems: 1. Draw bar CCSS: TE-3B pp. 69-74 5-Minute Warm Up: TE 3B p.

39

Two-Step models to solve two-step problems on measurement. 2. Choose the operation to solve two-step problems

3.MD.A.2 3.NBT.A.2 3.OA.A.3 3.OA.A.4 3.OA.B.5 3.OA.B.6 3.OA.C.7

Core: WKBK-3B pp. 45-50 EP-3B pp. 31-34 Basic: R-3B pp. 63-66 ELL: TE 3B p.70 Advanced: E-3B 17-26


p.70


Review CCSS: 3.MD.A.2 3.NBT.A.2 3.OA.A.3 3.OA.A.4 3.OA.B.5 3.OA.B.6 3.OA.C.7


Chapter Wrap Up: SB 3B pp. 76-77 Chapter 10 Test: Assessment BK 3: pp. 86-89 or Chapter Review/Test SB 3B p. 78

INSTRUCTIONAL FOCUS OF UNIT Students solve one-step and two-step word problems using bar models. Students understand the relationship between the bar models and the problem. By the end of third grade, students should be able to draw bar models to solve real-world problems without teacher assistance.






CCSS.Math.Content.3.MD.A.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



40



CCSS.Math.Content.3.OA.B.5 Apply properties of operations as strategies to multiply and divide.2Examples: 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.)



CHAPTER 13: BAR GRAPHS and LINE PLOTS Total Number of Days: 6 Grade/Course: 3


How can we use bar graphs and line plots to organize

We can use bar graphs and line plots to represent data in a visual manner. Bar graphs are used to compare data while line plots show how the data is grouped,






41

data? How can scales be used to represent data?

compared, and spread.


RESOURCES LEARNING



1 day Recall Prior Knowledge: Picture graphs and bar graphs

1. Use a picture graph and a bar graph to represent data.

CCSS: 3.MD.B.3

TE-3B pp. 79-83 Pre-Assessment: 3-A pp. 94-99 or SB 3B pp. 108-111

Quick Check: SB 3B p. 82-83 Review Pre-Test: Assessment Bk pp. 94-99 or Chapter Review/Test SB 3B pp. 108-111

(Use as pre and post test)

1 day 13.1 Making Bar Graphs and Scales

1. Make bar graphs with scales using data in picture graphs and tally charts.

CCSS: 3.MD.B.3


5-minute Warm Up TE 3B p. 84

Hands on Activity: Conduct a survey and make a bar graph p.89

Problem of the Lesson TE 3B p. 87

Math Journal p. 88

1 day 13.2 Reading and Interpreting Bar Graphs

1. Read and interpret data from bar graphs. 2. Solve problems using bar graphs.

CCSS: 3.MD.B.3

TE-3B pp. 91-96 Core: WKBK-3B pp. 69-74 EP-3B pp. 39-44 R-3B pp. 73-76 ELL: TE 3B p.94 Advanced: E-3B 27-40



Students write information about information found on graph p 94

1 day 13.3 Line Plots 1. Make a line plot to represent and interpret data.

CCSS: 3.MD.B.3 3.MD.B.4

TE-3B pp. 97-104 Core:


Hands on Activity: Record

42

WKBK-3B pp. 75-86 EP-3B pp. 45-50 Basic: R-3B pp. 77-80 ELL: TE 3Bp.100 Advanced: E-3B 27-40

Data in a Tally Chart and Make a Line Plot p.102



Review: 1. Reading, and interpreting, bar graphs. 2. Reading and interpreting line plots.

CCSS: 3.MD.B.3 3.MD.B.4

TE-3B pp. 105-111 Advanced: WKBK 3B pp. 87-90 Assessment: A-3 pp. 94-99 or SB 3B pp. 108-111

Chapter Wrap Up: SB 3B pp. 106-107 Chapter 13 Test: Assessment Bk pp. 94-99 or Chapter Review/Test SB 3B pp. 108-111


Construct and analyze frequency tables, bar graphs, picture graphs, and line plots and use them to solve problems.

PARCC FRAMEWORK/ASSESSMENT NJ DOE Model Curriculum Samples: UNIT 4:

The table shows the number of times Maria did each activity during summer vacation.

Activity Number of Times

Went Camping 12 Visited Amusement Park 6

Saw a Movie 18 Slept Over With Friends 21

Part A: Make a scaled bar graph to represent the data in the table.

