3rd grade mathematics - auburn school districtdistrict.auburn.cnyric.org/departments/math/math...

AECSD 3rd Grade Mathematics.doc 1

3rd Grade Mathematics Curriculum

Course Description:The 3rd Grade Mathematics course ...

Course Essential Questions:TBD

3rd Grade State Assessment Information:Approximate Percentage of Questions Assessing Each StrandNumber Sense and Operations: 48%Algebra: 13%Geometry: 13%Measurement: 13%Probability and Statistics: 13%

Additional Information to be included:

3rd Grade Mathematical Language


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3rd Grade Local Math StandardsNumbering Key: Local.Grade level.Mathematics strand*.standard #e.g. L.3.N.5 (L = local; 3 = 3rd Grade; N = Number Sense and Operations; 5 = 5th standard)*Math Strands: N = Number Sense and Operations, A = Algebra, G = Geometry, M =

Measurement, S = Statistics and Probability, PS = Problem Solving, CM =Communication, CN = Connections, Rep = Representations, RP = Reasoning andProof

L.3.N.1 Representation andNotation

Read, write, and represent whole numbers from 0 to 1,000; read and writefractions (see L.3.N.10)

L.3.N.2 Place Value Recognize and use the place value structure of the base ten number system: 10ones = 1 ten, 10 tens = 1 hundred, 10 hundreds = 1 thousand

L.3.N.3 Number Order Compare (including the use of the symbols <, >, and =), order, and place on anumber line whole numbers (0 to 1,000) and unit fractions (i.e. 1/2, 1/3, 1/4).

L.3.N.4 Addition andSubtraction

Add and subtract 3-digit whole numbers (with and without regrouping) andunderstand that addition and subtraction are inverse operations; recognizepatterns for sums and differences; recognize when to use addition or subtractionin the context of a word problem.

L.3.N.5 Estimation Develop estimation strategies and skills (including rounding to nearest 10 or100); estimate answers before solving problems and compare estimate withoutcome to determine the reasonableness of results.

L.3.N.6 Number Theory Count by 25’s, 50’s, 100's (starting with 0 or other multiple of the number);identify odd and even numbers and determine when addition or subtractionresults in odd versus even numbers.

L.3.N.7 Properties andLaws

Use 1 as the identity element for multiplication; use the zero property ofmultiplication, the commutative properties of addition and multiplication (e.g. 3* 2 = 2 * 3), and the associative property of addition (e.g. (2 + 3) + 4 = 2 + (3 +4)).

L.3.N.8 Computation andFacts

Master single-digit multiplication and division facts.

L.3.N.9 Multiplication andDivision

Multiply and divide whole numbers with products and dividends up to 144using a variety of strategies; provide meaning for multiplication and division(e.g. area models, tables, patterns, arrays, doubling and halving); recognize thatthere is a relationship between multiplication and division (fact families);recognize when to use multiplication or division in the context of a wordproblem.

L.3.N.10 Fractions Name fractions to describe equal parts of a whole or of a set; represent unitfractions (i.e. 1/2, 1/3, 1/4, 1/5, 1/6 and 1/10) (e.g. using a fraction bar or ananalog clock); use the terms and recognize the meaning of numerator anddenominator in the symbolic form of a fraction; order unit fractions (seeL.3.N.3) and explore equivalents to unit fractions (1/2, 1/3, 1/4).

AlgebraL.3.A.1 Patterns and

RepresentationsRecognize, describe, extend, and create increasing or decreasing numeric (0 to1,000) and geometric patterns

GeometryL.3.G.1 Shapes and

FiguresName and define (using correct terminology) two-dimensional geometric shapes(circle, square, rectangle, triangle, rhombus, trapezoid, hexagon); name,describe, compare and sort three-dimensional shapes (sphere, cube, prism,pyramid, cylinder, cone) and identify their faces as two-dimensional shapes.

L.3.G.2 Transformationsand Symmetry

Identify and draw lines of symmetry

L.3.G.3 Similarity andCongrruence

Identify congruent and similar figures.


CongrruenceMeasurementL.3.M.1 Tell time to nearest minute in analog and digital format.L.3.M.2 Estimate, measure (using appropriate tools and units (i.e. half inches and

yards)), compare, and order the lengths (heights) of objects.L.3.M.3 Count, represent (using currency notation, $0.00), and combine to make a set

amount using bills and coins.L.3.M.4 Estimate, measure (pounds and ounces), and compare the weight of objects.L.3.M.5 Estimate, measure, and compare (i.e., Which contains more? Which contains

less?) the volume (capacity) of objects using cups, pints, quarts, and gallons.

L.3.S.1 Collect (using observations and surveys) and display real-world data with chartsand graphs (e.g. pictographs, bar graphs, frequency table); identify parts ofpictographs and bar graphs and distinguish between them.

L.3.S.2 Read and interpret data from displays (e.g. pictographs, bar graphs); drawconclusions and make predictions from graphs.

L.3.PS.1 Analyze situations (identify and state the problem in their own words, identifyrelevant information, find relationships, observe patterns, and generate possiblestrategies) and organize work to solve problems (e.g. use Auburn ProblemSolving Process).

L.3.PS.2 Solve problems using a variety of strategies and representations (e.g. modelingwith manipulatives, drawing pictures or diagrams, making a list or chart, andprocess of elimination).

