3rd Grade Math Curriculum Map 2013-14

Pacing Guide CCSS Targets (I can…) Essential Questions Academic

Vocabulary Resources/Activities

Addition and Subtraction within

1,000

August 1 2 3

4 5 6 7 8 9 10

11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28 29 30 31

September 1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 1 17 18 19 20 21

22 23 24 25 26 27 28

29 30

Students’ first day Introduce New Concept / Pre-Assessment Instruction No School End of 1st six weeks

Common Assessment Sept. 5 - 6 Number & Operations 01

Solve problems involving the four operations, and identify and explain patterns in arithmetic. 3.OA.8-Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

3.OA.9- Identify

arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a

1.1- Identify and describe whole-number patterns and solve problems. (OA.9)

1.2- Round 2 and 3 digit numbers to the nearest ten or hundred. (NBT.1)

1.3- Use compatible numbers and rounding to estimate sums. (NBT.1)

1.4- Count by tens and ones, use a number line, make compatible numbers, or use friendly numbers to find sums mentally. (NBT.2)

1.5- Use the Commutative and Associative Properties of Addition to add more than two addends. (NBT.2)

1.6- Use the break apart strategy to add 3-digit numbers. (NBT.2)

1.7- Use place value to add 3-digit numbers. (NBT.2)

1.8- Use compatible numbers and

1.1 How can you use properties to explain patterns on the addition table? (OA.9)

1.2 How can you round numbers? (NBT.1)

1.3 How can you use compatible numbers and rounding to estimate sums? (NBT.1)

1.4 What mental math strategies can you use to find sums? (NBT.2)

1.5 How can you add more than two addends? (NBT.2)

1.6 How can you use the break apart strategy to add 3-digit numbers? (NBT.2)

1.7 How can you use place value to add 3-digit numbers? (NBT.2)

1.8 How can you use compatible numbers and rounding to estimate differences? (NBT.1)

1.9 What mental math strategies can you

Commutative Property of Addition Identity Property of Addition Pattern Even Odd Round Compatible numbers Estimate Associative Property of Addition Regroup *(all vocab. words in red are on the 3rd gr. academic vocab. list)

3.0A.9 - Envision CC

Student lessons

(lesson 7-2A) p. 18-19

3rd Grade Math Curriculum Map 2013-14

number can be decomposed into equal addends. Use place value understanding and properties of operations to perform multi-digit arithmetic.

3.NBT.1 Use place value

understanding to round whole numbers to the nearest 10 or 100.

3.NBT.2 Fluently add and subtract

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

rounding to estimate differences. (NBT.1)

1.9- Use a number line, friendly numbers, or the break apart strategy to find differences mentally. (NBT.2)

1.10- Use place value to subtract 3-digit numbers. (NBT.2)

1.11- Use the combine place values strategy to subtract 3-digit numbers. (NBT.2)

1.12- Solve addition and subtraction problems by using the strategy draw a diagram. (OA.8)

use to find differences? (NBT.2)

1.10 How can you use place value to subtract 3-digit numbers? (NBT.2)

1.11 How can you use the combine place values strategy to subtract 3-digit number? (NBT.2)

1.12 How can you use the strategy draw a diagram to solve one and two step addition and subtraction problems? (OA.8)

3.NBT.1 Envision CC

Student lessons

(lesson 1-5A & B) p. 2-5

3.NBT.2- Envision CC Student lessons

(lesson 2-7A, 4-1A, & 4-3A) p. 6-11

3rd Grade Math Curriculum Map 2013-14

Even & Odd

Making Tens

One Hundred

Basic Adding

Adding With Regrouping

Adding & Subtracting Tens

Repeated Addition

Place Value

Rounding

Comparing Numbers

Basic Subtraction

Subtracting Without Regrouping

Repeated Subtraction

Pan Balance - Numbers

Deep Sea Duel

Electronic Abacus

Addition & Subtraction Resources

Properties of Addition

Addition with Regrouping

+ & - Without Regrouping

Addition & Subtraction Equation

Estimate Sums & Differences of

Whole Numbers

Expanded Notation

Subtraction With Regrouping

Relate Addition and Subtraction

Place Value

Order Whole Numbers

Estimate Whole Numbers

Number Lines

Number Patterns

Addition & Subtraction Resources

Math Mastery: Addition (30:00)

Math Mastery: Subtraction (54:31)

Maths Mansion: Show 6: The

Rounding Machine (09:03)

