Third Grade: Math Curriculum

Unit 1: Addition and Subtraction Within 1,000 Time: September – October Standards:
3.OA.D.8 Solve two-step word problems using
Essential Questions Enduring Understandings the four operations. Represent these problems
 How can you use properties to explain patterns on the addition  I can identify and describe whole- using equations with a letter standing for the
table? number patterns and solve unknown quantity. Assess the reasonableness of
 How can you round numbers? problems. answers using mental computation and
 How can you use compatible numbers and rounding to estimate  I can round 2- and 3-digit numbers estimation strategies including rounding.
sums? to the nearest ten or hundred. 3.OA.D.9 Identify arithmetic patterns (including
 What mental math strategies can you use to find sums?  I can use compatible numbers and patterns in the addition table or multiplication
 How can you add more than two addends? rounding to estimate sums. table), and explain them using properties of
 How can you use the break apart strategy to add 3-digit numbers?  I can count by tens and ones, use a operations. For example, observe that 4 times a
number is always even, and explain why 4 times a
 How can you use place value to add 3-digit numbers? number line, make compatible
number can be decomposed into two equal
 How can you use compatible numbers and rounding to estimate numbers, or use friendly numbers
to find sums mentally in my brain. addends.
differences?
 I can use the Commutative and 3.NBT.A.1 Use place value understanding to
 What mental math strategies can you use to find differences?
round whole numbers to the nearest 10 or 100.
 How can you use place value to subtract 3-digit numbers? Associative Properties of Addition
to add more than two addends. 3.NBT.A.2 Fluently add and subtract within 1000
 How can you use the combine place values strategy to subtract to using strategies and algorithms based on place
subtract 3-digit numbers.  I can use the break apart strategy
to add 3-digit numbers. value, properties of operations, and/or the
 How can you use the strategy draw a diagram to solve one- and relationship between addition and subtraction.
two-step addition and subtraction problems?

Benchmark Assessment(s) Other Assessments

 SWBAT use place value understanding in order to round whole numbers to the nearest 10 or 100 in  Beginning-of-Year Test, make copies
written form. SWBAT earn a passing score of 80% or higher. (PARCC Assessments pages 19-20) from Chapter Resources book
3.NBT.A.1  Show What You Know found in Student
Edition Ch. 1 workbook pages 3-4
 SWBAT fluently add and subtract within 1000 using strategies and algorithms based on place value,
 Chapter 1 Test, workbook pages 79-84
properties of operations, and/or the relationship between addition and subtraction by showing  Performance Assessment, Real World
written responses. SWBAT earn a passing score of 80% or higher. (PARCC Assessments pages 21-22) Project, Inventing Toys, found in Student
3.NBT.A.2 Text, pages 1-2, Rubric on Teacher
Edition p. 2, 2-day project, students
should earn a 2, 3, or 4. 3.MD.C.7 Relate
area to the operations of multiplication
and addition.
Materials
 Teacher Edition – Chapter 1 Addition and
Subtraction Within 1,000
 Chapter 1 Go Math workbooks for each
student

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum

 Getting Ready for the PARCC

Assessments (pink soft covered books
for each student)
 Grab-and-Go! Grade 3 book, p. 1, Roll to
100! card, two dice per group of 2-4
students
 Grab-and-Go! Grade 3 book, p. 1, Cube
Fun! Card, unifix cubes
 Grab-and-Go! Grade 3 book, p. 2, And the
Survey Says… card, lined paper
 Grab-and-Go! Grade 3 book, p. 3, Ready!
Aim! Subtract! Card, copies of p. 49 for
each student
 Grab-and-Go! Grade 3 book, p. 5, Super
Subtraction card, p. 39 copied for each
student, p. 45 copied for each student,
base-ten blocks, scissors
 Go Math Literature Connection
collection

SUGGESTED ACTIVITIES

 Show What You Know about Addition and Subtraction Within 1,000, REINFORCEMENT
Introduction for Chapter 1, workbook pages 3-4, independent, then check as PMT = PERSONAL MATH TRAINER
a whole group  Lesson 1.1, 3.OA.D.9 Tell whether a sum is even. PMT 3.OA.9, intervene
 Students play Going to New York City game found on workbook pages 4A- with R-1.1
4D in groups of 2, 3, or 4. Each group will need a number cube or die,  Lesson 1.2, 3.NBT.A.1, Round to the nearest 10 or 100. PMT 3.NBT.1, R-1.2
connecting cubes for playing pieces, and one copy of the Clue Cards on  Lesson 1.3, 3.NBT.A.1, Estimate sums. PMT 3.NBT.1, R-1.3
eTeacher Resources p. TR189.  Lesson 1.4, 3.NBT.A.2, Use mental math strategies to add. PMT 3.NBT.2, R-
 Shade different rows, columns, and diagonals of the addition table in order 1.4
to develop a conceptual understanding of the Identity Properties of  Lesson 1.5, 3.NBT.A.2, Identify application of the Commutative Property of
Addition. Addition, PMT 3.NBT.2, R1-5
 Discuss the problem we are trying to solve, what the pattern represents,  Lesson 1.7 and 1.10, Use place value to add or subtract. PMT 3.NBT.2, R-1.7,
how we know where numbers are supposed to be in a pattern, and create R-1.1o
personal patterns.  Lesson 1.8, 3.NBT.A.1, Estimate differences. PMT 3.NBT.1, R-1.8
 Lesson 1.1 Real World Video – found on thinkcentral.com, “Composing  Lesson 1.9, 3.NBT.A.2, Use a number line model to solve a subtraction
Music” view and discuss the video problem. PMT 3.NBT.2, R-1.9

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum

 In partnerships or table groups, students can practice skip counting on a  Lesson 1.10, 3.NBT.A.2, Use subtraction to check addition. PMT 3.NBT.2, R-
hundred chart in order to practice place value. 1.10
 Round numbers using virtual number lines or duct tape number lines on the  Lesson 1.11, 3.NBT.A.2, Identify and explain a subtraction error. PMT
floor. Each end of the line can become any number you wish. Ex. 0 and 100, 3.NBTd.2, R-1.11
120 and 130, etc.  Lesson 1.12, 3.OA.D.8, Use a bar model to solve a subtraction problem.
 Use meter sticks and US customary rulers or yard sticks in order to round to Solve multistep addition and subtraction word problem. PMT 3.OA.8, PMT
the nearest ten or hundred. 3.NBT.2, R-1.12
 Read Soccer Bash in order to find out if there’s enough money for the soccer ENRICHMENT
team’s party.  Lesson 1.1, TE p. 6, Display Pascal’s Triangle and ask students to look for
 Talk about why we don’t always need to find exact answers. Using patterns in the diagram. Challenge students to find the missing numbers
compatible numbers or rounding is sufficient. using the patterns they found.
 Make mistakes with rounding or estimating from time to time when sharing  Lesson 1.1, TE p. 9, Partner up in order to create and identify patterns on a
examples on the whiteboard. Students need to note common errors as they hundred chart or on plain paper.
work.  Lesson 1.2, TE p. 12, Students read and figure out the number riddles from
 Students play Auto Addition in order to practice skills and move along a 3-4 clues. Then, students can write up their own riddles involving rounding
game path. of 3-digit numbers.
 Break apart addends in order to make them compatible with base-ten blocks  Lesson 1.3, TE p. 18, Students estimate sums for two 3-digit numbers, then
and on lined paper. Practice making friendly numbers to add as well. check to see the actual sum on a calculator. Then, they use different
 Practice making simple number line jumps and hops going forward and estimation strategies to see which one works closest to the actual answer
backward on notebook paper and on mini whiteboards. and why.
 Use a Word Web graphic organizer in order to explain vocabulary terms.  Lesson 1.4, TE p. 24, Students take a given problem that has them add two
 Discuss different ways to estimate a sum. 3-digit numbers from using compatible numbers in two different ways.
 Partner up to practice regrouping problems for subtraction over 3-digit  Lesson 1.4, TE p. 27, Students investigate and list different ways to break
subtraction. apart the following addends to make compatible numbers: 153+127. They
 Summarize how you know when to regroup ones, tens, and hundreds. write a summary to explain themselves.
 Complete online research for the length of days on different planets and find  Lesson 1.5, TE p. 30, Use the Associative Property in order to find the sum
out about how much longer/shorter a year is on Earth compared to a year on for a given problem, and then find a way to use the Commutative Property
other planets. to find the sum in a different way.
 Complete online research for the highest point in each state of the USA. Then,  Lesson 1.6, TE p. 36, Students need to find a variety of ways to have a few
students can write questions requiring others to locate estimates comparing 3-digit numbers equal a specific sum. Then, they can form another problem
specific states. for a partner to solve in a variety of ways, too.
 Orally review the inverse relationship between addition and subtraction in  Lesson 1.6, TE p. 39, Students locate two different 3-digit numbers that
order to compare strategies for regrouping. have a sum of 999. The numbers cannot have the same digit in place value
 Research two of your favorite large mammals. Record the greatest spot.
recorded weight for each animal and then locate the difference of those  Lesson 1.7, TE p. 42, What is the greatest sum of three different 1-digit
weights. numbers? What is the greatest sum of three different 2-digit numbers? Are
 Use part / part/ whole diagrams in order to complete bar models for there any patterns in locating your response?
addition and subtraction.  Lesson 1.8, TE p. 49, Copy Enrich 1.8 for each partnership, Students will
 Choose and explain strategies for personal reasoning. estimate pocket change.

