third grade math curriculum map quarter 1 · pdf filethird grade math curriculum map . quarter...

Third Grade Math Curriculum Map Quarter 1

Table of Contents Quarter 1 ................................................................................................................................................................................................................................................. 1

MAFS.3.NBT.1.1 ................................................................................................................................................................................................................................ 2

MAFS.3.NBT.1.2 ................................................................................................................................................................................................................................. 4

MAFS.3.OA.4.8 ................................................................................................................................................................................................................................... 6

MAFS.3.OA.4.9 ................................................................................................................................................................................................................................... 8

MAFS.3.MD.2.3 ............................................................................................................................................................................................................................... 10

MAFS.3. OA.1.1 ................................................................................................................................................................................................................................ 12

MAFS.3.OA.1.3 ................................................................................................................................................................................................................................. 14

MAFS.3.OA.2.5 ................................................................................................................................................................................................................................. 16

MAFS.3.OA.3.7 ................................................................................................................................................................................................................................. 18

Third Grade Math Curriculum Map Quarter: 1 Cognitive Complexity: DOK 1 Recall

Critical Area Developing understanding of multiplication and division and strategies for multiplication and division within 100.

Standard

MAFS.3.NBT.1.1 Use place value understanding to round to whole numbers to the nearest 10 or 100. MP 6: Attend to Precision MP 7: Look For and Make Use of Structure

Learning Goal

• Round whole numbers to the nearest 10. • Round whole numbers to the nearest 100.

Misconceptions

• Students may round numbers incorrectly because they do not look at the place to the immediate right. Go

Math • The use of terms like “round up” and “round down” confuses many students. For example, the number 37

would round to 40 or they say it “rounds up”. The digit in the tens place is changed from 3 to 4 (rounds up). This misconception is what causes the problem when applied to rounding down. The number 32 should be rounded (down) to 30, but using the logic mentioned for rounding up, some students may look at the digit in the tens place and take it to the previous number, resulting in the incorrect value of 20. To remedy this misconception, students need to use a number line to visualize the placement of the number and/or ask questions such as: “What tens are 32 between and which one is it closer to?” Developing the understanding of what the answer choices are before rounding can alleviate much of the misconception and confusion related to rounding. Kansas Flip Book

Vocabulary

Content Vocabulary Vocabulary Resources • Round • Compatible numbers • Estimate

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Assessments

Formative Assessments

Other Assessment Options

Resources

Math Talk Questions Math Literature Spiraling Resources to Support Differentiation and Stations

Reflection/ Notes

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Third Grade Math Curriculum Map Quarter: 1 Cognitive Complexity: DOK Level 1 Recall


Standard

MAFS.3.NBT.1.2 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. MP 6: Attend to Precision MP 7: Look For and Make Use of Structure

Learning Goal

• Add within 1000 • Subtract within 1000

Misconceptions

- • Students may make errors in the value of a digit when breaking apart addends to add. For example, they

may break apart 343 into 300 + 4 + 3 Go Math • When using the place value strategy, students may forget to regroup and instead write a 2-digit number in

one place. Go Math! • Students may regroup incorrectly. Go Math

Vocabulary

Content Vocabulary Vocabulary Resources • Associative Property of Addition • Regroup

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Assessments



Resources


Reflection/ Notes

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Third Grade Math Curriculum Map

Quarter: 1 Cognitive Complexity: DOK Level 2 Basic Application of Skills & Concepts


Standard

MAFS.3.OA.4.8 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. (This standard is limited to problems posed with whole numbers and having whole number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).) MP 6: Attend to Precision MP 7: Look For and Make Use of Structure

Learning Goal

• Solve two-step word problems • Write an equation for a two-step word problem • Use a letter to stand for the missing number in an equation • Decide if the answer is reasonable

Misconceptions

- • Students may have difficulty determining how to label the bars when using a bar model to solve a problem.

GO Math! • Students may overspecialize during the learning process and recognize some multiplication and/or division

situations as multiplication or division and fail to classify others appropriately. America’s Choice • Students may know how to multiply (divide) but do not know when to multiply (divide) except because they

were told to do so. America’s Choice

Vocabulary

Content Vocabulary Vocabulary Resources • Equation

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Assessments



Resources


Reflection/ Notes

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Quarter: 1 Cognitive Complexity: DOK Level 3 Strategic Thinking & Complex Reasoning


Standard

MAFS.3.OA.4.9 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. MP 3 Construct viable arguments and critique the reasoning of others MP 6: Attend to Precision MP 7: Look For and Make Use of Structure

Learning Goal

• Identify arithmetic patterns

Misconceptions

• Students confuse odd and even numbers. GO Math! • Students use a pattern without testing it on all numbers in the table. GO Math!