Use a ruler to measure to the nearest fourth of an inch the objects shown on the next page. Part A: Record your measurements in the table below.

Object Measurement (inches)

43

Part B: Choose a scale and make a lineplot for the lengths of the objects.

Small paper clip Paper clip Glue stick Sticky note Binder clip Pencil sharpener Tack Pushpin Roll of tape Eraser




• CCSS.Math.Content.3.MD.B.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.

• CCSS.Math.Content.3.MD.B.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.

http://www.corestandards.org/Math/Content/3/MD/B/3


44

CHAPTER 14: FRACTIONS Total Number of Days: 10 Grade/Course: 3


How do I read, write, and identify amounts expressed as fractions?

Fractions can be used to represent parts of a whole, parts of a set, or points or distances on a number line.

When comparing fractions one must use the same whole.


RESOURCES LEARNING



45

1 day Recall Prior Knowledge: Fractions

Review: 1. Identify unit fractions and non-unit fractions. 2. Make one whole with unit fractions. 3. Compare and order unit fractions. Identify like fractions 4. Read a number line

CCSS: 3.G.A.2

3.MD.B.4

3.NF.A.1

3.NF.A.2

3.NF.A.3

TE-3B pp. 112-116 Pre-Assessment: A-3 pp. 102-105 or SB 3B pp 160-162

http://www.sheppardsoftware.com/ mathgames/fractions/fracTut1.htm http://weblist.me/3rd-grade-fraction-games

Quick Check: p. 115-116 Review Pre-Test: Assessment Bk 102-105 or Chapter Review/Test SB 3B pp. 160-162 (Use as pre and post test)

1 14.1 Understanding Fractions

1. Read, write, and identify fractions from wholes with more than 4 parts. 2. Identify numerator and denominator.

CCSS: 3.G.A.2

3.NF.A.1

3.NF.A.3c


http://www.sheppardsoftware.com/mathgames/fractions/fracTut1.htm

5-minute Warm Up TE

3B p. 117 Hands on Activity: Use

connecting cubes to represent equal parts.

1 14.2 Equivalent Fractions

1. Use models to identify equivalent fractions. 2. Use a number line to identify equivalent fractions.

CCSS: 3.G.A.2

3.MD.B.4

3.NF.A.1

3.NF.A.2a

3.NF.A.2b

3.NF.A.3a

3.NF.A.3b

TE-3B pp. 121-125 Core: WKBK-3B pp. 93-96 EP-3B pp. 55-62 Basic: R-3B pp. 85-88 ELL: TE 3B p.121A Advanced: E-3B 41-46

http://www.sheppardsoftware.com/mathgames/fractions/memory_equivalent1.htm


Hands on Activity: - Fold Paper Strips to

Find Equivalent Fractions p. 122

- Draw Rectangles on Grid Paper to Understand Equivalent Fractions p. 123

Problem of the Lesson TE 3B p. 121A

1 14.3 Equivalent Fractions (Omit)

1. Use multiplication and division to find equivalent fractions. 2. Write fractions in simplest form.

2 14.4 Comparing Fractions

1. Compare and order fractions. 2. Show fractions as points or distances on a

CCSS: 3.G.A.2

3.MD.B.4

3.NF.A.2a

TE-3B pp. 130-147 Core: WKBK-3B pp. 101-106 EP-3B pp. 67-70

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


Hands on Activity:

http://weblist.me/3rd-grade-fraction-games














46

number line. 3. Compare and order fractions using benchmark fractions.

3.NF.A.2b

3.NF.A.3a 3.NF.A.3b 3.NF.A.3d

Basic: R-3B pp. 97-106 ELL: p.131 Advanced: E-3B 41-46

- Fold Paper Strips to Compare Fractions p. 132

- Use Fraction Circles to Compare Fractions p. 140

- Use Fraction Strips to Compare and Identify Fractions p. 145

- Use a Number Line to Order Fractions p. 146

Math Journal p. 147

14.5 Adding and Subtracting Like Fractions (Omit)

1. Add two or three fractions with sums to 1. 2. Subtract a like fraction from another like fraction or one-whole.

1 14.6 Fractions of a Set

1. Read, write, and identify fractions of a set. 2. Find the number of items in a fraction of a set.

CCSS: 3.G.A.2

3.NF.A.1


http://www.youtube.com/watch?v=8mYPTZyOcAg http://learnzillion.com/lessons/78-write-fractions-of-a-set-2


Hands on Activity: Use Connecting Cubes of different colors to represent parts of a whole set.