3rd Grade Math Curriculum Map 2013-14

Pacing Guide CCSS Learning Targets

(I can…) Essential Questions

Academic

Vocabulary Resources/Activities

Understand Multiplication

September

1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 1 17 18 19 20 21

22 23 24 25 26 27 28

29 30

October 1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31

November 1 2

3 4 5 6 7 8 9

10 11 12 13 14 15 16

17 18 19 20 21 22 23

24 25 26 27 28 29 30

Introduce New Concept / Pre-Assessment Instruction No School End of 1st & 2ndsix weeks

Common Assessment Sept. 25-26 Operations & Algebraic Thinking 02

Represent and solve problems involving multiplication and division. 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

3.OA.3 Use

multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

3.1 – Model and skip count objects in equal groups to find how many there are. (OA.1) 3.2 – Write an addition sentence and a multiplication sentence for a model. (OA.1) 3.3 – Model and skip count on a number line to find how many there are. (OA.3) 3.4 – Solve one- and two-step problems by using the strategy draw a diagram. (OA.8) 3.5 – Use arrays to model products and factors. (OA.3) 3.6 – Model the Commutative Property of Multiplication and use it to find products. (OA.5) 3.7 – Model multiplication with the factors 1 and 0. (OA.5)

3.1 – How can you use equal groups to find how many in all? (OA.1) 3.2 – How is multiplications like addition? How is it different? (OA.1) 3.3 – How can you use a number line to skip count and find how many in all? (OA.3) 3.4 – How can you use the strategy draw a diagram to solve one- and two-step problems? (OA.8) 3.5 – How can you use arrays to model multiplication and find factors? (OA.3) 3.6 – How can you use the Commutative Property of Multiplication to find products? (OA.5) 3.7 – What happens when you multiply a number by 0 or 1? (OA.5)

equal groups *factor multiply product addition *array Commutative Property of Multiplication Identity Property of Multiplication Zero Property of Multiplication

3.0A.3 – Envision CC

Student lessons

(lesson 6-7A) p. 16-17

Multiplying By 0 or 1

Arrays

Making Equal Groups

Repeated Addition

3rd Grade Math Curriculum Map 2013-14

Understand properties of multiplication and the relationship between multiplication and division.

3.OA.5. Apply properties

of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) Solve problems involving the four operations, and identify and explain patterns in arithmetic. 3.OA.8 Solve two-step word problems using the four operations.

Multiplication

Factoring

Commutative Property

Distributive Property

Factorize

Pan Balance-Numbers

Concentration

Factor Game

Product Game

Times Table

Primary Krypto

Multiplication

Order of Operations

Distributive Property

Math Mastery: Multiplication (30:00)

Maths Mansion: Show 13 Breaking Up Is Easy To Do (09:19)

3.0A.5 – Envision CC

Student lessons

(lesson 6-1A) p. 14-15

3rd Grade Math Curriculum Map 2013-14

Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

3rd Grade Math Curriculum Map 2013-14

Pacing Guide CCSS Targets

(I can…) Essential Questions

Academic

Vocabulary Resources/Activities

Multiplication Facts and Strategies

September

1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 1 17 18 19 20 21

22 23 24 25 26 27 28

29 30

October 1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31

November 1 2

3 4 5 6 7 8 9

10 11 12 13 14 15 16

17 18 19 20 21 22 23

24 25 26 27 28 29 30

Introduce New Concept / Pre-Assessment Instruction No School End of 1st & 2ndsix weeks

Common Assessment Oct. 30-31 Operations & Algebraic Thinking 03

Represent and solve problems involving multiplication and division.

3.OA.3 Use

multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Understand properties of multiplication and the relationship between multiplication and division.

3.OA.5 Apply properties

of operations as strategies to multiply and divide.2 Examples:

If 6 × 4 = 24 is known,

then 4 × 6 = 24 is also

4.1 – Draw a picture, count by 2s, or use doubles to multiply with the factors 2 and 4. (OA.3) 4.2 – Use skip counting, a number line, or a bar model to multiply with the factors 5 and 10. (OA.3) 4.3 – Draw a picture, use 5s facts and addition, doubles, or a multiplication table to multiply with the factors 3 and 6. (OA.3) 4.4 – Use the Distributive Property to find products by breaking apart arrays. (OA.5) 4.5 – Use the Commutative or Distributive Property or known facts to multiply with the factor 7. (OA.7) 4.6 – Use the Associative Property of Multiplication to multiply with three factors (OA.5) 4.7 – Identify and explain patterns on the multiplication table

