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Rev. 5/11 *Key Standard

3rd Grade Math Curriculum Guide

Developed in conjunction with


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3rd Grade Math Course Outline

Trimester 1 Topic 1: Numbers to 10,000, Chapters 1, 2 Time Frame: 2 weeks

Subtopics: Count, read and write numbers to 10,000; compare and order numbers to 10,000; place value to 10,000; round numbers; standard form; expanded form; word form; estimation

Topic 2: Addition and Subtraction to 10,000, Chapters 3, 4 Time Frame: 3 weeks Subtopics: Addition; subtraction; expressions; equations; inequalities; find missing numbers; find missing operations; problem solving

(word problems, interpret charts, graphs); properties of addition; use regrouping; estimation Topic 3: Multiplication Facts, Chapters 5, 6, 7 Time Frame: 4 weeks

Subtopics: Multiplication facts; properties of 0 and 1 in multiplication; commutative and associative properties of multiplication; find missing numbers; find missing operations; problem solving (word problems, interpreting charts, graphs); area on graph paper; arrays; number patterns; skip count on a number line; use function tables; input/output charts; growing patterns; square numbers

Topic 4: Geometry and Measurement, Chapters 8, 9 Time Frame: 3 weeks Subtopics: Measure length in customary and metric units; unit conversions within systems; use measurement tools; perimeter (basic & finding missing side if given total perimeter); estimation; line segments; angles; right angles; shapes; classify polygons (regular and irregular); classify triangles; classify quadrilaterals

Trimester 2 Topic 4: Geometry and Measurement (continued), Chapters 10, 11 Time Frame: 2 weeks Subtopics: Area; square units; nets; faces; edges; vertices; solids; volume; cubic units; sort/classify solids; complex solids Topic 5: Fractions, Decimals, & Money, Chapters 15, 16, 17, 18 Time Frame: 4 weeks

Subtopics: Compare fractions (with pictures); equal parts of a whole; equivalent fractions; add and subtract simple fractions with like denominators; add and subtract with money; fraction/decimal equivalents; tenths and hundredths

Topic 6: Multiply with Greater Numbers, Chapters 19, 20, 21 Time Frame: 3 weeks Subtopics: Multiplication of multi-digit numbers by 1 digit numbers; regrouping; multiply by multiples of 10, 100 & 1,000; problem solving (word problems, interpret charts, graphs); area on graph paper


3rd Grade Math Course Outline (cont.) Topic 7: Division Facts, Chapters 12, 13, 14 Time Frame: 3 weeks

Subtopics: Inverse relationship between multiplication and division; equal groups; arrays; repeated subtraction; look for patterns; multi-digit by single digit division; properties of 0 and 1; unit cost; problem solving with division without remainders

Trimester 3 Topic 8: Divide with Greater Numbers, Chapters 24, 25, 26 Time Frame: 4 weeks

Subtopics: Inverse relationship between multiplication and division; place value with division; multi-digit by single digit division; properties of 0 and 1; divide money; unit cost; problem solving with division without remainders

Topic 9: Data & Probability, Chapters 22, 23 Time Frame: 3 weeks

Subtopics: Line plots; bar graphs; pictographs; organize and analyze data; probability experiments; display results; make predictions; record outcomes on charts and graphs; identify the likelihood of an event

Topic 10: Weight, Mass, and Capacity, Chapters 27, 28 Time Frame: 2 weeks

Subtopics: Estimate and measure using customary units and metric units; unit conversions within systems using multiplication and division; units of time; mass

Topic 11: Looking Ahead Activities (Fourth Grade Standards) Time Frame: 3 weeks Subtopics: Equivalent fractions; multiplication; division; rounding numbers; measure length; area; perimeter; use measurement tools;

polygons; quadrilaterals; points on a grid; build solids; angles; probability; make predictions; read graphs and tables

Key

Supplemental Materials in Curriculum Guidelines

IMP - Irvine Math Project T.E. - Teacher’s Edition IMC – Instructional Media Center


3rd Grade Mathematics Topic 1 1st Trimester Standards Resources/Teaching Strategies

Numbers to 10,000

2 weeks

(Aug 24- Sept 9, 2011)

Subtopics: • Count, read and write

numbers to 10,000 • Compare and order

numbers to 10,000 • Place value to 10,000 • Rounding numbers • Expanded notation • Problem solving (word

problems, interpreting charts, graphs)

NS. 1.1 Count, read and write whole numbers NS 1.2 Compare and order whole numbers to 10,000 NS 1.3 * Identify the place value for each digit in numbers to 10,000. NS 1.4 Round off numbers to 10,000 to the nearest ten, hundred and thousand

NS 1.5 * Use expanded notation to represent numbers

Week 1: Place value to 10,000, Count, Read and Write Numbers to 10,000; Expanded Notation NS 1.1, NS 1.3, NS 1.5 Lessons 1.1, 1.2, 1.3, 1.4 AND/OR

• Use base 10 blocks, popsicle sticks, color coded paper strips, or straws to represent numbers and write numbers in expanded and standard form when counting sets of base 10 blocks.

