marlboro central school district – k ‐5 …...math understand equal groups of as multiplication...
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MARLBOROCENTRALSCHOOLDISTRICT–K‐5CURRICULUMMAP2015
Subject:MathematicsGrade:3
Quarter 1
N.Y.S. Performance Indicator
Content/Concepts: What students should know
Skills (What Students Should Be Able To Do)
Resources
Major Assessments
3.OA.1Interpretproductsofwholenumbers,e.g.,interpret5x7asthetotalnumberofobjectsin5groupsof7objectseach.Forexample,describeacontextinwhichatotalnumberofobjectscanbeexpressedas5x7.
3.OA.2Interpretwhole‐numberquotientsofwholenumbers,e.g.,interpret56÷8asthenumberofobjectsineachsharewhen56
MultiplicationandtheMeaningoftheFactors
DivisionasanUnknownFactorProblem
MultiplicationUsingUnitsof2and3
DivisionUsingUnitsof2and3
MultiplicationandDivisionUsingUnitsof4
DistributivePropertyandProblemSolvingUsingUnitsof2–5and10
MultiplicationandtheMeaningoftheFactors:
Understandequalgroupsofasmultiplicationanddivision
Relatemultiplicationanddivisiontothearraymodel
Interpretthemeaningoffactors—thesizeofthegrouporthenumberofgroups
EngageNY:Module1
MathManipulativesKit
Flashcards
Websites
ExitTickets
MidandEnd‐of‐ModuleAssessments
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objectsarepartitionedequallyinto8shares,orasanumberofshareswhen56objectsarepartitionedintoequalsharesof8objectseach.Forexample,describeacontextinwhichanumberofsharesoranumberofgroupscanbeexpressedas56÷8.
3.OA.3Usemultiplicationanddivisionwithin100tosolvewordproblemsinsituationsinvolvingequalgroups,arrays,andmeasurementquantities,e.g.,byusingdrawingsandequationswithasymbolfortheunknownnumbertorepresenttheproblem.
DivisionasanUnknownFactorProblem:
Understandthemeaningoftheunknownasthesizeofthegroupindivision
Understandthemeaningoftheunknownasthenumberofgroupsindivision
Interprettheunknownindivisionusingthearraymodel
AnalyzeArraystoMultiplyUsingUnitsof2and3:
Demonstratethecommutativityofmultiplication,andpracticerelatedfactsbyskip‐countingobjectsinarraymodels
Findrelatedmultiplicationfactsbyaddingandsubtractingequal
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3.OA.4Determinetheunknownwholenumberinamultiplicationordivisionequationrelatingthreewholenumbers.Forexample,determinetheunknownnumberthatmakestheequationtrueineachoftheequations8x?=48,5=_÷3,6x6=?
3.OA.5Applypropertiesofoperationsasstrategiestomultiplyanddivide.(Studentsneednotuseformaltermsfortheseproperties.)Examples:If6×4=24isknown,then4×6=24isalsoknown.(Commutativepropertyofmultiplication)3×5×2canbefoundby3×
groupsinarraymodels
Modelandapplythedistributivepropertywitharraystodecomposeunitsasastrategytomultiply
DivisionUsingUnitsof2and3:
Modeldivisionastheunknownfactorinmultiplicationusingarraysandtapediagrams
Interpretthequotientasthenumberofgroupsorthenumberofobjectsineachgroupusingunitsof2,3,4,5,10
Skip‐countobjectsinmodelstobuildfluencywithmultiplicationfactsusingunitsof2,3,4,5,10
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5=15,then15×2=30,orby5×2=10,then3×10=30(Associativepropertyofmultiplication).Knowingthat8×5=40and8×2=16,onecanfind8×7as8×(5+2)=(8×5)+(8×2)=40+16=56(Distributiveproperty).
3.OA.6Understanddivisionasanunknown‐factorproblem.Forexample,find32÷8byfindingthenumberthatmakes32whenmultipliedby8.