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum

 Lesson 1.8, TE p. 50, Students write at least two subtraction examples for
the given answers, 100, 400, and 230.
 Lesson 1.9, TE p. 56, Students partner up in order to locate two different
ways to find the difference for five given problems.
 Lesson 1.10, TE p. 62, Toss a die 6 times in order to make two 3-digit
numbers that can be subtracted without regrouping. Explain how you
decided which place value spot each digit should go in.
 Lesson 1.11, TE p. 68, Number Cube Toss, Partners toss a die six times. They
need to write two 3-digit numbers that can be subtracted using the
strategy of combining the tens and ones places. Students earn a point if
they can subtract by combining tens and ones.
 Lesson 1.12, TE p. 74, Students write word problems for given 3-digit
numbers that ask another to add or subtract.

Suggested Websites Suggested Materials

 www.thinkcentral.com  Math notebooks
ISE – Interactive Student Edition  Grab-and-Go Super Subtraction activity card and manipulatives that can
PMT – Personal Math Trainer model regrouping
Math on the Spot Video – which helps students with problem solving work in
each lesson
Animated Math Models
HMH – Mega Math games and extra practice
iT – internet tools for math
ABC – Multimedia eGlossary
Real World Videos
Professional Development Videos that help with teaching for depth
Cross-Curricular Connections
21st Century Skills
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
Technology
8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.
8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding.
8.2.5.D.1 Identify and collect information about a problem that can be solved by technology, generate ideas to solve the problem, and identify constraints and trade-offs to
be considered.
SEL
 Identify who, when, where or how to seek help for oneself or others when needed.
 Utilize positive communication and social skills to interact effectively with others
L/A
RI.3.4 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area.

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum

Unit: Chapter 2 Represent and Time: Mid-Oct. –Mid-Nov. Standards:

Interpret Data
Essential Questions Enduring Understandings 3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to
 How can you use the strategy make a  I can organize data in tables and solve represent a data set with several categories. Solve one- and two-step
table in order to organize data and problems using the strategy make a “how many more” and “how many less” problems using information
solve problems? table. presented in scaled bar graphs. For example, draw a bar graph in which
 How can you read and interpret data  I can read and interpret data in a scaled each square in the bar graph might represent 5 pets.
in a picture graph? picture graph.
 How can you draw a picture graph to  I can draw a scaled picture graph to 3.MD.B.4 Generate measurement data by measuring lengths using
show data in a table? show data in a table. rulers marked with halves and fourths of an inch. Show the data by
 How can you read and interpret data  I can read and interpret data in a scaled making a line plot, where the horizontal scale is marked off in
in a bar graph? bar graph. appropriate units- whole numbers, halves, or quarters.
 How can you draw a bar graph to  I can draw a scaled bar graph to show
show data in a table or picture graph? data in a table or picture graph.
 How can you solve problems using  I can solve one- and two-step
data represented in bar graphs? comparison problems using data
 How can you read and interpret data represented in scaled bar graphs.
in a line plot and use data to make a  I can read and interpret data in a line
line plot? plot and use data to make a line plot.
Benchmark Assessment(s) Other Assessments
 SWBAT use a frequency table in order to complete a picture graph and explain  Show What You know – diagnostic, workbook pages 85-86
how many pictures are drawn. Students will score an 80% or higher. (PARCC  Digital Personal Math Trainer (Assessment Animation and
Assessments pages 41-42) 3MD.B.3 Assessment Video)
 Lesson Quick Check
 SWBAT utilize a bar graph in order to solve one- and two-step problems.
 Mid-Chapter Checkpoint
Students will score an 80 % or higher. (PARCC Assessments pages 41-42)  Chapter Review / Test, pages 131-134
3MD.B.3  Chapter Test
 SWBAT measure to the nearest half and fourth of an inch. SWBAT use the data  Performance Assessment Task – Chapter Resources found in
in order to read line plots accurately. Students will score an 80% or higher. PMT Exercise 13, 3.MD.B.3
(PARCC Assessments pages 43-44) 3.MD.B.4 Materials
 Ch. 2 Go math workbooks
 PARCC Assessment workbooks
 iStudent Edition
 eTeacher Edition
 Chapter Resources book for Reteach and Enrichment
worksheets you can copy from
 Graph paper

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum

 Branching Diagram Graphic Organizer

 Timer / sketch paper - Picture It activity, TE p. 86A
 Literature Connection booklets: The Class Trip, Diegos’ Perfect
Fit
 Activity Card 2 (laminated)– And the Survey Says…, It’s in the
Bag, and Life Span Pictographs

SUGGESTED ACTIVITIES

 Count It! Interactive Bulletin Board – Title can be any title students can vote on such as REINFORCEMENT
Types of Pets, Favorite Color, Least Favorite Vegetable, etc. Use 6 strips of ribbon for six  Lesson 2.1 Organize data using tallies and frequency tables.
different choices or categories, and clothespins for each student to vote with. Use the data PMT 3.MD.3, R – 2.1
to analyze, form, and answer questions about it.  Lesson 2.2 Use picture graphs. PMT 3.MD.3, R-2.2
 Post It! Each student gets a post it note and lists the name of a sport they really enjoy  Lesson 2.3 Make picture graphs. PMT 3.MD.3, R-2.3
playing. Next, ask students how to organize the display. Once it is organized, analyze the  Lesson 2.4 Use bar graphs. PMT 3.MD.3, R-2.4
data orally and in writing.  Lesson 2.5 Make bar graphs. PMT 3.MD.3, R-2.5
 Do mental math activities in class on a daily basis.  Lesson 2.6 Solve problems using data. PMT 3.MD.3, R-2.6
 Practice skip counting often. Skip count by a variety of numbers forward and backward.  Lesson 2.7 Use and make line plots. PMT 3.MD.4, R-2.7
 Play Picture It Charades in order to review and practice vocabulary terms. Students take
turns choosing terms and drawing examples and pictures for them until they have at least ENRICHMENT
10 students standing to guess the vocabulary word. The correct guesser gets to be the  Lesson 2.1 TE p. 88 Toss two dice (#1-6) twenty times and
next charades drawer. record the sum of the numbers in a tally table. List all of the
 Reflect about bar graphs and write all you know about the topic. possible combinations and outcomes there could be. Make
 Write a clear explanation to another student about how to easily read a line plot. a frequency table to show your results.
 Use graphic organizers, tables, and surveys in order to scaffold problems.  Lesson 2.2 TE p. 94 Share specific pictograph keys with the
 Students choose personal topics in order to gather data for four categories, then generate class. Challenge students to solve the problems for
two types of graphs from their data. different amounts of the key pictures.
 Organize, record, and display data about animal life spans using picture graphs. (activity  Lesson 2.3 TE p. 100 Provide students with a topic and data.
card 17 – Storybook Math) They construct a pictograph with it. Then, if time allows,
 Research different types of migrating butterflies. Make a tally table to show each student’s they construct a new pictograph with the same data,
answer. Then, make a frequency table to show how many more students chose one type of changing the key scale.
butterfly over another.  Lesson 2.4 TE p. 103 Ask students about their favorite
 Share pictures of the Grand Canyon, Yellowstone National Park, and the Florida Everglades. stones or gemstones. Next, provide time for students to
Ask students to choose which national park they would like to visit. Generate a tally table research the hardness of each of the stones. Last, generate
to show answers. a picture graph to display the data.
 Describe how to scale a picture graph, showing two votes as one whole picture, or even 5  Lesson 2.5, TE p. 114 Read or share given clues with the class.
votes equivalent to one whole picture. Then, each child creates a bar graph from that data.
 Develop meaning(s) of vocabulary, especially when there is more than one meaning for a  Lesson 2.6, TE p. 120 Use a 6 section spinner. Students spin
specified term. 20 times and record their results in a tally chart. Generate a

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum

 Explain what you can tell just by comparing the symbols in a picture graph. bar graph. How many more times did one result occur over
 Analyze both vertical and horizontal bar graphs in order to use critical thinking skills. another?
 Discuss why some scales are appropriate for bar graphs while others are not.  Lesson 2.7, TE p. 126, Reason about a Line Plot
 Solve one and two-step problems about bar graphs.  Write and solve another problem using the data in one
 Practice reading a variety of line plot graphs. Discuss trends, clusters, and gaps in data. problem we did today in class.

