3rd Grade Mathematics Curriculum Course Description: The 3rd Grade Mathematics course ... Course Essential Questions: TBD 3rd Grade State Assessment Information: Approximate Percentage of Questions Assessing Each Strand Number Sense and Operations: 48% Algebra: 13% Geometry: 13% Measurement: 13% Probability and Statistics: 13%

Additional Information to be included: 3rd Grade Mathematical Language

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3rd Grade Local Math Standards Numbering Key: Local.Grade level.Mathematics strand*.standard # e.g. L.3.N.5 (L = local; 3 = 3rd Grade; N = Number Sense and Operations; 5 = 5th standard) *Math Strands: N = Number Sense and Operations, A = Algebra, G = Geometry, M = Measurement, S = Statistics and Probability, PS = Problem Solving, CM = Communication, CN = Connections, Rep = Representations, RP = Reasoning and Proof L.3.N.1 L.3.N.2

Representation and Notation Place Value

L.3.N.3

Number Order

L.3.N.4

Addition and Subtraction

L.3.N.5

Estimation

L.3.N.6

Number Theory

L.3.N.7

Properties and Laws

L.3.N.8

Computation and Facts Multiplication and Division

L.3.N.9

L.3.N.10

Algebra L.3.A.1 Geometry L.3.G.1

L.3.G.2 L.3.G.3

Fractions

Read, write, and represent whole numbers from 0 to 1,000; read and write fractions (see L.3.N.10) Recognize and use the place value structure of the base ten number system: 10 ones = 1 ten, 10 tens = 1 hundred, 10 hundreds = 1 thousand Compare (including the use of the symbols , and =), order, and place on a number line whole numbers (0 to 1,000) and unit fractions (i.e. 1/2, 1/3, 1/4). Add and subtract 3-digit whole numbers (with and without regrouping) and understand that addition and subtraction are inverse operations; recognize patterns for sums and differences; recognize when to use addition or subtraction in the context of a word problem. Develop estimation strategies and skills (including rounding to nearest 10 or 100); estimate answers before solving problems and compare estimate with outcome to determine the reasonableness of results. Count by 25’s, 50’s, 100's (starting with 0 or other multiple of the number); identify odd and even numbers and determine when addition or subtraction results in odd versus even numbers. Use 1 as the identity element for multiplication; use the zero property of multiplication, the commutative properties of addition and multiplication (e.g. 3 * 2 = 2 * 3), and the associative property of addition (e.g. (2 + 3) + 4 = 2 + (3 + 4)). Master single-digit multiplication and division facts. Multiply and divide whole numbers with products and dividends up to 144 using a variety of strategies; provide meaning for multiplication and division (e.g. area models, tables, patterns, arrays, doubling and halving); recognize that there is a relationship between multiplication and division (fact families); recognize when to use multiplication or division in the context of a word problem. Name fractions to describe equal parts of a whole or of a set; represent unit fractions (i.e. 1/2, 1/3, 1/4, 1/5, 1/6 and 1/10) (e.g. using a fraction bar or an analog clock); use the terms and recognize the meaning of numerator and denominator in the symbolic form of a fraction; order unit fractions (see L.3.N.3) and explore equivalents to unit fractions (1/2, 1/3, 1/4).

Patterns and Representations

Recognize, describe, extend, and create increasing or decreasing numeric (0 to 1,000) and geometric patterns

Shapes and Figures

Name and define (using correct terminology) two-dimensional geometric shapes (circle, square, rectangle, triangle, rhombus, trapezoid, hexagon); name, describe, compare and sort three-dimensional shapes (sphere, cube, prism, pyramid, cylinder, cone) and identify their faces as two-dimensional shapes. Identify and draw lines of symmetry

Transformations and Symmetry Similarity and Congrruence

Identify congruent and similar figures.

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Congrruence Measurement L.3.M.1 L.3.M.2 L.3.M.3 L.3.M.4 L.3.M.5

L.3.S.1 L.3.S.2 L.3.PS.1

L.3.PS.2 L.3.PS.3

Tell time to nearest minute in analog and digital format. Estimate, measure (using appropriate tools and units (i.e. half inches and yards)), compare, and order the lengths (heights) of objects. Count, represent (using currency notation, $0.00), and combine to make a set amount using bills and coins. Estimate, measure (pounds and ounces), and compare the weight of objects. Estimate, measure, and compare (i.e., Which contains more? Which contains less?) the volume (capacity) of objects using cups, pints, quarts, and gallons. Collect (using observations and surveys) and display real-world data with charts and graphs (e.g. pictographs, bar graphs, frequency table); identify parts of pictographs and bar graphs and distinguish between them. Read and interpret data from displays (e.g. pictographs, bar graphs); draw conclusions and make predictions from graphs. Analyze situations (identify and state the problem in their own words, identify relevant information, find relationships, observe patterns, and generate possible strategies) and organize work to solve problems (e.g. use Auburn Problem Solving Process). Solve problems using a variety of strategies and representations (e.g. modeling with manipulatives, drawing pictures or diagrams, making a list or chart, and process of elimination). Estimate possible solutions; examine solution to ensure it is reasonable in context of problem; compare solution to original estimate; verify results.