3.OA.7Fluentlymultiplyanddividewithin100,usingstrategiessuchastherelationshipbetweenmultiplicationanddivision(e.g.,knowingthat8×5=40,oneknows40÷5=8)or
Relatearraystotapediagramstomodelthecommutativepropertyofmultiplication
Usethedistributivepropertyasastrategytofindrelatedmultiplicationfacts
Modeltherelationshipbetweenmultiplicationanddivision
DistributivePropertyandProblemSolvingUsingUnitsof2‐5and10:
Applythedistributivepropertytodecomposeunits
Solvetwo‐stepwordproblemsinvolvingmultiplicationanddivision,andassessthereasonablenessofanswers
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propertiesofoperations.BytheendofGrade3,knowfrommemoryallproductsoftwoone‐digitnumbers.
3.OA.8Solvetwo‐stepwordproblemsusingthefouroperations.Representtheseproblemsusingequationswithaletterstandingfortheunknownquantity.Assessthereasonablenessofanswersusingmentalcomputationandestimationstrategiesincludingrounding.(Thisstandardislimitedtoproblemsposedwithwholenumbersandhavingwhole‐numberanswers;studentsshouldknowhowtoperformoperationsintheconventional
Solvetwo‐stepwordproblemsinvolvingallfouroperations,andassessthereasonablenessofanswers
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orderwhentherearenoparenthesestospecifyaparticularorder,i.e.,OrderofOperations.).
3.MD.1Tellandwritetimetothenearestminuteandmeasuretimeintervalsinminutes.Solvewordproblemsinvolvingadditionandsubtractionoftimeintervalsinminutes,e.g.,byrepresentingtheproblemonanumberlinediagram.
3.MD.2Measureandestimateliquidvolumesandmassesofobjectsusingstandardunitsofgrams(g),kilograms(kg),andliters(l).Add,subtract,multiply,ordividetosolveone‐stepwordproblemsinvolvingmassesorvolumes
TimeMeasurementandProblemSolving
MeasuringWeightandLiquidVolumeinMetricUnits
TimeMeasurementandProblemSolving:
Relateskip‐countingbyfivesontheclockandtellingtimetoacontinuousmeasurementmodel,thenumberline
Countbyfivesandonesonthenumberlineasastrategytotelltimetothenearestminuteontheclock
Solvewordproblemsinvolvingtimeintervalswithin1hourbycountingbackwardandforwardusingthenumberlineandclock
EngageNY:Module2
BrainPopJr.
Flocabulary
MathManipulativesKit
Balancescale
Digitalscale
Platformscale
1kgricebags
Variouslitercontainers
Flashcards
Websites
Exittickets
MidandEnd‐of‐ModuleAssessments
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thataregiveninthesameunits,e.g.,byusingdrawings(suchasabeakerwithameasurementscale)torepresenttheproblem.
Solvewordproblemsinvolvingtimeintervalswithin1hourbyaddingandsubtractingonthenumberline
MeasuringWeightandLiquidVolumeinMetricUnits:
Buildanddecomposeakilogramtoreasonaboutthesizeandweightof1kilogram,100grams,10grams,and1gram
Solveone‐stepwordproblemsinvolvingmetricweightswithin100andestimatetoreasonaboutsolutions
Decomposealitertoreasonaboutthesizeof1liter,100milliliters,10milliliters,and1milliliter
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Estimateandmeasureliquidvolumeinlitersandmillilitersusingtheverticalnumberline
Solvemixedwordproblemsinvolvingallfouroperationswithgrams,kilograms,liters,andmillilitersgiveninthesameunits
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MARLBOROCENTRALSCHOOLDISTRICT–K‐5CURRICULUMMAP2015
Subject:MathematicsGrade:3rd
Quarter 2
N.Y.S. Performance Indicator
Content/Concepts: What students should know (Unit organizing idea, understanding, or essential question)
Skills (What Students Should Be Able To Do)
Resources
(District /technology)
Major Assessments
(Tests, projects, etc.)
3.NBT.1Useplacevalueunderstandingtoroundwholenumberstothenearest10or100.
