2012 - 2013 third grade - volusia county schoolsmyvolusiaschools.org/mathematics/documents/grade 3...

TThhiirrdd GGrraaddee MATHEMATICS

CURRICULUM MAP

2012 - 2013

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Next Generation Sunshine State Standards

Mathematics Department ii Third Grade Curriculum Map

Volusia County Schools December /2012

Standards for Mathecmatial Practice

Common Core State Standards Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them. (MACC.K12.MP.1) Solving a mathematical problem involves making sense of what is known and applying a thoughtful and logical process which

sometimes requires perseverance, flexibility, and a bit of ingenuity.

2. Reason abstractly and quantitatively. (MACC.K12.MP.2) The concrete and the abstract can complement each other in the development of mathematical understanding: representing a

concrete situation with symbols can make the solution process more efficient, while reverting to a concrete context can help make

sense of abstract symbols.

3. Construct viable arguments and critique the reasoning of others. (MACC.K12.MP.3) A well-crafted argument/critique requires a thoughtful and logical progression of mathematically sound statements and supporting

evidence.

4. Model with mathematics. (MACC.K12.MP.4) Many everyday problems can be solved by modeling the situation with mathematics.

5. Use appropriate tools strategically. (MACC.K12.MP.5) Strategic choice and use of tools can increase reliability and precision of results, enhance arguments, and deepen mathematical

understanding.

6. Attend to precision. (MACC.K12.MP.6) Attending to precise detail increases reliability of mathematical results and minimizes miscommunication of mathematical

explanations.

7. Look for and make use of structure. (MACC.K12.MP.7) Recognizing a structure or pattern can be the key to solving a problem or making sense of a mathematical idea.

8. Look for and express regularity in repeated reasoning. (MACC.K12.MP.8) Recognizing repetition or regularity in the course of solving a problem (or series of similar problems) can lead to results more

quickly and efficiently.

Mathematics Department iii Third Grade Curriculum Map


Next Generation Sunshine State Standards Following a six-year cycle review and revision of K-12 Mathematics content standards, the Next Generation Sunshine State Standards (NGSSS) were adopted by the Florida State Board of Education in September 2007. The revision in the benchmark language offers greater specificity to indicate clearly what teachers should teach and student should be able to do. Support of these standards can be found at www.floridastandards.org.

Mathematics Grade 3 Program Overview

Big Idea 1: Develop understandings of multiplication and division and strategies for basic

multiplication facts and related division facts.

Big Idea 2: Develop an understanding of fractions and fraction equivalence.

Big Idea 3: Describe and analyze properties of two-dimensional shapes.

Supporting Idea: Algebra

Supporting Idea: Geometry and Measurement

Supporting Idea: Number and Operations

Supporting Idea: Data Analysis

Mathematics Department iv Third Grade Curriculum Map


COMPONENTS OF THE CURRICULUM MAP

Unit/Organizing Principle: the overarching organizational structure used to group content and concepts within the curriculum map

Pacing: the recommended time period within the year for instruction related to the essential questions to occur

Essential Questions: the overarching question(s) that will serve to guide instruction and push students to higher levels of thinking; essential questions should guide students to the heart of the content and should be in student -friendly language.

Measurement Topics: an organized grouping of learning targets – these will be evident as headings in Pinnacle Gradebook

Learning Targets/Skills: the content knowledge, processes and enabling skills that will ensure successful mastery of the essential questions (tied to Common Core State Standards and/or Next Generation Sunshine State Standards)

Benchmarks (Pinnacle): Benchmarks for the Next Generation Sunshine State Standards until the Common Core State Standards are implemented

Academic Language: the content vocabulary and other key terms and phrases with which students should be familiar and that support mastery of the learning targets/skills and essential questions

Suggested Activities and Resources: a listing of available, appropriate materials, strategies, lessons, textbooks, videos and other media sources that are aligned with the learning targets, skills and essential questions; developed to save teachers time when planning for instruction

Assessment: a list of required assessments as well as suggested assessments that are available to use as formative or summative assessments

Mathematics Department v Third Grade Curriculum Map


Teachers are required to administer each of the District Interim Assessments. The assessments will be made available through the Copy Center as they are developed; the Scantron answer sheets are available through Scantron Achievement Series. Following the administration of the District Interim Assessments and the scanning of the Scantron answer sheets data will be immediately available through Scantron Achievement Series.

Weeks Grade 3 Math Interim Assessments Testing Window Weeks 1-7 03 Math Interim Assmt Number and Operations October 1-5 Weeks 8-13 03 Math Interim Assmt Multiplication and Division November 12-16 Weeks 14-16 03 Math Interim Assmt Algebra December 3-5 Weeks 17-18 03 Math Interim Assmt Data December 17-21 Weeks 19-23 03 Math Interim Assmt Fractions February 4-8 Weeks 24-27 03 Math Interim Assmt Geometry February 18-22 Weeks 28-29 03 Math Interim Assmt Measurement March 18-22 Weeks 30-31 03 Math Interim Assmt Time April 8-12

Mathematics Department 2 Third Grade Curriculum Map


UNIT/ORGANIZING PRINCIPLE: NUMBER AND OPERATIONS PACING: Weeks 1 – 7

ESSENTIAL QUESTIONS: What is the difference between place and value? How can place value help you write, compare and order numbers?

MEASUREMENT TOPICS

LEARNING TARGETS/SKILLS BENCHMARKS

(Pinnacle) ACADEMIC LANGUAGE

Place Value (T02)

NGSSS: Represent, compute, estimate, and solve problems using numbers through hundred thousands.

Students will:

• read, write and identify whole numbers through hundred thousands to 999,999.

• identify and model the value of a given digit in whole numbers to hundred thousands to 999,999 using base ten blocks.

NOTE: When modeling with mathematics, the student uses a variety of strategies to apply the math they have learned.

• decompose and recompose numbers, including standard form, expanded form and word form in order to develop fluency and understanding of number.

NOTE: Fluency means accurately and efficiently.

• round numbers to the nearest 10, 100, 1000, 10,000, 100,000 • use estimation strategies to estimate money to the nearest whole dollar

(e.g., $1.92 rounds to $2.00.)

• determine the total number of ten thousands, thousands, hundreds, tens or ones in a number up to 999,999 (e.g.,123,456 has 123 thousands; 98,765 has 987 hundreds.)

• compare two or more numbers using symbols, >, <, =, ≠ up to 999,999.

