Math Curriculum Guide rd
3 Grade 2013 – 2014 School Year
Dear Colleague, This curriculum guide includes/provides: Alignment to the New York State Common Core Learning Standards (CCLS) • A recommended, not strictly required, pace and sequence to follow while utilizing the enVision program. o Adjustments may occur based upon your school’s alternate schedules and your particular students’ needs. • Additional resources per topic to further develop student fluencies and problem solving ability. o Sprints to develop students number sense, fluencies and mental math skills. o Performance Tasks to provide opportunities for students to think criticially and creatively in non-routine scenarios. Through discussion and writing, students will enhance their ability to communicate mathematically. Attention to the CCLS Priority Standards • Standards that are Major priorities are typed in bold and italics, and shaded in green – recommended as 70% of our time. • Standards that are supporting topics are typed in italics only, and shaded in blue – recommended as 20% of our time. • Standards that are additional topics are typed in regular font, and shaded in yellow – recommended as 10% of our time. Unit/Topic and Lesson Essential Questions • Share these questions with your students to assist in providing a focus for the lesson and/or unit as a whole. • Post them in your classroom in predominate locations. Reflection and Revision Opportunities • A “Teacher Notes” column. o Collegial feedback and considerations are included to more efficiently uncover specific learning objectives. o White space is available to include your own current notes and plans. o Room to indicate when are where the Sprints & Performance Tasks are used. Guidance for Post-Assessment Instruction • Time to revisit some of the Major priority standards again. o Consider utilizing center activities, Sprints, Performance Tasks, ExamView or other valuable resources. • The symbol * has been included in the teacher notes column for each lesson that is included in our post-assessment instruction. • The “Step-Up” resources should only be used as enrichment, or if all grade level concepts are mastered Have an excellent 2013 – 2014 school year!
Unit/Topic 1: Numeration
How are greater numbers read and written? How can whole numbers be compared and ordered? How does a digit’s position affect its value?
Fluency Development Recommended Sprints: 1 - 2.NBT.1 2.NBT.3 2.NBT.7 4.NBT.2 Expanded Form 2 - 2.NBT.1 2.NBT.3 2.NBT.7 4.NBT.2 Expanded Form (2) 3 - 2.NBT.4 4.NBT.2 Greater Than Less Than Activities:
Day /Date
Lesson Number and Title
Problem Solving Development Recommended Performance Tasks: Exemplars 2.OA.2 - Bug Watching Activities:
Common Core State Standard(s)
Essential Question(s)
9/9
1-1
Numbers: Representing Numbers
3.NBT.1
How can you read and write 3-digit numbers?
9/10
1-2
Ways to Name Numbers
3.NBT.1
How can you name the same number in different ways?
9/11
1-3
Greater numbers
3.NBT.1 3.NBT.2
How can you read and write greater numbers?
9/12
1-4
Understanding number lines
3.NBT.1
How can you locate and write numbers on a number line?
9/13
1-5
Counting on a number line
3.NBT.1
How can you complete the pattern on a number line?
9/16
1-6
Comparing numbers
3.NBT.1
How can place value help you compare whole numbers?
9/17
1-7
Ordering Numbers
3.NBT.1
How can you order numbers?
9/18
1-8
Problem Solving: Making an organized list
3.NBT.2
How can you solve problems by making an organized list?
9/19
Assess and Review Topic 1
9/20 9/23
Day 1: District-Wide Fall Math Assessment (Multiple Choice) Day 2: District-Wide Fall Math Assessment (Performance Tasks)
Teacher Notes Indicate Fluency & Performance Task Used ~Standard form ~Expanded form ~Word form
Unit/Topic 2: Number Sense: Addition and Subtraction
Fluency Development Recommended Sprints: 9 – 4.NBT.3 Round To The Nearest 10 11 – 4.NBT.3 Round to the Nearest 100 14 – 2.NBT.5 Mental Addition 17 - 2.NBT.5 Mental Subtraction8 - 3.NBT.2 Subtract Without Renaming
How can sums and differences be found mentally? How can sums and differences be estimated? In what ways can operations affect numbers? How can different strategies be helpful when solving a problem? How does a digit’s position affect its value? Problem Solving Development Recommended Performance Tasks: Exemplars K-2 - Math Practices Octopus Activities:
Activities: Day /Date
Lesson Number and Title
9/24 9/25
2-1
Addition Meaning and Properties
9/26
2-2
Subtraction Meanings
9/27
2-3
Using Mental Math to Add
9/30
2-4
Using Mental Math to Subtract
10/1
2-5
Rounding
10/2
2-6
Estimating Sums
10/3
2-7
Estimating Differences
10/4
2-8
Making sense of addition and subtraction equations
10/7
2-9
Problem Solving: Reasonableness
10/8 10/9
Common Core State Standard(s)
Essential Question(s)
3.NBT.2 3.OA.9
How can the addition properties be used to show relationships that always hold true?