3.NBT.2Fluentlyaddandsubtractwithin1000usingstrategiesandalgorithmsbasedonplacevalue,propertiesofoperations,and/orthe
RoundingtotheNearestTenandHundred
Two‐andThree‐DigitMeasurementAdditionUsingtheStandardAlgorithm
Two‐andThree‐DigitMeasurementSubtractionUsingtheStandardAlgorithm
RoundingtotheNearestTenandHundred:
Roundtwo‐digitmeasurementstothenearesttenontheverticalnumberline
Roundtwoandthree‐digitnumberstothenearesttenontheverticalnumberline
Roundtothenearesthundredontheverticalnumberline
Two‐and‐ThreeDigitMeasurementAddition
EngageNY:Module2
MathManipulativesKit
Flashcards
Websites
Exittickets
MidandEnd‐of‐ModuleAssessments
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relationshipbetweenadditionandsubtraction.
UsingtheStandardAlgorithm:
Addmeasurementsusingthestandardalgorithmtocomposelargerunitsonce
Addmeasurementsusingthestandardalgorithmtocomposelargerunitstwice
Estimatesumsbyroundingandapplytosolvemeasurementwordproblems
Two‐andThree‐DigitMeasurementSubtractionUsingtheStandardAlgorithm:
Decomposeoncetosubtractmeasurementsincludingthreedigitminuendswithzerosinthetensoronesplace
Decomposetwicetosubtractmeasurements
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includingthreedigitminuendswithzerosinthetensandonesplaces
Estimatedifferencesbyroundingandapplytosolvemeasurementwordproblems
Estimatesumsanddifferencesofmeasurementsbyrounding,andthensolvemixedwordproblems
3.OA.3Usemultiplicationanddivisionwithin100tosolvewordproblemsinsituationsinvolvingequalgroups,arrays,andmeasurementquantities,e.g.,byusingdrawingsandequationswitha
ThePropertiesofMultiplicationandDivision
MultiplicationandDivisionUsingUnitsof6and7
MultiplicationandDivisionUsingUnitsupto8
MultiplicationandDivisionUsingUnitsof9
AnalysisofPatternsandProblemSolvingIncludingUnitsof0and1
Studycommutativitytofindknownfactsof6,7,8,and9.
Applythedistributiveandcommutativepropertiestorelatemultiplicationfacts5×n+nto6×nandn×6wherenisthesizeoftheunit.
Multiplyanddividewithfamiliarfactsusingalettertorepresenttheunknown.
Countbyunitsof6tomultiplyanddivideusingnumberbondstodecompose.
EngageNY
Module3.3
Exittickets
Midandendofmoduleassessments
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symbolfortheunknownnumbertorepresenttheproblem
3.OA.4Determinetheunknownwholenumberinamultiplicationordivisionequationrelatingthreewholenumbers.Forexample,determinetheunknownnumberthatmakestheequationtrueineachoftheequations8x?=48,5=___÷3,6x6=?Understandpropertiesofmultiplicationandtherelationshipbetween
MultiplicationofSingle‐DigitFactorsandMultiplesof10
Countbyunitsof7tomultiplyanddivideusingnumberbondstodecompose.
Usethedistributivepropertyasastrategytomultiplyanddivideusingunitsof6and7.
Interprettheunknowninmultiplicationanddivisiontomodelandsolveproblemsusingunitsof6and7.
Understandthefunctionofparenthesesandapplytosolvingproblems.
Modeltheassociativepropertyasastrategytomultiply.
Usethedistributivepropertyasastrategytomultiplyanddivide.
Interprettheunknowninmultiplicationanddivisiontomodelandsolveproblems.
Applythedistributivepropertyandthefact9=10–1asastrategytomultiply.
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multiplicationanddivision.
3.OA.5Applypropertiesofoperationsasstrategiestomultiplyanddivide.(Studentsneednotuseformaltermsfortheseproperties.)Examples:If6×4=24isknown,then4×6=24isalsoknown.(Commutativepropertyofmultiplication.)3×5×2canbefoundby3×5=15,then15×2=30,orby5×2=10,then3×10=30.(Associativepropertyofmultiplication.)Knowingthat8
Identifyandusearithmeticpatternstomultiply.