• Use a file folder to make a pocket chart with dividers to denote place value up to 10,000 & have students place color-coded, numbered cards in the correct space for an orally given number.

• Find equivalent names for numbers: i.e., 15 tens is one hundred fifty, or one thousand two hundred is the same as twelve hundreds.

• Create a chart of standard, word, and expanded form of given numbers. Week 2: Compare and Order Numbers to 10,000, Rounding Numbers to 10,000 NS 1.2, NS .4 Lessons 2.1, 2.2, 2.3, 2.4 AND/OR

• Write an estimate when presented with a small known quantity (of cm cubes, beans, pennies, etc) and a larger unknown quantity. Students compare their estimates by lining up in order of their estimates. Check estimate by participating in the counting of the objects - by 5's, 10's or 100's.

• Participate in games with a high value point system that utilizes numbers into the thousands.

• Participate in conversations with peers in which students must use the words greater than, less than, and equal too.

• Describe & discuss situations when rounding a number is sensible and situations when it is not.

• “Rounding Game”: “Find the place…Look right next door, five or higher, Add one more…Four or less, stays the same…That’s how you play the rounding game”

• Bridge Map (relating factors: “is greater than”, “is less than”, “is equal to”) • Using up to 5 dice, students will roll the dice and order them to create the largest

possible number. Partner repeats the process and students compare their results using <, >, =.

Key Vocabulary Greater than Less than Equal Nearest Expanded form Standard form Group Digit Ones Tens Hundreds Thousands Ten thousands Rounding Estimate Grouping Value

Materials: Base ten blocks Dice Place value mats Popsicle sticks Dominoes Toothpicks Beans Cubes Menus Pennies Macaroni Sentence strips to

teach >, <, =

Math Centers: 2, 3

ST Math: Greenies, Greenies Bubble Select, Commas, Place Value Clouds, Place Value Pushers, Number Line Trap, Number Funnels, Comparison Signs, Large Number Comparisons, Number Line Compare, Least Most, Comparison Signs L1, Large Number Comparison L1, Least Most L1, Place Value Builder, Expanded Form



Addition and Subtraction to

10,000

3 weeks (Sept 12-30, 2011)

Subtopics: • Problem solving (word

problems, interpreting charts, graphs)

• Regrouping • Writing

equations/inequalities • Missing numbers • Missing operations

NS 2.1* Find the sum or difference of two whole numbers between 0 and 10,000 AF 1.1 Represent relationships of quantities in the form of mathematical expressions, equations, and inequalities. AF 1.2 Solve problems involving numeric equations or inequalities. AF 1.3 Select appropriate operational and relational symbols to make an expression true (e.g. if 3 __ 4 = 12, what operational symbol goes in the blank?).

Weeks 1-3: Adding and subtracting within 10,000 (including word problems) NS 2.1, AF 1.1, AF 1.2, AF 1.3 Lessons 3.1, 3.2, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 5.5 AND/OR

• Work with a partner and take 16 base ten (any combo) blocks. Make a house and add up the numbers.

• Use base 10 blocks and/or bundles of toothpicks/popsicle sticks to learn and explain the procedures of grouping and fair trades.

• Use base 10 blocks to correctly add and subtract numbers to 4-digits, documenting the process on an expanded number chart.

• Use an expanded number chart to add and subtract numbers to 4-digits without base 10 blocks.

• Have students explain their steps in using the standard algorithm for adding and subtracting numbers up to 4-digits, correctly using words such as "trade", "group", "exchange" or "regroup."

• Use a Flow Map to show the steps involved in regrouping • IMP activity: “Base 10 Block Charades” • Use alternative and invented methods for adding and subtracting multi-digit

numbers, explain these methods to their peers, and compare these methods to the standard.

• Write true number sentences (equations and inequalities), and then cover individual numbers or symbols for their peers to figure out.

• IMP Activity: “Equaggle” and “Inequaggle” • IMP Activity: “Domino Equation Scrabble” • Use a balance or a picture of a balance to write equations and inequalities. Explain

the meaning of "=". • Circle Map for generating equivalent equations (e.g., 10 x 10,225 - 125, etc.)