T02.MA.3.A.6.1 addend Associative Property combined Commutative Property compare compatible numbers compose decompose decrease difference digits equal to equality equation equivalent estimate expanded form expression fewer greater than Identity Property increase inequality inverse operation

joined less than more than order periods place value recompose regroup represent rounding standard form sum word form written form

Addition and Subtraction

(T01)


Students will:

• solve addition and subtraction problem situations involving up to 6 digits (e.g., 843,201 + 152,740).

• use estimation strategies (e.g., chunking, using a reference, unitizing, benchmarks, clustering, compatible numbers, grouping, rounding) to determine the appropriateness of an answer.

NOTE: Front-end estimation will not be an acceptable estimation strategy.

T01.MA.3.A.6.1

continued on next page




(T01)

NGSSS: Solve non-routine problems by making a table, chart, or list and searching for patterns.

Students will:

• solve non-routine, real-world problems involving addition and subtraction using tools strategically (e.g., draw a picture, guess and check, work backwards, make a table, chart, or list and search for patterns).

Examples: � Show 5 different combinations of U.S. coins that total 53¢. � The 24 chairs in the classroom are arranged in rows with the same

number of chairs in each row. List all of the possible ways the chairs can be arranged.

T01.MA.3.A.6.2

CCSS: Standards for Mathematical Practice Students will: (to be embedded throughout instruction as appropriate)

Make sense of problems and

persevere in solving them.

Reason abstractly and quantitatively.

Construct viable arguments and

critique the reasoning of others.

Model with mathematics.

Use appropriate tools strategically.

Attend to precision. Look for and make use of structure.

Look for and express regularity in repeated

reasoning.

MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8



*

Suggested Activities and Resources Assessment

enVisionMATH Student Edition Topic 1: Lessons 1-1, 1-2, 1-3, 1-4, 1-5, 1-6; Reteaching Sets: A-F p 20

Topic 2: Lessons 2-1, 2-2, 2-3, 2-4, 2-5, 2-6, 2-7; Reteaching Sets: A-E p 46 Topic 3: Lessons 3-1, 3-2, 3-3, 3-4, 3-5, 3-6, 3-7, 3-8; Reteaching Sets: A-F p 70

enVisionMATH Ready-Made Centers

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

enVision Math Problem of the Day

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

envisionMath Daily Assessment and Reteaching Workbook

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

Everglades K-12: Grade 3 pp. 206-215 Solving Problems pp. 216-225 Solving Non-routine Problems

Safari Montage

Number Sense: Number Sense Cyberchase: And They Counted Happily Ever After Cyberchase: Ballpark Estimation: A Whale of a Tale Cyberchase: Zero: A World Without Zero Addition and Subtraction: Addition and Subtraction Addition: Addition Subtraction: Subtraction Rounding Numbers: Rounding

Required Summative

03 Math Interim Assmt Number and Operations

Optional Formatives

Florida Benchmarks Assessment Workbook

Topic 1 Florida Test Topic 2 Florida Test Topic 3 Florida Test

(Cover Pages and Answer Keys are available for each topic test through Copy Center/DOD.)

Math Focus Formatives

03 Math Focus Formative MA.3.A.6.1 03 Math Focus Formative MA.3.A.6.2

(Online and scan versions available through Scantron/Achievement Series.)

For additional formative assessment strategies,

see pages 52-61 in the Third Grade Mathematics Curriculum Map.

Intervention/Remediation An intervention/remediation resource guide can

be found on page 62 of the Third Grade Mathematics Curriculum Map.

Enrichment (Math Extension Activities organized by each

topic are available through Copy Center/DOD)




Internet

CPALMS Florida Standards - CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS).

http://pearsonsuccessnet.com - Pearson intervention kit

Activities: http://mathwire.com

www.scootpad.com http://www.mathcats.com

Games:

www.gamequarium.com

http://www.fuelthebrain.com/ www.shepharsoftware.com www.softschools.com

www.k6math.com www.internet4classrooms.com http://nlvm.usu.edu

www.coolmath4kids.com www.e-learningforkids.org

www.k-5mathteachingresources.com www.mathlanding.org http://www.arcademicskillbuilders.com/

www.aplusmath.com http://www.factmonster.com

Lesson ideas: http://aaamath.com

http://illuminations.nctm.org

http://illustrativemathematics.org/

PowerPoints:

http://pppst.com/

Video Lessons:

http://www.khanacademy.org/ Studyjams http://www.adaptedmind.com/videos.php



ORGANIZING PRINCIPLE: MULTIPLICATION AND DIVISION PACING: Weeks 8 – 11

ESSENTIAL QUESTIONS: What is multiplication? What strategies do you use to multiply?

MEASUREMENT TOPICS



Multiplication Concepts (T03)

NGSSS: Model multiplication and division, including problems presented in context: repeated addition, multiplication comparison, array, how many combinations, measurement, and partitioning.

Students will:

• use the following models to solve real-world and mathematical problems involving multiplication.

o repeated addition (e.g., 4 bags of cookies with 8 in each bag. How many cookies are there?; 8 + 8 + 8 + 8 = 32)

o arrays or area (e.g., A classroom has 4 rows with 3 students in each row (or a classroom has 3 rows with 4 students in each row. How many students are there?).

4 x 3 3 x 4 (4 rows of 3 in each) (3 rows of 4 in each)

o multiplicative comparison (e.g., Sam has 8 baseball cards. Elise has 8 times as many. How many does Elise have?).

o combination (e.g., How many different combinations of one flavor of ice cream and one topping can be made from 4 different flavors and 5 different toppings?).

o measurement (e.g., Place a bean at 0 on a number line. Make 4 jumps forward of 2 units each. On what number does the bean land?).

o rate (e.g., Bradley rides his bike 6 miles each day for 3 days. How many miles does he drive in all?).


T03.MA.3.A.1.1 addend array Associative Property columns combinations compare Distributive Property equal equal groups equation expression fact family factors Identity Property inverse multiply Multiplicative Comparison partial products partitioning pattern product skip count twice/double variable Zero Product Property

or




Multiplication Properties (T04)

NGSSS: Solve multiplication and division fact problems by using strategies that result from applying number properties.

Students will:

• model and identify equivalent representations of equations or expressions by applying knowledge of number properties.

o Commutative Property of multiplication (e.g., 3 x 9 is the same as 9 x 3).

o Associative Property of multiplication (e.g., (2 x 5) x 4 is the same as 2 x (5 x 4) in a variety of situations).

o Distributive Property

7 x 7 = 49 7 x (3 + 4)

(7 x 3) + (7 x 4) 21 + 28 = 49

o Identity Property of multiplication (e.g., 5 x 1 = 5 and 1 x 3 = 3) o Zero Product Property (e.g., 8 x 0 = 0 and 0 x 15 = 0)


NOTE: Students are not expected to identify the properties by name.