Interprettheunknowninmultiplicationanddivisiontomodelandsolveproblems.
Reasonaboutandexplainarithmeticpatternsusingunitsof0and1astheyrelatetomultiplicationanddivision.
Solvetwo‐stepwordproblemsinvolvingallfouroperationsandassessthereasonablenessofsolutions.
Multiplybymultiplesof10usingtheplacevaluechart.
Useplacevaluestrategiesandtheassociativepropertyn×(m×10)=(n×m)×10(wherenandmarelessthan10)tomultiplybymultiplesof10.
Solvetwo‐stepwordproblemsinvolvingmultiplyingsingle‐digitfactorsandmultiplesof10.
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×5=40and8×2=16,onecanfind8×7as8×(5+2)=(8×5)+(8×2)=40+16=56.(Distributiveproperty.)
3.OA.7Fluentlymultiplyanddividewithin100,usingstrategiessuchastherelationshipbetweenmultiplicationanddivision(e.g.,knowingthat8×5=40,oneknows40÷5=8)orpropertiesofoperations.BytheendofGrade3,knowfrommemoryallproductsoftwoone‐digitnumbers.
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3.OA.8Solvetwo‐stepwordproblemsusingthefouroperations.Representtheseproblemsusingequationswithaletterstandingfortheunknownquantity.Assessthereasonablenessofanswersusingmentalcomputationandestimationstrategiesincludingrounding.(Thisstandardislimitedtoproblemsposedwithwholenumbersandhavingwhole‐numberanswers;studentsshouldknowhowtoperform
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operationsintheconventionalorderwhentherearenoparenthesestospecifyaparticularorder,i.e.,OrderofOperations.)
3.OA.9Identifyarithmeticpatterns(includingpatternsintheadditiontableormultiplicationtable),andexplainthemusingpropertiesofoperations.Forexample,observethat4timesanumberisalwayseven,andexplainwhy4timesanumbercanbedecomposedinto
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twoequaladdends.
Useplacevalueunderstandingandpropertiesofoperationstoperformmulti‐digitarithmetic.(Arangeofalgorithmsmaybeused.)
3.NBT.3Multiplyone‐digitwholenumbersbymultiplesof10intherange10–90(e.g.,9×80,5×60)usingstrategiesbasedonplacevalueandpropertiesofoperations
3.MD.5Recognizeareaasanattributeofplanefiguresandunderstand
FoundationsforUnderstandingArea
ConceptsofAreaMeasurement
Understandareaasanattributeofplanefigures.
Decomposeandrecomposeshapestocompareareas.
EngageNY
Module3.4
Exittickets
Midandendofmoduleassessments
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conceptsofareameasurement.
a.Asquarewithsidelength1unit,called“aunitsquare,”issaidtohave“onesquareunit”ofarea,andcanbeusedtomeasurearea.
b.Aplanefigurewhichcanbecoveredwithoutgapsoroverlapsbynunitsquaresissaidtohaveanareaofnsquareunits.
3.MD.6Measureareasbycountingunitsquares(squarecm,squarem,squarein,squareft,andimprovisedunits).
ArithmeticPropertiesUsingArea
ApplicationsofAreaUsingSideLengthsofFigures
Modeltilingwithcentimeterandinchunitsquaresasastrategytomeasurearea.
Formrectanglesbytilingwithunitsquarestomakearrays.
Drawrowsandcolumnstodeterminetheareaofarectanglegivenanincompletearray.
Interpretareamodelstoformrectangulararrays.
Findtheareaofarectanglethroughmultiplicationofthesidelengths.
Analyzedifferentrectanglesandreasonabouttheirarea.
Applythedistributivepropertyasastrategytofindthetotalareaofalargerectanglebyaddingtwoproducts.