L.3.PS.3 Estimate possible solutions; examine solution to ensure it is reasonable incontext of problem; compare solution to original estimate; verify results.

L.3.RP.1

L.3.CM.1

L.3.CN.1

L.3.Rep.1 Represent problems in a variety of ways (verbal, written, pictoral, numeric);select appropriate representations, and translate between representations.


Math 3 Unit Sequence and Timeline:

Unit 1 Graphing (S.1, S.2)Length: ~ 2 weeksTimeframe: Early to Mid-September

Unit 2 Place Value (N.2)Length: ~ 1 weekTimeframe: Late September

Unit 3 Number Sense (N.1, N.3, N.5, N.6)Length: ~ 2.5 weeksTimeframe: Early October to Mid October

Unit 3B Time (M.1)Length: ~ 1 weekTimeframe: Late October

Unit 4 Adding Whole Numbers (A.1, N.4, N.5, N.7)Length: ~ 2 weeksTimeframe: Early November to Mid November

Unit 5 Subtracting Whole Numbers (A.1, N.4, N.5, N.7)Length: ~ 2.5 weeksTimeframe: Mid November to Early December

Unit 6 Multiplying Whole Numbers (N.7, N.8, N.9)Length: ~ 2.5 weeksTimeframe: Early December to Late December

Unit 7 Dividing Whole Numbers (N.7, N.8, N.9)Length: ~ 2.5 weeksTimeframe: Late December to Mid-January

Unit 8 Geometry (A.1, G.1, G.2,G.3)Length: ~ 2 weeksTimeframe: Mid-January to Late January

Unit 9 Fractions (N.1, N.3, N.10)Length: ~ 1 weekTimeframe: Early February

Unit 10 Measurement (M.2, M.3, M.4, M.5)Length: ~ 2 weeksTimeframe: Mid-February (finish by Mid-Winter Recess)


State Assessment Review and AdministrationLength: ~ 1.5 weeksTimeframe: February 27 to March 7 (State Assessment: 3/6 and 3/7)

Unit 11 Multiplying Whole Numbers (N.7, N.8, N.9)Length: ~ 2 weeksTimeframe: Mid-March to Late March

Unit 12 Dividing Whole Numbers (N.7, N.8, N.9)Length: ~ 2 weeksTimeframe: Early April to Mid April

Unit 13 Fractions (N.1, N.3, N.10)Length: ~ 2 weeksTimeframe: Late April to Early May

Unit 14 Graphing (S.1, S.2)Length: ~ 2 weeksTimeframe: Mid May to Late May


Unit 1 Graphing and Time (S.1, S.2, M.1)Length: ~ 2 weeksTimeframe: Early to Mid-September

State Standards (Shaded statements are identified as Post-March Indicators):3.S.3 Construct a frequency table to represent a collection of data3.S.4 Identify the parts of pictographs and bar graphs3.S.5 Display data in pictographs and bar graphs3.S.6 State the relationships between pictographs and bar graphs3.S.7 Read and interpret data in bar graphs and pictographs3.S.8 Formulate conclusions and make predictions from graph

Local Standards:L.3.S.1 Collect (using observations and surveys) and display real-world data with charts

and graphs (e.g. pictographs, bar graphs, frequency table); identify parts ofpictographs and bar graphs and distinguish between them.


Big Ideas:A graph is a visual representation of data.Displaying data in graph form allows you to easily visualize and compare data.

Essential Questions:What is a graph?Why do we graph data?

Prior Knowledge:To use tally marks to record dataTo know the difference between a pictograph and a bar graphTo display data in pictographs using concrete objects or a representation of the objectTo display data in bar graphs using concrete objects or a representation of the objectTo compare data in terms of describing quantiy (similarity or differences)To interpret data in terms of describing quantiy (similarity or differences)To discuss conclusions from graphsTo make predictions from graphs

Unit Objectives:To construct a frequency table (using tally marks) to represent a collection of dataTo identify the parts of a pictographTo identify the parts of a bar graphTo display data in a pictographTo display data in a bar graphTo state the relationships between pictographs and bar graphsTo read and interpret data from a pictographTo read and interpret data from a bar graph


To draw conclusions based on information found in pictographs and bar graphsTo make predictions based on information found in pictographs and bar graphs

Resources:SFAW Math 3 Text

Lesson: 1-1, 1-2, 1-4, 1-5, 1-7

Review Template (No Calculators):1) Complete the patterns- Complete the pattern 6,8,___, 12,14.2) Show all the ways to make a given number. Show all the ways to make 52) Write the fact family for the various sets of numbers. Write the fact family for 4,5 and

9.


Unit 2 Place Value (N.2)Length: ~ 1 weekTimeframe: Late September

State Standards (Shaded statements are identified as Post-March Indicators):3.N.4 Understand the place value structure of the base ten number system: 10 ones = 1 ten,

10 tens = 1 hundred, 10 hundreds = 1 thousand3.N.5 Use a variety of strategies to compose and decompose three-digit numbers

Local Standards:L.3.N.2 Recognize and use the place value structure of the base ten number system: 10 ones

= 1 ten, 10 tens = 1 hundred, 10 hundreds = 1 thousand

Big Ideas:There are only 10 digits (0, 1, 2, 3, 4, 5, 6, 7, 8, 9) in our number system.Our place value system gives meaning to digits.Each place is ten times the value of the previous place.