1 day 14.6a Fractions CCSS: 3.NF.A.3c


Review: 1. Reading, writing, and identifying fractions. 2. Identifying numerator and denominator 3.Identifying equivalent fractions and comparing fractions. 4. Finding a fraction of a set.

CCSS: 3.G.A.2

3.MD.B.4

3.NF.A.1

3.NF.A.2

3.NF.A.3

TE-3B pp. 112-116 Post-Assessment: A-3 pp. 102-105 or SB 3B pp. 160-162

Chapter Wrap Up: pp. 157-159 Chapter 14 Test: Assessment Bk 102-105 or Chapter Review/Test SB 3B pp. 160-162

http://www.youtube.com/watch?v=8mYPTZyOcAg



http://learnzillion.com/lessons/78-write-fractions-of-a-set-2



47


Understand the meanings and uses of fractions to represent parts of a whole, parts of a set, or points or distances on a number line. Use fractions to represent numbers that are equal to, less than, or greater than 1. Use models, including the number line, to identify equivalent fractions. Solve problems that involve comparing and ordering fractions by using models, benchmark fractions, or common numerators or denominators.

PARCC FRAMEWORK/ASSESSMENT NJ DOE Model Curriculum Samples: UNIT 3

A whole is divided into 5 equal parts. Write the fraction that represents 3 parts of the whole.

Mark the number line to show 1

.4

Label 0 and 1 on the number line.

The point on the number line below represents the fraction 5

.6

Locate and label 1

.6

Label 0 and 1 on the number line.

UNIT 4:

Use the number line below to mark the fraction that has a denominator of 8 and is equivalent to 3

.4

Be sure to label 0 on the number line.

Write two equivalent fractions that are represented by the point on the number line.

Fraction A: __________________ Fraction B: __________________

48

Circle 3

4 of the counters.

Explain why the grouped counters represent 3

4 of the whole group.

Draw lines to match each whole number on the left with all equivalent fractions on the right. There may be more than one fraction for a whole number.

Whole Number Fraction

▪ 2

1

1 ▪

▪ 5

5

2 ▪

▪ 2

2

3 ▪

▪ 8

8

4 ▪ ▪ 3

1

49

▪

4

1

Diego’s backpack weighs 5

8 of a pound. Juanita’s backpack weighs

7

8 of a pound. Use >, =, or < to compare the two fractions. Explain your comparison.




CCSS.Math.Content.3.G.A.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. CCSS.Math.Content.3.MD.B.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.

CCSS.Math.Content.3.NF.A.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.

CCSS.Math.Content.3.NF.A.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.

o CCSS.Math.Content.3.NF.A.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.

o CCSS.Math.Content.3.NF.A.2b 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.

CCSS.Math.Content.3.NF.A.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

o CCSS.Math.Content.3.NF.A.3a Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number

line.

o CCSS.Math.Content.3.NF.A.3b Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are

http://www.corestandards.org/Math/Content/3/G/A/2


http://www.corestandards.org/Math/Content/3/NF/A/1


http://www.corestandards.org/Math/Content/3/NF/A/2/a

http://www.corestandards.org/Math/Content/3/NF/A/2/b


http://www.corestandards.org/Math/Content/3/NF/A/3/a

http://www.corestandards.org/Math/Content/3/NF/A/3/b

50

equivalent, e.g., by using a visual fraction model.

o CCSS.Math.Content.3.NF.A.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.

o CCSS.Math.Content.3.NF.A.3d 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 results of comparisons with the symbols >, =, or <,

and justify the conclusions, e.g., by using a visual fraction model.

CHAPTER 15: CUSTOMARY LENGTH, WEIGHT, and CAPACITY Total Number of Days: 5 Grade/Course: 3



What we measure affects how we measure it. Measurements can be used to describe, compare, and make sense of phenomena.


RESOURCES LEARNING




1. Identify fractions on a number line. 2. Measure and compare length in feet and inches.

CCSS: 3.MD.B.4

TE-3B pp. 163-167 Pre-Assessment: A-3 pp. 111-114 or SB 3B pp


http://www.corestandards.org/Math/Content/3/NF/A/3/c

http://www.corestandards.org/Math/Content/3/NF/A/3/d

51

214-218

2 days 15.1 Measuring Length 1. Uses inches, feet as units of measurement for length. 2. Estimate and measure given lenghths.