Demonstratethepossiblewholenumbersidelengthsof
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3.MD.7Relateareatotheoperationsofmultiplicationandaddition.
a.Findtheareaofarectanglewithwhole‐numbersidelengthsbytilingit,andshowthattheareaisthesameaswouldbefoundbymultiplyingthesidelengths.
b.Multiplysidelengthstofindareasofrectangleswithwhole‐numbersidelengthsinthecontextofsolvingrealworldandmathematicalproblems,andrepresentwhole‐numberproducts
rectangleswithareasof24,36,48,or72squareunitsusingtheassociative
Solvewordproblemsinvolvingarea.
Findareasbydecomposingintorectanglesorcompletingcompositefigurestoformrectangles.
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asrectangularareasinmathematicalreasoning.
c.Usetilingtoshowinaconcretecasethattheareaofarectanglewithwhole‐numbersidelengthsaandb+cisthesumofa×banda×c.Useareamodelstorepresentthedistributivepropertyinmathematicalreasoning.
d.Recognizeareaasadditive.Findareasofrectilinearfiguresbydecomposingthemintonon‐overlappingrectanglesand
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addingtheareasofthenon‐overlappingparts,applyingthistechniquetosolverealworldproblems.
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MARLBOROCENTRALSCHOOLDISTRICT–K‐5CURRICULUMMAP2015
Subject:MathematicsGrade:3
Quarter 3
N.Y.S. Performance Indicator
Content/Concept: What students should know
Skills (What Students Should Be Able To Do)
Resources Major Assessments
3.NF.1Understandafraction1/basthequantityformedby1partwhenawholeispartitionedintobequalparts;understandafractiona/basthequantityformedbyapartsofsize1/b. 3.NF.2Understandafractionasanumberonthenumberline;representfractionsonanumberlinediagram.a.Representafraction1/bonanumberlinediagrambydefiningtheintervalfrom0to1asthewholeandpartitioningitintobequalparts.Recognizethateachparthassize1/bandthattheendpointofthepartbasedat0locatesthenumber1/bonthenumberline.
PartitioningaWholeintoEqualParts
UnitFractionsandTheirRelationtotheWhole
ComparingUnitFractionsandSpecifyingtheWhole
FractionsontheNumberLine
EquivalentFractions
Comparison,Order,andSizeofFractions
PartitioningaWholeintoEqualParts:
Specifyandpartitionawholeintoequalparts,identifyingandcountingunitfractionsusingconcretemodels
Specifyandpartitionawholeintoequalparts,identifyingandcountingunitfractionsbyfoldingfractionstrips
Specifyandpartitionawholeintoequalparts,identifyingandcountingunitfractionsbydrawingpictorialareamodels
Representandidentifyfractionalpartsofdifferentwholes
UnitFractionsandTheirRelationtotheWhole:
EngageNY:Module5
MathManipulativesKit
Fractionsstrips
Flashcards
Websites
Exittickets
MidandEnd‐of‐ModuleAssessments
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b.Representafractiona/bonanumberlinediagrambymarkingoffalengths1/bfrom0.Recognizethattheresultingintervalhassizea/bandthatitsendpointlocatesthenumbera/bonthenumberline. 3.NF.3Explainequivalenceoffractionsinspecialcases,andcomparefractionsbyreasoningabouttheirsize.a. Understandtwofractionsasequivalent(equal)iftheyarethesamesize,orthesamepointonanumberline.
b. Recognizeandgeneratesimpleequivalentfractions,e.g.,1/2=2/4,4/6=2/3.Explainwhythefractionsareequivalent,e.g.,byusingavisualfractionmodel.
c. Expresswholenumbersasfractions,andrecognizefractionsthatareequivalenttowholenumbers.Examples:Express3intheformof3=3/1;recognizethat6/1=6;locate4/4and1atthesamepointofanumberlinediagram.
