mif final pacing calendar grade 3 - sau33.com

Math in Focus Pacing Calendar 2013-‐2014

Grade 3

August 15, 2013 Dear Math in Focus Users, We are excited to share our Math in Focus Pacing Guide calendars with you. Over the last several years of working with schools and districts to implement Math in Focus, we have received numerous requests for a pacing calendar to ensure that teachers focus on the major clusters of the Common Core State Standards. They are designed so that all the CCSS are thoroughly taught and that some Singapore material is left to the end of the year. These suggested calendars are intended as guides only and will have to be adjusted to your students’ needs and to the school schedules. They are primarily intended for the first couple of years of implementation after which it makes more sense to decide as a district on pacing suitable for your specific students. We welcome feedback and any other suggestions for improving the pacing of Math in Focus. Sincerely, Math in Focus Professional Services Andy Clark, Director of Math Partnerships [email protected] Kelly Snyder, Director of Math in Focus Professional Development [email protected]

From the Common Core State Standards: In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes. 1. Students develop an understanding of the meanings of multiplication and division of whole numbers through activities and problems involving equal-sized groups, arrays, and area models; multiplication is finding an unknown product, and division is finding an unknown factor in these situations. For equal-sized group situations, division can require finding the unknown number of groups or the unknown group size. Students use properties of operations to calculate products of whole numbers, using increasingly sophisticated strategies based on these properties to solve multiplication and division problems involving single-digit factors. By comparing a variety of solution strategies, students learn the relationship between multiplication and division. 2. Students develop an understanding of fractions, beginning with unit fractions. Students view fractions in general as being built out of unit fractions, and they use fractions along with visual fraction models to represent parts of a whole. Students understand that the size of a fractional part is relative to the size of the whole. For example, 1/2 of the paint in a small bucket could be less paint than 1/3 of the paint in a larger bucket, but 1/3 of a ribbon is longer than 1/5 of the same ribbon because when the ribbon is divided into 3 equal parts, the parts are longer than when the ribbon is divided into 5 equal parts. Students are able to use fractions to represent numbers equal to, less than, and greater than one. They solve problems that involve comparing fractions by using visual fraction models and strategies based on noticing equal numerators or denominators. 3. Students recognize area as an attribute of two-dimensional regions. They measure the area of a shape by finding the total number of same-size units of area required to cover the shape without gaps or overlaps, a square with sides of unit length being the standard unit for measuring area. Students understand that rectangular arrays can be decomposed into identical rows or into identical columns. By decomposing rectangles into rectangular arrays of squares, students connect area to multiplication, and justify using multiplication to determine the area of a rectangle. 4. Students describe, analyze, and compare properties of two-dimensional shapes. They compare and classify shapes by their sides and angles, and connect these with definitions of shapes. Students also relate their fraction work to geometry by expressing the area of part of a shape as a unit fraction of the whole.

Math in Focus: Grade 3

September 2013 Chapter 1 Numbers to 1,000: This first chapter is quite important because it cements student understanding of place value. Lessons move into large numbers quickly. Students will be expected to read, write, show and compare numbers up to 10,000. Take your time here; the CPA sequence is critical for developing a deep understanding of this foundational topic. Chapter 2 Mental Math and Estimation: Chapter 2 is another important chapter; however, do not expect every student to master all the strategies presented. The focus of this chapter is to enable students to become more flexible and fluent with their thinking. The rich content of this chapter is presented early in the year so that it can be reinforced. Do not get stuck in chapter 2; use base ten materials to enable more students to solve problems mentally. Spend 10 days in this chapter but be sure to reinforce strategies presented in this chapter all year. The chapter test can be skipped and given in the spring. *Be sure to work on addition and subtraction fact fluency with your students. Three to five minutes daily is optimal time.

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October 2013 Chapter 3 Addition up to 10,000 and Chapter 4 Subtraction up to 10,000: For chapters 3 and 4, the focus is on understanding addition and subtraction as they relate to place value. Students will be expected to be able to rename numbers (3,000 = two thousands and ten hundreds). The emphasis is on building procedural knowledge with deep understanding. Fluency is expected only within 1000. Chapter 5 Using Bar Models: Addition and Subtraction: In Chapter 5, students will be using bar models to represent a problem using a visual model and solve multi-step problems. Strips of paper can be used to help students build the models concretely. Extra time has been built in, as you may need to revisit Grade 2 Chapter 4 (Bar Modeling: Addition and Subtraction). Encourage mental math solutions as well as paper pencil ones. Model how students can use these visuals as a way to explain their thinking. *Be sure to work on addition and subtraction fact fluency with your students. In addition, review and reinforce mental math and estimation strategies daily.


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Math in Focus: Grade 3 November 2013

Chapter 6 Multiplication Tables of 6, 7, 8 and 9: The big idea for Chapter 6 is to develop an understanding of multiplication, the distributive property and related pictorial representations, as well as learn the multiplication facts. Students are introduced to area models as well as arrays in this chapter. In year 1 implementation of MIF, it will be imperative to spend extra time going back to Grade 2 Chapter 15 to revisit concepts and strategies for x3 and x 4. Extra time has been built into this chapter. Strategies provided are for students who may struggle with fact mastery, but are also built on good number sense. In general, students learn new facts by building on known facts.(If I know 10 x 7 = 70, then 9 x 7 is just 7 less or 7 x 8 = 2 groups of 8 + 5 groups of 8)) Students are not expected to master all strategies. By using a number line, dot paper arrays and area models students build a deep conceptual understanding of multiplication.