Suggested Websites Suggested Materials

 www.thinkcentral.com  It’s in the Bag – Activity Card 2, collect, organize, record, and display data in
ISE – Interactive Student Edition bar graphs
PMT – Personal Math Trainer
Math on the Spot Video – which helps students with problem solving work in
each lesson
Animated Math Models
HMH – Mega Math games and extra practice
iT – internet tools for math
ABC – Multimedia eGlossary
Real World Videos
Professional Development Videos that help with teaching for depth
Cross-Curricular Connections
21st Century Skills
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
Technology
8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.
8.2.5.D.1 Identify and collect information about a problem that can be solved by technology, generate ideas to solve the problem, and identify constraints and trade-offs to
be considered.
SEL
 Identify who, when, where or how to seek help for oneself or others when needed.
 Utilize positive communication and social skills to interact effectively with others
L/A
RI.3.4 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area.

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum

Unit: Chapter 3 Understand Time: December Standards:

Multiplication 3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5x7 as the
Essential Questions Enduring Understandings total number of objects in 5 groups of 7 objects each. For example,
 How can you use equal groups to find  I can model and skip count objects in describe and/or represent a context in which a total number of objects
how many in all? equal groups to find how many there can be expressed as 5x7.
 How is multiplication like addition? are? 3.OA.A.3 Use multiplication and division within 100 to solve world
How is it different?  I can write an addition sentence and a problems in situations involving equal groups, arrays, and measurement
quantities, e.g., by using drawings and equations with a symbol for the
 How can you use a number line to skip multiplication sentence for a model.
unknown number to represent the problem.
count and find how many in all?  I can model and skip count on a
3.OA.B.5 Apply properties of operations as strategies to multiply and
 How can you use the strategy draw a number line to find how many there
divide. Examples: If 6x4=24 is known, then 4x6=24 is also known.
diagram to solve one- and two-step are.
(Commutative property of multiplication.) 3x5x2 can be found by 3x5=15,
problems?  I can solve one- and two-step
then 15x2=30, or by 5x2=10, then 3x10=30. Associative property of
 How can you use arrays to model problems by using the strategy draw
multiplication.) Knowing that 8x5=40 and 8x2=16, one can find 8x7 as
multiplication and find factors? a diagram.
8x(5+2)=(8x5)+(8x2)=40+16=46. (Distributive property.)
 How can you use the Commutative  I can use arrays to model products
3.OA.D.8 Solve two-step word problems using the four operations.
Property of Multiplication to find and factors.
Represent these problems using equations with a letter standing for the
products?  I can model the Commutative
unknown quantity. Assess the reasonableness of answers using mental
 What happens when you multiply a Property of Multiplication and use it
computation and estimation strategies including rounding.
number by 0 or 1? to find products.

Benchmark Assessment(s) Other Assessments

 SWBAT represent and solve problems involving multiplication and division in  Show What You Know
writing. Students will earn an 80% or higher. (PARCC Assessments pp. 1-2)  Digital Personal Math Trainer
3.OA.A.1  Lesson Quick Check (built into lessons)
 Mid-Chapter Checkpoint
 SWBAT represent and solve problems involving multiplication and division
 Assessment Animation (PMT)
within 100 to solve world problems in writing. Students will earn an 80% or  Chapter 3 Review / Test
higher. (PARCC Assessments pp. 5-6) 3.OA.A.3  Vocabulary Quiz
 SWBAT understand properties of multiplication and the relationship between  Performance Assessment Task
multiplication and division in writing. Students will earn an 80% or higher.
(PARCC pp. 9-10) 3.OA.B.5 Materials
 iStudent Edition Go Math
 eTeacher Edition Go Math
 Personal Math Trainer
 Chapter 3 student workbooks
 Reteach and Enrich in Chapter Resources
 Grab-and-Go Centers Kit
 Counters
 Blank BINGO cards / copies
 Go Math Literature Collection
Date of BOE Approval: August 22, 2016
Third Grade: Math Curriculum
Collections Times Four
The Workshop
Here’s What I Do
SUGGESTED ACTIVITIES

 Use counters in order to show factors and products. REINFORCEMENT

 Model multiplication and division with pictures, diagrams, and concrete materials.  Lesson 3.1 Use equal groups to find how many in all.
 Use graphic organizers or semantic maps in order to define vocabulary. PMT3.OA.1, R-3.1
 Practice counting equal groups with counters, on paper, and mentally.  Lesson 3.2 Relate addition and multiplication. PMT
 Read Collections Times Four, from Go Math Literature Collection, and discuss different ways to 3.OA.1, R-3.2
multiply by 4.  Lesson 3.3 Multiply using a number line. PMT 3.OA.3,
 Write problems that can be solved by using equal groups. R-3.3
 Research clutches of eggs in nests for a variety of birds. Then students form multiplication  Lesson 3.4 Use models to solve problems. PMT
problems from that data. 3.OA.8, R – 3.4
 Orally review that the first factor tells the number of groups while the second factor tells the  Lesson 3.5 Multiply using an array. PMT 3.OA.3, R-3.5
number in each group. Say, “__ groups of ___.”  Lesson 3.6 Use the Commutative Property of
 Ask, “Why is it sometimes better to multiply over add?” Multiplication. PMT 3.OA.5, R-3.6
 Draw pictures to solve multiplication problems.  Lesson 3.7 Multiply with 1 and 0. PMT 3.OA.5, R-3.7
 Practice multiplication facts through 11 by playing BINGO. ENRICHMENT
 View Math on the Spot Video and construct a viable argument in order to critique the reasoning  Lesson 3.1 TE p. 140, Use 5 section spinners and 25
of others. counters per spinner, 1st spin = number of groups, 2nd
 Explain how multiplication is similar and different from addition. spin equals counters per group
 Write a word problem that involves combining three equal groups.  Lesson 3.2, TE p. 146, Repeated Addition Expressions,
 Use a number line to review skip counting. Remind students to count spaces, not tick marks, in Students write a word problem for one of the
order to be accurate. addition expressions.
 Write about how you can use a number line to skip count and find how many in all.  Lesson 3.3, TE p. 152, Visual Kinesthetic Partnership
 Use a bar model to visualize the operations needed to solve the problem as you determine what is Number Line work
missing in the model.  Lesson 3.4, TE p. 160, Visual Partnership work, write a
 Describe one kind of diagram you might draw to help you solve a problem. word problem that can be formed from a given
 Share word problems orally that have different operations involved. The students determine diagram.
which operation is being used and explain how they know they are correct.  Lesson 3.5, TE p. 166, Spatial Individual, Students use
 Use arrays to model multiplication. square tiles and 1-cm grid paper in order to make as
 Write a word problem that can be solved by drawing an array. many different arrays as they can.
 State clear directions to describe how to make an array.  Lesson 3.6, TE p. 172, Logical / Mathematical Small
 Explain how you can use the Commutative Property of Multiplication in order to find products. Group, Students write if, then statements for factors
 Describe how drawing a model on grid paper to solve a multiplication problem is like making an and products.
array and how it is different.  Lesson 3.7, TE p. 178, Visual Individual, Use index
 Explore the Identity Property of Multiplication. cards in order to write true/false statements about
multiplication.
 Discuss what types of problems can be solved with multiplication.