Partitionawholeintoequalpartsanddefinetheequalpartstoidentifytheunitfractionnumerically
Buildnon‐unitfractionslessthanonewholefromunitfractions
Identifyandrepresentshadedandnon‐shadedpartsofonewholeasfractions
Representpartsofonewholeasfractionswithnumberbonds
Buildandwritefractionsgreaterthanonewholeusingunitfractions
ComparingUnitFractionsandSpecifyingtheWhole:
Compareunitfractionsbyreasoningabouttheirsizeusingfractionstrips
Compareunitfractionswithdifferent‐sizedmodelsrepresentingthewhole
Specifythecorrespondingwholewhenpresentedwithoneequalpart
Identifyashadedfractionalpartindifferentwaysdependingonthedesignationofthewhole
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d. Comparetwofractionswiththesamenumeratororthesamedenominatorbyreasoningabouttheirsize.Recognizethatcomparisonsarevalidonlywhenthetwofractionsrefertothesamewhole.Recordtheresultsofcomparisonswiththesymbols>,=,or<,andjustifytheconclusions,e.g.,byusingavisualfractionmodel.
3.G.2Partitionshapesintopartswithequalareas.Expresstheareaofeachpartasaunitfractionofthewhole.Forexample,partitionashapeinto4partswithequalarea,anddescribetheareaofeachpartas1/4oftheareaoftheshape.
FractionsontheNumberLine:
Placeunitfractionsonanumberlinewithendpoints0and1
Placeanyfractiononanumberlinewithendpoints0and1
Placewholenumberfractionsandfractionsbetweenwholenumbersonthenumberline
Practiceplacingvariousfractionsonthenumberline
Comparefractionsandwholenumbersonthenumberlinebyreasoningabouttheirdistancefrom0
Understanddistanceandpositiononthenumberlineasstrategiesforcomparingfractions
EquivalentFractions:
Recognizeandshowthatequivalentfractionshavethesamesize,thoughnotnecessarilythesameshape
Recognizeandshowthatequivalentfractionsrefertothesamepointonthenumberline
Generatesimpleequivalentfractionsbyusingvisual
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fractionmodelsandthenumberline
Expresswholenumbersasfractionsandrecognizeequivalencewithdifferentunits
Expresswholenumberfractionsonthenumberlinewhentheunitintervalis1
Decomposewholenumberfractionsgreaterthan1usingwholenumberequivalencewithvariousmodels
Explainequivalencebymanipulatingunitsandreasoningabouttheirsize
Comparison,Order,andSizeofFractions:
Comparefractionswiththesamenumeratorpictorially
Comparefractionswiththesamenumeratorusing<,>,or=,anduseamodeltoreasonabouttheirsize
Partitionvariouswholespreciselyintoequalpartsusinganumberlinemethod
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3.MD.3Drawascaledpicturegraphandascaledbargraphtorepresentadatasetwithseveralcategories.Solveone‐andtwo‐step“howmanymore”and“howmanyless”problemsusinginformationpresentedinscaledbargraphs.Forexample,drawabargraphinwhicheachsquareinthebargraphmightrepresent5pets.
GenerateandAnalyzeCategoricalData
GenerateandAnalyzeCategoricalData:
Generateandorganizedata Rotatetapediagrams
vertically Createscaledbargraphs Solveone‐andtwo‐step
problemsinvolvinggraphs
EngageNY:Module6
MathManipulativesKit
Flashcards
Websites
Exittickets
MidandEnd‐of‐ModuleAssessments
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MARLBOROCENTRALSCHOOLDISTRICT–K‐5CURRICULUMMAP2015
Subject:MathematicsGrade:3
Quarter 4
N.Y.S. Performance Indicator
Content/Concept: What students should know
Skills (What Students Should Be Able To Do)
Resources
Major Assessments
3.MD.4Generatemeasurementdatabymeasuringlengthsusingrulersmarkedwithhalvesandfourthsofaninch.Showthedatabymakingalineplot,wherethehorizontalscaleismarkedoffinappropriateunits—wholenumbers,halves,orquarters.