4.1 – How can you multiply with 2 and 4? (OA.3) 4.2 – How can you multiply with 5 and 10? (OA.3) 4.3 – What are some ways to multiply with 3 and 6? (OA.3) 4.4 – How can you use the Distributive Property to find products? (OA.5) 4.5 – What strategies can you use to multiply with 7? (OA.7) 4.6 – How can you use the Associative Property of Multiplication to find products? (OA.5) 4.7 – How can you use properties to explain patterns on the multiplication table? (OA.9) 4.8 – What strategies can you use to multiply with 8? (OA.7) 4.9 – What strategies can you use to multiply with 9? (OA.7) 4.10 – How can you use

the strategy make a table to solve multiplication problems? (OA.8)

*factor product *multiple *Distributive Property addend sum Commutative Property of Multiplication Associative Property of Multiplication even odd subtraction

3.0A.3 – Envision CC

Student lessons

(lesson 6-7A) p. 16-17 3.0A.5 – Envision CC Student lessons

(lesson 6-1A) p. 14-15

3rd Grade Math Curriculum Map 2013-14

known. (Commutative property of

multiplication.) 3 × 5

× 2 can be found by 3

× 5 = 15, then 15 × 2

= 30, or by 5 × 2 = 10,

then 3 × 10 = 30. (Associative property of multiplication.)

Knowing that 8 × 5 =

40 and 8 × 2 = 16, one can find 8. Multiply and divide within 100. 3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. Solve problems involving the four operations, and identify and explain patterns in arithmetic. 3.OA.8 Solve two-step

(OA.9) 4.8- Use doubles, a number line, or the Associative Property of Multiplication to multiply with the factor 8. (OA.7) 4.9- Use the Distributive Property with addition or subtraction or patterns to multiply with the factor 9. (OA.7) 4.10-Solve multiplication problems by using the strategy make a table. (OA.8)

3rd Grade Math Curriculum Map 2013-14

word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

3.OA.9 Identify arithmetic

patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two

equal addends.

3.0A.9 - Envision CC

Student lessons

(lesson 7-2A) p. 18-19

3rd Grade Math Curriculum Map 2013-14

Pacing Guide CCSS Learning Targets Essential Questions Academic

Vocabulary Resources/Activities

Use Multiplication Facts

September

1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 1 17 18 19 20 21

22 23 24 25 26 27 28

29 30

October 1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 28 29 30 31

November 1 2

3 4 5 6 7 8 9

10 11 12 13 14 15 16

17 18 19 20 21 22 23

24 25 26 27 28 29 30

Introduce New Concept / Pre-Assessment Instruction No School End of 1st & 2ndsix weeks

Common Assessment Nov. 25-26 Operations & Algebraic Thinking 04

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

3.OA.9 Identify arithmetic

patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. Represent and solve problems involving multiplication and division.

3.OA.4

Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the

5.1- Identify and describe a number pattern shown in a function table. (OA.9) 5.2- Use an array or a multiplication table to find an unknown factor. (OA.4) 5.3- Solve multiplication problems by using the strategy draw a diagram. (NBT.3) 5.4- Use base-ten blocks, a number line, or place value to multiply with multiples of 10. (NBT.3) 5.5- Model and record multiplication with multiples of 10. (NBT.3)

5.1- What are some ways you can describe a pattern in a table? (OA.9) 5.2- How can you use an array or a multiplication table to find an unknown factor? (OA.4) 5.3- How can you use the strategy draw a diagram to multiply with multiples of 10? (NBT.3) 5.4- What strategies can you use to multiply with multiples of 10? (NBT.3) 5.5- How can you model and record multiplying multiples of 10 by 1-digit whole numbers? (NBT.3)

pattern equation *array Commutative Property of Multiplication *factor *product *Distributive Property *multiple place value tens hundreds ones

3.0A.9 - Envision

CC Student lessons

(lesson 7-2A) p. 18-19

3.0A.4 - Envision

CC Student lessons

(lesson 7-4A) p. 20-21

3rd Grade Math Curriculum Map 2013-14

unknown number that makes the equation true in each of the equations

8× ? = 48, 5 = ? ÷ 3, 6

× 6 = ?. Use place value understanding and properties of operations to perform multi-digit arithmetic.

3.NBT.3 Multiply one-

digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

3.NBT.3 Envision

CC Student lessons (lesson 5-8A) p. 12-13

3rd Grade Math Curriculum Map 2013-14

Pacing Guide CCSS Learning Targets Essential Questions Academic

Vocabulary Resources/Activities

Understand Division

December 1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30 31

Introduce New Concept / Pre-Assessment Instruction No School End of 3rd six weeks

Common Assessment Dec. 19 Operations & Algebraic Thinking 05

Represent and solve problems involving multiplication and division. 3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can

be expressed as 56 ÷ 8.