Key Vocabulary Equal Addend Sum Difference Regroup Digit One Expression Ten Equation Hundred Inequality Thousand

Literature: Counting Wildflowers by Bruce McMillan Coyotes All Around by Stuart Murphy Counting on Frank by Rod Clement The Wolf’s Chicken Stew by Keiko Kasza The King’s Commissioners by Aileen Friedman The 100th day of School by Angela Sheaf Medearis How Much is a Million? by David Schwarts Animals on Board by Stuart Murphy Elevator Magic by Stuart Murphy Monster Math Picnic by Grace Maccarone Fair Bear Share by Stuart Murphy 12 ways to Get to 11 by Eve Merriam

Materials: Base ten blocks Dice Place value mats Popsicle sticks Dominoes Toothpicks Beans Cubes Menus Pennies Macaroni Balance Scale

Math Centers: 1, 4, 5

ST Math: Build 100 & 1000, Build 100 & 1000 L1, Missing Addend, Estimate Under 1000, Addition Algorithm, Missing Digit Addition, Estimate Under 10,000, Addition Algorithm Under 10,000, Missing Digit Under 10,000, Estimate Subtraction, Subtraction Algorithm, Missing Digit Subtraction, Subtraction Algorithm Under 10,000, Missing Digit Subtraction Under 10,000, Addition Subtraction Fact Family, Mice Island, Mice Island Bubble Select, Tug Boat, Tug Boat L1



Multiplication

4 weeks (Oct 3-28, 2011)

Subtopics: • Multiplication facts • Multiplying multi-digit

numbers by 1 digit numbers

• Properties of 0 and 1 in multiplication

• Commutative and associative properties of multiplication

• Problem solving (word problems, interpreting charts, graphs)

• Area on graph paper • Functional

relationships • Growing patterns • Input/output charts

NS 2.2* Memorize to automaticity the multiplication table for numbers between 1 and 10 NS 2.4* Solve simple problems involving multiplication of multi-digit numbers by 1 digit numbers. NS 2.6 Understand the special properties of 0 and 1 in multiplication and division AF 1.5 Recognize and use the commutative and associative properties of multiplication. AF 2.1* Solve simple problems involving a functional relationship between 2 quantities (e.g., find the total cost of multiple items given the per unit cost) AF 2.2 Extend and recognize a linear pattern by its rules (e.g. the number of legs on a given number of horses may be calculated by counting by 4's or by multiplying the number of horses by 4).

Week 1 & 2: Multiplication Concepts & Facts NS 2.2, AF 1.5 Lessons 5.1, 5.2, 5.3, 5.4, AND/OR

• Use a 1 to 10-multiplication grid to record which facts they have memorized. • Play flash card games & “Multiplication Bingo”. • Play a game where students must match up their multiplication facts with its

commutative pair. • Use graph paper to solve multiplication problems making the two numbers the

length and width and counting the number of squares as the area. Ex. 2 × 3 = 6 • Note that the upper right 45 facts in the chart are repeats of the lower left 45 facts

because of the commutative property. • Tree Map for showing multiplication facts and categorizing facts by 3’s, 4’s, 5’s,

etc. • Bridge Map to represent the multiplication facts as arrays (relating factor: “is an

array that represents”) Weeks 3 & 4: Multiplication Patterns, Properties & Facts NS 2.6, AF 1.5, NS 2.2 Lessons 6.1, 6.2, 6.3, 6.4, 6.5, 7.1, 7.2, 7.3, 7.4 AND/OR

• Play flash card games & “Multiplication Bingo”. • Use pattern blocks, toothpicks, and/or drawings to make growing patterns. Convert

these into number patterns, making predictions and generalizations explained with words and symbolic expressions.

• IMP Activity: “Growing Patterns” • IMP Activity: “Function Box” • IMP Activity: “Area & Perimeter Patterns” • Make an input/output "T" table for number of items and total cost when given a

unit cost. Identify patterns; make predictions and state generalizations by observing inputs and outputs to a function box.