• use up to two properties to convert one expression or equation to its equivalent.

FCAT 2.0 Sample Item:

T04.MA.3.A.1.2











reasoning.




Activities and Suggested Resources Assessment

enVisionMATH Student Edition Topic 5: Lessons 5-1, 5-2, 5-3, 5-4, 5-5; Reteaching Sets: A-D p 116 Topic 6: Lessons 6-1, 6-2, 6-3, 6-4, 6-5; Reteaching Sets: A-E p 134 Topic 7: Lessons 7-1, 7-2, 7-3, 7-4, 7-5, 7-6, 7-7, 7-8; Reteaching Sets: A-E p 160


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


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


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

Everglades K-12: Grade 3 pp. 34-44 Modeling Multiplication and Division pp. 45-51 Solving Problems with Multiplication and Division pp. 216-225 Solving Non-routine Problems

Safari Montage

Multiplication Doubles and Halves Zeros: Multiplying and Dividing by 10, 100, 1000 Multiples and Factors Multiplication Cyberchase: Multiplication: Send in the Clones

Required Summative

There is no required summative assessment scheduled to be administered at this time.

Optional Formatives

Florida Benchmarks Assessment Workbook

Topic 5 Florida Test (except #9) Topic 6 Florida Test Topic 7 Florida Test














Internet

CPALMS Florida Standards - CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS).


Activities: http://mathwire.com www.scootpad.com http://www.mathcats.com

Games: http://multiplication.com www.gamequarium.com http://www.fuelthebrain.com www.abcya.com www.shepharsoftware.com www.softschools.com

www.k6math.com

www.internet4classrooms.com

http://nlvm.usu.edu www.coolmath4kids.com www.e-learningforkids.org www.mathlanding.org

http://www.mathplayground.com http://www.arcademicskillbuilders.com


Lesson ideas:

http://aaamath.com http://illuminations.nctm.org http://illustrativemathematics.org/

Multiplication Facts:

http://freerice.com/#/multiplication-table/17481 http://totallythirdgrade.com/

PowerPoints: http://pppst.com/

Video Lessons:




UNIT/ORGANIZING PRINCIPLE: MULTIPLICATION AND DIVISION PACING: Weeks 12 – 13

ESSENTIAL QUESTIONS: What is the relationship between multiplication and division? What strategies do you use to divide?

MEASUREMENT TOPICS



Division Concepts

(T05)

NGSSS: Model multiplication and division, including problems presented in context: repeated addition, multiplicative comparison, array, how many combinations, measurement, and partitioning.

Students will:

• use the following models to solve real-world and mathematical problems involving division.

o successive subtraction (e.g., Hector has 12 hammers. He puts 3 in each compartment in his tool box. How many compartments does it take to hold all of his hammers?); 12 – 3 – 3 – 3 – 3 = 0)

o arrays/area (e.g., A marching band has 28 members. The director puts the member into equal rows of 7. How many rows does it take to contain all of the band members?).

o measurement (e.g., Kylie is making bracelets from a string that measures 30 inches. Each bracelet requires 6 inches of string. How many bracelets can she make?).

o partitive (partitioning) (e.g., Robbie has 35 bugs and 7 jars. He will put all of the bugs in jars. If he puts the same number of bugs in each jar, how many bugs are in each jar?).

o rate (e.g., Frank spends a total 35 minutes riding a roller coaster at Walt Disney world over and over. If each ride takes 5 minutes, how many times does he ride the roller coaster?).


• determine the operation needed to solve single-step multiplication and division problems.

• justify solutions verbally and in writing • critique the reasoning behind the solutions of others

T05.MA.3.A.1.1 compare divide dividend division divisor equal equal groups equation expression fact family factors inverse partitioning pattern quotient represent variable





Students will:


o Identity Property of division (e.g., 2 ÷ 1 = 2)


NOTE: Students are not expected to identify the property by name.

T05.MA.3.A.1.2

NGSSS: Solve non-routine problems by making a table, chart, or list and searching patterns.

Student will:

• solve non-routine problems involving division using a variety of strategies (e.g., draw a picture, guess and check, work backwards, make a table, chart or list and search for patterns).

T05.MA.3.A.6.2

NGSSS: Identify, describe, and apply division and multiplication as inverse operations.

Students will:

• identify and describe the inverse operation of a multiplication or division equation (e.g., the inverse operation of 7 x 3 = 21 is 21 ÷ 3 = 7).

• apply multiplication and division as inverse properties to solve real-world problems.


• manipulate variables (blank spaces, geometric shapes or letters) to demonstrate inverse operations for multiplication and division (e.g., 4 x ___ = 36 and 36 ÷ ___ = 4; ÷ 9 = 7 and 9 x 7 = ; 48 ÷ 6 = m and m x 6 = 48).

T05.MA.3.A.1.3










Look for and express regularity

in repeated reasoning.





enVisionMATH Student Edition Topic 8: Lessons 8-1, 8-2, 8-3, 8-4, 8-5; Reteaching Sets: A-D p 178 Topic 9: Lessons 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-7; Reteaching Sets: A-F p 202


Topic 8: Lessons 8-3, 8-4, 8-5 Topic 9: Lessons 9-1, 9-2, 9-3, 9-6, 9-7


Topic 8: Lessons 8-1, 8-2, 8-3, 8-4 Topic 9: Lessons 9-2, 9-3, 9-4


Topic 8: Lessons 8-1, 8-2, 8-3, 8-4, 8-5 Topic 9: Lessons 9-1, 9-2, 9-3, 9-4, 9-5, 9-6, 9-7

Everglades K-12: Grade 3 pp. 34-44 Modeling Multiplication and Division pp. 45-51 Solving Problems with Multiplication and Division pp. 52-57 Multiplication and Division as Inverse Operations pp. 216-225 Solving Non-routine Problems

Safari Montage

Division Cyberchase: Division: The Icky Factor Zeros: Multiplying and Dividing by 10, 100, 1000

Required Summative

03 Math Interim Assmt

Multiplication and Division

Optional Formatives

Florida Benchmarks Assessment Workbook Topic 8 Florida Test Topic 9 Florida Test



03 Math Focus Formative MA.3.A.1.1 03 Math Focus Formative MA.3.A.1.2 03 Math Focus Formative MA.3.A.1.3 03 Math Focus Formative MA.3.A.6.2











Internet

http://www.floridastandards.org/homepage/index.aspx - CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS).