Essential Questions:What is the purpose of a place value system?How does the value of a digit depend on its place?

Prior Knowledge:To recognize and use the fact that 10 ones = l tenTo recognize and use the fact that 10 tens = 1 hundred

Unit Objectives:To recognize and use the fact that 10 hundreds = 1 thousandTo write numbers (0-1,000) in standard formTo write numbers (0-1,000) in expanded formTo write numbers (0-1,000) in word formTo read whole numbers from 0-1,000To represent whole numbers from 0-1,000


Lessons: 2-1, 2-2, 2-3

Review Template (No Calculators):1) Repeated Addition- Solve: 6 + 6 + 6 =2) Counting by 10’s and 100’s - Complete the pattern10, 20, 30, __, __, __.3) Order numbers - Order 23, 7, 15 from least to greatest.


Unit 3 Number Sense (N.1, N.3, N.5, N.6)Length: ~ 3 weekTimeframe: Early October to Mid October

State Standards (Shaded statements are identified as Post-March Indicators):3.N.1 Skip count by 25’s, 50’s, 100’s to 1,0003.N.2 Read and write whole numbers to 1,0003.N.3 Compare and order numbers to 1,0003.N.16 Identify odd and even numbers3.N.17 Develop an understanding of the properties of odd/even numbers as a result of addition

or subtraction3.N.25 Estimate numbers up to 5003.N.26 Recognize real world situations in which an estimate (rounding) is more appropriate3.N.27 Check reasonableness of an answer by using estimation3.A.1 Use the symbols <, >, = (with and without the use of a number line) to compare whole

numbers and unit fractions (1/2, 1/3, 1/4, 1/5, 1/6 and 1/10)

Local Standards (Stricken text is covered in a different unit):L.3.N.1 Read, write, and represent whole numbers from 0 to 1,000; read and write fractions

(see L.3.N.10)L.3.N.3 Compare, order, and place on a number line (including the use of the symbols <, >,

and =) whole numbers (0 to 1,000) and unit fractions (i.e. 1/2, 1/3, 1/4).L.3.N.6 Count by 25’s, 50’s, 100's (starting with 0 or other multiple of the number); identify

odd and even numbers and determine when addition or subtraction results in oddversus even numbers.

L.3.N.5 Develop estimation strategies and skills (including rounding to nearest 10 or 100);estimate answers before solving problems and compare estimate with outcome todetermine the reasonableness of results.

Big Ideas:Numbers allow us to show or represent amounts that can be compared and put in order.In certain situations, it is okay to round numbers, which are often easier to deal with.It is often easier and faster to count in groups.

Essential Questions:Why do we use numbers?Why do we round numbers? When is it okay to round numbers?Why count by anything other than 1’s?

Prior Knowledge:To read whole numbers from 0-100To write whole numbers from 0-100To represent whole numbers from 0-100To compare whole numbers (0-100), using the symbols <,> and=To order whole numbers (0-100)To place on a number line whole numbers (0-100)


To skip count by 2’s, 5’s, and 10’s up to 100To skip count by 3’s up to 36To skip count by 4’s up to 48To use concrete materials to justify a number as odd or even

Unit Objectives:To compare whole numbers (0-1,000), using the symbols <, > and =To order whole numbers (0-1,000)To place on a number line whole numbers (0-1,000)To count by 25’s (starting with 0 or other multiple of 25)To count by 50’s (starting with 0 or other multiple of 50)To count by 100’s (starting with 0 or other multiple of 100)To identify odd and even numbersTo determine when addition or subtraction results in odd versus even numbers.To round to the nearest 10To round to the nearest 100


Lessons: 2-6, 2-7, 2-8, 2-9, 3-3,7-12Supplement counting by 25, 50, 100Supplement placing numbers on a number line.Supplement using a hundred’s chart to show number patters(skip counting etc.)

Review Template (No Calculators):1) Skip counting by 2,3,4,5,10. Continue the pattern by skip counting by 3’s up

to 36. 3, 6, 9,.....36.2) Compare using >,<. Or =. Compare 34 and 73 using <,>, or =.3) Using doubling to add. Solve: 8 + 3 + 8 =


Unit 3B Time (M.1)Length: ~ 1 weekTimeframe: Late October

State Standards (Shaded statements are identified as Post-March Indicators):3.M.9 Tell time to the minute, using digital and analog clocks

Local Standards (Stricken text is covered in a different unit):L.3.M.1 Tell time to nearest minute in analog and digital format.

Big Ideas:Measuring time with clocks helps us maintain order.

Essential Questions:When is it necessary to tell time to the nearest minute?What would happen if we did not measure time?