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum

Suggested Websites Suggested Materials

 www.thinkcentral.com  Line ‘Em Up Activity Card 7, play money nickels from Grab-and-Go kit
ISE – Interactive Student Edition  Diamond Derby Activity Card 15, practice multiplication facts through 10 by
PMT – Personal Math Trainer 10.
Math on the Spot Video – which helps students with problem solving work in  Hurray for Arrays Activity Card 15, using arrays to model multiplication
each lesson facts
Animated Math Models  Factor Spin Activity Card 7, using randomly generated factors to practice
HMH – Mega Math games and extra practice multiplication facts for 1, 2, 4, and 5.
iT – internet tools for math
ABC – Multimedia eGlossary
Real World Videos
Professional Development Videos that help with teaching for depth
Cross-Curricular Connections
21st Century Skills
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
Technology
8.2.5.D.3 Follow step by step directions to assemble a product or solve a problem.
SEL
 Identify who, when, where or how to seek help for oneself or others when needed.
 Utilize positive communication and social skills to interact effectively with others
L/A
RI.3.4 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area.

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum

Unit: Chapter 4 Multiplication Time: January Standards:

Facts and Strategies 3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5x7 as the
total number of objects in 5 groups of 7 objects each. For example,
Essential Questions Enduring Understandings
describe and/or represent a context in which a total number of objects can
 How can you multiply with 2 and 4?  I can count by 2s, or use doubles to multiply with be expressed as 5x7.
 How can you multiply with 5 and the factors of 2 and 4. 3.OA.A.3 Use multiplication and division within 100 to solve world
10?  I can skip-count, use a number line, or a bar problems in situations involving equal groups, arrays, and measurement
 What are some ways to multiply model to multiply with the factors 5 and 10. quantities, e.g., by using drawings and equations with a symbol for the
with 3 and 6?  I can draw a picture, use 5s facts and addition, unknown number to represent the problem.
 How can you use the Distributive doubles, or a multiplication table to multiply with 3.OA.B.5 Apply properties of operations as strategies to multiply and
divide. Examples: If 6x4=24 is known, then 4x6=24 is also known.
Property to find products? the factors 3 and 6.
(Commutative property of multiplication.) 3x5x2 can be found by 3x5=15,
 What strategies can you use to  I can use the Distributive Property to find then 15x2=30, or by 5x2=10, then 3x10=30. Associative property of
multiply with 7? products by breaking apart arrays. multiplication.) Knowing that 8x5=40 and 8x2=16, one can find 8x7 as
 How can you use the Associate  I can use the Commutative or Distributive 8x(5+2)=(8x5)+(8x2)=40+16=46. (Distributive property.)
Property of Multiplication to find Property or known facts to multiply with the 3.OA.C.7 Fluently multiply and divide within 100, using strategies such as
products? factor 7. the relationship between multiplication and division (e.g., knowing that
 How can you use properties to  I can use the Associative Property of 8x5=40 and 40÷5=8) or properties of operations. By the end of Grade 3.
Multiplication to multiply with three factors. Know from memory all products of two one-digit numbers.
explain patterns on the
3.OA.D.8 Solve two-step word problems using the four operations.
multiplication table?  I can identify and explain patterns on the
Represent these problems using equations with a letter standing for the
 What strategies can you use to multiplication table. unknown quantity. Assess the reasonableness of answers using mental
multiply with 8?  I can use a number line or the Associative computation and estimation strategies including rounding.
 What are some strategies for Property of Multiplication to multiply with the 3.OA.D.9 Identify arithmetic patterns (including patterns in the addition
multiplying by 9? factor 8. table or multiplication table), and explain them using properties of
 How can you use the strategy make  I can use the Distributive Property with addition operations. For example, observe that 4 times a number is always even,
a table to solve multiplication or subtraction or patterns to multiply with the and explain why 4 times a number can be decomposed into two equal
factor 9. addends.
problems?
 I can solve multiplication problems by using the
strategies make a table.
Benchmark Assessment(s) Other Assessments
 SWBAT solve problems involving the four operations, and identify and explain  Show What You Know
patterns in arithmetic in writing. Students will score an 80% or higher in order to be  Digital Personal Math Trainer
 Lesson Quick Check (built into lessons)
proficient. (PARCC Assessments pp. 17-18) 3.OA.D.9
 Mid-Chapter Checkpoint 3.OA.B.5, 3.OA.3, 3.OA.7
 Assessment Animation (PMT)
 Chapter 4 Review / Test
 Vocabulary Quiz
 Performance Assessment Task –Assign PMT Exercise 22,
Students will model and solve a multiplication problem.
3.OA.D.9
Materials
 iStudent Edition Go Math
Date of BOE Approval: August 22, 2016
Third Grade: Math Curriculum

 eTeacher Edition Go Math

 Personal Math Trainer
 Chapter 4 student workbooks
 Reteach and Enrich in Chapter Resources
 Grab-and-Go Centers Kit
 Hurray for Arrays! Activity Card 15, use arrays to model
multiplication facts
 Party Plans by the Numbers! Go Math Literature
Connection book
 Guess My Number Go Math game
SUGGESTED ACTIVITIES

 Use counters in order to show factors and products. REINFORCEMENT

 Model multiplication and division with pictures, diagrams, and concrete materials.  4.1 3.OA.A.3 Multiply with 2 and 4. R-4.1
 Use graphic organizers or semantic maps in order to define vocabulary.  4.2 3.OA.A.3 Multiply with 5 and 10. R-4.2
 Discuss how knowing X2 helps make X4 simpler.  4.3 3.OA.A.3 Multiply with 3 and 6. R-4.3
 Write a story and draw a picture about a bird gathering a certain number of acorns for a certain  4.4 3.OA.B.5 Use the Distributive Property. R-4.4
number of days. Share stories orally.  4.5 3.OA.C.7 Multiply with 7. R-4.5
 Orally review factor and product.  4.6 3.OA.B.5 Use the Associative Property of
 Model repeated addition in order to locate unknown factors. Multiplication. R-4.6
 Explain how you can use doubles when multiplying with 4 to find 4X8.  4.7 3.OA.D.9 Use patterns in the multiplication
 Partner up and explain how you can multiply with 5 and 10. table. R-4.7
 Make a large number line across the floor and put ticks in it with rulers. Make each tick worth  4.8 3.OA.C.7 Multiply with 8. R-4.8
whatever interval you choose such as 3, 4, 5, or even 6. Practice skip counting on a large level.  4.9 3.OA.C.7 Multiply with 9. R-4.9
 White out some answers on a multiplication table and ask students how to figure out what is missing.  4.10 3.OA.D.8 Use multiplication to solve
Use the ELMO camera to enlarge the table. problems. R-4.10
 Construct cardstock analog clock models. Practice multiplying by five with an analog clock. ENRICHMENT
 Research arthropods to find out more about them. Find out how many more times their mass an ant  4.1 TE p. 192, Logical Math in Partnerships, Digit
can carry on its back. Then, write and solve word problems about this data. Cards, share products and numbers times 2 and 4
 Compare the value of the United States dollar to the Mexican peso. (online station)  4.2 TE p. 198, Visual Individual, Analog Clock face in
 Present multiple strategies for multiplying by 3 such as drawing triangles to remind students to count order to practice X5 facts.
by 3s, or knowing your doubles and adding one more group.  4.3 TE p. 204, Logical Math, Students fill in the
 Share information about the Morse code with the class. Give some sample Morse code math missing operation in a variety of math sentences.
problems, then ask them to create their own Morse code math problems for a partner.  4.4 TE p. 210, Logical Math, Students apply the
 Model the Distributive Property with counters in order to develop a better understanding of Distributive Property by breaking one factor into 3
concepts. addends.
 Break apart a given array to make it a distributed one.  4.5 TE p. 216, Auditory Math, How many min. or
 Distribute a factor incorrectly so that students can explain how to fix it and why it has to be hours do you spend doing the following activity
corrected. per day, and in one week?