Actvities:

http://mathwire.com


Games:

www.gamequarium.com www.funforthebrain.com http://www.fuelthebrain.com www.shepharsoftware.com www.softschools.com www.k6math.com www.internet4classrooms.com http://nlvm.usu.edu www.coolmath4kids.com

www.e-learningforkids.org

www.k-5mathteachingresources.com

www.mathlanding.org http://www.arcademicskillbuilders.com

www.aplusmath.com

http://www.factmonster.com

Lesson ideas:


PowerPoints:

http://pppst.com/

Video Lessons:




ORGANIZING PRINCIPLE: ALGEBRAAALGEBRA PACING: Weeks 14 – 16

ESSENTIAL QUESTION: How can patterns be used to describe a sequence of items? How can you find missing terms using patterns, rules and functions?

MEASUREMENT TOPICS



Function Tables (T06)

NGSSS: Create, analyze, and represent patterns and relationships using words, variables, tables, and graphs.

Students will:

• identify the rule for a numeric or graphic pattern • extend numeric or graphic patterns up to 3 steps beyond what is given.

NOTE:

Numeric Pattern Example Graphic Pattern Example

3, 6, 9, 12, ___, ___, ___

• determine up to 3 missing elements in a numeric or graphic pattern.


• identify the relationship (rule) between numbers in a function table. • extend a function table using the appropriate operation (addition,

subtraction, and multiplication). • represent the relationship/rule of a pattern using words, tables, graphs, or

expressions using variables/geometric shapes.

T06.MA.3.A.4.1

expression function input numeric output pattern rule term variable

?




Function Tables (T06)


Students will:

• solve non-routine problems in situations where tables, charts, lists, and patterns could be used to find the solution.

T06.MA.3.A.6.2











reasoning.





enVisionMATH Student Edition Topic 10: Lessons 10-1, 10-2, 10-3, 10-4, 10-5, 10-8; Reteaching Sets: A, B, C, F p 232


Topic 10: Lessons 10-1, 10-2, 10-3, 10-8

enVision Math Problem of the Day Topic 10: Lessons 10-1, 10-2, 10-3, 10-4, 10-5, 10-8


Topic 10: Lessons 10-1, 10-2, 10-3, 10-4, 10-5, 10-8

Everglades K-12: Grade 3 pp. 154-163 Patterns and Relationships pp. 216-225 Solving Non-routine Problems

Safari Montage

Number Sense: Schlessinger Media Cyberchase: Patterns: The Poddleville Case: PBS Bill Nye: Patterns: Disney Number Patterns: Schlessinger Media

Required Summative


Algebra

Optional Formatives

Florida Benchmarks Assessment Workbook Topic 10 Florida Test














Internet Resources

http://www.floridastandards.org/homepage/index.aspx - CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://pearsonsuccessnet.com - Pearson intervention kit

Activities:

http://mathwire.com


Games: www.gamequarium.com http://www.fuelthebrain.com

www.shepharsoftware.com www.softschools.com www.k6math.com www.internet4classrooms.com http://nlvm.usu.edu www.coolmath4kids.com www.e-learningforkids.org www.k-5mathteachingresources.com www.mathlanding.org http://www.arcademicskillbuilders.com


Lesson ideas:


PowerPoints:

http://pppst.com/

Video Lessons:




UNIT/ORGANIZING PRINCIPLE: DATA PACING: Weeks 17 – 18

ESSENTIAL QUESTIONS: How do charts, tables and graphs help you interpret data? MEASUREMENT

TOPICS LEARNING TARGETS/SKILLS

BENCHMARKS (Pinnacle)

ACADEMIC LANGUAGE

Graphs (T07)

NGSSS: Construct and analyze frequency tables, bar graphs, pictographs, and line plots from data, including data collected through observations, surveys, and experiments.

Students will:

• identify different parts of a graph (x-axis, y-axis, title, key, scale, labels). • determine the appropriate increments on a scale for a bar graph or

appropriate key for a pictograph.

NOTE: Bar graphs use increments on a scale of 1, 2, 5, 10, 20, 25, 50 or 100. Pictographs use keys containing a scale of 1, 2, 5, or 10.

• identify the correct display of a given set of data from observations, surveys, or experiments.

• construct various bar graphs, frequency tables, pictographs, line plots and tables from a given set of data.

• construct various bar graphs, frequency tables, pictographs, line plots and tables after compiling data from a survey or experiment.

NOTE: Limit data displays to no more than five categories. The sum of the data collected for bar graphs should be no more than 1,000 and no more than 200 for frequency tables, pictographs, and line plots.

T07.MA.3.S.7.1

bar graph classify data frequency table horizontal increments key label least line plot maximum minimum most pictograph pattern results scale survey tally table title unit vertical x-axis y-axis

NGSSS: Create, analyze, and represent patterns and relationships using words, variables, tables, and graphs.

Students will:

• explain patterns and relationships represented in bar graphs, frequency tables, pictographs, line plots, and tables.

T07.MA.3.A.4.1




Data Analysis (T08)

NGSSS: Construct and analyze frequency tables, bar graphs, pictographs, and line plots from data, including data collected through observations, surveys, and experiments.

Students will:

• interpret bar graphs, frequency tables, pictographs, tables and line plots.

NOTE: Be mindful of scale increments and keys that impact the interpretation of a graph.

• analyze and draw conclusions about data displayed in the form of frequency tables, bar graphs, pictographs, and line plots.

• analyze data to supply missing data in frequency tables, bar graphs, pictographs, and line plots.

NOTE: Addition, subtraction, or multiplication of whole numbers may be used when analyzing data.

T08.MA.3.S.7.1


Students will:

• look for and make use of structure in problem solving strategies to solve non-routine problems.

NOTE: Strategies may include drawing a picture, guessing and checking, working backwards, making a table, chart or list and searching for patterns.

• model solutions to non-routine problems using tables, charts, lists.