Vocabulary

Content Vocabulary Vocabulary Resources • Communicative Property of Addition • Identity Property of Addition • Pattern • Even • Odd

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Assessments



Resources


Reflection/ Notes

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Standard

MAFS.3.MD.2.3 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. MP 1: Make Sense of Problems and Persevere in Solving Them MP 4: Model with Mathematics

Learning Goal • Draw a picture graph to show data • Draw a bar graph to show data • Answer questions using information on a picture graph • Answer questions using information on a bar graph

Misconceptions

• Students may miscount tally marks when translating data from a tally table into a frequency table. Go Math! • Students may not understand what each symbol in a picture graph represents. Go Math! • Students may count each square as one even though the intervals on a bar graph are not in single units.

Kansas Flip Book • Students may have difficulty with finding and using the correct data from the bar graph to solve problems.

Go Math!

Vocabulary

Content Vocabulary Vocabulary Resources • Frequency table • Data • Tally table • Key • Picture graph • Bar graph • Horizontal bar graph • Scale • Vertical bar graph

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Assessments



Resources


Reflection/ Notes

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Quarter: 1 Cognitive Complexity: DOK Level 1 Recall


Standard

MAFS.3.OA.1.1 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. MP 2 Reason Abstractly and Quantitatively MP 8 Look For and Express Regularity in Repeated Reasoning

Learning Goal • Explain the meaning of factors and products • Model multiplication as repeated addition

Misconceptions • Students may confuse the number of equal groups with the number of objects in each group. GO Math!

Vocabulary

Content Vocabulary Vocabulary Resources • Equal groups • Factor • Product • Multiply

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Assessments



Resources


Reflection/ Notes

13




Standard

MAFS.3.OA.1.3 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. MP 2 Reason Abstractly and Quantitatively MP 7 Look For and Make Use of Structure MP 8 Look For and Express Regularity in Repeated Reasoning

Learning Goal

• Use multiplication to solve word problems • Use division to solve word problems • Use a drawing to solve a multiplication and division word problem • Use an equation to solve a multiplication and division word problem • Use a symbol for an unknown number in an equation

Misconceptions

• When using a number line, students may miscount the number in each group by counting tick marks instead of spaces. GO Math!

• Students may forget to continue the jumps all the way to zero when counting back on a number line. GO Math!

• Students may make an incorrect array for a division problem. GO Math! • Students think that 3 ÷ 15 = 5 and 15 ÷ 3 = 5 are the same equations. Kansas Flip Book • Students think a symbol (? or []) is always the place for the product or quotient, not the unknown. This is

especially true when the problem is written as 15 ÷ 3 =? or 15 = [] x 3. Kansas Flip Book

Vocabulary

Content Vocabulary Vocabulary Resources

• Array

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Assessments



Resources


Reflection/ Notes

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Standard

MAFS.3.OA.2.5 Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) 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.) MP 2 Reason Abstractly and Quantitatively MP 8 Look For and Express Regularity in Repeated Reasoning

Learning Goal

• Use the Commutative Property of Multiplication • Use the Associative Property of Multiplication • Use the Distributive Property • Use the Multiplicative Identity Property of 1 • Use the Zero Property of Multiplication

Misconceptions

• Students may write an incorrect multiplication fact for an array. GO Math! • Students may write a product other than zero when multiplying a number by 0. GO Math! • When using the Distributive Property, students may break a number into factors instead of addends. GO

Math!

Vocabulary

Content Vocabulary Vocabulary Resources • Commutative Property of Multiplication • Identity Property of Multiplication • Zero Property of Multiplication • Distributive Property • Associative Property of Multiplication

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Assessments



Resources


Reflection/ Notes

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Third Grade Math Curriculum Map Quarter: 1 Cognitive Complexity: DOK Level 1 Recall


Standard

MAFS.3.OA.3.7 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. MP 3 Construct Viable Arguments and Critique the Reasoning of Others MP 7 Look For and Make Use of Structure

Learning Goal • Fluently multiply two one-digit numbers • Fluently divide within 100 • Memorize all products of two one-digit numbers

Misconceptions

• Students may use the Distributive Property correctly but find an incorrect product. GO Math! • Students may find an incorrect product if they use repeated addition to find the product. GO Math! • When using the Distributive Property to solve problems, students may partition numbers and arrays at

different points. It is important for students to decide the appropriate way to partition a number, instead of the teacher, so that the problem makes sense to them. Georgia Standards

Vocabulary

Content Vocabulary Vocabulary Resources

• Commutative Property of Multiplication

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Assessments



Resources


Reflection/ Notes

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third grade math curriculum map quarter 1 · pdf filethird grade math curriculum map . quarter...

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