Prior Knowledge:To tell time to the nearest hour in analog and digital formatTo tell time to the nearest half-hour in analog and digital formatTo tell time to the nearest five minutes in analog and digital format

Unit Objectives:To tell time to the nearest minute in analog formatTo tell time to the nearest minute in digital format


Lessons 2-10, 2-11, 2-12

Review Template (No Calculators):


Unit 4 Adding Whole Numbers (A.1, N.4, N.5, N.7)Length: ~ 2 weeksTimeframe: Early November to Mid November

State Standards (Shaded statements are identified as Post-March Indicators):3.N.6 Use and explain the commutative property of addition and multiplication3.N.7 Use 1 as the identity element for multiplication3.N.8 Use the zero property of multiplication3.N.9 Understand and use the associative property of addition3.N.18 Use a variety of strategies to add and subtract 3-digit numbers (with and without

regrouping)3.N.24 Develop strategies for selecting the appropriate computational and operational method

in problem solving situations3.N.25 Estimate numbers up to 5003.N.26 Recognize real world situations in which an estimate (rounding) is more appropriate3.N.27 Check reasonableness of an answer by using estimation3.A.2 Describe and extend numeric (+, -) and geometric patterns

Local Standards (Stricken text is covered in a different unit):L.3.N.4 Add and subtract 3-digit whole numbers (with and without regrouping) and

understand that addition and subtraction are inverse operations; recognize patternsfor sums and differences; recognize when to use addition or subtraction in thecontext of a word problem.


L.3.N.7 Use 1 as the identity element for multiplication; use the zero property ofmultiplication, the commutative properties of addition and multiplication (e.g. 3 * 2= 2 * 3), and the associative property of addition (e.g. (2 + 3) + 4 = 2 + (3 + 4)).

L.3.A.1 Recognize, describe, extend, and create increasing or decreasing numeric (0 to 1,000)and geometric patterns

Big Ideas:Numbers can be combined in different ways and orders to find a total amount.When you have a sum greater than 9 in any number place, you must regroup to the next

place.Estimation allows us to approximate answers and make sure answers make sense.

Essential Questions:When do you need to regroup?When, why, and how do we add numbers?Why learn the rules (properties) of addition?Why do we estimate?

Prior Knowledge:To have memorized basic addition facts


To add 2-digit whole numbers

Unit Objectives:To add three digit numbers without regroupingTo add three digit numbers with regroupingTo recognize patterns for sumsTo recognize when to use addition in the context of a word problem.To estimate answers before solving problemsTo compare estimate with outcome to determine the reasonableness of resultsTo use the commutative properties of addition (e.g. 3 + 2 = 2 + 3)To use the associative property of addition (e.g. (2 + 3) + 4 = 2 + (3 + 4))To recognize increasing numeric patterns (0 to 1,000)To describe increasing numeric patterns (0 to 1,000)To extend increasing numeric patterns (0 to 1,000)To create increasing numeric patterns (0 to 1,000)


Lessons: 3-1, 3-2, 3-4, 3-5, 3-6, 3-7, 3-9,Supplement commutative and associative properties of addition

Review Template (No Calculators):1) Skip counting by 2,3,4,5,10) Skip count by 3’s beginning at 12 up to 36.2) Total value. What is the value of the 3 in 354?3) Rounding to the nearest 10 or to the nearest 100. Round 56 to the nearest ten.

Round 345 to the nearest hundred.


Unit 5 Subtracting Whole Numbers (A.1, N.4, N.5, N.7)Length: ~ 3 weeksTimeframe: Mid November to Early December

State Standards (Shaded statements are identified as Post-March Indicators):3.N.6 Use and explain the commutative property of addition and multiplication3.N.7 Use 1 as the identity element for multiplication3.N.8 Use the zero property of multiplication3.N.9 Understand and use the associative property of addition3.N.18 Use a variety of strategies to add and subtract 3-digit numbers (with and without

regrouping)3.N.24 Develop strategies for selecting the appropriate computational and operational method

in problem solving situations3.N.25 Estimate numbers up to 5003.N.26 Recognize real world situations in which an estimate (rounding) is more appropriate3.N.27 Check reasonableness of an answer by using estimation3.A.2 Describe and extend numeric (+, -) and geometric patterns

Local Standards (Stricken text is covered in a different unit):L.3.N.4 Add and subtract 3-digit whole numbers (with and without regrouping) and

understand that addition and subtraction are inverse operations; recognize patternsfor sums and differences; recognize when to use addition or subtraction in thecontext of a word problem.


L.3.N.7 Use 1 as the identity element for multiplication; use the zero property ofmultiplication, the commutative properties of addition and multiplication (e.g. 3 * 2= 2 * 3), and the associative property of addition (e.g. (2 + 3) + 4 = 2 + (3 + 4)).

L.3.A.1 Recognize, describe, extend, and create increasing or decreasing numeric (0 to 1,000)and geometric patterns

Big Ideas:The order of the numbers makes a difference when subtracting.When you want to take away more than you have in a number place, you must regroup

from a greater place.Estimation allows us to approximate answers and make sure answers make sense.

Essential Questions:What does it mean subtract one number from another?When, why, and how do we subtract numbers?When do you need to regroup?Why do we estimate?How are addition and subtraction related?

Prior Knowledge:


To have memorized basic subtraction factsTo subtract 2-digit whole numbersTo round to the nearest 10To round to the nearest 100

Unit Objectives:To subtract three digit numbers without regroupingTo subtract three digit numbers with regroupingTo understand that addition and subtraction are inverse operationsTo recognize patterns for sums and differencesTo recognize when to use addition or subtraction in the context of a word problem.To estimate answers before solving problemsTo compare estimate with outcome to determine the reasonableness of resultsTo recognize increasing or decreasing numeric patterns (0 to 1,000)To describe increasing or decreasing numeric patterns (0 to 1,000)To extend increasing or decreasing numeric patterns (0 to 1,000)To create increasing or decreasing numeric patterns (0 to 1,000)


Lesson: 4-1, 4-2, 4-3, 4-4, 4-5, 4-6, 4-7, 4-8, 4-9, 4-10, 4-11,

Review Template (No Calculators):Standard form/ expanded form/word form. Write 300+50 + 8 in standard form. Write

587 in expanded form.Sum and Difference- Find the sum of 4 and 5. Find the difference of 4 and 5.Numbers on a number line -Place 56 on the number line.