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum

 Explain why you would break apart an array into two smaller arrays.  4.6 TE p. 224, Visual Individual, Multiplication Grid
 Draw an array for a specific multiplication fact and compare it to a buddy’s at your table.  4.7 TE p. 230, Verbal Linguistic, 6 index cards per
 Explain how you would use the Commutative Property of Multiplication in order to solve 7X3. student, 3 with the term even and 3 with the term
 Explain why grouping factors doesn’t change a product. odd on them. Students read the word they turn
 Write why you use the Associative Property of Multiplication to solve (10X4) X 2. Share how you over then make a multiplication fact that matches
would regroup the factors. that answer or product.
 Regularly discuss patterns students see on a multiplication table. It helps students see relationships  4.8 TE p. 236, Logical, Find the missing factor or
among the facts they might not see if they only look at it once in the unit. addend in given equations.
 Complete timed multiplication quizzes one time per week in order to promote written fluency.  4.9 TE p. 242, Logical, Multiplication Riddle
 Draw a picture to show two examples of products when you have two even number factors. answers and formations
 Hold a discussion to talk about how X4 and X8 are similar.  4.10 TE p. 248, Logical, Create titles for a given
 Read Party Plans by the Numbers!, a Go Math Literature Collection book in order to discuss party table. Challenge students to write a word problem
planning strategies that include multiplication and division. that can also be solved by this table, too.
 Journal about what two facts can be doubled in order to find a solution for 4X8.
 Read tables in order to solve word problems.
 Write a problem you can use a table to solve multiplication problems.
Suggested Websites Suggested Materials
 www.thinkcentral.com  Collections Times Four from Go Math Literature Collection
ISE – Interactive Student Edition  Story Time Activity Card 7 by using repeated addition and multiplication
PMT – Personal Math Trainer facts
Math on the Spot Video – which helps students with problem solving work in  Line ‘Em Up Activity Card 7 by using nickels to practice counting by 5s
each lesson  Factor Spin Activity Card 7 by using randomly generated factors to practice
Animated Math Models multiplication facts for 1, 2, 4, and 5.
HMH – Mega Math games and extra practice  Diamond Derby Activity Card 15 by practicing multiplication facts through 10
iT – internet tools for math by 10.
ABC – Multimedia eGlossary  Sum Sentences Activity Card 15 by practicing multiplication facts through 10
Real World Videos by 10.
Professional Development Videos that help with teaching for depth
Cross-Curricular Connections
21st Century Skills
CRP4. Communicate clearly and effectively and with reason.
Technology
8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.
SEL
 Identify who, when, where or how to seek help for oneself or others when needed.
 Utilize positive communication and social skills to interact effectively with others
L/A
RI.3.4 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area.

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum

Unit: Chapter 5 Use Multiplication Facts Time: February Standards:

Essential Questions Enduring Understandings 3.OA.D.9 Identify arithmetic patterns (including patterns in the
 What are some ways you can describe a pattern  I can identify and describe a number addition table or multiplication table), and explain them using
in a table? pattern in a function table. properties of operations. For example, observe that 4 times a
 How can you use an array or a multiplication  I can model with arrays or a number is always even, and explain why 4 times a number can be
table to find an unknown factor or product? multiplication table in order to find an decomposed into two equal addends.
 How can you use the strategy draw a diagram to unknown factor.
multiply with multiples of 10?  I can use base-ten blocks, a number 3.OA.A.4 Determine the unknown whole number in a
 What strategies can you use to multiply with line, or place value to multiply with multiplication or division equation relating three whole
multiples of 10? multiples of 10. numbers. For example, determine the unknown number that
 How can you model and record multiplying by 1-  I can model and record multiplication makes the equation true in each of the equations 8x?=48, 5= ÷3,
digit whole numbers multiples of 10? with multiples of 10. 6x6=?.

3.NBT.A.3 Multiply one-digit whole numbers by multiples of 10 in

the range 10-90 (e.g., 9x80, 5x60) using strategies based on
place value and properties of operations.

Benchmark Assessment(s) Other Assessments

 SWBAT represent and solve problems involving multiplication and division in writing.  Show What You Know
Students will score an 80% or higher in order to be proficient. (PARCC Assessments  Digital Personal Math Trainer
pages 7-8) 3.OA.A.4  Lesson Quick Check (built into lessons)
 Mid-Chapter Checkpoint
 SWBAT use place value understanding and properties of operations to perform multi-
 Assessment Animation (PMT)
digit arithmetic in writing. Students will score an 80% or higher in order to be proficient.  Chapter 5 Review / Test
(PARCC Assessments pages 23-24) 3.NBT.A.3  Vocabulary Quiz
 Performance Assessment Task – Assign Exercise 16 in
PMT – Students will model and solve a multiplication
with multiples of 10 problems. 3.NBT.A.3

Materials
 iStudent Edition Go Math
 eTeacher Edition Go Math
 Personal Math Trainer
 Chapter 5 student workbooks
 Reteach and Enrich in Chapter Resources
 Grab-and-Go Centers Kit
 Base-ten blocks

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum

SUGGESTED ACTIVITIES

 Use counters in order to show factors and products. REINFORCEMENT

 Model multiplication and division with pictures, diagrams, and concrete materials.  Lesson 5.1 Describe and complete patterns in
 Use graphic organizers or semantic maps in order to define vocabulary. tables. PMT 3.OA.9, R-5.1
 On a daily basis, review the Distributive Property. Ex. 9X45 = 9 (40+5) or (9X40) + (9X5). The key is to  Lesson 5.2 Find an unknown factor or product.
break apart one factor in a helpful way. PMT3.OA.4, R-5.2
 Ask questions such as, “What is a multiple of 7? Why?”  Lesson 5.3 Use the Distributive Property to solve
 Draw dot arrays on mini whiteboards in order to answer basic multiplication facts. problems. PMT 3.NBT.3, R-5.3
 Play “Pick It” game on p. 260A. It is similar to Go Fish. Students each get 5 cards. The player with the  Lesson 5.4 Use strategies to multiply with
most pairs wins the game. multiples of 10. PMT3.NBT.3, R-5.4
 A few times per week, write about math vocabulary. Two sentences is plenty, but students need to be  Lesson 5.5 Multiply 1-digit numbers by multiples
able to explain their reasoning. Begin with a choice of the following phrases: “I learned that I …”, “I of 10. PMT3.NBT.3, R-5.5
was surprised that I…”, “I noticed that I…”, or “I discovered …”.  Diagnostic Assessment for Show What You Know
 Show and manipulate a variety of input and output tables. Start with numbers in both the in and out – See TE p. 259.
boxes. ENRICHMENT
 Make multiplication spinners. Use paper plates and divide them into 8 equal sections by drawing a  Lesson 5.1 TE p. 262, Pass out an index card to
plus sign and a multiplication sign on them. Then, students write any numbers from 1-11 in the eight each student. Explain that students will have a
sections. Next, they roll a number cube and that is one factor they are multiplying with. They can partner. One partner will say a rule such as
make a spinner with the plate, a pencil, and a paperclip. Students spin and multiply. multiply by 3. The other partner says a number
 Discuss how we know a pattern is present. less than 12. The first partner uses mental math
 Define pattern, array, and equation. to figure out the product.
 Discuss why we must test a pattern with at least 3 numbers before believing it is a good fit.
 Play Multiplication Bingo, Multiplication Baseball, Multiplication Football, Multiplication Basketball, or  Lesson 5.2 TE p. 268, Show 5-10 problems in
Multiplication Tic Tac Toe to reinforce memorization. which one factor is named with a letter instead
 Shade in arrays on grid paper in order to visualize the process of multiplication and form stronger of a blank line. Students figure out the missing
mental images. factor and write a related multiplication fact.
 Model language orally: say, “Number of rows X number in each row = number in all or total.
 Ask what an equal sign really means.  Lesson 5.3 TE p. 276, Show base-ten grid on
 Read The Homework Table from Go Math Literature Collection, then discuss how multiplication and Smartboard. Have students find all the possible
division are related. (You may use the book with an ELMO camera or find the book online at ways to break apart a factor into multiples of 10
thinkcentral.com) for 4X60 = ___.
 Practice multiplication facts between 1-11 by guessing the factors to make a given product. (class game
with whiteboards) The teacher states a product and students list as many factor combinations as they  Lesson 5.4 TE p. 282, Students record three
can to get that product. Students give themselves a point for each correct combination. multiplication facts, 2-digit multiple of 10 X 1 digit
 Draw a model to show how many stamps are in a collection if you have 6 sheets with 20 stamps on number, then explain what the basic fact is and
each sheet. how they know it.
 Write a word problem about a garden with a specific number of rows and 40 plants in each row.
 Answer the Essential Question orally or in writing as often as possible.  Lesson 5.5 TE p. 288, Provide students with the
following products: 200, 240, 360. Challenge
Date of BOE Approval: August 22, 2016
Third Grade: Math Curriculum