T08.MA.3.A.6.2











reasoning.





enVisionMATH Student Edition Topic 4: Lessons 4-1, 4-2, 4-3, 4-4, 4-5, 4-6, 4-7; Reteaching Sets: A-D p 96


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

enVision Math Problem of the Day Topic 4: Lessons 4-1, 4-2, 4-3, 4-4, 4-5, 4-6, 4-7


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

Everglades K-12: Grade 3 pp. 158-163 Patterns and Relationships in Tables and Graphs pp. 216-225 Solving Non-routine Problems pp. 232-241 Construct and Analyze Graphs and Tables

Safari Montage

Gathering & Graphing Data: Schlessinger Media Cyberchase: Using Data: Castleblanca: PBS Data: Collection, Organization & Graphing: Schlessinger Media

Required Summative


Data

Optional Formatives




03 Math Focus Formative MA.3.A.4.1 03 Math Focus Formative MA.3.A.6.2 03 Math Focus Formative MA.3.S.7.1











Internet


Activities:

http://mathwire.com


Games: www.gamequarium.com www.kidsmathgamesonline.com http://www.fuelthebrain.com www.softschools.com www.k6math.com www.internet4classrooms.com http://nlvm.usu.edu www.coolmath4kids.com www.e-learningforkids.org www.k-5mathteachingresources.com www.mathlanding.org http://www.arcademicskillbuilders.com


Lesson Ideas: http://aaamath.com http://illuminations.nctm.org http://illustrativemathematics.org/


Video Lessons:

http://www.khanacademy.org/

Studyjams http://www.adaptedmind.com/videos.php



UNIT/ORGANIZING PRINCIPLE: FRACTIONS Weeks 19 – 23

ESSENTIAL QUESTIONS: How do you explain the meaning of a fraction and its numerator and denominator? How can you use your understanding of fractions to represent and compare fractions?

MEASUREMENT TOPICS



Represent Fractions (T13)

NGSSS: Represent fractions, including fractions greater than 1, using area, set, and linear models.

Students will:

• read, write, and identify a fraction or mixed number (up to and including the whole number 5) from its graphic representation using area, linear, and set models.

NOTE: Area models may include shapes such as circles and rectangles. Linear models may include number lines and fraction strips. Set models may include groups of objects such as counters or other objects.

Area Models

Linear Model `

Set Model

• name fractions greater than one in two ways (e.g., �

�. 1

�

�).

• represent fractional parts of area, linear and set models using concrete materials such as fraction kits, color tiles, number lines, fraction strips, and other various objects.

• represent fractional parts of area, linear and set models using graphic representations.

NOTE: Students should be exposed to fractions with denominators from 1 through 10, 12, and 16.


T13.MA.3.A.2.1 compare denominator equal parts equivalent fractions fraction fractions greater than one (formerly called improper fractions) fractional parts group mixed number numerator one-eighth one-fifth one-half (halves) one-fourth one-sixth one-tenth one-third one-twelfth separate whole unit fraction




NGSSS: Describe how the size of the fractional part is related to the number of equal-sized pieces in the whole.

Students will:

• explain that the total of equivalent fractional parts makes a whole (e.g., four -fourths makes one whole.)

• describe how breaking a shape into more equal-sized parts creates smaller equal-sized parts (e.g., 1 of 3 parts is larger than 1 of 8 parts).

Example:

T13.MA.3.A.2.2

Compare Fractions (T14)

NGSSS: Compare and order fractions, including fractions greater than 1, using models and strategies.

Students will:

• compare diagrams and models of commonly used fractions and mixed numbers up to 5, using symbols (<, >, =).

• compare fractions to benchmark fractions of 0, �

�, and 1.

NOTE: Fractions being compared must have either the same denominators, the same numerators, graphical representations or be easily compared to the benchmark fractions.

• locate fractions on a number line with attention to precision. • order commonly used fractions and mixed numbers up to 5.


T14.MA.3.A.2.3




Equivalent Fractions (T15)

NGSSS: Use models to represent equivalent fractions, including fractions greater than 1, and identify representations of equivalence.

Students will:

• identify and represent equivalent fractions using models (e.g., �

� is the

same as �

�) including fractions greater than one.

• identify and model representations of equivalence. • identify and model fractions and mixed numbers using pictorial

representations.



T15.MA.3.A.2.4











reasoning.




Activities and Suggested Resources Assessment

enVisionMATH Student Edition Topic 13: Lessons 13-1, 13-2, 13-3, 13-4, 13-5, 13-6, 13-7, 13-8; Reteaching Sets: A-F p 298 Topic 14: Lessons 14-1, 14-2, 14-3, 14-4, 14-5, 14-6, 14-7, 14-8, 14-9; Reteaching Sets: A-I p 328


Topic 13: Lessons 13-1, 13-2, 13-3, 13- Topic 14: Lessons 14-1, 14-2, 14-3, 14-4, 14-5


Topic 13: Lessons 13-1, 13-2, 13-3, 13-6, 13-7 Topic 14: Lessons 14-2, 14-3, 14-4, 14-5, 14-6, 14-7, 14-9


Topic 13: Lessons 13-1, 13-2, 13-3, 13-4, 13-5, 13-6, 13-7, 13-8 Topic 14: Lessons 14-1, 14-2, 14-3, 14-4, 14-5, 14-6, 14-7, 14-8, 14-9

Everglades K-12: Grade 3 pp. 66-75 Representing Fractions pp. 76-82 Fractional Parts of the Whole pp.83-93 Compare and Order Fractions pp. 94-103 Equivalent Fractions

Safari Montage

Cyberchase: Fractions: Zeus on the Loose: PBS Fractions: Schlessinger Media Equivalent Fractions & Mixed Numbers: Schlessinger Media

Required Summative


Fractions

Optional Formatives




03 Math Focus Formative MA.3.A.2.1 03 Math Focus Formative MA.3.A.2.2 03 Math Focus Formative MA.3.A.2.3 03 Math Focus Formative MA.3.A.2.4











Internet


Activities:

http://mathwire.com


Games: www.gamequarium.com http://www.fuelthebrain.com www.shepharsoftware.com www.softschools.com www.k6math.com www.internet4classrooms.com http://nlvm.usu.edu www.coolmath4kids.com www.e-learningforkids.org www.k-5mathteachingresources.com www.mathlanding.org http://www.arcademicskillbuilders.com




Video Lessons:

http://www.khanacademy.org/

Studyjams http://www.adaptedmind.com/videos.php



UNIT/ORGANIZING PRINCIPLE: GEOMETRY PACING: Weeks 24-25

ESSENTIAL QUESTION: How are properties and attributes used to define lines, angles and shapes? MEASUREMENT

TOPICS LEARNING TARGETS/SKILLS

BENCHMARKS (Pinnacle)

ACADEMIC LANGUAGE

2-Dimensional Shapes

(T09)

NGSSS: Describe, analyze, compare, and classify two-dimensional shapes using sides and angles-including acute, obtuse, and right angles- and connect these ideas to the definition of shapes.

Students will:

• describe and draw points, lines, line segments, rays, intersecting lines, parallel lines, perpendicular lines, and angles.