3.NBT.2 3.NBT.2 3.NBT.2 3.NBT.1 3.NBT.2 3.NBT.1 3.OA.8 3.NBT.2 3.NBT.1 3.OA.8 3.NBT.2 3.NBT.2 3.OA.8
Teacher Notes Indicate Fluency & Performance Task Used **Spend 2-days. nd 2 day teacher must use supplemental materials
When do you subtract? How can you break apart numbers or make a ten to add 2-digit numbers using mental math?
*
When can you subtract with mental math? How can you round numbers?
How can you estimate sums?
How can you estimate differences?
*
How can a pan balance help you think about equations? How can you use reasonableness to justify an answer?
Review and Assess Topic 2
*
Unit/Topic 3: Using Place Value to Add and Subtract Fluency Development Recommended Sprints: 13 - 2.OA.3 2.NBT.5 3.OA.1 Add and Subtract by 2 19 - 2.OA.5 3.OA.5 Add and Subtract by 3 Activities:
Day /Date
Lesson Number and Title Adding with an Expanded Algorithm Models for Adding 3-Digit Numbers
What are standard procedures for adding and subtracting whole numbers?
How does a digit’s position affect its value? Problem Solving Development Recommended Performance Tasks: Exemplars 2.NBT.6 - License Plates Exemplars 3-5 – Math Practices What’s the Problem? *Use more accessible version Activities: 3-
Common Core State Standard(s)
Essential Question(s)
Teacher Notes Indicate Fluency & Performance Task Used
3.NBT.2
How can you break a large addition problems into smaller ones?
Adding in expanded form
3.NBT.2
How can you add 3-digit numbers?
10/10
3-1
10/11
3-2
10/15
3-3
Adding 3-Digit Numbers
3.NBT.2 3.OA.8 3.NBT.1
How can you use addition to solve problems?
10/16
3-4
Adding 3 or More Numbers
3.NBT.2 3.OA.8
How can you use addition to solve problems?
10/17
3-5
Problem-Solving: Drawing Pictures
3.NBT.2 3.OA.8
How can you solve a problem by drawing a picture?
10/18
3-6
Subtracting with an Expanded Algorithm
3.NBT.2
How can you break a large subtraction problem into smaller, simpler ones?
10/21
3-7
Models for Subtracting 3Digit Numbers
3.NBT.2 3.OA.8
How can you use models to subtract 3-Digit numbers with regrouping?
10/22
3-8
Subtracting 3-Digit Numbers
3.NBT.2 3.OA.8 3.NBT.1
How can you subtract 3-digit numbers using paper and pencil?
10/23 10/24
3-9
Subtracting Across Zeros
3.NBT.2
How can you subtract from a 3-digit numbers with zeros?
10/25
3-10
Problem Solving: Draw a Picture and Write a Number Sentence
3.NBT.2 3.OA.8
How can a picture help you write a number sentence?
10/28 10/29
*
*
Review and Assess Topic 3
*
*
* Spend 2 days on this topic, needs to be supplemented
*
Unit/Topic 4: Meanings of Multicplication
What are different meanings of multiplication? How are addition and multiplication related? In what ways can operations affect numbers? How can different strategies be helpful when solving a problem?
Fluency Development Recommended Sprints: 21 - 3.OA.1 3.OA.2 3.OA.3 3.OA.4 3.OA.6 3.OA.7 Repeated Addition to Multiplying by 3 11 - 3.OA.5 Commutative Property of Multiplication Activities:
Day /Date
Lesson Number and Title
Problem Solving Development Recommended Performance Tasks: Exemplars K-2 - Math Practices - Ten Feet Apartment Exemplars 2.NBT.6 – Snow Play Exemplars 2.NBT.6 – Pogs Activities:
Common Core State Standard(s)
Essential Question(s)
Teacher Notes Indicate Fluency & Performance Task Used
10/30
4-1
Multicplication as Repeated Addition
3.OA.1 3.OA.3 3.OA.5
How can you find the total number of objects in equal groups?