 Summarize how the Associative Property helps them multiply with multiples of 10. Ex. 4X20=, 20 = them to write a multiplication fact with one
2X10, so 4X2X10 is the same as 4X20. factor that is a 1-digit number and the other
 Draw quick pictures of base-ten blocks, then multiply the ones first, then the tens place. Sticks equal being a multiple of ten.
tens, dots equal ones.
 View Math on the Spot Video Tutor when Think Smarter problem is tricky for your class.  Discuss the benefits of using a letter or symbol in
 Play Multiplication Math-O (memory) Students must locate multiplication facts with their products. a pattern to predict the number of wheels on 50
bikes or 100 bikes. Discuss how to make strong
predictions for a topic like this.
Suggested Websites Suggested Materials
 www.thinkcentral.com  Basketball or kickball for Multiplication game, recycling can for a hoop
ISE – Interactive Student Edition  Football field paper with 10 yard lines marked, when students play
PMT – Personal Math Trainer Multiplication Football, two players play against each other. One student
Math on the Spot Video – which helps students with problem solving work in rolls two dice, multiplies, and if he/she says the correct answer, then
each lesson he/she moves 10 yards. As soon as a mistake is made, the other player
Animated Math Models gets to move along his/her yard lines toward the goal.
HMH – Mega Math games and extra practice  In / Out robot drawing or poster to aid in discussion for how a number can
iT – internet tools for math change if a rule is applied to it starting at the in or the out and going
ABC – Multimedia eGlossary backwards.
Real World Videos  Math Word Wall for Multiplication terms
Professional Development Videos that help with teaching for depth
Cross-Curricular Connections
21st Century Skills
CRP4. Communicate clearly and effectively and with reason.
Technology
8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.
SEL
 Identify who, when, where or how to seek help for oneself or others when needed.
 Utilize positive communication and social skills to interact effectively with others
L/A
SL3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum

Unit: Chapter 6 Understand Time: Mid-February - March Standards:

Division 3.OA.A.2 Interpret whole-number quotients of whole numbers, e.g.,
interpret 56÷8 as the number of objects in each share when 56
Essential Questions Enduring Understandings
objects are partitioned equally into 8 shares; or as a number of shares
 How can you use the strategy act it out  I can act out division problems in order to solve when 56 objects are partitioned into equal shares of 8 objects each.
to solve problems with equal groups? them. (small groups, whole class, or by drawing For example, describe and/or represent a context in which a number of
 How can you model a division problem pictures) shares or a number of groups can be expressed as 56÷8.
to find how many are in each group?  I can use models to explore the meaning of 3.OA.A.3 Use multiplication and division within 100 to solve world
 How can you model a division problem partitive, or sharing, division. problems in situations involving equal groups, arrays, and
to find out how many equal groups  I can use models to explore the meaning of measurement quantities, e.g., by using drawings and equations with
a symbol for the unknown number to represent the problem.
there are? quotative, or measurement, division.
3.OA.B.5 Apply properties of operations as strategies to multiply and
 How can you use bar models to solve  I can show division by using equal groups and bar divide. Examples: If 6x4=24 is known, then 4x6=24 is also known.
division problems? models. (Commutative property of multiplication.) 3x5x2 can be found by
 How is division related to subtraction?  I can use repeated subtraction and a number line 3x5=15, then 15x2=30, or by 5x2=10, then 3x10=30. Associative property
(Division is repeated subtraction.) in order to relate subtraction to division. of multiplication.) Knowing that 8x5=40 and 8x2=16, one can find 8x7
 How can you use arrays to solve  I can model division by using arrays and by as 8x(5+2)=(8x5)+(8x2)=40+16=46. (Distributive property.)
division problems? thinking about how multiplication is the inverse 3.OA.B.6 Understand division as an unknown-factor problem. For
example, find 32÷8 by finding the number that makes 32 when
 How can you use multiplication to operation of division.
multiplied by 8.
divide?  I can use bar models to relate multiplication and
3.OA.B.7Fluently multiply and divide within 100, using strategies such
 How can you write a set of related division as inverse operations. as the relationship between multiplication and division (e.g., knowing
multiplication and division facts?  I can write related fact families for multiplication that 8x5=40 and 40÷5=8) or properties of operations. By the end of
 What are the rules for dividing with 1 and division. Grade 3. Know from memory all products of two one-digit numbers.
and 0?  I can divide using the rules for 1 and 0.
 I can define and explain the Identity Property of
Multiplication.
Benchmark Assessment(s) Other Assessments
 SWBAT represent and solve problems involving multiplication and division in writing.  Show What You Know
Students will earn an 80% or higher in order to earn a proficient mark. (PARCC  Digital Personal Math Trainer
Assessments book pages 3-4) 3.OA.A.2  Lesson Quick Check (built into lessons)
 Mid-Chapter Checkpoint
 SWBAT understand properties of multiplication and the relationship between
 Assessment Animation (PMT)
multiplication and division in writing. Students will earn an 80% or higher in order to earn  Chapter 6 Review / Test
a proficient mark. (PARCC Assessments book pages 11-12) 3.OA.B.6  Vocabulary Quiz
 SWBAT fluently multiply and divide 20 facts each within 100 in writing. Students will earn  Performance Assessment Task – Assign students PMT
an 80% or higher in order to earn a proficient mark. (40 Question Multiplication and Exercise 17. 3.OA.B.7
Division Quiz) 3.OA.B.7 Materials
 iStudent Edition Go Math
 eTeacher Edition Go Math
 Personal Math Trainer
 Chapter 6 student workbooks

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum

 Reteach and Enrich in Chapter Resources

 Grab-and-Go Centers Kit
 Mini whiteboards and dry erase markers / erasers
 Grid paper
 Counters
 Play money nickels
SUGGESTED ACTIVITIES

 Multiplication Puzzles – Make a Tic Tac Toe board on your mini whiteboard. Put REINFORCEMENT
a X and / sign in the top left box. Put in a few numbers, either factors, or  Lesson 6.1 Model division. PMT 3.OA.3, R-6.1
products, and students fill in the empty boxes, then partner check their answers.  Lesson 6.2 Find how many in each group. PMT 3.OA.2, R-6.2
(See TE p. 299I)  Lesson 6.3 Find how many equal groups. PMT 3.OA.2, R-6.3
 Use counters to model given word problems for division.  Lesson 6.4 Use models to solve division problems. 3.OA.A.2, R-6.4
 On a daily basis, ask, “What do we need to know?”  Lesson 6.5 Relate subtraction and division. 3.OA.3, R-6.5
 Provide student friendly explanations of chapter vocabulary terms: divide,  Lesson 6.6 Use arrays to solve division problems. 3.OA.3, R-6.6
dividend, divisor, factor, and related facts.  Lesson 6.7 Relate multiplication and division. 3.OA.6, R-6.7
 Play Vocabulary BINGO in groups of 4 with one caller. The caller states the  Lesson 6.8 Write related multiplication and division facts. 3.OA.7, R-6.8
definitions and gives examples.  Lesson 6.9 Divide with 0 and 1. 3.OA.5, R-6.9
 In writing, explain the meaning of equal groups and how they relate to division. ENRICHMENT
 Write a division word problem using the following numbers: ___ and ___.  Lesson 6.1 TE p. 302, Use three square pieces of paper and an equal
(Students must locate one number on their own. number of counters on each one in order to display a multiplication /
 Pretend you write advice about hard math problems online for other kids your division problem. Then, ask students to write a two-step word
age. Help a troubled 3rd grader understand how to divide by 1. problem that can be solved by that model.
 Exaggerate acting out 20 / 4 with the entire class getting involved in groups.
Then, switch it up to 20 / 2 and see if the students can get into 2 equal groups  Lesson 6.2 TE p. 308, Take a handful of counters and make 2 equal
quickly. Last, ask them if there are any other ways to break 20 into equal groups. groups. If you can’t do you have an even number of counters or odd
 Discuss how division is used in gym class and in sports, too. number?
 Discuss common errors in oral explanations when they show up. For example, a
student may draw three circles with four dots in each one, then say there are  Lesson 6.3 TE p. 314, Write a word problem about finding how many
three in each group. Ask if this makes sense and why/why not. Ask students to are in each group. Next, write another one about finding the number
reread the problem aloud again, and to check what they stated. of groups. Last share and solve your problems with a partner.
 Take out a handful of play money nickels. Ask students to show different
division problems with it. Have them explain what they model.  Lesson 6.4 TE p. 320, Draw all the possible bar models with 12 as a
 Write a division problem that describes a large garden with a given amount of dividend. (Work in partnerships.)
rows and a given amount of plants per row.
 Ask, “What is division?”  Lesson 6.5 TE p. 326, Type some clues on the Smartboard, students
 Write about how you can model a division problem to find out how many are in should list the division equation you are representing.
each group.
 Locate more than one way to divide a total of 16 items into equal groups.