Unit 6 Multiplying Whole Numbers (N.7, N.8, N.9)Length: ~ 2.5 weeksTimeframe: Early December to Late December

State Standards (Shaded statements are identified as Post-March Indicators):3.N.6 Use and explain the commutative property of addition and multiplication3.N.7 Use 1 as the identity element for multiplication3.N.8 Use the zero property of multiplication3.N.19 Develop fluency with single-digit multiplication facts3.N.20 Use a variety of strategies to solve multiplication problems with factors up to 12 x 123.N.21 Use the area model, tables, patterns, arrays, and doubling to provide meaning for

multiplication3.N.24 Develop strategies for selecting the appropriate computational and operational method

in problem solving situations

Local Standards (Stricken text is covered in a different unit):L.3.N.7 Use 1 as the identity element for multiplication; use the zero property of

multiplication, the commutative properties of addition and multiplication (e.g. 3 * 2= 2 * 3), and the associative property of addition (e.g. (2 + 3) + 4 = 2 + (3 + 4)).

L.3.N.8 Master single-digit multiplication and division facts.L.3.N.9 Multiply and divide whole numbers with products and dividends up to 144 using a

variety of strategies; provide meaning for multiplication and division (e.g. areamodels, tables, patterns, arrays, doubling and halving); recognize that there is arelationship between multiplication and division (fact families); recognize when touse multiplication or division in the context of a word problem.

Big Ideas:Multiplication is repeated addition of equal groups.

Essential Questions:What is multiplication?When and why do we multiply?Why is it important to know your basic multiplication facts?

Prior Knowledge:To skip count by 2’s, 5’s, and 10’s up to 100To skip count by 3’s up to 36To skip count by 4’s up to 48

Unit Objectives:To explain the meaning of multiplicationTo represent the meaning of multiplication (e.g. draw an array or a picture)To use 1 as the identity element for multiplicationTo use the zero property of multiplicationTo use the commutative property of multiplication


To multiply two single digit numbers (0 through 9) using a variety of strategies that showan understanding the concept of multiplication such as: drawing an array,grouping objects etc.

To memorize multiplication facts (0 through 5)To recognize when to use multiplication in the context of a word problem


Lessons: 5-1, 5-2, 5-3, 5-4, 5-5, 5-6, 5-7, 5-8, 6-1, 6-2, 6-3, 6-4, 6-6



Unit 7 Dividing Whole Numbers (N.7, N.8, N.9)Length: ~ 2.5 weeksTimeframe: Late December to Mid January

State Standards (Shaded statements are identified as Post-March Indicators):3.N.19 Develop fluency with single-digit multiplication facts3.N.22 Demonstrate fluency and apply single-digit division facts3.N.20 Use a variety of strategies to solve multiplication problems with factors up to 12 x 123.N.21 Use the area model, tables, patterns, arrays, and doubling to provide meaning for

multiplication3.N.23 Use tables, patterns, halving, and manipulatives to provide meaning for division3.N.24 Develop strategies for selecting the appropriate computational and operational method


Local Standards (Stricken text is covered in a different unit):L.3.N.8 Master single-digit multiplication and division facts.L.3.N.9 Multiply and divide whole numbers with products and dividends up to 144 using a


Big Ideas:Division is repeated subtraction of equal groups.Multiplication and division are inverse operations.

Essential Questions:What is division?When and why do we divide?Why is it important to know your basic multiplication and division facts?How are division and multiplication related?

Prior Knowledge:To have memorized the multiplication facts 0 through 5To understand the concept of repeated subtractionTo divide objects into equal groups

Unit Objectives:To explain the meaning of divisionTo divide numbers using a variety of strategies (drawing pictures, putting objects in equal

groups,etc.) that show an understanding of the concept of division (with divisiorsof 1 through 9, with no remainders)

To memorize division facts (up to 50 with divisiors of 1 through 5, with no remainders)To recognize that there is a relationship between multiplication and division (fact

families)To recognize when to use multiplication or division in the context of a word problem



Lessons: 7-1, 7-2, 7-3, 7-4, 7-5, 7-6, 7-7, 7-8, 7-10, 7-11,



Unit 8 Geometry (A.1, G.1, G.2, G.3)Length: ~ 2 weeksTimeframe: Mid January to Late January

State Standards (Shaded statements are identified as Post-March Indicators):3.A.2 Describe and extend numeric (+, -) and geometric patterns3.G.1 Define and use correct terminology when referring to shapes (circle, triangle, square,

rectangle, rhombus, trapezoid, and hexagon)3.G.2 Identify congruent and similar figures3.G.3 Name, describe, compare, and sort three-dimensional shapes: cube, cylinder, sphere,

prism, and cone3.G.4 Identify the faces on a three-dimensional shape as two-dimensional shapes3.G.5 Identify and construct lines of symmetry

Local Standards (Stricken text is covered in a different unit):L.3.A.1 Recognize, describe, extend, and create increasing or decreasing numeric (0 to 1,000)

and geometric patternsL.3.G.1 Name and define (using correct terminology) two-dimensional geometric shapes

(circle, square, rectangle, triangle, rhombus, trapezoid, hexagon); name, describe,compare and sort three-dimensional shapes (sphere, cube, prism, pyramid, cylinder,cone) and identify their faces as two-dimensional shapes.