L.3.RP.1 L.3.CM.1 L.3.CN.1 L.3.Rep.1

Represent problems in a variety of ways (verbal, written, pictoral, numeric); select appropriate representations, and translate between representations.

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Math 3 Unit Sequence and Timeline: Unit 1 Length: Timeframe:

Graphing (S.1, S.2) ~ 2 weeks Early to Mid-September

Unit 2 Length: Timeframe:

Place Value (N.2) ~ 1 week Late September

Unit 3 Length: Timeframe:

Number Sense (N.1, N.3, N.5, N.6) ~ 2.5 weeks Early October to Mid October

Unit 3B Length: Timeframe:

Time (M.1) ~ 1 week Late October

Unit 4 Length: Timeframe:

Adding Whole Numbers (A.1, N.4, N.5, N.7) ~ 2 weeks Early November to Mid November

Unit 5 Length: Timeframe:

Subtracting Whole Numbers (A.1, N.4, N.5, N.7) ~ 2.5 weeks Mid November to Early December

Unit 6 Length: Timeframe:

Multiplying Whole Numbers (N.7, N.8, N.9) ~ 2.5 weeks Early December to Late December

Unit 7 Length: Timeframe:

Dividing Whole Numbers (N.7, N.8, N.9) ~ 2.5 weeks Late December to Mid-January

Unit 8 Length: Timeframe:

Geometry (A.1, G.1, G.2,G.3) ~ 2 weeks Mid-January to Late January

Unit 9 Length: Timeframe:

Fractions (N.1, N.3, N.10) ~ 1 week Early February

Unit 10 Length: Timeframe:

Measurement (M.2, M.3, M.4, M.5) ~ 2 weeks Mid-February (finish by Mid-Winter Recess)

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State Assessment Review and Administration Length: ~ 1.5 weeks Timeframe: February 27 to March 7 (State Assessment: 3/6 and 3/7) Unit 11 Length: Timeframe:

Multiplying Whole Numbers (N.7, N.8, N.9) ~ 2 weeks Mid-March to Late March

Unit 12 Length: Timeframe:

Dividing Whole Numbers (N.7, N.8, N.9) ~ 2 weeks Early April to Mid April

Unit 13 Length: Timeframe:

Fractions (N.1, N.3, N.10) ~ 2 weeks Late April to Early May

Unit 14 Length: Timeframe:

Graphing (S.1, S.2) ~ 2 weeks Mid May to Late May

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Unit 1 Graphing and Time (S.1, S.2, M.1) Length: ~ 2 weeks Timeframe: Early to Mid-September State Standards (Shaded statements are identified as Post-March Indicators): 3.S.3 Construct a frequency table to represent a collection of data 3.S.4 Identify the parts of pictographs and bar graphs 3.S.5 Display data in pictographs and bar graphs 3.S.6 State the relationships between pictographs and bar graphs 3.S.7 Read and interpret data in bar graphs and pictographs 3.S.8 Formulate conclusions and make predictions from graph Local Standards: L.3.S.1 Collect (using observations and surveys) and display real-world data with charts and graphs (e.g. pictographs, bar graphs, frequency table); identify parts of pictographs and bar graphs and distinguish between them. L.3.S.2 Read and interpret data from displays (e.g. pictographs, bar graphs); draw conclusions and make predictions from graphs. Big Ideas: A graph is a visual representation of data. Displaying data in graph form allows you to easily visualize and compare data. Essential Questions: What is a graph? Why do we graph data? Prior Knowledge: To use tally marks to record data To know the difference between a pictograph and a bar graph To display data in pictographs using concrete objects or a representation of the object To display data in bar graphs using concrete objects or a representation of the object To compare data in terms of describing quantiy (similarity or differences) To interpret data in terms of describing quantiy (similarity or differences) To discuss conclusions from graphs To make predictions from graphs Unit Objectives: To construct a frequency table (using tally marks) to represent a collection of data To identify the parts of a pictograph To identify the parts of a bar graph To display data in a pictograph To display data in a bar graph To state the relationships between pictographs and bar graphs To read and interpret data from a pictograph To read and interpret data from a bar graph

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To draw conclusions based on information found in pictographs and bar graphs To make predictions based on information found in pictographs and bar graphs Resources: SFAW Math 3 Text Lesson: 1-1, 1-2, 1-4, 1-5, 1-7 Review Template (No Calculators): 1) Complete the patterns- Complete the pattern 6,8,___, 12,14. 2) Show all the ways to make a given number. Show all the ways to make 5 2) Write the fact family for the various sets of numbers. Write the fact family for 4,5 and 9.

