3rd Grade 2015-16- Second 9-weeks Pacing Guide

Common Core Standard

Standard Expectations(s) Students will be able to ….

Clarity of the StandardClarification of enVision

Other Resources

Topic 1 – Numeration

3.NBT.1

Use place value understanding to round whole numbers to the nearest 10 or 100.

Questar Emphais

- 6/57 questions are from 3.NBT

I Can: Round numbers to the nearest ten. Round numbers to the nearest hundred. Identify the place value of the ones, tens, hundreds, and thousands place in a whole number. Explain the process for rounding numbers using place value.

This standard refers to place value understanding, which extends beyond an algorithm or memorized procedure for rounding. The expectation is that students have a deep understanding of place value and number sense and can explain and reason about the answers they get when they round. Students should have numerous experiences using a number line and a hundreds chart as tools to support their work with rounding.

Mrs. Rutherford drives 158 miles on Saturday and 171 miles on Sunday. When she told her husband she estimated how many miles to the nearest 10 before adding the total. When she told her sister she estimated to the nearest 100 before adding the total. Which method provided a closer estimate?

Topics 1-1 thru 1-7

The use of the number line should be a definite area of focus (as in 1-4 and 1-5)

Learn Zillion http://tinyurl.com/ms6xjp6Center using rounding and the number line http://tinyurl.com/n87b898Rounding activity from Ga http://tinyurl.com/lwlvts8

3. NBT.2

Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Questar Emphais

- 6/57 question

s are from

3.NBT

I Can:Correctly

align digits according to place value, in order to add or subtract. Fluently add two 2-digit numbers. (horizontal and vertical set up) Fluently add two 3-digit numbers. (horizontal and vertical set up) Apply the commutative property of addition to solve problems. Apply the associative property of addition to solve problems.

This standard refers to fluently, which means accuracy, efficiency (using a reasonable amount of steps and time), and flexibility (using strategies such as the distributive property). The word algorithm refers to a procedure or a series of steps. There are other algorithms other than the standard algorithm. Third grade students should have experiences beyond the standard algorithm. Problems should include both vertical and horizontal forms, including opportunities for students to apply the commutative and associative properties. Students explain their thinking and show their work by using strategies and algorithms, and verify that their answer is reasonable.

Computation algorithm. A set of predefined steps applicable to a class of problems that gives the correct result in every case when the steps are carried out correctly.

Computation strategy. Purposeful manipulations that may be chosen for specific problems, may not have a fixed order, and may be aimed at converting one problem into another.

Topics 1-8

Need to make sure to use the relationship between addition and subtraction.

Learn Zillion http://tinyurl.com/meecc9nActivity and Lesson (also covers 3.OA.8) http://tinyurl.com/cx3wxnxStrategies video http://tinyurl.com/mtkrvrs

Explain and demonstrate the process of regrouping. Fluently subtract two 2-digit numbers with and without regrouping. (horizontal and vertical set up) Fluently subtract two 3-digit numbers with and without regrouping. (horizontal and vertical set up) Check an addition problem using subtraction. Check a subtraction problem using addition.

Topic 2- Number Sense:Add/

Subtract

3.NBT.1

Use place value understanding to round whole numbers to the nearest 10 or 100.

Questar Emphais

- 6/57 question

s are from

3.NBT

I Can: *Round numbers to the nearest ten. *Round numbers to the nearest hundred. *Identify

the place value of the ones, tens, hundreds, and thousands place in a whole number. *Explain the process for rounding numbers using place value.

This standard refers to place value understanding, which extends beyond an algorithm or memorized procedure for rounding. The expectation is that students have a deep understanding of place value and number sense and can explain and reason about the answers they get when they round. Students should have numerous experiences using a number line and a hundreds chart as tools to support their work with rounding.

Mrs. Rutherford drives 158 miles on Saturday and 171 miles on Sunday. When she told her husband she estimated how many miles to the nearest 10 before adding the total. When she told her sister she estimated to the nearest 100 before adding the total. Which method provided a closer estimate?

Topic 2-5

Make sure to use number line.