GenerateandAnalyzeMeasurementData
GenerateandAnalyzeMeasurementData:
Createrulerwith1‐inch,1/2inch,and1/4inchintervals,andgeneratemeasurementdata
Interpretmeasurementdatafromvariouslineplots
Representmeasurementdatawithlineplots
Analyzedatatoproblemsolve
EngageNY:Module6
MathManipulativesKit
Flashcards
Websites
Exittickets
MidandEnd‐of‐ModuleAssessments
3.OA.8Solvetwo‐stepwordproblemsusingthefouroperations.Representtheseproblemsusingequationswithaletterstandingfortheunknownquantity.Assessthereasonablenessofanswersusingmentalcomputationandestimationstrategiesincludingrounding.(This
SolvingWordProblems
AttributesofTwo‐DimensionalFigures
ProblemSolvingwithPerimeter
RecordingPerimeterandAreaDataonLinePlots
SolvingWordProblems: Solvewordproblemsin
variedcontextsusingalettertorepresenttheunknown
Shareandcritiquepeersolutionstrategiestovariedwordproblems
EngageNY:Module7
MathManipulativesKit
Variouscircularobjects
Yarn
Exittickets
MidandEnd‐of‐ModuleAssessments
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standardislimitedtoproblemsposedwithwholenumbersandhavingwhole‐numberanswers;studentsshouldknowhowtoperformoperationsintheconventionalorderwhentherearenoparenthesestospecifyaparticularorder[OrderofOperations]).3.MD.4Generatemeasurementdatabymeasuringlengthsusingrulersmarkedwithhalvesandfourthsofaninch.Showthedatabymakingalineplot,wherethehorizontalscaleismarkedoffinappropriateunits—wholenumbers,halves,orquarters. 3.MD.8Solverealworldandmathematicalproblemsinvolvingperimetersofpolygons,includingfindingtheperimetergiventhesidelengths,findinganunknownsidelength,andexhibitingrectangleswiththesameperimeteranddifferentareasorwiththesameareaanddifferentperimeters.
ProblemSolvingwithPerimeterandArea
AttributesofTwo‐DimensionalFigures
Compareandclassifyquadrilaterals
Compareandclassifyotherpolygons
Drawpolygonswithspecifiedattributestosolveproblems
Reasonaboutcomposinganddecomposingpolygonsusingtetrominoes
Createatangrampuzzleandobserverelationshipsamongtheshapes
Reasonaboutcomposinganddecomposingpolygonsusingtangrams
ProblemSolvingwithPerimeter:
Decomposequadrilateralstounderstandperimeterastheboundaryofashape
Tessellatetounderstandperimeterastheboundaryofashape
Measuresidelengthsinwholenumberunitstodeterminetheperimeterofpolygons
Rulers
Flashcards
Websites
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3.G.1Understandthatshapesindifferentcategories(e.g.,rhombuses,rectangles,andothers)mayshareattributes(e.g.,havingfoursides),andthatthesharedattributescandefinealargercategory(e.g.,quadrilaterals).Recognizerhombuses,rectangles,andsquaresasexamplesofquadrilaterals,anddrawexamplesofquadrilateralsthatdonotbelongtoanyofthesesubcategories.
Exploreperimeterasanattributeofplanefiguresandsolveproblems
Determinetheperimeterofregularpolygonsandrectangleswhenwholenumbermeasurementsaremissing
Solvewordproblemstodetermineperimeterwithgivensidelengths
Usestringtomeasuretheperimeterofvariouscirclestothenearestquarterinch
Useallfouroperationstosolveproblemsinvolvingperimeterandmissingmeasurements
RecordingPerimeterandAreaDataonLinePlots:
Constructrectanglesfromagivennumberofunitsquaresanddeterminetheperimeters
Usealineplottorecordthenumberofrectanglesconstructedfromagivennumberofunitsquares
Constructrectangleswithagivenperimeterusingunitsquaresanddeterminetheirareas
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Usealineplottorecordthenumberofrectanglesconstructed
ProblemSolvingwithPerimeterandArea
Solveavarietyofwordproblemswithperimeter
Solveavarietyofwordproblemsinvolvingareaandperimeter