Materials: Base 10 blocks Beans Multiplication grids Flash cards Multiplication bingo School House Rock Videos, Newspaper clippings

Key Vocabulary Multiply Factors Product Multiple Commutative (order) property Associative (grouping) property Facts


ST Math: Staircase, Number Line Multiplication, Leg Drape, Repeated Expressions, Build Expressions, Multiplication Pattern Strings, Multiplication Stacks, Multiply by Number, Multiplication Pattern Strings 2, Multiplication Facts, Grid Expression, Cut at 10, Slime Bridge, Make it Linear, Helicopter Table, Slime Bridge L1, Make it Linear L1


3rd Grade Mathematics Topic 4

1st Trimester Standards Resources/Teaching Strategies

Geometry and Measurement

5 weeks

(Oct 31- Dec 9, 2011)

Subtopics: • Angles • Classifying polygons • Classifying triangles • Classifying

quadrilaterals • Right angles • Classifying polygons

(regular and irregular) • Perimeter

MG 1.1 Choose appropriate tools and units (metric and US) and estimate and measure the length, liquid volume, and weight/mass of given objects. MG 1.4 Carry out simple unit conversions within a system of measurement (cm and meters, hours and minutes) AF 1.4 Express simple unit conversions in symbolic form (_ inches = _ feet) MG 2.1* Identify, describe and classify polygons (including pentagons, hexagons and octagons). MG 2.2 Identify attributes of triangles (e.g. two equal sides for the isosceles triangle, three equal sides for the equilateral triangle, right angle for the right triangle). MG 2.3* Identify attributes of quadrilaterals (e.g. parallel sides for the parallelogram, right angles for the rectangle, equal sides and right angles for the square). MG 2.4 Identify right angles in geometric figures or in appropriate objects and determine whether other angles are greater or less than a right angle.

Week 1: Linear Measurements & Unit Conversions MG 1.1, MG 1.4, AF 1.4 Lessons 8.1, 8.2, 8.3, 8.4 AND/OR

• Identify lengths of mm, cm, inch, foot, yard and meter as measurements on their hands or as distances they can show with their hands, fingers, or arms.

• Have students estimate in inches the length of different parts of the body or various objects, then use a tape measure to check. . List their findings in an organized table; describe patterns they see, make predictions and generalizations

• Make a chart of common area units (mm2, cm2, inch2, foot2, yard2 and meter2) with words, symbols, lists of objects that have approximately that area, descriptions of places where they are commonly used, and a square of paper for each.

• IMP Activity: “Measurement Olympics” & “Measurement Graphing Challenge”

Week 2: Classify Polygons, Triangles, & Quadrilaterals MG 2.1, 2.2, 2.3, 2.4 Lessons 9.2, 9.4, 9.5, 9.3, 9.6 AND/OR

• IMP Activity: “Shape Sorting” Sort and classify polygon cutouts by number of sides and edges then make a chart of polygon names, descriptions and examples. (Be sure to include both regular and irregular polygons.)

• Sort and classify triangle cutouts by largest angle. Sort and classify triangle cutouts by number of congruent sides.

• Brace Map to show parts of different triangles (e.g., right triangle-- 3 angles {90 degree angle, acute angle, acute angle} and 3 sides {hypotenuse, leg, leg})

• Use Venn Diagrams to sort and classify quadrilaterals based on their properties, e.g., “quadrilaterals with parallel sides vs. quadrilaterals without parallel sides.”

• Record findings using sentences and sketches. • Make a chart with words and examples of angles less than, equal to, and greater

than a right angle. • Play "Simon says" using directions such as "Show me a right angle with your

fingers". • Create sentences such as: Angle A is ______ than a right angle. • Note: The correct definition of a rectangle is a 4-sided figure with 4 right

angles; therefore, a square is a rectangle.

End of 1st Trimester

Key Vocabulary Isosceles Octagon Scalene Rhombus Vertex Right Parallel Square Angle Rectangle Quadrilateral Trapezoid Parallelogram Equilateral Classify Hexagon Triangle Pentagon Polygon (regular & irregular)

Math Centers: 9, 10, 11, 12

ST Math: Parallel or Perpendicular, Which Angle, Pick Geometric Shapes 2D, Shape Names, Shape Types, Pick Geometric Shapes 2D L1



2nd Trimester Standards Resources/Teaching Strategies

Geometry and Measurement

(continued)

Subtopics: • Area • Estimation of

measurement • Volume • Sorting/Classifying 3-

D Shapes • Complex Solids

MG 1.2* Estimate or determine the area and volume of solid figures by covering them with squares or by counting the number of cubes that would fill them. MG 1.3* Find the perimeter of a polygon with integer sides. MG 1.4 Carry out simple unit conversions within a system of measurement (cm and meters, hours and minutes)

MG 2.5 Identify, describe, and classify common three-dimensional geometric objects (e.g. cube, rectangular solid, sphere, prism pyramid, cone, cylinder).