3.OA.3 Use

multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a

6.1- Solve division problems by using the strategy act it out. (OA.3) 6.2- Use models to explore the meaning of partitive (sharing) division. (OA.2) 6.3- Use models to explore the meaning of quotative (measurement) division. (OA.2) 6.4- Model division by using equal groups and bar models. (OA.2) 6.5- Use repeated subtraction and a number line to relate subtraction to division. (OA.3) 6.6- Model division by using arrays. (OA.3) 6.7- Use bar models and arrays to related multiplication and division as inverse operations. (OA.6) 6.8- Write related multiplication and division facts. (OA.7) 6.9- Divide using the rules for 1 and 0. (OA.5)

6.1- How can you use the strategy act it out to solve problems with equal groups? (OA.3) 6.2- How can you model a division problem to find how many in each group? (OA.2) 6.3- How can you model a division problem to find how many equal groups? (OA.2) 6.4- How can you use bar models to solve division problems? (OA.2) 6.5- How is division related to subtraction? (OA.3) 6.6- How can you use arrays to solve division problems? (OA.3) 6.7- How can you use multiplication to divide? (OA.6) 6.8- How can you write a set or related multiplication and division facts? (OA.7) 6.9- What are the rules for dividing with 1 and 0? (OA.5)

divide equal groups *dividend *divisor quotient *array *inverse operations related facts *factor *product Identity Property of Multiplication

3.0A.3 – Envision CC

Student lessons

(lesson 8-5A) p. 22-23

Repeated Subtraction

Making Equal Groups

Dividing With Remainders

3rd Grade Math Curriculum Map 2013-14

symbol for the unknown number to represent the problem. Understand properties of multiplication and the relationship between multiplication and division.

3.OA.5 Apply properties

of operations as strategies to multiply and divide.2 Examples:

If 6 × 4 = 24 is known,

then 4 × 6 = 24 is also known. (Commutative property of

multiplication.) 3 × 5

× 2 can be found by 3

× 5 = 15, then 15 × 2

= 30, or by 5 × 2 = 10,

then 3 × 10 = 30. (Associative property of multiplication.)

Knowing that 8 × 5 =

40 and 8 × 2 = 16, one can find 8.

3.OA.6 Understand

division as an unknown-factor

Division

The Quotient Café

Pan Balance-Numbers

3.0A.5 – Envision CC

Student lessons

(lesson 6-1A) p. 14-15

Relate Mult. and Div.

Mult. & Div. Equations

Determine the Missing Equations

Math Mastery: Division (30:00)

3.0A.6 – Envision CC Student lessons

(lesson 7-2A) p. 18-19

3rd Grade Math Curriculum Map 2013-14

problem. For example,

find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. Multiply and divide within 100. 3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

3rd Grade Math Curriculum Map 2013-14

Pacing Guide CCSS Targets

(I can…) Essential Questions

Academic

Vocabulary Resources/Activities

Division Facts and Strategies

December

1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30 31

Introduce New Concept / Pre-Assessment Instruction No School End of 3rd six weeks

Common Assessment Dec. 19 Operations & Algebraic Thinking 05

Represent and solve problems involving multiplication and division.

3.OA.3 Use multiplication and

division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

3.OA.4 Determine the

unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

7.1- Use models to represent division by 2. (OA.3) 7.2 – Use repeated subtraction, a number line, or a multiplication table to divide by 10. (OA.7) 7.3 – Count up by 5s, count back on a number line, or use 10s facts and doubles to divide by 5. (OA.3) 7.4 – Use equal groups, a number line, or a related multiplication fact to divide by 3. (OA.7) 7.5 – Use an array, equal groups, factors, or a related multiplication fact to divide by 4. (OA.7) 7.6 – Use equal groups, a related multiplication fact, or factors to divide by 6. (OA.7) 7.7 – Use an array, a related multiplication fact, or equal groups to divide by 7. (OA.7) 7.8 – Use repeated subtraction, a related multiplication fact, or a multiplication table to

7.1 – What does dividing by 2 mean? (OA.3) 7.2 – What strategies can you use to divide by 10? (OA.7) 7.3 – What does dividing by 5 mean? (OA.3) 7.4 – What strategies can you use to divide by 3? (OA.7) 7.5 – What strategies can you use to divide by 4? (OA.7) 7.6 – What strategies can you use to divide by 6? (OA.7) 7.7 – What strategies can you use to divide by 7? (OA.7) 7.8 – What strategies can you use to divide by 8? (OA.4) 7.9 – What strategies can you use to divide by 9? (OA.7) 7.10 – How can you use the strategy act it out to solve two-step problems? (OA.8) 7.11 – Why are there rules such as the order of operations? (OA.8)