• classify angles as acute, right, obtuse and straight. • describe and classify 2-dimensional polygons with 3, 4, 5, 6, 8, and 10

sides according to their attributes (number of sides/vertices, length of sides, parallel and perpendicular sides, diagonals, regular or irregular, types of angles, concave or convex).

NOTE: Refer to the glossary in the FCAT 2.0 Mathematics Test Item Specifications document on page D-1 to better understand required math vocabulary.


• analyze and compare polygons (triangles, quadrilaterals, pentagons, hexagons, octagons, and decagons).

• analyze and compare triangles (right, isosceles, equilateral and scalene). • analyze and compare quadrilaterals (parallelogram, trapezoid, rectangle,

rhombus, square, and kite).

T09.MA.3.G.3.1 acute angle angle combine compose concave congruent convex decagon decompose diagonal flip hexagon irregular isosceles kite line lines line segment line of symmetry octagon obtuse angle overlapping parallel lines parallelogram pentagon perpendicular lines

plane shape polygon quadrilateral reflection regular rhombus right angle rotation similar slide symmetry transformation translation trapezoid tessellation turn circle square triangle point intersecting lines vertex perpendicular side rectangle




2-Dimensional Shapes (T09)

NGSSS: Compose, decompose, and transform polygons to make other polygons, including concave and convex polygons with three, four, five, six, eight, or ten sides.

Students will:

• change the position and/or orientation of a polygon to demonstrate the transformations of reflection (flip), translation (slide), and rotation (turn).

• use transformations to compose (combine) and decompose (take apart) polygons to create other polygons (including concave and convex).

NOTE: The geometric terms of reflection, translation, and rotation will always be coupled with the common terminology of flip, slide, and turn as indicated above. FCAT 2.0 Sample Item:

T09.MA.3.G.3.2




2-Dimensional Shapes (T09)

NGSSS: Build, draw, and analyze two-dimensional shapes from several orientations in order to examine and apply congruence and symmetry.

Students will:

• model and draw congruent 2-dimensional shapes and demonstrate symmetry (e.g., geo-boards, graph paper.)

• draw lines of symmetry in concave and convex polygons recognizing that the two resulting shapes are reflections of each other.

• identify and explain congruent polygons. • analyze a larger 2-D shape to decompose into smaller congruent 2-D

shapes. • analyze how to compose smaller congruent 2-D shapes into a larger 2-D

shape.


T09.MA.3.G.3.3











reasoning.





enVisionMATH Student Edition Topic 11: Lessons 11-1, 11-2, 11-3, 11-4, 11-5, 11-6, 11-7, 11-8; Reteaching Sets: A-H p 256 Topic 12: Lessons 12-1, 12-2, 12-3, 12-4, 12-5, 12-6; Reteaching Sets: A-F p 274


Topic 11: Lessons 11-1, 11-2, 11-3, 11-4, 11-5, 11-6, 11-7, 11-8 Topic 12: Lessons 12-1, 12-2, 12-3, 12-4, 12-5, 12-6





Everglades K-12: Grade 3 pp. 116-125 Introduction to Two-dimensional Shapes pp. 126-136 Transforming Polygons pp. 137-145 Analyzing Two-dimensional Shapes

Safari Montage

Geometry: Schlessinger Media Shapes: Schlessinger Media Triangles & Other Polygons: Schlessinger Media

Required Summative


Geometry

Optional Formatives




03 Math Focus Formative MA.3.G.3.1 03 Math Focus Formative MA.3.G.3.2 03 Math Focus Formative MA.3.G.3.3











Internet Resources

http://www.floridastandards.org/homepage/index.aspx - CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS).


Activities: http://mathwire.com www.scootpad.com http://www.mathcats.com

Games: www.gamequarium.com http://www.fuelthebrain.com www.kidsmathgamesonline.com www.softschools.com www.k6math.com www.internet4classrooms.com http://nlvm.usu.edu www.coolmath4kids.com www.e-learningforkids.org www.k-5mathteachingresources.com www.mathlanding.org http://www.arcademicskillbuilders.com www.aplusmath.com http://www.factmonster.com



Video Lessons: http://www.khanacademy.org/ Studyjams http://www.adaptedmind.com/videos.php



UNIT/ORGANIZING PRINCIPLE: MEASUREMENT PACING: Weeks 26 – 29

ESSENTIAL QUESTIONS: What is perimeter and how is it measured? When would you need to determine the perimeter of a shape?

MEASUREMENT TOPICS



Linear Measurement (T11)

NGSSS: Measure objects using fractional parts of linear units such as �

�, �

�, and

�

��.

Students will:

• represent measured objects found in the classroom using linear units of whole numbers, mixed numbers including ½, ¼, and 1/10.

• explain how measurements were found.

NOTE: Students should become familiar with using a paper ruler like the one found on page 3 in the FCAT 2.0 Mathematics Test Item Specifications document.


T11.MA.3.G.5.2 centimeter convex decimeter foot half-inch inch kilometer length meter mile millimeter perimeter quarter quarter-inch ruler scale sides unit width yard yardstick




Perimeter (T10)

NGSSS: Select appropriate units, strategies, and tools to solve problems involving perimeter.

Students will:

• select and use appropriate tools (rulers, yardsticks, meter sticks, tape measures) for measuring perimeter of convex polygons with 3, 4, 5, 6, 8, and 10 sides.

• select and use appropriate tools to measure polygons composed of composite rectangles.

NOTE: A convex polygon has interior angles measuring less than 180 degrees. All diagonals of a convex polygon lie inside the polygon.

• find the perimeter of a polygon that is located on a grid. • use properties of polygons to find the length of a side or sides of a

polygon given the perimeter (not on a grid).


• use properties of polygons to find the lengths of remaining sides when the perimeter is not given (not on a grid).

• identify appropriate units of measure (metric or customary) when solving problems involving perimeter.

T10.MA.3.G.5.1

NGSSS: Model multiplication and division, including problems presented in context: repeated addition, multiplicative comparison, array, how many combinations, measurement, and partitioning.

Student will:

• use an array model to determine perimeter of a rectangle (which include a square).

• use repeated addition to determine the perimeter of a regular polygon.