*
10/31
4-2
Arrays and Multiplcation
3.OA.1 3.OA.3 3.OA.5
What are arrays, and how do they show multiplication?
*
11/1
4-3
The Communative Property
3.OA.1 3.OA.3 3.OA.5
What happens when you multiply two numbers and than switch the order of the factors?
*
4-4
Writing Muplications Stories
3.OA.1 3.OA.3 3.OA.5
How can you write a story to describe a multiplication fact?
*
4-5
Problem Solving: Writing to Explain
3.OA.1 3.OA.3 3.OA.5 3.OA.9
11/4
11/5
11/6 11/7 11/8
How do you write a good mathematical explanation?
Day 1: Review Topics 1-4 (Topic 4 Test is Optional) Day 2: enVision Benchmark Topics 1-4 & Fluency Benchmark Topics 1-4 Day 3: : Performance Task Benchmark Topics 1-4– 3.OA.7 Fish Dilemma
*
Unit/Topic 5: Mupliplication Facts: Use Patterns
Fluency Development Recommended Sprints: 38 – 3.OA.7, 4.OA.4 5s Times Tables 17 – 3.OA.7 2s Times Tables 41 – 3.OA.7, 3.NBT.3 10s Times Tables Activities:
Day /Date
Lesson Number and Title
11/12
5-1
2 and 5 Factors
11/13
5-2
9 as a Factor
11/14
5-3
Multiplying with 0 and 1
11/15
5-4
Patterns for Facts
11/18
5-5
10 as a Factor
11/19
5-6
Multiplying by Multiples of 10
11/20
5-7
Problem Solving: Two Question Problems
11/21 11/22
What patterns can be used to find certain multiplication facts? In what ways can operations affect numbers? How can different strategies be helpful when solving a problem? How does a digit’s position affect its value? Problem Solving Development Recommended Performance Tasks: Exemplars 2.NBT.7 - Six Pack of Soda Exemplars K-2 - Math Practices - Snail Trails Activities:
Common Core State Standard(s) 3.OA.3 3.OA.9 3.NBT.3 3.OA.3 3.OA.9 3.OA.7 3.OA.8 3.OA.3 3.OA.9 3.OA.8 3.OA.3 3.OA.9 3.OA.8 3.OA.3 3.OA.9 3.NBT.3 3.OA.8 3.NBT.3 3.OA.3 3.OA.8
Essential Question(s)
Teacher Notes Indicate Fluency & Performance Task Used
How can you use patterns to multiply by 2 and 5?
*
How can pattern be used to find 9 facts?
*
What are the patterns in multiples of 1 and 0?
*
What patterns can help you remember multiplication facts for 2 and 5?
*
What are the patterns in multiples of 10?
*
How can basic facts help us when we multiply a single-digit number by a multiple of 10?
*
How can you tell when you need to answer more than one question to solve a problem?
*
Review and Assess Topic 5
Unit/Topic 6: Multiplcation Facts: Use Known Facts
Fluency Development Recommended Sprints: 22 – 3.OA.7 3s Times Tables 34 – 3.OA.7, 4.OA.4 4s Times Tables
How can unknown multiplication facts be found using known facts? In what ways can operations affect numbers? How can different strategies be helpful when solving a problem? Why does “what” we measure influence “how” we measure? Problem Solving Development Recommended Performance Tasks: Exemplars 2.NBT.6 Frog and Toad Activities:
Activities: Day /Date
Lesson Number and Title
11/25
6-1
The Distributive Property
11/26
6-2 6-3
3 as a Factor 4 as a Factor
11/27
6-4 6-5
6 and 7 as a Factor 8 as a Factor
12/2
6-6
Multiplying by 3 Factors
12/3
6-7
Multiplcation Facts
12/4
6-8
12/5
6-9
12/9
Common Core State Standard(s) 3.OA.5 3.OA.3 3.OA.5 3.OA.3 3.OA.5 3.MD.7 3.OA.5 3.OA.3 3.MD.7 3.OA.5 3.OA.3 3.OA.5
Essential Question(s) How can the Distributive Property help you break apart an array to multiply with other facts? How can you break apart arrays to multiply by 3? How can you break apart arrays to multiply by 4?