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Unit 2 Place Value (N.2) Length: ~ 1 week Timeframe: Late September State Standards (Shaded statements are identified as Post-March Indicators): 3.N.4 Understand the place value structure of the base ten number system: 10 ones = 1 ten, 10 tens = 1 hundred, 10 hundreds = 1 thousand 3.N.5 Use a variety of strategies to compose and decompose three-digit numbers Local Standards: L.3.N.2 Recognize and use the place value structure of the base ten number system: 10 ones = 1 ten, 10 tens = 1 hundred, 10 hundreds = 1 thousand Big Ideas: There are only 10 digits (0, 1, 2, 3, 4, 5, 6, 7, 8, 9) in our number system. Our place value system gives meaning to digits. Each place is ten times the value of the previous place. Essential Questions: What is the purpose of a place value system? How does the value of a digit depend on its place? Prior Knowledge: To recognize and use the fact that 10 ones = l ten To recognize and use the fact that 10 tens = 1 hundred Unit Objectives: To recognize and use the fact that 10 hundreds = 1 thousand To write numbers (0-1,000) in standard form To write numbers (0-1,000) in expanded form To write numbers (0-1,000) in word form To read whole numbers from 0-1,000 To represent whole numbers from 0-1,000 Resources: SFAW Math 3 Text Lessons: 2-1, 2-2, 2-3 Review Template (No Calculators): 1) Repeated Addition- Solve: 6 + 6 + 6 = 2) Counting by 10’s and 100’s - Complete the pattern10, 20, 30, __, __, __. 3) Order numbers - Order 23, 7, 15 from least to greatest.

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Unit 3 Number Sense (N.1, N.3, N.5, N.6) Length: ~ 3 week Timeframe: Early October to Mid October State Standards (Shaded statements are identified as Post-March Indicators): 3.N.1 Skip count by 25’s, 50’s, 100’s to 1,000 3.N.2 Read and write whole numbers to 1,000 3.N.3 Compare and order numbers to 1,000 3.N.16 Identify odd and even numbers 3.N.17 Develop an understanding of the properties of odd/even numbers as a result of addition or subtraction 3.N.25 Estimate numbers up to 500 3.N.26 Recognize real world situations in which an estimate (rounding) is more appropriate 3.N.27 Check reasonableness of an answer by using estimation 3.A.1 Use the symbols , = (with and without the use of a number line) to compare whole numbers and unit fractions (1/2, 1/3, 1/4, 1/5, 1/6 and 1/10) Local Standards (Stricken text is covered in a different unit): L.3.N.1 Read, write, and represent whole numbers from 0 to 1,000; read and write fractions (see L.3.N.10) L.3.N.3 Compare, order, and place on a number line (including the use of the symbols , and =) whole numbers (0 to 1,000) and unit fractions (i.e. 1/2, 1/3, 1/4). L.3.N.6 Count by 25’s, 50’s, 100's (starting with 0 or other multiple of the number); identify odd and even numbers and determine when addition or subtraction results in odd versus even numbers. L.3.N.5 Develop estimation strategies and skills (including rounding to nearest 10 or 100); estimate answers before solving problems and compare estimate with outcome to determine the reasonableness of results. Big Ideas: Numbers allow us to show or represent amounts that can be compared and put in order. In certain situations, it is okay to round numbers, which are often easier to deal with. It is often easier and faster to count in groups. Essential Questions: Why do we use numbers? Why do we round numbers? When is it okay to round numbers? Why count by anything other than 1’s? Prior Knowledge: To read whole numbers from 0-100 To write whole numbers from 0-100 To represent whole numbers from 0-100 To compare whole numbers (0-100), using the symbols and= To order whole numbers (0-100) To place on a number line whole numbers (0-100)

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To skip count by 2’s, 5’s, and 10’s up to 100 To skip count by 3’s up to 36 To skip count by 4’s up to 48 To use concrete materials to justify a number as odd or even Unit Objectives: To compare whole numbers (0-1,000), using the symbols and = To order whole numbers (0-1,000) To place on a number line whole numbers (0-1,000) To count by 25’s (starting with 0 or other multiple of 25) To count by 50’s (starting with 0 or other multiple of 50) To count by 100’s (starting with 0 or other multiple of 100) To identify odd and even numbers To determine when addition or subtraction results in odd versus even numbers. To round to the nearest 10 To round to the nearest 100 Resources: SFAW Math 3 Text Lessons: 2-6, 2-7, 2-8, 2-9, 3-3,7-12 Supplement counting by 25, 50, 100 Supplement placing numbers on a number line. Supplement using a hundred’s chart to show number patters(skip counting etc.) Review Template (No Calculators): 1) Skip counting by 2,3,4,5,10. Continue the pattern by skip counting by 3’s up to 36. 3, 6, 9,.....36. 2) Compare using >,