L.3.G.2 Identify and draw lines of symmetryL.3.G.3 Identify congruent and similar figures.

Big Ideas:Geometric shapes appear all around us.A geometric shape can be classified based on how many dimensions it has.

Essential Questions:What is the difference between 2-dimensional and 3-dimensional shapes?Why study geometry?

Prior Knowledge:To identify circle, square, rectangle, triangleTo name circle, square, rectangle, triangleTo draw a circle, square, rectangle, triangle

Unit Objectives:To recognize increasing or decreasing geometric patternsTo describe increasing or decreasing geometric patternsTo extend increasing or decreasing geometric patternsTo create increasing or decreasing geometric patternsTo name two-dimensional geometric shapes (circle, square, rectangle, triangle, rhombus,

trapezoid, hexagon)To define two-dimensional geometric shapes (circle, square, rectangle, triangle, rhombus,

trapezoid, hexagon)


To name three-dimensional geometric shapes (sphere, cube, prism, pyramid, cylinder,cone)

To describe three-dimensional geometric shapes (sphere, cube, prism, pyramid, cylinder,cone)

To compare three-dimensional geometric shapes (sphere, cube, prism, pyramid, cylinder,cone)

To sort three-dimensional geometric shapes (sphere, cube, prism, pyramid, cylinder,cone)

To identify the faces of three-dimensional geometric shapes as two-dimensional shapesTo identify congruent figuresTo identify similar figuresTo identify lines of symmetryTo draw lines of symmetry


Lessons: 8-1, 8-2, 8-5, 8-6



Unit 9 Fractions (N.1, N.3, N.10)Length: ~ 1 weekTimeframe: Early February

State Standards (Shaded statements are identified as Post-March Indicators):3.N.10 Develop an understanding of fractions as part of a whole unit and as parts of a

collection3.N.11 Use manipulatives, visual models, and illustrations to name and represent unit

fractions (1/2, 1/3, 1/4, 1/5, 1/6 and 1/10) as part of a whole or a set of objects3.N.12 Understand and recognize the meaning of numerator and denominator in the symbolic

form of a fraction3.N.13 Recognize fractional numbers as equal parts of a whole3.M.8 Relate unit fractions to the face of the clock: Whole = 60 minutes, 1/2 = 30 minutes,

1/4 = 15 minutes


(see L.3.N.10)L.3.N.10 Name fractions to describe equal parts of a whole or of a set; represent unit fractions

(i.e. 1/2, 1/3, 1/4, 1/5, 1/6 and 1/10) (e.g. using a fraction bar or an analog clock); usethe terms and recognize the meaning of numerator and denominator in the symbolicform of a fraction; order unit fractions (see L.3.N.3) and explore equivalents to unitfractions (1/2, 1/3, 1/4).

Prior Knowledge:To have an understanding of equal groups/fair share

Unit Objectives:To read unit fractions (fractions with a numerator of 1)To write unit fractionsTo name unit fractions to describe equal parts of a wholeTo name unit fractions to describe equal parts of a setTo represent unit fractions as part of a wholeTo represent unit fractions as part of a setTo use the terms numerator and denominatorTo recognize the meaning of numerator and denominator in the symbolic form of a

fractionTo relate unit fractions to the face of the clock ( Whole = 60 minutes, 1/2 = 30 minutes,

1/4 = 15 minutes)

Big Ideas:Fractions represent equal parts of a whole or a set.A unit fraction represents one equal part of a whole or a set.The denominator of a fraction tells you how many equal parts the whole or the set has

been divided into.The numerator tells you how may equal parts of the whole or set you are dealing with.


Essential Questions:What is a fraction?What is a unit fraction?What do the numerator and the denominator of a fraction tell you?


Lessons: 10-1, 10-2, 10-6Will need to supplement



Unit 10 Measurement (M.2, M.3, M.4, M.5)Length: ~ 2 weeksTimeframe: Mid February (finish by mid-winter recess)

State Standards (Shaded statements are identified as Post-March Indicators):3.M.1 Select tools and units (customary) appropriate for the length measured3.M.2 Use a ruler/yardstick to measure to the nearest standard unit (whole and 1/2 inches,

whole feet, and whole yards)3.M.3 Measure objects, using ounces and pounds3.M.4 Recognize capacity as an attribute that can be measured3.M.5 Compare capacities (i.e., Which contains more? Which contains less?)3.M.6 Measure capacity, using cups, pints, quarts, and gallons3.M.7 Count and represent combined coins and dollars, using currency symbols ($0.00)3.M.9 Tell time to the minute, using digital and analog clocks3.M.10 Select and use standard (customary) and non-standard units to estimate measurements

Local Standards (Stricken text is covered in a different unit):L.3.M.2 Estimate, measure (using appropriate tools and units (i.e. half inches and yards)),

compare, and order the lengths (heights) of objects.L.3.M.3 Count, represent (using currency notation, $0.00), and combine to make a set amount

using bills and coins.L.3.M.4 Estimate, measure (pounds and ounces), and compare the weight of objects.L.3.M.5 Estimate, measure, and compare (i.e., Which contains more? Which contains less?)

the volume (capacity) of objects using cups, pints, quarts, and gallons.