Teacher Notes Indicate Fluency & Performance Task Used *
*
How can you break apart arrays to multiply by 6 and?? How can you break apart arrays to multiply by 8?
*
How can you multiply 3 numbers?
*
3.OA.3 3.OA.8
How can you use strategies to multiply?
*
Multiplying to Find Combinations
3.OA.3
How can you find all the possible combinations?
*
Problem Solving: Multiple Step Problems
3.OA.3 3.MD.8
How can you figure out what question needs to be answered first in a multiple-step problem?
*
Review and Assess Topic 6
Unit/Topic 7: Meanings of Division
What are different meanings of division? How is division related to other operations? In what ways can operations affect numbers? How can different strategies be helpful when solving a problem?
Fluency Development Recommended Sprints: 24 - 3.OA.4 3.OA.6 3.OA.7 Divide by 2 25 - 3.OA.4 3.OA.6 3.OA.7 Divide by 3 Activities:
Day /Date
Lesson Number and Title
Problem Solving Development Recommended Performance Tasks: Exemplars K-2 - Math Practices - Bowls of Apples Activities:
Common Core State Standard(s)
Essential Question(s)
Teacher Notes Indicate Fluency & Performance Task Used
12/9
7-1
Division as Sharing
3.OA.2 3.OA.3 3.OA.4
How can you think of division as sharing?
*
12/10
7-2
Division as Repeated Subtractraction
3.OA.2 3.OA.3 3.OA.4
How can you think of division as repeated subtraction?
*
12/11
7-3
Finding Missing Numbers in a Multiplication Table
3.OA.6 3.OA.4 3.OA.9
How can you use a multiplication table to solve division problems?
*
12/12
7-4
Problem Solving: Choose an Appropriate Equation
How can you describe a problem situation using an equation?
*
12/13
7-5
Writing Division Stories
3.OA.3 3.OA.4
What kinds of stories involve division stories?
*
7-6
Problem Solving: Use Objects and Draw a Pciture
3.OA.6 3.OA.3 3.OA.4
How can you use objects and draw a picture to solve a problem?
*
12/16
12/17 12/18
3.OA.4 3.OA.6
Review and Assess Topic 7
Unit/Topic 8: Division Facts
How can an unknown division fact be found by thinking of a related multiplication fact? In what ways can operations affect numbers? How can different strategies be helpful when solving a problem? Fluency Development Problem Solving Development Recommended Sprints: Recommended Performance Tasks: 30 - 3.OA.4, 6-7, 4.OA.4 Divide by 6 Exemplars K-2 - Math Practices - Valentine’s Day Party Plan 34 - 3.OA.4, 6-7, 4.OA.4 Divide by 7 Activities: 38 - 3.OA.4 , 6-7, 4.OA.4 Divide by 8 42 – 3.OA.4, 6-7, 4.OA.4 Divide by 9 Activities:
Day /Date
Lesson Number and Title
1/2
8-1
Relating Multiplication and Division
1/3
8-2
Fact Families with 2, 3, 4, and 5
1/6
8-3
Fact Families with 6 and 7
1/7
8-4
Fact Families with 8 and 9
1/8
8-5
Problem Solving: Multiple-Step Problems
1/9
8-6
Making Sense of Multiplication and Division Equations
1/10
8-7
Dividing with 0 and 1
1/13
8-8
Multiplication and Division Facts
1/14
8-9
Problem Solving: Draw a Picture and Write a Number Sentence
1/15 1/16 1/17
Common Core State Standard(s) 3.OA.3 3.OA.4 3.OA.7 3.OA.3 3.OA.4 3.OA.7 3.OA.3 3.OA.7 3.OA.3 3.OA.7 3.OA.3 3.OA.4 3.OA.8 3.OA.3 3.OA.4 3.OA.3 3.OA.4 3.OA.5 3.OA.3 3.OA.4 3.OA.7 3.OA.3
Essential Question(s)
Teacher Notes Indicate Fluency & Performance Task Used
How are multiplication and division facts related?
*
How can you use multiplication to help you divide by 2, 3, 4, and 5?