Learn Zillion http://tinyurl.com/ms6xjp6Center using rounding and the number line http://tinyurl.com/n87b898Rounding activity from Ga http://tinyurl.com/lwlvts8

3. NBT.2

Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Questar Emphais

- 6/57 questions are from 3.NBT

I Can:*Correctly

align digits according to place value, in order to add or subtract.

*Fluently add two 2-digit numbers. (horizontal and vertical set up)

*Apply the commutative property of addition to solve problems.

*Apply the associative property of addition to solve problems.

*Explain and demonstrate the process of regrouping.

This standard refers to fluently, which means accuracy, efficiency (using a reasonable amount of steps and time), and flexibility (using strategies such as the distributive property). The word algorithm refers to a procedure or a series of steps. There are other algorithms other than the standard algorithm. Third grade students should have experiences beyond the standard algorithm. Problems should include both vertical and horizontal forms, including opportunities for students to apply the commutative and associative properties. Students explain their thinking and show their work by using strategies and algorithms, and verify that their answer is reasonable.

Computation algorithm. A set of predefined steps applicable to a class of problems that gives the correct result in every case when the steps are carried out correctly.

Computation strategy. Purposeful manipulations that may be chosen for specific problems, may not have a fixed order, and may be aimed at converting one problem into another.

There are 178 fourth graders and 225 fifth graders on the playground. What is the total number of students on the playground?

Student 1100 + 200 = 30070 + 20 = 908 + 5 = 13300 + 90 + 13 = 403 students

Student 2I added 2 to 178 to get 180. I added 220 to get 400. I added the 3 left over to get 403.

Student 3I know the 75 plus 25 equals 100. I then added 1 hundred from 178 and 2 hundreds from 275. I had a total of 4 hundreds and I had 3 more left to add. So I have 4 hundreds plus 3 more which is 403.

Topics 2-1 thru 2-4 and 2-6 thru 2-9

Need to make sure to use the relationship between addition and subtraction.

Learn Zillion http://tinyurl.com/meecc9nActivity and Lesson (also covers 3.OA.8) http://tinyurl.com/cx3wxnxStrategies video http://tinyurl.com/mtkrvrs

Topic 3 – Using Place Value ( + / -)

3.NBT.2

Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. A range of algorithms may be usedQuestar

Emphais - 6/57

questions are from 3.NBT

I Can: *Correctly align digits according to place value, in order to add or subtract. *Fluently add two 2-digit numbers. (horizontal and vertical set up)

This standard refers to fluently, which means accuracy, efficiency (using a reasonable amount of steps and time), and flexibility (using strategies such as the distributive property). The word algorithm refers to a procedure or a series of steps. There are other algorithms other than the standard algorithm. Third grade students should have experiences beyond the standard algorithm. A variety of algorithms and strategies will be assessed on North Carolina EOG assessment.

Problems should include both vertical and horizontal forms, including opportunities for students to apply the commutative and associative properties. Students explain their thinking and show their work by using strategies and algorithms, and verify that their answer is reasonable.

Computation algorithm. A set of predefined steps applicable to a class of problems that gives the correct result in every case when the steps are carried out correctly.

Computation strategy. Purposeful manipulations that may be chosen for specific problems, may not have a fixed order, and may be aimed at converting one problem into another.

Topics 3-1 thru 3-9

Need to make sure to use the relationship between addition and subtraction

Learn Zillion http://tinyurl.com/meecc9nActivity and Lesson (also covers 3.OA.8) http://tinyurl.com/cx3wxnxStrategies video http://tinyurl.com/mtkrvrs

3.OA.8

Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity.

I Can:

*Solve 2-step word problems with addition or subtraction. *Solve 2-step word problems using multiplication or division *Use variables to stand for an unknown

Students in third grade begin the step to formal algebraic language by using a letter for the unknown quantity in expressions or equations for one and two-step problems. But the symbols of arithmetic, x or • or * for multiplication and ÷ or / for division, continue to be used in Grades 3, 4, and 5.