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum

 Draw bar models and use them in order to write equations.  Lesson 6.6 TE p. 334, Choose one of 4 two-digit numbers. Draw as
 Read and discuss Go Math Literature Connection story, Corey’s Cookie Caper. many arrays as possible to represent that number on grid paper. Then,
 Research or discuss how a chef or baker uses division in real life. write a corresponding division equation for each array.
 Practice drawing simple number lines in order to show repeated subtraction.
 Students partner up to read Go Math Literature Connection story, The Garden  Lesson 6.7 TE p. 340, Students copy equations in which the +, -, X, and /
Fence. signs are left blank. They figure out which signs are missing and check
 Review the meaning of inverse operations. with their table group.
 Practice writing all facts for multiplication and division fact families.
 Ask students to form a Division Dilemma story. Share it with another student to  Lesson 6.8 TE p. 346, Show two square arrays. Ask students to draw
see if he/she can solve the problem/dilemma. other square numbers, then to explain what a square number is.

 Lesson 6.9 TE p. 352, Share Mystery Operations work with the class.
Then, ask each student to write their own mystery operations exercise
for a buddy in our class.
Suggested Websites Suggested Materials
 www.thinkcentral.com  Blank BINGO sheets / copies
ISE – Interactive Student Edition  Notebook
PMT – Personal Math Trainer
Math on the Spot Video – which helps students with problem solving work in
each lesson
Animated Math Models
HMH – Mega Math games and extra practice
iT – internet tools for math
ABC – Multimedia eGlossary
Real World Videos
Professional Development Videos that help with teaching for depth
Cross-Curricular Connections
21st Century Skills
CRP4. Communicate clearly and effectively and with reason.
Technology
8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.
SEL
 Identify who, when, where or how to seek help for oneself or others when needed.
 Utilize positive communication and social skills to interact effectively with others
L/A
SL3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum

Unit: Chapter 7 Division Facts and Time: April Standards:

Strategies 3.OA.A.3 Use multiplication and division within 100
Essential Questions Enduring Understandings to solve world problems in situations involving
 What does dividing by 2 mean?  I can use models to represent division by 2. equal groups, arrays, and measurement quantities,
 What strategies can you use to divide by  I can use repeated subtraction, a number line, or a e.g., by using drawings and equations with a
10? multiplication table to divide by 10. symbol for the unknown number to represent the
problem.
 What does dividing by 5 mean?  I can count up by 5s, count back on a number line, or use 10s
3.OA.A.4 Determine the unknown whole number
 What strategies can you use to divide by facts and doubles to divide by 5.
in a multiplication or division equation relating
3?  I can use equal groups, a number line, or a related
three whole numbers. For example, determine the
 What strategies can you use to divide by multiplication fact to divide by 3.
unknown number that makes the equation true in
4?  I can use an array, equal groups, factors, or a related
each of the equations 8x?=48, 5= ÷3, 6x6=?.
 What strategies can you use to divide by multiplication fact to divide by 4.
3.OA.C.7 Fluently multiply and divide within 100,
6?  I can use equal groups, a related multiplication fact, or factors
using strategies such as the relationship between
 What strategies can you use to divide by to divide by 6.
multiplication and division (e.g., knowing that
7?  I can use an array, a related multiplication fact, or equal groups
8x5=40 and 40÷5=8) or properties of operations.
 What strategies can you use to divide by to divide by 7.
By the end of Grade 3. Know from memory all
8?  I can use repeated subtraction, a related multiplication fact, or products of two one-digit numbers.
 What strategies can you use to divide by a multiplication table to divide by 8.
3.OA.D.8 Solve two-step word problems using the
9?  I can use equal groups, factors, or a related multiplication fact four operations. Represent these problems using
 How can you use the strategy act it out in to divide by 9. equations with a letter standing for the unknown
order to solve two-step problems?  I can solve two-step problems by using the act it out strategy. quantity. Assess the reasonableness of answers
 Why are there rules such as the order of  I can perform operations in order from left to right when there using mental computation and estimation
operations? are no parentheses. strategies including rounding.

Benchmark Assessment(s) Other Assessments

 SWBAT multiply and divide within 100 in writing. Students will score an 80% or higher in order to be  Show What You Know
proficient. (PARCC Assessments pages 13-14) 3.O.A.C.7  Digital Personal Math Trainer
 SWBAT solve problems involving the four operations, and identify and explain patterns in  Lesson Quick Check (built into lessons)
 Mid-Chapter Checkpoint
arithmetic. Students will score an 80% or higher in order to be proficient. (PARCC Assessments
 Assessment Animation (PMT)
pages 15-16) 3.O.A.D.8  Chapter 7 Review / Test
 Vocabulary Quiz
Materials
 iStudent Edition Go Math
 eTeacher Edition Go Math
 Personal Math Trainer
 Chapter 7 student workbooks
 Reteach and Enrich in Chapter Resources
 Grab-and-Go Centers Kit
Date of BOE Approval: August 22, 2016
Third Grade: Math Curriculum

 Mini whiteboards and dry erase markers /

erasers
 Grid paper
 Counters
 Corey’s Cookie Caper Go Math Literature
Connection story
 Division Math-O, Activity Card 9
SUGGESTED ACTIVITIES

 Discuss relationship between division and multiplication. REINFORCEMENT

 Illustrate division with arrays.  Lesson 7.1. Divide by 2. PMT 3.OA.3, R-7.1
 Use the KIM Chart / Graphic Organizer – Key Idea, Information, Memory Clue chart for vocabulary  Lesson 7.2 Divide by 10. PMT 3.OA.7, R-7.2
reinforcement, see TE p. 363H.  Lesson 7.3 Divide by 5. PMT 3.OA.3, R-7.3
 Share counters equally within small groups.  Lesson 7.4 Divide by 3. PMT 3.OA.7, R-7.4
 Model with arrays on paper or with counters.  Lesson 7.5 Divide by 4. PMT 3.OA.7, R-7.5
 Play Division Concentration game. See TE p. 364A  Lesson 7.6 Divide by 6. PMT 3.OA.7, R-7.6
 Explain why to division problems such as 18/2 and 2/18 do not have the same quotient.  Lesson 7.7 Divide by 7. PMT 3.OA.3, R-7.7
 Explain the Order of Operations in your own words.  Lesson 7.8 Divide by 8. PMT 3.OA.4, R-7.8
 Model Partitive Division showing equal groups with each group unknown.  Lesson 7.9 Divide by 9. PMT 3.OA.7, R-7.9
 Model Quotative Division showing equal groups when the number of groups unknown.  Lesson 7.10 Solve two-step problems. PMT
 Use repeated subtraction to divide by 10. 3.OA.8, R-7.10
 Model how a factor tree works.  Lesson 7.11 Use the order of operations. PMT
 Write and solve a word problem that involves dividing by 10. 3.OA.8, R-7.11
 Practice division with number line repeated subtraction diagrams. ENRICHMENT
 Explain the method you divide 5 by and why you like it.  Lesson 7.1 TE p. 366, Logical Math, Take any 3
 Research and locate the names of five whales. Next, locate their lengths at birth. Compare them with even numbers. Divide them by 2. What do you
division to the length of an average baby in America. notice about the quotients?
 Draw and label strategies that can be used in order to divide by 3.  Lesson 7.2 TE p. 372, Logical Math, Factor Trees
 Draw specific numbers of counters, then circle sets of a particular number, and discuss the quotient.  Lesson 7.3 TE p. 378, Visual Kinesthetic, Complete
 Investigate word problems in order to determine whether multiplication or division is needed as the the Table about nickels, dimes, and quarters
operation. Explain your reasoning.  Lesson 7.4 TE p. 384, Visual Individual,
 Create a number puzzle in which another student can answer 5 division sentences across and 5  Lesson 7.5 TE p. 390, Verbal Linguistic, Write a
division answers that can go down. word problem that has to do with a multiple of 4.
 Share what strategies you can use to divide by 6.  Lesson 7.6 TE p. 396, Visual, Multiples of 2
 Write division word problems about the number of seeds in different plants or pods. (Students can  Lesson 7.7 TE p. 404, Mathematical Logical, Days
make up numbers of seeds.) / Weeks T-chart
 Determine how to find the number of weeks equal to 56 days.  Lesson 7.8 TE p. 410, Verbal, Division Equation
 Explain how repeated subtraction will change for 24/3 instead of 24/8. with Unknown number
 Discuss strategies for dividing by 8.