*
How can you use multiplication to help you divide by 6 and 7? How can you use multiplication to help you divide by 8 and 9?
* *
How can you solve problems that involve more than one step?
*
How can a pan balance help you think about multiplication and division equations?
*
What happens when you divide by 0 and 1?
*
How can you use multiplication and division facts to solve problems?
*
How can you solve problems by drawing a picture and writing a number sentence?
*
Day 1: Review Topics 5-8 (Topic 8 Test is Optional) Day 2: enVision Benchmark Topics 5-8 & Fluency Benchmark Topics 5-8 Day 3: : Performance Task Benchmark Topics 5-8- 3.OA.7 Shopping For Shoes *Use Accessible Version
Unit/Topic 9: Understanding Fractions
What are differernt interpreations of a fraction? Why express quantities, measurements, and number relationships in different ways? In what ways can operations affect numbers? How can different strategies be helpful when solving a problem? Fluency Development Problem Solving Development Recommended Sprints: Recommended Performance Tasks: 67 – 4.NF.4a, 4.NF.4b Fraction of a Set Inside Mathematics 3.NF.1 - Part and Whole *Use level A 39 – 3.NF.1, 3.NF.2, 4.NF.3 Write Fractions Activities: Activities:
Day /Date
Lesson Number and Title
Common Core State Standard(s)
Essential Question(s)
1/21
11-6 11-7
Combining and Separating Shapes Making New Shapes
3.G.1 3.G.2
What shapes can you combine to make hexagon? How can you use a square to make a pentagon?
1/22
11-8 11-9
Problem Solving: Solve a Simpler Problem & Make and Test Generalizations
3.G.1 3.G.2
How can you solve a simpler problem in order to solve a given problem? What generalization can be made from a group of polygons?
1/23
9-1
Dividing regions into equal parts
3.NF.1
How can you divide into two equal parts?
1/24
9-2
Fractions and Regions
3.NF.1
How can you write fractions to name part of a whole?
1/27
9-3
Fractions and Sets
3.NF.1
How can you write a fraction to name part of a set?
1/28
9-4
Fractional Parts of a Set
3.NF.1
How can you find a fractional part of a set?
1/29
9-5
Locating Fractions on the Number Line
1/30
9-6
Benchmark Fractions
1/31
9-7
Fractions and Lengths
2/3
9-8
Problem Solving: Make a Table and Look for Pattern
2/4 2/5
3.NF.2.a 3.NF.2 3.NF.2.b 3.NF.2.a 3.NF.2.b 3.0A.3
Teacher Notes Indicate Fluency & Performance Task Used
How can you find a fraction on a number line?
*
How can you estimate parts?
*
How can you write a fraction to name part of a length? How can you use a pattern in a table to help you solve a problem?
Review and Assess Topic 9 and Topic 11 (Lessons 11-6 through 11-9)
*
Unit/Topic 10: Fraction Comparison and Equivalence What are different ways to compare fractions? Why express quantities, measurements, and number relationships in different ways? Fluency Development Problem Solving Development Recommended Sprints: Recommended Performance Tasks: 64 – 3.NF.3d Greater Than/ Less Than Exemplars 3.OA.7 - Great Pizza Dilemma *Use more 65 – 3.NF.3a, 3.NF.3b, 4.NF.1 Equivalent Fractions By accessible version Dividing Activities: 44 – 3.NF.3, 4.NF.1 Simplify Fractions Activities:
Day /Date
Lesson Number and Title Using Models to Compare Fractions: Same Denominator Using Models toCompare Fractions: Same Numerator
2/6
10-1
2/7
10-2
2/10
10-3
Comparing Fractions Using Benchmarks
10-4
Comparing Fractions on the Number Line
2/12
10-5
Finding Equivalent Fractions
2/13
10-6
Equivalent Fractions and the Number Line
2/14
10-7
Whole Numbers and Fractions
2/24
10-8
Using Fractions
2/25
10-9
Problem Solving: Draw a Picture
2/11
2/26 2/27
Teacher Notes Indicate Fluency & Performance Task Used
Common Core State Standard(s)
Essential Question(s)
3.NF.3.d 3.NF.3.a
How can you compare fractions that have the same denominator?
*
3.NF.3.d 3.NF.3.a
How can you compare fractions that have the same numerator?