Big Ideas:Length, weight, and volume (capacity) can be measured using appropriate tools.Measurements must be written with appropriate units to have meaning.Money is measured in dollars ($) and cents (¢).

Essential Questions:What tools and units can you use to measure length? weight? volume (capacity)?

Prior Knowledge:To esimate, measure , and compare lengths to the nearest foot using the appropriate toolTo identify coins (penny, nickel, dime, quarter) and bills( $1, $5, $10 and $20)To identify the value of coins (penny, nickel, dime, quarter) and bills( $1, $5, $10 and

$20)

Unit Objectives:To estimate the lengths of objects to the nearest 1/2 inch using the appropriate toolTo estimate the lengths of objects to the nearest whole yard using the appropriate toolTo compare the lengths of objectsTo order the lengths of objectsTo estimate the weight of objects (i.e. Would you measure the object in ounces or inpounds?)


To measure the weight of objects, using ouncesTo measure the weight of objects, using poundsTo compare the weight of objectsTo estimate the volume (capacity) of objects using cups, pints, quarts, and gallonsTo measure the volume (capacity) of objects using cups, pints, quarts, and gallonsTo compare the volume (capacity) of objectsTo count money to a set amount using bills and coinsTo represent money (using currency notation, $0.00) to a set amount using bills and coinsTo combine money to a set amount using bills and coins



Lessons: 10-11, 10-12(1/2 inch), 10-13, 10-14, 12-1, 12-3, 12-5, 3-12, 3-13, 3-15, 4-15


State Assessment Review and AdministrationLength: ~ 1.5 weeksTimeframe: February 27 to March 7 (State Assessment: 3/6 and 3/7)


Unit 11 Multiplying Larger Whole Numbers (N.7, N.8, N.9)Length: ~ 2 weeksTimeframe: Mid-March to Late March

State Standards (Shaded statements are identified as Post-March Indicators):3.N.6 Use and explain the commutative property of addition and multiplication3.N.7 Use 1 as the identity element for multiplication3.N.8 Use the zero property of multiplication3.N.19 Develop fluency with single-digit multiplication facts3.N.22 Demonstrate fluency and apply single-digit division facts3.N.20 Use a variety of strategies to solve multiplication problems with factors up to 12 x 123.N.21 Use the area model, tables, patterns, arrays, and doubling to provide meaning for

multiplication3.N.22 Demonstrate fluency and apply single-digit division facts3.N.24 Develop strategies for selecting the appropriate computational and operational method


Local Standards (Stricken text is covered in a different unit):L.3.N.7 Use 1 as the identity element for multiplication; use the zero property of

multiplication, the commutative properties of addition and multiplication (e.g. 3 * 2= 2 * 3), and the associative property of addition (e.g. (2 + 3) + 4 = 2 + (3 + 4)).

L.3.N.8 Master single-digit multiplication and division facts.L.3.N.9 Multiply and divide whole numbers with products and dividends up to 144 using a


Big Ideas:Multiplication is repeated addition of equal groups.

Essential Questions:What is multiplication?When and why do we multiply?Why is it important to know your basic multiplication facts?

Prior Knowledge:To explain the meaning of multiplicationTo use 1 as the identity element for multiplicationTo use the zero property of multiplicationTo use the commutative property of multiplicationTo multiply two single digit numbers (0 through 9) using a variety of strategies that show

an understanding the concept of multiplication such as: drawing an array,grouping objects etc.

To have memorized the multiplication facts (0 through 5)


Unit Objectives:To multiply two numbers (up to 12 x 12) using a variety of strategies that show an

understanding the concept of multiplication such as: drawing an array, groupingobjects etc.

To memorize multiplication facts (6 through 9)To use a variety of strategies to solve multiplication problems with factors up to 12 x 12To recognize when to use multiplication in the context of a word problem


Lessons: 6-7



Unit 12 Dividing Larger Whole Numbers (N.7, N.8, N.9)Length: ~ 2 weeksTimeframe: Early April to Mid April

State Standards (Shaded statements are identified as Post-March Indicators):3.N.22 Demonstrate fluency and apply single-digit division facts3.N.20 Use a variety of strategies to solve multiplication problems with factors up to 12 x 123.N.23 Use tables, patterns, halving, and manipulatives to provide meaning for division3.N.24 Develop strategies for selecting the appropriate computational and operational method


Local Standards (Stricken text is covered in a different unit):L.3.N.8 Master single-digit multiplication and division facts.L.3.N.9 Multiply and divide whole numbers with products and dividends up to 144 using a

variety of strategies; provide mearning for multiplication and division (e.g. areamodels, tables, patterns, arrays, doubling and halving); recognize that there is arelationship between multiplication and division (fact families); recognize when touse multiplication or division in the context of a word problem.

Big Ideas:Division is repeated subtraction of equal groups.Multiplication and division are inverse operations.

Essential Questions:What is division?When and why do we divide?Why is it important to know your basic multiplication and division facts?How are division and multiplication related?