MG 2.6 Identify common solid objects that are the components needed to make a more complex solid object.

Weeks 3: Perimeter MG 1.3* Lessons 10.1, 10.2 AND/OR

• Estimate the distance around (perimeter) various 2-D objects when given a specific measurement unit. Measure the perimeter with string and compare their estimate to the actual by finding the difference. Repeat on successive days using different units, including both very small and very large objects

• Measure the length of each side of a polygon and write number sentences to represent the perimeter. Use string around the entire polygon to directly measure the perimeter and compare to the sum that was found.

• IMP Activity: “Walk this Way “ Week 4: Area MG 1.2* Lessons 10.3, 10.4 AND/OR

• IMP Activity: “Rectangle Investigation 1” • IMP Activity: “Flat Robot” • Bridge Map (relating factors: “has a perimeter of”, “has an area of”) • Estimate the area of various 2-D objects when given a specific measurement unit.

Measure the area by covering the object with squares and compare their estimate to the actual by finding the difference. Repeat on successive days using different units, including both very small and very large objects.

Week 5: Solids & Volume MG 1.2* Lessons 11.1, 11.2, 11.3, 11.4, 11.5 AND/OR

• Sort and classify 3-D geometric shapes and make a chart of names, descriptions and examples.

• IMP Activity: “Skeletons” • Make a mobile of 3-D shapes using templates (die-cuts are available at the IMC). • Use cm cubes to fill a rectangle prism. Record this as the volume

Materials: Pattern blocks Stickpins Geoboards Foam tile Graph paper Popsicle sticks Polygon and triangle Rulers cut outs (available at IMC) Yarn Key Vocabulary

Perimeter Area Unit Square unit Meter Cubic unit Inch Edge Yard Face Centimeter Foot Vertex Mile Volume Distance Polygon Solid figure Surface area Cylinder Prism Cube Pyramid Sphere Cone Rectangular solid

ST Math: Perimeter Select, Select Area Perimeter, Area Perimeter Select Shape, Area Perimeter with Units, Volume Fill, Pick Geometric Shapes 3D, Prisms, Pick Geometric Shapes 3D by Attributes, Pick Geometric Shapes 3D by Shapes




Fractions,

Decimals, & Money

4 weeks

(Dec 12, 2011-Jan 27, 2012)

Subtopics: • Comparing fractions

(with pictures) • Equal parts of a whole • Equivalent fractions • Add/subtract simple

fractions with like denominators

• Fraction/decimal equivalents

• Tenths & hundredths • Add & subtract with

money

NS 3.1 Compare fractions represented by drawings or concrete materials to show equivalency and to add and subtract simple fractions in context (e.g.

⊇

12 of a pizza is the same amount

as

⊇

34 of another pizza that is the same

size; show that

⊇

38 is larger than

⊇

14 ).

NS 3.2* Add and subtract simple fractions (e.g. determine that

⊇

18 + 3

8 is the same as

⊇

12 ).

NS 3.3* Solve problems involving addition, subtraction, multiplication, and division of money amounts in decimal notation and multiply and divide money amounts in decimal notation by using whole-number multipliers and divisors. NS 3.4 Know and understand that fractions and decimals are two different representations of the same concept (e.g. 50 cents is

⊇

12 of a dollar, 75

cents is

⊇

34 of a dollar).

Week 1: Fraction Models NS 3.1 Lessons 15.1, 15.2, 15.3, 15.4, 15.5 AND/OR

• Develop, use, and explain procedures, using graph paper, tangrams, cards, candies or some other template for making drawings to compare fractions.

• Use a paper plate to design pizza fractions. • Make fraction bars all the same length out of construction paper and label the

different fractions. Use these to compare fractions. • Bridge Map (relating factors: “is greater than”, “is less than”, “is equal to”, “is

another way to write”) • Brace Map to show parts of a fraction (e.g., numerator and denominator)

Week 2: Adding and Subtracting Fractions NS 3.2 Lessons 16.1, 16.2, 16.3, 16.4 AND/OR

• Develop, use, and explain procedures, using graph paper or some other template to make drawings for adding and subtracting fractions with like denominators.

• Generalize a rule for adding fractions with like denominators. Explain the rule in words and with a drawing for an example.

• IMP Activity: “Spinner Mania” Week 3: Fraction Decimal Connection NS 3.4 Lessons 17.1, 17.2, 17.3, 17.4, 17.5 AND/OR

• IMP Activity: “Flat Robot” Week 4: Decimal Operations NS 3.3 Lessons 18.1, 18.2, 18.3, 18.4, 18.5 AND/OR

• Play games that involve adding, subtracting, multiplying and dividing money. Keep a record sheet of operations and balances during the game.