CCSS: 3.MD.B.4


5-minute Warm Up TE 3B p.

168 Hands on Activity:

- Estimate the Length of Objects then measure with Rulers p. 178


1 day 15.1a Measuring Length CCSS: 3.MD.B.4

15.2 Measuring Weight (Omit)

15.3 Measuring Capacity (Omit)


CCSS: 3.MD.B.4

TE-3B pp. 212-218 Post-Assessment: A-3 pp. 111-114 or SB 3B pp. 214-218


INSTRUCTIONAL FOCUS OF UNIT Students measure customary length to the nearest inch, half inch.

PARCC FRAMEWORK/ASSESSMENT NJ DOE Model Curriculum Samples: UNIT 4: Use a ruler to measure to the nearest fourth of an inch the objects shown on the next page. Part A: Record your measurements in the table below.

Object Measurement (inches)

52

Part B: Choose a scale and make a lineplot for the lengths of the objects.

Small paper clip Paper clip Glue stick Sticky note Binder clip Pencil sharpener Tack Pushpin Roll of tape Eraser




CCSS.Math.Content.3.MD.B.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.

CHAPTER 16: TIME and TEMPERATURE Total Number of Days: 10 Grade/Course: 3


How can we convert time units in hours and minutes to add and subtract time?

How can we use elapsed time to find when activities start and end, or how long an activity will last?

We can add or subtract time by converting hours to minutes and then minutes to hours. Time can be used to tell when activities start and end, or how long an activity will last.

PACING CONTENT SKILLS STANDARDS RESOURCES LEARNING


53

(CCCS/MP) ACTIVITIES/ASSESSMENTS


1 day Recall Prior Knowledge: Telling Time

Review: 1. Skip counting by 5’s to find minutes. 2. Know there are 60 minutes in 1 hour. 2. Tell time on a digital and analog clock. 3. Find elapsed time. 4. Read numbers on a number line.

CCSS: 3.MD.A.1

TE-3B pp. 219-222 Pre-Assessment: A-3 pp. 128-132 or SB 3B pp. 262-263


1 day 16.1 Telling Time

1. Read time on a digital clock. 2. Tell time to the minute on an analog clock.

CCSS: 3.MD.A.1


http://mrnussbaum.com/clockmaker/

5-minute Warm Up

TE 3B p. 223 Use model clocks

with moveable hands (Judy Clock) or clock face/hands (TR50) to display time

Game: “Show and Tell Time!” SB 3B p. 226


1 day 16.2

Converting Hours and Minutes

1. Change minutes to hours or hours to minutes.

CCSS: 3.MD.A.1

TE-3B pp. 228-232 Core: WKBK-3B pp. 151-154 EP-3B pp. 107-108 Basic: R-3B pp. 147-150 ELL: TE 3B p.228A


Use model clocks with moveable hands (Judy Clock) or clock face/hands (TR50) to display time



54

Advanced: E-3B 56-63

Game: “Let’s Play Time BIngo!” SB 3B p. 231


1 day 16.3 Adding

Hours and Minutes

1. Add time with and without regrouping.

CCSS: 3.MD.A.1



Game: “Let’s Play Time Shuffle!” SB 3B p. 235


1 day 16.4 Subtracting Hours and Minutes

1. Subtract time with and without regrouping.

CCSS: 3.MD.A.1



Game: “Let’s Subtract!” SB 3B p. 239


1 day 16.5 Elapsed Time

1. Find elapsed time.

CCSS: 3.MD.A.1

TE-3B pp. 241-247 Core: WKBK-3B pp. 159-162 EP-3B pp. 113-116 Basic: R-3B pp. 161-168 ELL: TE 3B p.241A Advanced:

http://www.mrnussbaumpremium.com/professorn/gamesinstructions/clockworks.htm


Use model clocks or clock face/hands (TR50) to display time

Draw timelines to find elapsed time.





55

E-3B 56-63 Hands-on Activity: SB 3B p. 246


1 day 16.6

Measuring Temperature (OMIT)

1 day 16.7 Real-World Problems: Time and Temperature

1. Solve up to two-step word problems on time.

CCSS: 3.MD.A.1



Use model clocks or clock face/hands (TR50) to display time

Draw timelines to find elapsed time.

Math Journal: SB 3B p. 258


Review: Telling time and elapsed time.