*Dividend *Divisor *Factor Product *Array Order of operations

3.0A.3 – Envision CC

Student lessons

(lesson 8-5A) p. 22-23 3.0A.4 - Envision CC Student lessons

(lesson 7-4A) p. 20-21

3rd Grade Math Curriculum Map 2013-14

Multiply and divide within 100. 3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

Solve problems the four operations, and identify and explain patterns in arithmetic. 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

divide by 8.(OA.4) 7.9 – Use equal groups, factors, or a related multiplication fact to divide by 9. (OA.7) 7.10 – Solve two-step problems by using the strategy act it out. (OA.8) 7.11 – Perform operations in order when there are no parentheses. (OA.8)

3rd Grade Math Curriculum Map 2013-14

3rd Grade Math Curriculum Map 2013-14

Pacing Guide &

Resources/Activities CCSS Learning Targets Essential Questions

Academic

Vocabulary Resources/Activities

Two-Dimensional Shapes

January

1 2 3 4

5 6 7 8 9 10 11

12 13 14 15 16 17 18

19 20 21 22 23 24 25

26 27 28 29 30 31

Introduce New Concept / Pre-Assessment Instruction No School

Common Assessment

Reason with shapes and their attributes.

3.G.1 Understand that shapes

in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

3.G.2 Partition shapes into

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

12.1- Identify and describe attributes of plane shapes. (G.1) 12.2- Describe angles in plane shapes. (G.1) 12.3- Identify polygons by the number of sides they have. (G.1) 12.4- Determine if lines or line segments are intersecting, perpendicular, or parallel. (G.1) 12.5- Describe, classify, and compare quadrilaterals based on their sides and angles. (G.1) 12.6- Draw quadrilaterals. (G.1) 12.7- Describe and compare triangles based on the number of sides that have equal length and by their angles. (G.1) 12.8- Solve problems by using the strategy draw a diagram to classify plane shapes. (G.1) 12.9- Partition shapes into parts with equal areas and express the area as a unit fraction of the whole. (G.2)

12.1- What are some ways to describe two-dimensional shapes? (G.1) 12.2- How can you describe angles in plane shapes? (G.1) 12.3- How can you use line segments and angles to make polygons? (G.1) 12.4- How can you describe line segments that are sides of polygons? (G.1) 12.5- How can you use sides and angles to help you describe quadrilaterals? (G.1) 12.6- How can you draw quadrilaterals? (G.1) 12.7- How can you use sides and angles to help you describe triangles? (G.1) 12.8- How can you use the strategy draw a diagram to classify plane shapes? (G.1) 12.9- How can you divide shapes into parts with equal areas and write the area as a unit fraction of the whole? (G.2)

Closed shape Endpoint *Line *Line segment Open shape Plane shape Point Ray Two-dimensional shape *Angle Right angle Vertex Decagon Hexagon Octagon Pentagon Polygon Quadrilateral Side Triangle *Intersecting lines *Parallel lines *Perpendicular

lines Rectangle Rhombus Square Trapezoid Venn diagram *Area

3.G.1 & 3.G.2 - Envision CC

Student lessons

(lesson 10-8A, 10-8B) p. 24-27

3.G.2 - Envision CC Student

lessons

(lesson 16-7D) p. 56-57

Plane Shapes

Points, Lines, Segments, & Rays

3rd Grade Math Curriculum Map 2013-14

*Unit fraction

Geometry

Polygons

Area of Polygons

Types of Triangles

Parallel & Perpendicular Lines

Angles

Patch Tool

Shape Cutter

Shape Tool

Tessellation Creator

Classify Angles

Classify Triangles

Classify Quadrilaterals

Geometric Patterns

Discovering Math: Primary: Geometry (49:00)

3rd Grade Math Curriculum Map 2013-14

Pacing Guide CCSS Learning Targets Essential Questions Academic

Vocabulary Resources/Activities

Understanding Fractions

January 1 2 3 4

5 6 7 8 9 10 11

12 13 14 15 16 17 18

19 20 21 22 23 24 25

26 27 28 29 30 31

February 1

2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28

Introduce New Concept / Pre-Assessment Instruction No School End of 4th six weeks

Common Assessment

Develop understanding of fractions as numbers.