T10.MA.3.A.1.1








Use appropriate tools

strategically. Attend to precision. Look for and make

use of structure. Look for and express regularity in repeated

reasoning.





enVisionMATH Student Edition Topic 15: Lessons 15-1, 15-2, 15-3, 15-4, 15-5, 15-6, 15-7, 15-8; Reteaching Sets: A-E p 354


Topic 15: Lessons 15-1, 15-2, 15-4, 15-5, 15-6, 15-7, 15-8

enVision Math Problem of the Day Topic 15: Lessons 15-1, 15-2, 15-4, 15-5, 15-6, 15-7, 15-8


Topic 15: Lessons 15-1, 15-2, 15-4, 15-5, 15-6, 15-7, 15-8

Everglades K-12: Grade 3 pp. 34-44 Modeling Multiplication and Division pp. 66-75 Fractions and Fraction Equivalents pp. 170-176 Solve Problems Involving Perimeter pp. 177-183 Measuring Objects Using Fractional Units pp. 232-241 Construct and Analyze Graphs and Tables

Safari Montage Measurement: Schlessinger Media Bill Nye: Measurement: Disney Geometry: Schlessinger Media Telling Time: Schlessinger Media Bill Nye: Time: Disney

Required Summative


Measurement

Optional Formatives




03 Math Focus Formative MA.3.A.1.1 03 Math Focus Formative MA.3.A.2.1 03 Math Focus Formative MA.3.G.5.1 03 Math Focus Formative MA.3.G.5.2 03 Math Focus Formative MA.3.S.7.1

(Online and scan versions available through

Scantron/Achievement Series.)

For additional formative assessment strategies, see pages 52-61 in the

Third Grade Mathematics Curriculum Map.








Internet Resources


Activities:

http://mathwire.com

www.scootpad.com

http://www.mathcats.com

Games:

www.gamequarium.com http://www.fuelthebrain.com

www.shepharsoftware.com www.abcya.com

www.softschools.com www.k6math.com www.internet4classrooms.com http://nlvm.usu.edu www.coolmath4kids.com www.e-learningforkids.org www.k-5mathteachingresources.com www.mathlanding.org http://www.arcademicskillbuilders.com




Video Lessons:

http://www.khanacademy.org/ Studyjams

http://www.adaptedmind.com/videos.php



UNIT/ORGANIZING PRINCIPLE: TIME PACING: Weeks 30 – 31

ESSENTIAL QUESTIONS: How are the different units of time related? What is elapsed time and how do you determine it?

MEASUREMENT TOPICS

LEARNING TARGETS/SKILLS BENCHMARKS ACADEMIC LANGUAGE

Time (T12)

NGSSS: Tell time to the nearest minute and to the nearest quarter- hour, and determine the amount of time elapsed.

Students will:

• model and tell time to quarter-hour and minute intervals using analog and digital clocks.


• determine elapsed time of days, weeks, months, or years. • determine elapsed time greater than 1 hour and less than or equal to 24 hours in

increments of hours and half hours (analog and digital clocks may be used).

Example:

a.m p.m

How much time has elapsed?

• determine elapsed time less than 1 hour in increments of half hours, quarter hours, and 5 minutes (analog clocks only should be used).


T12.MA.3.G.5.3 A.M. analog day digital elapsed time half-hour half-past hour hour hand minute minute hand month o’clock P.M. quarter after quarter to second time week year

11:10 3:40





enVisionMATH Student Edition Topic 16: Lessons 16-1, 16-2, 16-3, 16-4, 16-5; Reteaching Sets: A-D p 370


Topic 16: Lessons 16-1, 16-2, 16-3, 16-4, 16-5

enVision Math Problem of the Day Topic 16: Lessons 16-1, 16-2, 16-3, 16-4, 16-5


Topic 16: Lessons 16-1, 16-2, 16-3, 16-4, 16-5

Everglades K-12: Grade 3 pp. 184-195 Measurement of Time

Safari Montage

Measurement: Schlessinger Media Bill Nye: Measurement: Disney Geometry: Schlessinger Media Telling Time: Schlessinger Media Bill Nye: Time: Disney

Required Summative


Time

Optional Formatives


(Cover Pages and Answer Keys are available for each topic test through Copy

Center/DOD.)

Math Focus Formatives 03 Math Focus Formative MA.3.G.5.3


For additional formative assessment strategies, see pages 52-61 in the

Third Grade Mathematics Curriculum Map.

Intervention/Remediation An intervention/remediation resource guide

can be found on page 62 of the Third Grade Mathematics Curriculum Map.






Internet


Activities:

http://mathwire.com


Games:

www.gamequarium.com http://www.fuelthebrain.com

www.shepharsoftware.com www.abcya.com www.softschools.com www.k6math.com www.internet4classrooms.com http://nlvm.usu.edu www.coolmath4kids.com

www.e-learningforkids.org

www.k-5mathteachingresources.com

www.mathlanding.org http://www.arcademicskillbuilders.com


http://www.oswego.org/ocsd-web/games/BangOnTime/clockwordres.html

http://www.bbc.co.uk/bitesize/ks1/maths/telling_the_time/play/popup.shtml


PowerPoints:

http://pppst.com/

Video Lessons:




ORGANIZING PRINCIPLE: EXTENSION OF NUMBER AND OPERATIONS PACING: Week 32

ESSENTIAL QUESTIONS: What is the difference between place and value? How can place value help you write, compare and order numbers?

MEASUREMENT TOPIC

LEARNING TARGETS/SKILLS BENCHMARKS ACADEMIC LANGUAGE

Place Value (T02)


Students will:

• read, write and identify whole numbers through hundred thousands to 999,999.

• identify and model the value of a given digit in whole numbers to hundred thousands to 999,999 using base ten blocks.


• decompose and recompose numbers, including standard form, expanded form and word form in order to develop fluency and understanding of number.

NOTE: Fluency means accurately and efficiently.

• round numbers to the nearest 10, 100, 1000, 10,000, 100,000 • use estimation strategies to estimate money to the nearest whole dollar

(e.g., $1.92 rounds to $2.00.)

• determine the total number of ten thousands, thousands, hundreds, tens or ones in a number up to 999,999 (e.g.,123,456 has 123 thousands; 98,765 has 987 hundreds.)

• compare two or more numbers using symbols, >, <, =, ≠ up to 999,999.

T02.MA.3.A.6.1 addend compare compatible numbers decrease difference digits equal to equality equation equivalent estimate expression fewer greater than increase inequality less than more than order periods place value recompose regroup rounding sum


(T01)


Students will:

• solve addition and subtraction problem situations involving up to 6 digits (e.g., 843,201 + 152,740).

• use estimation strategies (e.g., chunking, using a reference, unitizing, benchmarks, clustering, compatible numbers, grouping, rounding) to determine the appropriateness of an answer.