• Use coins and/or a hundred grid to identify common fraction and cent/decimal equivalents. Make a chart that shows the fraction as a number, as a coin picture, and as part of a hundred grid.

• IMP Activity: “Alexander Who Used to be Rich”

Materials: Paper plates Tangrams Tortilla/pizza Ice cube trays Graph paper Recipe Egg carton Candies Fraction bars

Key Vocabulary Numerator Denominator Greater than Less than Equivalent Fractions Mixed numbers Like fractions Simplest form

Literature: The Hershey’s Milk Chocolate Bar Fractions Book by Jerry Pallotta Eating Fractions by Bruce McMillan Give Me Half by Stuart Murphy Gator Pie by Louise Mathews Fraction Action by Loreen Leedy

Math Centers: 16, 17, 18, 19

ST Math: JiJi Cycle, Fraction Pies, Match Fraction, Fraction of a Set, Pie Monster, Equivalent Fractions, JiJi Cycle L1, Pie Monster L1, Numerator Denominator, Money Conversion, Estimate Decimals & Fractions on Number Line, Fraction to Decimal, Fraction Robot Addition, Crank Pies Addition, Missing Addend, Fraction Robot Subtraction, Crank Pies Subtraction, Fraction Robot Addition L1, Crank Pies Addition L1, Fraction Robot Subtraction L1, Crank Pies Subtraction L1, Money Notation, Place Value Align, Estimate Total Cost, Buy Items, Buy Items Change, Toll Bridge, Fruit Toll Bridge




Multiply with Greater

Numbers

3 weeks (Jan 30-Feb 17, 2012)

Subtopics: • Multiplying multi-digit

numbers by 1 digit numbers

• Commutative and associative properties of multiplication

• Problem solving (word problems, interpreting charts, graphs)

• Area on graph paper

NS 2.4* Solve simple problems involving multiplication of multi-digit numbers by 1 digit numbers. AF 1.5 Recognize and use the commutative and associative properties of multiplication.

Weeks 1 to 3: Multi-Digit Multiplication NS 2.4 Lessons 19.1, 19.2, 19.3, 20.1, 20.2, 20.3, 20.4, 20.5, 21.1, 21.2, 21.3, 21.4, 21.5 AND/OR

• Use base 10 blocks and an expanded notation chart to organize and show the multiplication of a multi-digit number by a 1-digit number.

• Use the following notation as a bridge between base 10 blocks/expanded notation and the standard algorithm:

3149 X 6 54 240 600 18000 18894

• Explain the steps in using the standard algorithm for multiplying a multi-digit number by a one-digit, correctly using words such as "trade", "group", "exchange" or "regroup."

• Use alternative and invented methods for multiplying multi-digit numbers by single digit numbers, explain these methods to their peers, and compare these methods to the standard.

Materials: Base 10 blocks Beans Multiplication grids Flash cards Multiplication bingo School House Rock Videos, Newspaper clippings

Key Vocabulary Multiply Factors Product Multiple Commutative (order) property Associative (grouping) property Facts

Literature: Spunky Monkeys on Parade by Stuart Murphy Counting by Kangaroos by Joy Hulme One Hundred Hungry Ants by Elinor J. Pinczes Anno’s Mysterious Multiplying Jar by Masaichiro & Mitsumasa Anno; Bats on Parade by Kathi Appelt Each Orange Had Eight Slices by Paul Giganti


ST Math: Multiplication Table Parts, Concentration Sums, Two Digit Multiplication, Multiplication Algorithm


3rd Grade Mathematics Topic 7 2nd Trimester Standards Resources/Teaching Resources

Division Facts

3 weeks (Feb 21-Mar 9, 2012)

Subtopics: • Inverse relationship

between multiplication and division

• Properties of 0 and 1 • Unit cost • Problem solving with

division w/out remainders

NS 2.3* Use the inverse relationship of multiplication and division to compute and check results. NS 2.6 Understand the special properties of 0 and 1 in multiplication and division NS 2.7 Determine the unit cost when given the total cost and number of units. NS 2.8 Solve problems that require two or more of the skills mentioned above.