Prior Knowledge:To explain the meaning of divisionTo divide numbers using a variety of strategies (drawing pictures, putting objects in equal

groups,etc.) that show an understanding of the concept of division (up to 81 withdivisiors of 1through 9, with no remainders)

To have memorized division facts (up to 50 with divisiors of 1 through 5, with noremainders)

To recognize that there is a relationship between multiplication and division (fact families0 through 5)

Unit Objectives:To divide numbers using a variety of strategies (drawing pictures, putting objects in equal

groups,etc.) that show an understanding of the concept of division (with divisiorsof 1 through 12, with no remainders)

To memorize division facts (up to 81 with divisiors of 6 through 9, with no remainders)To recognize that there is a relationship between multiplication and division (fact

families)


To recognize when to use multiplication or division in the context of a word problem

Resources:



Unit 13 Fractions Again (N.1, N.3, N.10)Length: ~ 2 weeksTimeframe: Late April to Early May

State Standards (Shaded statements are identified as Post-March Indicators):3.A.1 Use the symbols <, >, = (with and without the use of a number line) to compare whole

numbers and unit fractions (1/2, 1/3, 1/4, 1/5, 1/6 and 1/10)3.N.10 Develop an understanding of fractions as part of a whole unit and as parts of a

collection3.N.11 Use manipulatives, visual models, and illustrations to name and represent unit

fractions (1/2, 1/3, 1/4, 1/5, 1/6 and 1/10) as part of a whole or a set of objects3.N.12 Understand and recognize the meaning of numerator and denominator in the symbolic

form of a fraction3.N.13 Recognize fractional numbers as equal parts of a whole3.N.14 Explore equivalent fractions (1/2, 1/3, 1/4)3.N.15 Compare and order unit fractions (1/2, 1/3, 1/4) and find their approximate locations

on a number line3.M.8 Relate unit fractions to the face of the clock: Whole = 60 minutes, 1/2 = 30 minutes,

1/4 = 15 minutes


(see L.3.N.10)L.3.N.3 Compare, order, and place on a number line (including the use of the symbols <, >,

and =) whole numbers (0 to 1,000) and unit fractions (i.e. 1/2, 1/3, 1/4).L.3.N.10 Name fractions to describe equal parts of a whole or of a set; represent unit fractions

(i.e. 1/2, 1/3, 1/4, 1/5, 1/6 and 1/10) (e.g. using a fraction bar or an analog clock); usethe terms and recognize the meaning of numerator and denominator in the symbolicform of a fraction; order unit fractions (see L.3.N.3) and explore equivalents to unitfractions (1/2, 1/3, 1/4).

Big Ideas:Fractions represent equal parts of a whole or a set.A unit fraction represents one equal part of a whole or a set.The denominator of a fraction tells you how many equal parts the whole or the set has

been divided into.The numerator tells you how may equal parts of the whole or set you are dealing with.In unit fractions, the larger the denominator, the smaller the portion of the whole or the

set.Equivalent fractions represent the same portion of the whole or the set.

Essential Questions:What is a fraction?What is a unit fraction?What do the numerator and the denominator of a fraction tell you?How do you compare unit fractions?


How do you know if two fractions are equivalent?

Prior Knowledge:To read unit fractions (fractions with a numerator of 1)To write unit fractionsTo name unit fractions to describe equal parts of a wholeTo name unit fractions to describe equal parts of a setTo represent unit fractions as part of a wholeTo represent unit fractions as part of a setTo use the terms numerator and denominatorTo recognize the meaning of numerator and denominator in the symbolic form of afractionTo relate unit fractions to the face of the clock

Unit Objectives:To explore equivalent fractionsTo compare unit fractionsTo order unit fractionsTo place unit fractions at their approximate locations on a number line


Lessons: 10-3Supplement comparing unit fractionsSupplement ordering unit fractionsSupplement placing unit fractions on a number line.



Unit 14 Graphing (S.1, S.2)Length: ~ 2 weeksTimeframe: Mid May to Late May

State Standards (Shaded statements are identified as Post-March Indicators):3.S.1 Formulate questions about themselves and their surroundings3.S.2 Collect data using observation and surveys, and record appropriately3.S.3 Construct a frequency table to represent a collection of data3.S.5 Display data in pictographs and bar graphs3.S.6 State the relationships between pictographs and bar graphs3.S.8 Formulate conclusions and make predictions from graph

Local Standards (Stricken text is covered in a different unit):L.3.S.1 Collect (using observations and surveys) and display real-world data with charts and

graphs (e.g. pictographs, bar graphs, frequency table); identify parts of pictographsand bar graphs and distinguish between them.


Big Ideas:A graph is a visual representation of data.Displaying data in graph form allows you to easily visualize and compare data.

Essential Questions:What is a graph?Why do we graph data?

Prior Knowledge:To construct a frequency table (using tally marks) to represent a collection of dataTo identify the parts of a pictographTo identify the parts of a bar graphTo display data in a pictographTo display data in a bar graphTo state the relationships between pictographs and bar graphsTo read and interpret data from a pictographTo read and interpret data from a bar graphTo draw conclusions based on information found in pictographs and bar graphsTo make predictions based on information found in pictographs and bar graphs

Unit Objectives:To formulate questions about themselvesTo formulate questions about their surroundingsTo collect data using observationsTo collect data using surveysTo record collected data appropriately (frequency table, pictographs, bar graphs)



Lessons: 1-8, 1-9


3rd grade mathematics - auburn school districtdistrict.auburn.cnyric.org/departments/math/math...

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