CCSS: 3.MD.A.1

TE-3B pp. 260-261 Advanced: WKBK 3B pp. 175-176 Assessment: A-3 pp. 128-132 or SB 3B pp. 262-263



Telling time to the minute. Converting time units in hours and minute and then add or subtract time. Use elapsed time to find when activities start and end, or how long an activity will last.

PARCC FRAMEWORK/ASSESSMENT NJ DOE Model Curriculum Samples (Unit 3) :

Aja got on the school bus at 7:15 A.M. It took 37 minutes to get to school. What time did she arrive at school?

Pablo took a trip from New York to Florida. His plane left New York at 10:30 A.M. and arrived in Florida at 1:00 P.M.

How long, in minutes, was Pablo’s flight? Use the number line below to help answer the question.

56




CCSS.Math.Content.3.MD.A.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.

CHAPTER 17: ANGLES and LINES (OMIT) Total Number of Days: ____________ Grade/Course: ________________



RESOURCES LEARNING



Recall Prior Knowledge:

17.1 Understanding and Identifying Angles


57

17.2 Right Angles

17.3 Perpendicular Lines

17.4 Parallel Lines






58

CHAPTER 18: TWO-DIMENSIONAL SHAPES Total Number of Days: 5 Grade/Course: 3


How can spatial relationships be described by careful use of geometric language?

How do geometric relationships help us to solve problems and/or make sense of phenomena?

How can attributes be used to classify two-dimensional shapes?

Geometric properties can be used to construct geometric figures.

Geometric relationships provide a means to make sense of a variety of phenomena.


RESOURCES LEARNING



1 day Recall Prior Knowledge: Two-Dimensional Shapes

Review: 1. Counting sides, corners, and angles of plane shapes. 2. Combining plane shapes to form other plane shapes. 3. Identifying angles.

CCSS: 3.G.A.1



2 days 18.1 Classifying Polygons

1. Identify open and closed figures. 2. Identify special polygons and quadrilaterals. 3. Combine and separate

CCSS: 3.G.A.1


http://mrnussbaum.com/shape-maker-2/


Hands-on Activity: -SB 3B p. 308 -Use Craft Sticks to Form Figures and Identify Polygons TE 3B p. 305-306 -Create a Venn Diagram to show the relationship




59

polygons to make other polygons.

between quadrilaterals TE 3B p. 312 -Use Geoboard and Square Grid Paper to Form Quadrilaterals SB 3B p. 312 -Use Geoboard to Form Figures from Polygons SB 3E p. 315


18.2 Congruent Figures (Omit)

18.3 Symmetry (Omit)


CCSS: 3.G.A.1

TE-3B pp. 337-339 Assessment: A-3 pp. 146-149 or SB 3B pp. 340-342

Chapter Wrap Up: pp. 338-339 Chapter 16 Test: Assessment Bk pp. 146-149 or Chapter Review/Test SB 3B pp. 340-342


Classify polygons by their different attributes.

PARCC FRAMEWORK/ASSESSMENT NJ DOE Model Curriculum Samples: Unit 5

Which of the figures below have both of the properties listed? List all that have both properties.

Properties: 1) All side lengths appear to be equal. 2) The figure is a quadrilateral

60

In questions 15–16, there may be one or more common features shared by the figures. 15. Name a feature that appears to be shared by figures B and C but is not shared by figures A and D.

____________________________________________ ____________________________________________

What name describes figures B and C but does not describe figures A and D? Answer: ______________ 16. Name a feature that is shared by all of the figures A, B, C, and D.

____________________________________________ ____________________________________________

What name describes all of the figures A, B, C, and D?




61

CCSS.Math.Content.3.G.A.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.

CHAPTER 19: AREA and PERIMETER Total Number of Days: 9 Grade/Course: 3


What is a square unit and why do we use it to measure area?

How can we use a square unit to find area and and how can it be used to find perimeter?

How does knowing the length and width of a rectangle relate to multiplication?

Area can be additive when joining figures and adding the areas of the non-overlapping parts.

Area is measured in square units and different situations dictate which unit of measure is used.

Perimeter and area are used to solve real world problems.


RESOURCES LEARNING



1 day Recall Prior Knowledge: Area and perimeter

1. Use an area model to multiply. 2. Show a shape on dot paper and square grid paper. 3. Measure length with a ruler.

CCSS:



1 day 19.1 Area 1. Understand the meaning of area. 2. Use square units to find the area of plane figures.