3.NF.1 Understand a fraction

1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. 3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram. 3.NF.2a Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. 3.NF.2b Represent a fraction a/b on a

8.1 – Explore and identify equal parts of a whole. (NF.1) 8.2 – Divide models to make equal shares. (NF.1) 8.3 – Use a fraction to name one part of a whole that is divided into equal parts. (NF.1) 8.4 – Read, write, and model fractions that represent more than one part of a whole that is divided into equal parts. (NF.1) 8.5 – Represent and locate fractions on a number line.(NF.2a, NF.2b) 8.6 – Relate fractions and whole numbers by expressing whole numbers as fractions and recognizing fractions that are equivalent to whole numbers. (NF.3c) 8.7 – Model, read, and write fractional parts of a group. (NF.1) 8.8 – Find fractional parts of a group using unit fractions. (NF.1) 8.9 – Solve fraction

8.1 – What are equal parts of a whole? (NF.1) 8.2 – Why do you need to know how to make equal shares? (NF.1) 8.3 – What do the top and bottom numbers of a fraction tell? (NF.1) 8.4 – How does a fraction name part of a whole? (NF.1) 8.5 – How can you represent and locate fractions on a number line? (NF.2a, NF.2b) 8.6 – When might you use a fraction greater than 1 or a whole number? (NF.3c) 8.7 – How can a fraction name part of a group? (NF.1) 8.8 – How can a fraction tell how many are in part of a group? (NF.1) 8.9 – How can you use the strategy draw a diagram to solve fraction problems? (NF.1)

Eighths Equal parts Fourths Halves Sixths Thirds Whole Fraction *Unit fraction *Denominator *Numerator

3.NF.1 - Envision CC

Student lessons

(lesson 12-2A) p. 28-29

Basic Parts of a Whole

More Fractions

Equivalent Fractions

Mixed Numbers

Fractions

Adding & Subtracting Fractions

Mixed Numbers

Multiplying and Dividing Fractions

Reducing Fractions

Converting Fractions to Decimals

Decimals

3rd Grade Math Curriculum Map 2013-14

number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

3.NF.3c Express whole

numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

problems by using the strategy draw a diagram. (NF.1)

Fraction Models

Fraction Game

Fractal Tool

Equivalent Fractions

3.NF.3.c - Envision CC

Student lessons

(lesson 12-8B) p. 38-39

Fractions

Equivalent Fractions

Compare Fractions & Mixed Numbers

Order Fractions & Decimals

Decimals, Fractions, & Percent Equivalents

Proportions

Add & Subtract With Common Denominators

Decimal & Fraction Equivalents

Math Mastery: Fractions (30:00)

3rd Grade Math Curriculum Map 2013-14

Pacing Guide CCSS Learning Targets Essential Questions Academic

Vocabulary Resources/Activities

Compare Fractions January

1 2 3 4

5 6 7 8 9 10 11

12 13 14 15 16 17 18

19 20 21 22 23 24 25

26 27 28 29 30 31

February 1

2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28

Introduce New Concept / Pre-Assessment Instruction No School End of 4th six weeks

Common Assessment

Develop understanding of fractions as numbers. 3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

a.

Understand two fractions

as equivalent (equal) if they are the same size, or the same point on a number line. b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.

d. Compare two fractions with the

same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the

9.1 – Solve comparison problems by using the strategy act it out. (NF.3d) 9.2 – Compare fractions with the same denominator by using models and reasoning strategies.(NF.3d) 9.3 – Compare fractions with the same numerator by using models and reasoning strategies. (NF.3d) 9.4 – Compare fractions by using models and strategies involving the size of the pieces in the whole. (NF.3d) 9.5 – Compare and order fractions by using models and reasoning strategies. (NF.3d) 9.6 – Model equivalent fractions by folding paper, using area models, and using number lines. (NF.3a) 9.7 – Generate equivalent fractions by using models. (NF.3b)

9.1 – How can you use the strategy act it out to solve comparison problems? (NF.3d) 9.2 – How can you compare fractions with the same denominator? (NF.3d) 9.3 – How can you compare fractions with the same numerator? (NF.3d) 9.4 – What strategies can you use to compare fractions? (NF.3d) 9.5 – How can you compare and order fractions? (NF.3d) 9.6 – How can you use models to find equivalent fractions? (NF.3a) 9.7 – How can you use models to name equivalent fractions? (NF.3b)