This standard refers to two-step word problems using the four operations. The size of the numbers should be limited to related 3rd grade standards (e.g., 3.OA.7 and 3.NBT.2). Adding and subtracting numbers should include numbers within 1,000, and multiplying and dividing numbers should include single-digit factors and products less than 100.

This standard calls for students to represent problems using equations with a letter to represent unknown quantities.

Topic 3-10Poorly done. Students should be writing the equations themselves and not just identifying them. Also, word problems should be 2-step.

Learn Zillion http://tinyurl.com/m24n2yk

Example & explanation http://tinyurl.com/kmhc7bh

Examples http://tinyurl.com/omyvh65

Online practice with word problems http://www.mathplaygrou

Assess the reasonableness of answers using mental computation and estimation strategies including rounding.3

Students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order.

Questar Emphais - 19/57

questions are from

3.OA

quantity. *Use estimation to assess the reasonableness of answers.

Example:Mike runs 2 miles a day. His goal is to run 25 miles. After 5 days, how many miles does Mike have left to run in order to meet his goal? Write an equation and find the solution (2 x 5 + m = 25).

This standard refers to estimation strategies, including using compatible numbers (numbers that sum to 10, 50, or 100) or rounding. The focus in this standard is to have students use and discuss various strategies. Students should estimate during problem solving, and then revisit their estimate to check for reasonableness.

nd.com/wpdatabase/wpindex.html

Topic 13 - Perimeter

3. MD.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.

Questar Emphais - 12/57

questions are from

3.MD

I Can:

*Calculate the length of the sides when given the perimeter of an object.

*Calculate the perimeter of a polygon when given the side lengths.

*Solve mathematical problems involving rectangles with equal area and different perimeter.

*Solve mathematical problems involving rectangles with equal perimeter and different area.

*Distinguish between the area and the perimeter.

*Relate perimeter and area to the real world

Students develop an understanding of the concept of perimeter through various experiences, such as walking around the perimeter of a room, using rubber bands to represent the perimeter of a plane figure on a geoboard, or tracing around a shape on an interactive whiteboard. They find the perimeter of objects; use addition to find perimeters; and recognize the patterns that exist when finding the sum of the lengths and widths of rectangles.Students should also strategically use tools, such as geoboards, tiles, and graph paper to find all the possible rectangles that have a given perimeter (e.g., find the rectangles with a perimeter of 14 cm.) They record all the possibilities using dot or graph paper, compile the possibilities into an organized list or a table, and determine whether they have all the possible rectangles. Following this experience, students can reason about connections between their representations, side lengths, and the perimeter of the rectangles.Given a perimeter and a length or width, students use objects or pictures to find the missing length or width. They justify and communicate their solutions using words, diagrams, pictures, numbers, and an interactive whiteboard.Students use geoboards, tiles, graph paper, or technology to find all the possible rectangles with a given area (e.g. find the rectangles that have an area of 12 square units.) They record all the possibilities using dot or graph paper, compile the possibilities into an organized list or a table, and determine whether they have all the possible rectangles. Students then investigate the perimeter of the rectangles with an area of 12.

Area Length Width Perimeter12 sq. in. 1 in. 12 in. 26 in.12 sq. in. 2 in. 6 in. 16 in.12 sq. in 3 in. 4 in. 14 in.

The patterns in the chart allow the students to identify the factors of 12, connect the results to the commutative property, and discuss the differences in perimeter within the same area. This chart can also be used to investigate rectangles with the same perimeter. It is important to include squares in the investigation.

A perimeter is the boundary of a two-dimensional shape. For a polygon, the length of the perimeter is the sum of the lengths of the sides. Initially, it is useful to have sides marked with unit length marks, allowing students to count the unit lengths. Later, the lengths of the sides can be labeled with numerals. As with all length tasks, students need to count the length-units and not the end-points. Next, students learn to mark off unit lengths with a ruler and label the length of each side of the polygon. For rectangles, parallelograms, and regular polygons, students can discuss and justify faster ways to find the perimeter length than just adding all of the lengths.

Topic 13 –

Not too bad.