*
3.NF.3.d
How can benchmark numbers to be used to compare fractions?
*
How can you compare fractions on a number line?
*
How can different fractions name the same number?
*
What do equivalent fractions look like on the number line?
*
How can whole numbers be described using fraction name?
*
3.NF.3.d 3.NF.3.a 3.NF.3.b 3.NF.3.a
3.NF.3.a 3.NF.3.b 3.NF.3.c 3.NF.3.c 3.NF.3
3.NF.2
Using Fractions How can you solve a problem by drawing a picture?
Review and Assess Topic10
Unit/Topic 12: Time
How can lengths of time be measured and found? Why does “what” we measure influence “how” we measure? Why display data in different ways?
Fluency Development Recommended Sprints: 52 – 3.MD.1, 3.MD.2, 4.MD.1, 5.MD.1 Convert Hours and Minutes to Minutes 53 – 3.MD.1, 3.MD.2, 4.MD.1, 5.MD.1 Convert Minutes To Hours and Minutes 60 – 4.MD.1, 5.MD.1 Convert Days to Weeks and Days
Problem Solving Development Recommended Performance Tasks: Exemplars K-2 - Math Practices - Piano Schedule Exemplars 3.MD.1 Busy Day Inside Mathematics 3.MD.1 – Time To Get Clean Activities:
Activities:
Day /Date
Lesson Number and Title
Common Core State Standard(s)
Essential Question(s)
2/28
12-1
Time to the Half Hour and Quarter Hour
3.MD.1
How do you tell time to the nearest quarter hour or half hour?
3/3
12-2
Time to the Minute
3.MD.1
How do you tell time to the nearest minute?
3/6
12-3
Units of Time
3.MD.1
How can you change units of time?
3/7
12-4
Elapsed Time
3.MD.1
How can you find elapsed time?
3/10
12-5
Problem Solving: Work Backward
3.MD.1
How can you work backwards to solve a problem?
3/4 3/5
District-Wide Math Sampler
3/7 3/10
Day 1: enVision Benchmark Topics 9-12 & Fluency Benchmark Topics 9-12 Day 2: Performance Task Benchmark Topics 9-12 – 3.G.2 – Deluxe Birthday Cake
Teacher Notes Indicate Fluency & Performance Task Used
Unit/Topic 15: Liquid Volume and Mass
What are the customary units for measuring capacity and weight? What are the metric units for measuring capacity and mass? Why does “what” we measure influence “how” we measure? Why display data in different ways?
Fluency Development Recommended Sprints: 26 – 4.NBT.1, 4.NB.5 Multiply by 1, 10, 100, 1000 16 - 2.OA.3 3.OA.5 3.OA.7 Doubles to Multiplying (2)
Problem Solving Development Recommended Performance Tasks: Exemplars 3.MD.1- Ant in the Well Activities:
Activities:
Day /Date
Lesson Number and Title
Common Core State Standard(s)
Essential Question(s)
15-1
Customary Units of Capacity
3.MD.2
What customary units describe how much a container holds?
15-2
Metric Units of Capacity
3.MD.2
What metric units describe how much a container holds?
15-3
Units of Mass
3.MD.2
15-4
Units of Weight
3.MD.2
What customary units describe how heavy something is?
15-5
Problem Solving: Draw a Picture
3.MD.2
How can you solve a problem by drawing a picture?
3/11
What metric units describe mass?
3/12
3/13
3/14 3/17
Review and Assess Topic 15
Teacher Notes Indicate Fluency & Performance Task Used
Unit/Topic 16: Data
How can data be represented interpreted, and analyzed? Why does “what” we measure influence “how” we measure? Why display data in different ways?
Fluency Development Recommended Sprints: 25 – 3.OA.2-3, 4.OA.4 Divide 24 – 3.OA.7 Multiplication and Division Families
Problem Solving Development Recommended Performance Tasks: Inside Mathematics 3.MD.3 - Parking Cars Inside Mathematics 3.MD.3 – Pick a Pocket *Use level A Activities:
Activities:
Day /Date
Lesson Number and Title
Common Core State Standard(s)
Essential Question(s)
3/18
16-3
Reading Pictographs and Bar Graphs
3.MD.3
How can you read graphs?
3/19
16-4
Making a Pictograph
3.MD.3
How do you determine how much a symbol in a pictograph represents?