CCSS: 3.MD.C.5a 3.MD.C.5b 3.MD.C.6

TE-3B pp. 347-352 Core: WKBK-3B pp. 215-218

5-minute Warm Up TE 3B p.

347 Hands-on Activity

- SB 3E p. 349-350 “Form

http://www.corestandards.org/Math/Content/3/G/A/1

62

3. Compare areas of figures.

EP-3B pp. 151-152 Basic: R-3B pp. 207-210 ELL: TE 3B p.348 Advanced: E-3B 79-85

Figures and Find their Areas”

- SB 3E p. 352 “Let’s Explore”


1 day 19.2 Square Units 1. Use square centimeters and inches to find and compare are of figures.

CCSS: 3.MD.C.5a 3.MD.C.5b 3.MD.C.6 3.MD.C.7.d



Hands-on Activity SB 3E p. 359


1 day 19.3 Square Units 1. Use square meters and square feet to find and compare the area of plane figures. 2. Estimate the area of small and large surfaces.




Hands-on Activity SB 3E p. 367


1 day 19.4 Perimeter and Area 1. Understand meaning of perimeter. 2. Find the perimeter of


TE-3B pp. 371-374 Core: WKBK-3B pp. 227-230


Hands-on Activity SB p. 373 Problem of the Lesson TE 3B

p. 372

63

figures. 3. Compare area and perimeter of two figures.

3.MD.D.8 3.NBT.A.2

EP-3B pp. 157-160 Basic: R-3B pp. 215-216 ELL: TE 3B p.372 Advanced: E-3B 79-85

1 day 19.4a Real-World Problems: Area

1. Solve problems using area.

CCSS: 3.MD.C.7.b 3.MD.C.7.d

1 day 19.5 More Perimeter 1. Find the perimeter of a figure by adding up all its sides. 2. Choose the appropriate tool and unit of length to measure perimeter.

CCSS: 3.MD.D.8 3.NBT.A.2



Hands-on Activity SB p. 377 Problem of the Lesson TE 3B

p. 378


Review: Perimeter and area

3.MD.C.5a 3.MD.C.5b 3.MD.C.6 3.MD.C.7.b 3.MD.C.7.d 3.MD.D.8 3.NBT.A.2

TE-3B pp. 382-383 Advanced: WKBK 3B pp. 239-242 Assessment: : A-3 pp. 154-158 or SB 3B pp. 384-387



Learn concepts of area and perimeter. Learn to choose the appropriate unit measure area and perimeter of figures of different sizes. Apply the concepts of area and perimeter to solve real-world problems.

64

PARCC FRAMEWORK/ASSESSMENT NJ DOE Model Curriculum Samples: Unit 4

Find the area.

Area = _________ square units UNIT 5

A rectangle is formed by bending a wire that is 32 centimeters long. The length of the rectangle is 12 centimeters. What is the width, in centimeters, of the rectangle?

Use an area model to show whether 3 8 equals 3 (6 2). Explain why or why not.

The figure below represents the floor plan and dimensions of a school auditorium and stage. What is the area, in square yards, of the figure below?

Which of the following gives the area, in square units, of the figure below?

65

a. 3 2 4 4

b. 3 2 7 3

c. 3 6 4 4

d. 3 7 4 7




CCSS.Math.Content.3.MD.C.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.

o CCSS.Math.Content.3.MD.C.5a 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.

http://www.corestandards.org/Math/Content/3/MD/C/5

http://www.corestandards.org/Math/Content/3/MD/C/5/a

66

o CCSS.Math.Content.3.MD.C.5b 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.

CCSS.Math.Content.3.MD.C.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

CCSS.Math.Content.3.MD.C.7 Relate area to the operations of multiplication and addition.

o CCSS.Math.Content.3.MD.C.7a 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.

o CCSS.Math.Content.3.MD.C.7b 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.

o CCSS.Math.Content.3.MD.C.7c 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.

o CCSS.Math.Content.3.MD.C.7d 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.

CCSS.Math.Content.3.MD.D.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 different perimeters.

http://www.corestandards.org/Math/Content/3/MD/C/5/b



http://www.corestandards.org/Math/Content/3/MD/C/7/a

http://www.corestandards.org/Math/Content/3/MD/C/7/b

http://www.corestandards.org/Math/Content/3/MD/C/7/c

http://www.corestandards.org/Math/Content/3/MD/C/7/d

http://www.corestandards.org/Math/Content/3/MD/D/8

chapter 1: numbers to 10,000 -...

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