Weeks 1-2: Division Concepts- Inverse relationship and properties NS 2.3, NS 2.6 Lessons 12.1, 12.2, 12.3, 13.1, 13.2, 13.3, 13.4, 14.1, 14.2, 14.3, 14.4 AND/OR

• Write two division statements for any given fact from the multiplication table. • Write true and false statements using key vocabulary terms involving division. • Circle Map to generate any information students know about division • Double Bubble Map for comparing multiplication and division

Week 3: Problem Solving with Division, including unit cost NS 2.7, NS 2.8 Lessons 12.4, 13.5, 14.5 AND/OR

• Find the missing information in the “number of items vs. total cost”, including finding the unit cost.

• Bridge Map (relating factor: “is the unit cost for”)

End of 2nd Trimester

Materials: Base 10 blocks Place value mats School House Rock videos Counters

Key Vocabulary Unit cost Divisor Dividend Quotient Divide Fact family Inverse operation

Literature: Divide & Ride by Stuart Murphy The Doorbell Rang by Pat Hutchins Jump, Kangaroo, Jump! by Stuart Murphy One Hundred Hungry Ants by Elinor J. Pinczes


ST Math: Fair Sharing, Fair Sharing L1, Build Division Expression, Number Line Division, Division Algorithm, Build Expression, Multiplication Division Fact Family, Which Operation


3rd Grade Mathematics Topic 8 3rd Trimester Standards Resources/Teaching Resources

Divide with Greater

Numbers

4 weeks (Mar 12-April 13, 2012)

Subtopics: • Inverse relationship

between multiplication and division

• Multi-digit by single digit division

• Properties of 0 and 1 • Unit cost • Problem solving with

division w/out remainders

NS 2.3* Use the inverse relationship of multiplication and division to compute and check results. NS 2.5 Solve division problems in which a multi-digit number is evenly divided by a one-digit number (135 ÷ 5 = ___) NS 2.7 Determine the unit cost when given the total cost and number of units. NS 2.8 Solve problems that require two or more of the skills mentioned above.

Weeks 1, 2 & 3: Multi-digit Division NS 2.3, NS 2.5 Lessons 24.1, 24.2, 24.3, 25.1, 25.2, 25.3, 26.1, 26.2, 26.3, 26.4 AND/OR

• Use base 10 blocks and an expanded notation chart to organize and show the division of a multi-digit number by a 1-digit number.

• IMP: “PWC Division” • Use a Flow Map to show the steps involved in long division

Week 4: Problem Solving with Division, including unit cost NS 2.7, NS 2.8 Lessons 24.4, 25.4, 26.5 AND/OR

• Find the missing information in the “number of items vs. total cost”, including finding the unit cost.

• Bridge Map (relating factor: “is the unit cost for”)

Materials: Base 10 blocks Place value mats School House Rock videos Counters

Key Vocabulary Unit cost Divisor Dividend Quotient Divide Fact family Inverse operation

Literature: Divide & Ride by Stuart Murphy The Doorbell Rang by Pat Hutchins Jump, Kangaroo, Jump! by Stuart Murphy One Hundred Hungry Ants by Elinor J. Pinczes



3rd Grade Mathematics Topic 9 3rd Trimester Standards Resources/Teaching Strategies

Data and

Probability

3 weeks (April 16-May 4, 2012)

Subtopics: • Identifying the

likelihood of an event • Recording/displaying

outcomes (charts, graphs)

• Displaying results of experiments

• Making predictions

SDAP 1.1 Identify whether common events are certain, likely, unlikely, or improbable. SDAP 1.2* Record the possible outcomes for a simple event and systematically keep track of the outcomes when the event is repeated many times. SDAP 1.3* Summarize and display the results of probability experiments in a clear and organized way. SDAP 1.4 Use the results of probability experiments to predict future events.

Weeks 1 & 2: Data & Graphs SDAP 1.2, SDAP 1.3 Lessons 22.1, 22.2, 22.3, 22.4, 22.5, 22.6 AND/OR

• Use anecdotal situations to reinforce the concepts of certain, likely, unlikely or improbable. Example: I will see a dinosaur walking home today (improbable).

• Design probability experiments using colored cubes in a bag or a spinner. Write true and false statements for other students to answer, such as:

It is unlikely that I will get a ____. It is impossible to get a ____ on this spinner.

• IMP Activity: “Trash Can Probability” • Multi-flow Map (one-sided) to show possible outcomes of an experiment

Week 3: Probability SDAP 1.1, SDAP 1.2, SDAP 1.3, SDAP 1.4 Lessons 23.1, 23.2, 23.3, 23.4 AND/OR

• Examine a regular die. Decide which outcomes are impossible, unlikely, likely or certain. Roll the die a fixed number of times (e.g. 30), recording the outcomes in a systematic way. Summarize and display the results and make predictions about what would happen if the die were rolled a larger number of times (e.g. 90 or 300).