3/20
16-5
Making a Bar Graph
3.MD.3
How can you choose a scale to make a bar graph?
16-6
Problem Solving: Use Tables and Graphs to Draw Conclusions
3.MD.3
What conclusions can you draw from tables and graphs?
3/21
3/24 3/25
Review and Assess Topic 16
Teacher Notes Indicate Fluency & Performance Task Used
Unit/Topic 13: Perimeter
How can perimeter be measured and found? Why does “what” we measure influence “how” we measure? Why display data in different ways?
Fluency Development Recommended Sprints: 29 – 3.OA.7, 4.OA.4 6 Times Table 33 – 3.OA.7, 4.OA.4 7 Times Table Activities:
Day /Date
Lesson Number and Title
Problem Solving Development Recommended Performance Tasks: Inside Mathematics 3.MD.8 – Polly Gone * Use level A Exemplars 2.NBT.9-Marshmallow Peeps All In A Row *Use more accessible version Exemplars K-2 Math Practices – Fencing Activities:
Common Core State Standard(s)
Essential Question(s)
13-1
Understanding Perimeter
3.MD.8
How do you find the perimeter of a shape?
13-2
Tools and Units for Perimeter
3.MD.8
How can you use tools and units to find perimeter?
3/27
13-3
Perimeter of Common Shapes
3.MD.8
How can you find the perimeter of common shapes?
3/28
13-4
Different Shapes with the Same Perimeter
3.MD.8
What shapes can you make when you know the perimeter?
3/31
13-5
Problem Solving: Try Check, and Revise
3.MD.8
How can you use the strategy Try, Check, and Revise to solve problems?
3/26
4/1 4/2
Review and Assess Topic 13
Teacher Notes Indicate Fluency & Performance Task Used
Unit/Topic 14: Area
What does area mean? What are different ways to find the area of a shape? Why does “what” we measure influence “how” we measure? Why display data in different ways? How does geometry better describe objects? Problem Solving Development Recommended Performance Tasks: Inside Mathematics 3.MD.6 – Garden Design Inside Mathematics 3.MD.7 Surrounded and Covered *Use Level A and/or B
Fluency Development Recommended Sprints: 37 – 3.OA.7, 4.OA.4 8 Times Table 41 – 3.OA.7, 4.OA.4 9 Times Table Activities:
Activities:
Day /Date
Lesson Number and Title
3.MD.5 3.MD.6 3.MD.5.a 3.MD.5.b 3.MD.6 3.MD.7.a 3.MD.7.b
Essential Question(s)
14-1 14-2
4/4
14-3 14-4
4/7
14-5
4/8
14-7
Area of Irregular Shapes
4/9
14-8
Same Area, Different Perimeter
3.MD.7.b 3.MD.8
How can rectangles with the same area have different perimeter?
4/10
14-9
Equal Areas and Fractions
3.G.2 3.MD.2
How can you use equal areas to model unit fractions?
14-6 14-10
Solve a Simpler Problem& Selecting Appropriate Measurement Units and Tools
3.MD.5.a 3.MD.5 3.MD.6 3.MD.7
How can you use simpler problems to solve a problem? How can you select appropriate measurement units and tools?
Standard Units Area of Squares and Rectangles Area and the Distributive Property
3.MD.7.c 3.MD.7.d
Teacher Notes Indicate Fluency & Performance Task Used
How can you measure area? What types of units describe area?
4/3
4/11
Covering Regions Area and Units
Common Core State Standard(s)
How can you measure area using standard units? How can you measure the amount of space a figure covers? How can you break apart rectangles to represent the Distributive Property? How can you find the area of an irregular figure?
4/28 4/29
Day 1: enVision Benchmark Topics 13-16 (optional) Day 2: Exemplars Assessment – 3.MD.6 – Carpet Caper (optional)
4/30 5/1 5/2
New York State Grade 3 Mathematics Test
Skip to lesson 14-7
Post-Assessment Units of Instruction Unit/Topic 11: Two – Dimensional Shapes and Their Attributes
How can two-dimensional shapes be described, analyzed, and classified?