Compare Equal to (=) Greater than (>) Less than (<) *Denominator *Numerator

3.NF.3.a - Envision CC

Student lessons

(lesson 12-8A) p. 36-37 3.NF.3.d - Envision CC Student lessons

(lesson 12-5A,12-7A,12-7B) p. 30-35

3rd Grade Math Curriculum Map 2013-14

results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

3rd Grade Math Curriculum Map 2013-14

Pacing Guide &

Resources/Activities CCSS Learning Targets Essential Questions

Academic

Vocabulary Resources/Activities

Time, Length, Liquid Volume, and Mass

February 1

2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28

March 1

2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28 29

30 31

Introduce New Concept / Pre-Assessment Instruction No School End of 4th six weeks

Common Assessment

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. 3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

3.MD.2 Measure and

estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with

10.1- Read, write, and tell time on analog and digital clocks to the nearest minute. (MD.1) 10.2- Decide when to use A.M. and P.M. when telling time to the nearest minute. (MD.1) 10.3- Use a number line or an analog clock to measure time intervals in minutes. (MD.1) 10.4- Use a number line or an analog clock to add or subtract time intervals to find starting times or ending times. (MD.1) 10.5- Solve problems involving addition and subtraction of time intervals by using the strategy draw a diagram. (MD.1) 10.6- Measure length to the nearest half or fourth inch and use measurement data to make a line plot. (MD.4) 10.7- Estimate and measure liquid volume in liters. (MD.2) 10.8- Estimate and measure mass in grams and kilograms. (MD.2)

10.1 – How can you tell time to the nearest minute? (MD.1) 10.2 – How can you tell when to use A.M. and P.M. with time? (MD.1) 10.3 –How can you measure elapsed time in minutes? (MD.1) 10.4 – How can you find a starting time or an ending time when you know the elapsed time? (MD.1) 10.5 – How can you use the strategy draw a diagram to solve problems about time? (MD.1) 10.6 – How can you generate measurement data and show the data on a line plot? (MD.4) 10.7 – How can you estimate and measure liquid volume in metric units? (MD.2) 10.8 – How can you estimate and measure mass in metric units? (MD.2) 10.9 – How can you use

models to solve liquid volume and mass problems? (MD.2)

Minute Analog clock Digital clock Half hour Hour Quarter hour A.M. Midnight Noon P.M. Elapsed time Inch (in.) Liquid Volume

Liter (L) *Gram (g) Kilogram(kg) Mass

3.MD.2 - Envision CC

Student lessons

(lesson 15-5A) p. 40-41

3rd Grade Math Curriculum Map 2013-14

a measurement scale) to represent the problem.2 Represent and Interpret Data

3.MD.4 Generate measureme

nt data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

10.9- Add, subtract, multiply, or divide to solve problems involving liquid volumes or masses. (MD.2)

3.MD.4 - Envision CC

Student lessons

(lesson 20-9A) p. 58-59

Inches & Feet

Grams & Kilograms

Ounces, Pounds, Tons

Centimeters, Meters, & Kilometers

Cups, Pints, Quarts, & Gallons

Elapsed Time

Customary Units

Time, Length, Liquid Volume,

and Mass Resources

Tell Time

Elapsed Time

Convert Units of Time

Units of Measurement

Tools of Measurement

Measure Length

Customary Units of Length

Discovery Math:

Primary: Measurement

(54:10)

Discovery Math:

Beginner: Measurement

(34:57)

3rd Grade Math Curriculum Map 2013-14

Pacing Guide &

Resources/Activities CCSS Learning Targets Essential Questions

Academic

Vocabulary Resources/Activities

Perimeter And Area

March 1

2 3 4 5 6 7 8

9 10 11 12 13 14 15

16 17 18 19 20 21 22

23 24 25 26 27 28 29

30 31

Introduce New Concept / Pre-Assessment Instruction No School

Common Assessment

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

3.MD.5 Recognize area as an

attribute of plane figures and understand concepts of area measurement.

a. A square with side

length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.

b. A plane figure which can

be covered without gaps or overlaps by n unit squares is said to have an area of n square units. 3.MD.6 Measure areas by counting unit squares (square cm, square m, square

11.1- Explore perimeter of polygons by counting units on grid paper. (MD.8) 11.2- Estimate and measure perimeter of polygons using inch and centimeter rulers. (MD.8) 11.3- Find the unknown length of a side of a polygon when you know its perimeter. (MD.8) 11.4- Explore perimeter and area as attributes of polygons. (MD.5a/b) 11.5- Estimate and measure area of plane shapes by counting unit squares. (MD.5b, MD.6) 11.6- Relate area to addition and multiplication by using area models. (MD.7a) 11.7- Solve area problems by using the strategy find a pattern. (MD.7b) 11.8- Apply the Distributive Property to area models and to find the area of combined rectangles. (MD.7c/d) 11.9- Compare areas of rectangles that have the same perimeter. (MD.8)