• Tree Map to classify outcomes that are impossible, unlikely, likely or certain • IMP Activity: “I’m On a Roll” • IMP Activity: “Carnival Games”

Materials: Dice Paper bags w/

color cards UNO cards Pattern blocks Marbles Colored cubes Spinners

Key Vocabulary Probability Outcome Likely/unlikely Certain Impossible Prediction Sample size Event Equally likely Fair Possible outcome

Literature: Probably Pistachio by Stuart Murphy Lemonade For Sale by Stuart Murphy Round Trip by Anne Jonas Sea Squares by Jay Hulme Purple, Green, and Yellow by Robert Munsch

Math Centers: 23, 24

ST Math: Bar Graph Bridge, Bar Graph Bridge L1, Pie Chart Fill Data, Pie Chart Fill Chart, Least Most Likely, High Low Certain & Impossible Outcomes



3rd Trimester Standards Resources/Teaching Strategies

Weight, Mass,

and Capacity

2 weeks (May 7-18, 2012)

Subtopics: • Volume • Mass • Measurement tools

MG 1.1 Choose appropriate tools and units (metric and US) and estimate and measure the length, liquid volume, and weight/mass of given objects.

AF 1.4 Express simple unit conversions in symbolic form (_ inches = _ feet= 12)

Week 1: Customary Units MG 1.1, AF 1.4 Lessons 27.1, 27.2, 27.3, 27.4, 27.5, 27.6 AND/OR

• Make a chart of common volume/mass (ounce, pound, cup, gallon) measurements with words, symbols, lists of objects that are approximately that volume, descriptions of places where they are commonly used, and a container that holds that amount.

• Estimate the volume and weight/mass when given a specific measurement unit. Measure the weight/mass and volume (when possible) and compare their estimate to the actual by finding the difference. Repeat on successive days using different units, including both very small and very large objects

• Bridge Map (relating factors: “is the abbreviation for”, “is equal to”) • Flow Map to show measurements ranging from least to greatest capacity

Week 2: Metric Units MG 1.1, AF 1.4 Lessons 28.1, 28.2, 28., 28.4 AND/OR

• Same as above, but with common metric (gram, ml=cm3, liter, kilogram) measurements.

Key Vocabulary Volume Prism Mass Pyramid Weight Cone Cube Cylinder Sphere Graphs Pints Cups Gallons Gram Kilogram Liter Milliliter Edge Vertex Ounce Pound Face Cubic unit Rectangular solid

Materials: Wooden blocks Soup cans Household container Ice cream cones Marshmallows Toothpicks Die cut shapes for

mobile (available at IMC)

Containers Straws

Literature: A House for Birdie by Stuart J. Murphy The Paper Crane by Molly Bang Captain Invincible & the Space Shapes by Stuart Murphy Three Pigs, One Wolf, and Seven Magic Shapes by Grace Maccarone

Math Centers: 28

ST Math: Slinky Weights, Slinky with Units, Measure it with Ruler, Time Conversions, Length Conversions, Temperature, Capacity


3rd Grade Mathematics Topic 11 3rd Trimester 4th Grade Standards Resources/Teaching Resources

Looking Ahead Activities

3 weeks

(May 21-June 14, 2012)

Subtopics: • Equivalent Fractions • Multiplication/Division • Rounding numbers • Measure length, area,

perimeter • Use measurement tools • Polygons/Quadrilaterals • Points on a grid • Build solids • Angles • Probability • Make predictions • Read graphs & tables

NS 1.3, 1.4, 1.5, 1.6, 1.7, 1.9 NS 3.3, 3.4 MG 1.1, 1.2, 1.3, 1.4 MG 3.1, 3.2, 3.5, 3.6, 3.7, 3.8 SDAP 1.1, 2.1

Weeks 1-3: Looking Ahead Activities 1-20 Review and reinforcement of the following 3rd grade Standards: Activities 1-5 NS 3.1, NS 2.2, NS 2.3, NS 2.4, NS 2.5, NS 1.4 Activities 6-15 MG 1.1, MG 1.2, MG 2.2, MG 2.3, MG 2.4, MG 2.5 Activities 16-20 SDAP 1.1, SDAP 1.2, SDAP 1.3, SDAP 1.4

End of 3rd Trimester

ST Math Challenges: Treasure Hunt, Upright JiJi, Ice Caves, Kick Box, Big Seed

grade math curriculum guide - santa ana unified … · 3rd grade math curriculum guide ......

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