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December 2013 Chapter 7 Multiplication: This chapter emphasizes mental multiplication facts and multiplication by 10. Spend time connecting the language with the concrete materials, the place value chart, and the symbols used to show an algorithm. For the CCSS, students will need to fluently multiply numbers within 100, and to multiply 1 digit number x multiples of ten. You may also want to introduce some multiplication fact fluency at this time. In addition, review and reinforce mental math and estimation strategies daily. Students will need to know the multiplication facts by the end of the year.


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Math in Focus: Grade 3 January 2014

Chapter 8 Division:, Chapter 8 is critical for meeting CCSS, particularly the meaning of division and the solving of problems within 100. Emphasis will be on using related multiplication facts and patterns to divide, which is also referenced in CCSS. Chapter 9 Using Bar Models: Multiplication and Division: Chapter 9 bar modeling enables students to meet the CCSS standard to solve multi-step problems involving multiplication and division. Students are introduced to multiplicative comparison using bar models. This is critical to begin to develop the idea of scaling for multiplication. Encourage students to use the bar model so it becomes a useful part of their tool kit. *Continue to work on multiplication fact fluency at this time. In addition, review and reinforce mental math and estimation strategies daily.


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February 2014

Chapter 10 Money: Note that Money is not a CCSS for grade three. This chapter can be taught at the end of the year, if there is time. Parts of it can be used to develop mental math and solving word problems with bar models and number bonds. Chapter 11 Metric Length, Mass and Volume: Problems and conversions using number bonds are the big ideas within Chapter 11. Vocabulary development is an important aspect of this chapter as students make sense of quantities and their relationships. Students will also be using bar models to solve measurement problems with a focus on using models to visualizing the problems and understanding the concepts. Chapter 12 Real-World Problems: Measurement: Problems and conversions using number bonds are the big ideas within Chapter 12. Vocabulary development is an important aspect of this chapter. Students will also be using bar models to solve measurement problems with a focus on using models to visualizing the problems and understanding the concepts. Chapter 13 Bar Graphs and Line Plots: In Chapter 13, the big idea focuses on creating bar graphs (vertical and horizontal) where each unit represents more than one. Students will be expected to answer questions using data from bar graphs and to create line plots from information given in a table. *Continue to work on multiplication fact fluency with your students. In addition, review and reinforce mental math and estimation strategies daily.


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Math in Focus: Grade 3 March 2014

Chapter 14 Fractions: In Chapter 14, emphasis is on understanding fractions with more than 4 equal parts, developing a conceptual understanding of equivalent fractions, finding simplest form and comparing fractions to 1/2. Chapter 14 includes adding and subtracting like fractions; this is not a 3rd grade CCSS standard so it can be taught conceptually without expecting mastery. Be sure to emphasize the folding of paper and drawing of models when finding equivalent fractions, rather than the algorithm. Chapter 15 Customary Length, Weight and Capacity: The big idea of Chapter 15 is understanding quantities the relationship between units of measure. While working through the chapter, students will be asked to estimate and measure length, weight and capacity. *Continue to work on multiplication fact fluency with your students. In addition, review and reinforce mental math and estimation strategies daily.


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April 2014

Chapter 16 Time and Temperature CCSS: The big ideas of Chapter 16 are telling time to the minute, converting hours to minutes and renaming the hours/minutes, adding and subtracting hours and minutes, solving problems involving elapsed time and problem solving with time and temperature. Temperature is not mentioned in 3rd grade CCSS so should just seen as a context for doing measurement problems.

Continue to work on addition, subtraction and multiplication fact fluency with your students. In addition, review and reinforce mental math and estimation strategies daily.

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May 2014

Chapter 17 Angles and Lines: Lesson 17.1 is the most important lesson in this chapter. Big ideas are understanding and identifying angles, constructing right angles, comparing angles to right angles and identifying and defining parallel and perpendicular lines. CCSS emphasizes angles in 4th grade. Chapter 18 Two-Dimensional Shapes: In Chapter 18, lesson 18.1 is the most critical lesson. Emphasis in this chapter is to understand that shapes in different categories share attributes. Chapter 19 Area and Perimeter: Chapter 19 is a critical chapter. It is about understanding the meanings of area and perimeter, calculating and comparing area and perimeter. Since area is closely tied to multiplication it may be necessary to move this chapter up before chapters 17 and 18. The emphasis in 3rd grade is on area. *Continue to work on addition, subtraction and multiplication fact fluency with your students. In addition, review and reinforce mental math and estimation strategies daily.


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June 2014 Chapter 10 Money: In Chapter 10, students will work with addition and subtraction of money by breaking the dollars and cents into number bonds. Bar modeling is also reinforced within this chapter. *Continue to work on multiplication fact fluency with your students. In addition, review and reinforce mental math and estimation strategies daily.


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mif final pacing calendar grade 3 - sau33.com

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