11.1- How can you find perimeter? (MD.8) 11.2- How can you measure perimeter? (MD.8) 11.3- How can you find the unknown length of a side in a plane shape when you know its perimeter? (MD.8) 11.4- How is finding the area of a shape different from finding the perimeter of a shape? (MD.5a/b) 11.5- How can you find the area of a plan shape? (MD.5b, MD.6) 11.6- Why can you multiply to find the area of a rectangle? (MD.7a) 11.7- How can you use the strategy find a pattern to solve area problems? (MD.7b) 11.8- How can you break apart a shape to find the area? (MD.7c/d) 11.9- How can you use area to compare rectangles with the same perimeter? (MD.8) 11.10- How can you use perimeter to compare rectangles with the same area? (MD.8)

Perimeter *Area Square unit (sq un) Unit square Multiplication Repeated addition Pattern *Distributive Property

3.MD.5 - Envision CC

Student lessons

(lesson 16-6A) p. 44-45 3.MD.5.a & 3.MD.5.b- Envision CC Student lessons

(lesson 16-6B) p. 46-47

Perimeter

Area

3rd Grade Math Curriculum Map 2013-14

in, square ft, and improvised units). 3.MD.7 Relate area to the operations of multiplication and addition.

a. Find the area of a rectangle

with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.

b. Multiply side lengths to

find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

c. Use tiling to show in a

concrete case that the area of a rectangle with whole-number side lengths

11.10- Compare perimeters of rectangles that have the same area. (MD.8)

Area of Polygons

3.MD.7.a & 3.MD.7.b- Envision CC Student lessons

(lesson 16-7A) p. 48-49

Areas in Geometry

Perimeter

Area of a Parallelogram

Area of a Triangle

Area of Irregular Figures

Surface Area

3.MD.7.c- Envision CC Student lessons

(lesson 16-7B) p. 50-51

Areas & Perimeter (07:45)

3rd Grade Math Curriculum Map 2013-14

a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.

d. Recognize area as

additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

3.MD.8 Solve real world and

mathematical problems involving perimeters of polygons, including finding the perimeter

3.MD.7.d - Envision

CC Student lessons

(lesson 16-7C) p. 52-54

3.MD.8 - Envision

CC Student lessons

(lesson 16-2A) p. 42-43

3rd Grade Math Curriculum Map 2013-14

given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

3rd Grade Math Curriculum Map 2013-14

Pacing Guide CCSS Learning Targets

(I can …) Essential Questions

Academic

Vocabulary Resources/Activities

Represent and Interpret Data

April 31 1 2 3 4 5

6 7 8 9 10 11 12

13 14 15 16 17 18 19

20 21 22 23 24 25 26

27 T C A P

Introduce New Concept / Pre-Assessment Instruction No School End of 5th six weeks

Common Assessment T C A P

Represent and interpret data. 3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. 3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

2.1 – Organize data in tables and solve problems using the strategy make a table. (MD.3) 2.2 – Read and interpret data in a scaled picture graph. (MD.3) 2.3 – Draw a scaled picture graph to show data in a table. (MD.3) 2.4 – Read and interpret data in a scaled bar graph. (MD.3) 2.5 – Draw a scaled bar graph to show data in a table or picture graph. (MD.3) 2.6 – Solve one and two-step compare problems using data represented in scaled bar graphs. (MD.3) 2.7 – Read and interpret data in a line plot and use data to make a line plot. (MD.4)

2.1 – How can you use the strategy make a table to organize data and solve problems? (MD.3) 2.2 – How can you read and interpret data in a picture graph? (MD.3) 2.3 – How can you draw a picture graph to show data in a table? (MD.3) 2.4 – How can you read and interpret data in a bar graph? (MD.3) 2.5 – How can you draw a bar graph to show data in a table or picture graph? (MD.3) 2.6 – How can you solve problems using data represented in bar graphs? (MD.3) 2.7 – How can you read and interpret data in a line plot and use data to make a line plot? (MD.4)

*Frequency table Data Tally table Key *Picture graph Experiment Survey Bar graph Horizontal bar graph Scale Vertical bar graph Skip count *Line plot

Making Observations

Tally Charts & Bar Graphs

Pictographs

Making Observations

Graphs

Data Grapher

Data Resources

Investigations to Collect

Data

Choosing the Correct

Graph

Line Plots

Pictographs

Bar Graphs

Number Lines

Scientific Methods

Math Mastery: Graphs & Statistics

(54:48)

Charts, Graphs, & Diagrams (18:00)

3rd Grade Math Curriculum Map 2013-14