How does geometry better describe objects? Fluency Development Recommended Sprints: 61 – 2.G.1, 3.G.1 Polygons Activities:
Day /Date
Lesson Number and Title
Problem Solving Development Recommended Performance Tasks: Inside Mathematics 3.G.1 – Which Shape? Activities:
Common Core State Standard(s)
Essential Question(s)
5/5
11-1
Lines and Line Segments
3.G.1
How can you identify points and lines using a number line?
5/6
11-2
Angles
3.G.1
How can you describe angles?
5/7
11-3
Polygons
3.G.1
What is a polygon?
5/8
11-4
Triangles
3.G.1
How can you describe triangles?
5/9
11-5
Quadrilaterals
3.G.1
How can you describe quadrilaterals?
5/12 5/13 5/14 5/15
Day 1: District-Wide Spring Math Assessment (Multiple Choice) Day 2: District-Wide Spring Math Assessment (Performance Tasks)
Review and Assess Topic 11
Teacher Notes Indicate Fluency & Performance Task Used
Unit/Topic 16: Data
How can data be represented interpreted, and analyzed? Why does “what” we measure influence “how” we measure? Why display data in different ways?
Fluency Development Recommended Sprints: 43 – 3. OA.5, 3.OA.9, 4.OA.5 Multiply by 3 Numbers 44 – 3.OA.5, 4.OA.1 Fill In The Missing Number Activities:
Day /Date
Lesson Number and Title
Problem Solving Development Recommended Performance Tasks: Exemplars 3.OA.7- Sleigh Rides *Use more accessible version Activities:
Common Core State Standard(s)
Essential Question(s)
5/16
16-1
Line Plots
3.MD.4
How do you make and use line plots?
5/19
16-2
Length and Line Plots
3.MD.4
How can you make line plots to organize and represent data you have collected?
Teacher Notes Indicate Fluency & Performance Task Used
Unit/Topic 17: Grade Level Priorities Fluency Development Recommended Sprints: 7 – 3.OA.9, 4.OA.5 Number Patterns 8- 4.NBT.3 Find the Midpoint Activities:
Problem Solving Development Recommended Performance Tasks: Inside Mathematics 3.OA.1 - The Answer Is 36 Inside Mathematics 3.OA.8 – Houses In A Row Inside Mathematics 3.NBT.1 – A Question of Numbers Inside Mathematics 3.NBT.2 – Adding Numbers Activities:
Day /Date
Lessons
Common Core State Standard(s)
5/20
9-5, 9-6
3.NF.2.a
5/21
9-5, 9-7
3.NF.2.b
5/22
10-1,10-2,10-4,10-5, 10-6
5/28
Essential Understanding(s)
•
Fractions and decimals allow for quantities to be expressed with greater precision than with just whole numbers.
3.NF.3.a
•
Fractions can be represented in different formats.
10-5, 10-6
3.NF.3.b
•
5/29
10-6, 10-7
3.NF.3.c
Expressing and comparing quantities and number relationships in different ways helps to demonstrate the value of these amounts.
5/30
10-1, 10-2, 10-3, 10-4,
3.NF.3.d
6/2
4-1, 4-2, 4-3, 4-4, 4-5
3.OA.1 •
6/3
7-1, 7-2
3.OA.2
Mathematical operations are used in solving problems in which a new value found from other values.
6/4
All throughout topics 4, 5, 6, 7, 8
3.OA.3
•
6/5
7-1, 7-2, 7-3, 7-4, 7-5, 7-6, 8-1, 8-2, 8-5, 8-6, 8-7, 8-8
3.OA.4
It is valuable to understand the relationship between multiplication and division to accurately work with each operation.
6/6
4-1, 4-2, 4-3, 4-4, 4-5, 6-1, 6-2, 6-3, 6-4, 6-5, 6-6, 8-7
3.OA.5
•
Algebraic thinking involves choosing, combining and applying effective strategies for answering problems.
6/9
5-2, 8-1, 8-2, 8-3, 8-4, 8-8
3.OA.7
•
Fluently multiply and divide within 100.
6/10-6/27
2-7, 2-9, 3-3, 3-5, 3-7, 3-8, 3-10, 5-2, 5-3, 5-4, 5-5, 5-7, 6-7, 6-9, 8-5
Teacher Notes Indicate Fluency & Performance Task Used
3.OA.8
Use Step Up To Fourth Grade ONLY as Enrichment and/or After All Third Grade Concepts Are Mastered