NOTE: Front-end estimation will not be an acceptable estimation strategy.

T01.MA.3.A.6.1




*


Refer to pages 4-5 of the Third Grade Curriculum Map

to review these concepts.

These materials may have been used in earlier units. They should be used now, as needed, to help

students reach mastery of these concepts.

Consider using the Step Up to Grade 4 at this time. (enVisionMATH ancillary resource)



UNIT/ORGANIZING PRINCIPLE: EXTENSION OF MULTIPLICATION PACING: Weeks 33 – 34

ESSENTIAL QUESTIONS: What is multiplication? What strategies do you use to multiply?

MEASUREMENT TOPICS



Multiplication Concepts

(T03)

NGSSS: Model multiplication and division, including problems presented in context: repeated addition, multiplication comparison, array, how many combinations, measurement, and partitioning.

Students will:

• use the following models to solve real-world and mathematical problems involving multiplication.

o repeated addition (e.g., 4 bags of cookies with 8 in each bag. How many cookies are there?; 8 + 8 + 8 + 8 = 32)

o arrays or area (e.g., A classroom has 4 rows with 3 students in each row (or a classroom has 3 rows with 4 students in each row. How many students are there?).

4 x 3 3 x 4 (4 rows of 3 in each) (3 rows of 4 in each)

o multiplicative comparison (e.g., Sam has 8 baseball cards. Elise has 8 times as many. How many does Elise have?).

o combination (e.g., How many different combinations of one flavor of ice cream and one topping can be made from 4 different flavors and 5 different toppings?).

o measurement (e.g., Place a bean at 0 on a number line. Make 4 jumps forward of 2 units each. On what number does the bean land?).

o rate (e.g., Bradley rides his bike 6 miles each day for 3 days. How many miles does he drive in all?).


T03.MA.3.A.1.1 addend array Associative Property columns combinations compare Distributive Property equal equal groups equation expression fact family factors Identity Property inverse multiply partial products pattern product skip count twice/double variable Zero Product Property

or




Multiplication Properties

(T04)


Students will:


o Commutative Property of multiplication (e.g., 3 x 9 is the same as 9 x 3).

o Associative Property of multiplication (e.g., (2 x 5) x 4 is the same as 2 x (5 x 4) in a variety of situations).

o Distributive Property

7 x 7 = 49 7 x (3 + 4)

(7 x 3) + (7 x 4) 21 + 28 = 49

o Identity Property of multiplication (e.g., 5 x 1 = 5 and 1 x 3 = 3) o Zero Product Property (e.g., 8 x 0 = 0 and 0 x 15 = 0)


NOTE: Students are not expected to identify the properties by name.

• use up to two properties to convert one expression or equation to its equivalent.


T04.MA.3.A.1.2











reasoning.





Refer to pages 8-9 of the

Third Grade Curriculum Map to review these concepts.






UNIT/ORGANIZING PRINCIPLE: EXTENSION OF FRACTIONS PACING: Weeks 35 – 36

ESSENTIAL QUESTIONS: How do you explain the meaning of a fraction and its numerator and denominator? How can you use your understanding of fractions to represent and compare fractions?

MEASUREMENT TOPICS



Compare Fractions (T14)

NGSSS: Compare and order fractions, including fractions greater than 1, using models and strategies.

Students will:

• compare diagrams and models of commonly used fractions and mixed numbers up to 5, using symbols (<, >, =).

• compare fractions to benchmark fractions of 0, �

�, and 1.

NOTE: Fractions being compared must have either the same denominators, the same numerators, graphical representations or be easily compared to the benchmark fractions.

• locate fractions on a number line with attention to precision. • order commonly used fractions and mixed numbers up to 5.

T14.MA.3.A.2.3 compare denominator equal parts equivalent fractions fraction fractions greater than one fractional parts group mixed number numerator one-eighth one-fifth one-half (halves) one-fourth one-sixth one-tenth one-third one-twelfth separate whole unit fraction











reasoning.





Refer to pages 25-26 of the

Third Grade Curriculum Map to review these concepts.






UNIT/ORGANIZING PRINCIPLE: EXTENSION OF MEASUREMENT PACING: Week 37

ESSENTIAL QUESTIONS: What is perimeter and how is it measured? When would you need to determine the perimeter of a shape?

MEASUREMENT TOPICS



Perimeter (T10)

NGSSS: Select appropriate units, strategies, and tools to solve problems involving perimeter.

Students will:

• select and use appropriate tools (rulers, yardsticks, meter sticks, tape measures) for measuring perimeter of convex polygons with 3, 4, 5, 6, 8, and 10 sides.

• select and use appropriate tools to measure polygons composed of composite rectangles.

NOTE: A convex polygon has interior angles measuring less than 180 degrees. All diagonals of a convex polygon lie inside the polygon.

• find the perimeter of a polygon that is located on a grid. • use properties of polygons to find the length of a side or sides of a

polygon given the perimeter (not on a grid). • use properties of polygons to find the lengths of remaining sides

when the perimeter is not given (not on a grid). • identify appropriate units of measure (metric or customary) when solving

problems involving perimeter.

T10.MA.3.G.5.1 centimeter decimeter foot half-inch inch kilometer length meter mile millimeter perimeter quarter quarter-inch ruler scale sides unit width yard yardstick











reasoning.







These materials may have been used in earlier units.

They should be used now, as needed, to help students reach mastery of these concepts.




UNIT/ORGANIZING PRINCIPLE: EXTENSION OF TIME PACING: Week 38-39 ESSENTIAL QUESTIONS: What is elapsed time and how do you determine it?

MEASUREMENT TOPICS



Time (T12)

NGSSS: Tell time to the nearest minute and to the nearest quarter- hour, and determine the amount of time elapsed.

Students will:

• model and tell time to quarter-hour and minute intervals using analog and digital clocks.


• determine elapsed time of days, weeks, months, or years. • determine elapsed time greater than 1 hour and less than or equal to 24

hours in increments of hours and half hours (analog and digital clocks may be used).

Example:

a.m p.m

How much time has elapsed?

• determine elapsed time less than 1 hour in increments of half hours, quarter hours, and 5 minutes (analog clocks only should be used).

T12.MA.3.G.5.3 A.M. day elapsed time half-hour hour minute month o’clock P.M. time week year


Make sense of problems and persevere in solving them.


Construct viable arguments and critique the reasoning of others.




Look for and express regularity in repeated reasoning.


11:10 3:40

2012 - 2013 third grade - volusia county schoolsmyvolusiaschools.org/mathematics/documents/grade 3...

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