Focus on 13-4 and

13-5. Skip 13-2

Activity http://tinyurl.com/ovrr9x3

Learn Zillion http://tinyurl.com/p3mnsg4Online Summative Assessment

http://tinyurl.com/o39y4e2

Topic 14-

Area3.MD.5

Recognize area as an attribute of plane figures and understand concepts of area measurement.

3.MD.5.a A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.

3.MD.5.b A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

I Can:

*Identify what a unit square is and know it can be used to measure area of a figure.

* Relate the area to real world objects.

*Recognize area as an attribute of plane figures with a visual model.

* Explain area as an attribute of plane figures.

These standards call for students to explore the concept of covering a region with “unit squares,” which could include square tiles or shading on grid or graph paper. Based on students’ development, they should have ample experiences filling a region with square tiles before transitioning to pictorial representations on graph paper.

14-1, 14-2, 14-10

Not good, esp. 14-10.

Please do not teach

the formula for area for the

first week . Let them figure it

out as they count

squares

Zillion http://tinyurl.com/pt5u85j

Task for 3.MD.5/3.MD.6 http://tinyurl.com/qcc75k7

NYC Unit http://tinyurl.com/pf

uku8p

3.MD.6

Measure areas by counting

unit squares (square cm, square m, square in, square ft,

I Can:

*Determine the area of an object by counting the unit squares in cm, m, in., ft., and other units.

*Connect

Students should be counting the square units to find the area could be done in metric, customary, or non-standard square units. Using different sized graph paper, students can explore the areas measured in square centimeters and square inches.The task shown above would provide a great experience for students to tile a region and count the number of square units

14-3, 14-6 –

OK - Please do not teach the formula for area for the first week.

Learn Zillion http://tinyurl.com/nzq3946

Task http://tinyurl.com/owcp5l2

Activity http://tiny

and improvised

units).

Questar Emphais -

12/57 questions are from

3.MD

counting squares to multiplication when finding area.

Let them figure it out as they count squares.

In 14-6, focus on counting to find area.

url.com/qxajapv

3.MD.7bMultiply 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.

Questar Emphais - 12/57 questions are from 3.MD

I Can: *Solve word problems using the formula (b x h) or (l x w). (real world objects)

*Relate product and factors with area and sides of a rectangle

Students should solve real world and mathematical problemsExample: Drew wants to tile the bathroom floor using 1 foot tiles. How many square foot tiles will he need?

Students might solve problems such as finding all the rectangular regions with whole-number side lengths that have an area of 12 area-units, doing this for larger rectangles (e.g., enclosing 24, 48, 72 area-units), making sketches rather than drawing each square. Students learn to justify their belief they have found all possible solutions.

14-8 –

BAD –Area and

perimeter comparisons are not part

of the standard.

This SHOULD be

the place where you help them

discover the relationship

between area and

multiplication.

Learn Zillion http://tinyurl.com/plb2b4f

Area Word Problems http://tinyurl.com/q8mr37s

6 square feet

8 square feet

3.G.2

Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

Questar Emphais

- 3/57

( + PT 3.G.2)

questions are from

3.MD

I Can:

*Recognize that shapes can be divided into equal parts.

*Separate a given object into equal parts.

*Describe the area of each part as a fractional part of the whole.

* Label each part as a fractional part of the whole.

In third grade students start to develop the idea of a fraction more formally, building on the idea of partitioning a whole into equal parts. The whole can be a shape such as a circle or rectangle. In Grade 4, this is extended to include wholes that are collections of objects.This standard also builds on students’ work with fractions and area. Students are responsible for partitioning shapes into halves, thirds, fourths, sixths and eighths.

Example:This figure was partitioned/divided into four equal parts. Each part is ¼ of the total area of the figure.

Given a shape, students partition it into equal parts, recognizing that these parts all have the same area. They identify the fractional name of each part and are able to partition a shape into parts with equal areas in several different ways.

14-9

Pretty good!

LZ videos

http://tinyurl.com/ouoc4o3

Online Lesson

http://tinyurl.com/pwl484r