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum

 Practice fluency of division facts with fact triangle practice individually or in partnerships.  Lesson 7.9 TE p. 416, Verbal Linguistic, Determine
 Explain which division facts were easiest for you to learn. Share why. if statements are true or false. Explain how you
 Act out division word problems. know you are correct.
 Investigate the less than, greater than, and equal to sign, and how they compare to two equations.  Lesson 7.10 TE p. 422, Logical, Use play coins to
 Students point out the part of the equation that must be completed first, and explain how they know write word problems related to division.
they are correct.  Lesson 7.11 TE p. 428, Logical, Use three spinners
 Give a description of the rules for the order of operations in your own words. Create a new acronym to form equations involving division.
for PEMDAS. (parentheses, exponents, multiplication, division, addition, subtraction)
Suggested Websites Suggested Materials
 www.thinkcentral.com  Blank BINGO sheets / copies
ISE – Interactive Student Edition  Notebook
PMT – Personal Math Trainer  Comparing 2 and 5 Activity Card 9 to model and compare division facts for
Math on the Spot Video – which helps students with problem solving work in 2 and 5.
each lesson  Dividing Nickels Activity Card 5, using play nickels to show division
Animated Math Models  Division Cover Up Go Math Game
HMH – Mega Math games and extra practice  The Garden Fence Go Math Literature Collection story
iT – internet tools for math  On the Menu: Bamboo, Figs, and Other Tasty Treats Go Math Literature
ABC – Multimedia eGlossary Collection story
Real World Videos  Division Mystery Activity Card 19 by solving division problems to answer a
Professional Development Videos that help with teaching for depth riddle
 Missing Sides Activity Card 19 by using division to find the length of a
missing side.

Cross-Curricular Connections
21st Century Skills
CRP4. Communicate clearly and effectively and with reason.
Technology
8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.
SEL
 Identify who, when, where or how to seek help for oneself or others when needed.
 Utilize positive communication and social skills to interact effectively with others
L/A
SL3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum

Unit: Chapter 8 Understand Time: May Standards:

Fractions 3.NF.A.1 Understand a fraction 1/b as the quantity
Essential Questions Enduring Understandings formed by 1 part when a whole is partitioned into b
 What are equal parts of a whole?  I can explore and identify equal parts of a whole. equal parts; understand a fraction a/b as the quantity
 Why do you need to know how to make  I can divide models to make equal shares. formed by a parts of size 1/b.
3.NF.A.2 Understand a fraction as a number on the
equal shares?  I can use a fraction to name one part of a whole that is
number line; represent fractions on a number line
 What do the top and bottom numbers of divided into equal parts.
diagram.
a fraction tell?  I can read, write, and model fractions that represent more
b. Represent a fraction a/b on a number line
 How does a fraction name part of a than one part of a whole that is divided into equal parts.
diagram by marking off a lengths 1/b from 0.
whole?  I can read, write, and model fractions that represent more
Recognize that the resulting interval has size a/b
 How can you represent and locate than one part of a whole that is divided into equal parts.
and that its endpoints locates the number a/b on
fractions on a number line?  I can represent and locate fractions on a number line.
the number line.
 When might you use a fraction greater  I can relate fractions and whole numbers by expressing
3.NF.A.3c Explain equivalence of fractions in special
than 1 or a whole number? whole numbers as fractions and recognizing fractions that
cases, and compare fractions by reasoning about
 How can a fraction name part of a are equivalent to whole numbers.
their size.
group?  I can read and write fractional parts of a group. c. Express whole numbers as fractions, and
 How can a fraction tell how many are in  I can find fractional parts of a group using unit fractions. recognize fractions that are equivalent to
part of a group?  I can solve fraction problems by using the strategy draw a whole numbers. Examples: Express 3 in the
 How can you use the strategy draw a diagram. form 3=3/1; recognize that 6/1=6; locate 4/4
diagram to solve fraction problems? and 1 at the same point of a number line
diagram.
Benchmark Assessment(s) Other Assessments
 SWBAT develop understanding of fractions as numbers in writing. Students will score an 80% or  Show What You Know
higher in order to be proficient. (PARCC Assessments pages 25-26) 3.NF.A.1  Digital Personal Math Trainer
 SWBAT develop understanding of fractions as numbers in writing. Students will score an 80% or  Lesson Quick Check (built into lessons)
 Mid-Chapter Checkpoint
higher in order to be proficient. (PARCC Assessments pages 33-34 ) 3.NF.A.3c
 Assessment Animation (PMT)
 Chapter 8 Review / Test
 Vocabulary Quiz
Materials
 iStudent Edition Go Math
 eTeacher Edition Go Math
 Personal Math Trainer
 Chapter 8 student workbooks
 Reteach and Enrich in Chapter Resources
 Grab-and-Go Centers Kit
 Mini whiteboards and dry erase markers /
erasers
 Counters

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum

SUGGESTED ACTIVITIES

 Discuss relationship between division and multiplication. REINFORCEMENT

 Illustrate division with arrays.  Lesson 8.1.Identify and name equal parts of a
 Use the KIM Chart / Graphic Organizer – Key Idea, Information, Memory Clue chart for vocabulary whole. PMT 3.NF.1, R-8.1
reinforcement, see TE p. 363H.  Lesson 8.2 Make equal shares. PMT 3.NF.1, R-8.2
 Share counters equally within small groups.  Lesson 8.3 Write a unit fraction to name part of a
 Model with arrays on paper or with counters. whole. PMT 3.NF.1, R-8.3
 Play Division Concentration game. See TE p. 364A  Lesson 8.4 Name a fraction of a whole. PMT
 Explain why to division problems such as 18/2 and 2/18 do not have the same quotient. 3.NF.1, R-8.4
 Explain the Order of Operations in your own words.  Lesson 8.5 Represent and locate fractions on a
 Model Partitive Division showing equal groups with each group unknown. number line. PMT 3.NF.2a, 3.NF.2b
 Model Quotative Division showing equal groups when the number of groups unknown. R-8.5
 Use repeated subtraction to divide by 10.  Lesson 8.6 Relate fractions and whole numbers.
 Model how a factor tree works. PMT 3.NF.3c , R-8.6
 Write and solve a word problem that involves dividing by 10.  Lesson 8.7 Name a fraction of a group. PMT
 Practice division with number line repeated subtraction diagrams. 3.NF.1, R-8.7
 Explain the method you divide 5 by and why you like it.  Lesson 8.8 Find part of a group using unit
 Research and locate the names of five whales. Next, locate their lengths at birth. Compare them with fractions. PMT 3.NF.1 , R-8.8
division to the length of an average baby in America.  Lesson 8.9 Find the whole group using unit
 Draw and label strategies that can be used in order to divide by 3. fractions. PMT 3.NF.1, R-8.9
 Draw specific numbers of counters, then circle sets of a particular number, and discuss the quotient.
 Investigate word problems in order to determine whether multiplication or division is needed as the ENRICHMENT
operation. Explain your reasoning.  Lesson 8.1 TE p. 444, Kinesthetic, Draw 4X4
 Create a number puzzle in which another student can answer 5 division sentences across and 5 squares on cm grid paper, divide the squares into
division answers that can go down. 4 equal parts
 Share what strategies you can use to divide by 6.  Lesson 8.2 TE p. 450, Kinesthetic, Sharing Money
 Write division word problems about the number of seeds in different plants or pods. (Students can Equally
make up numbers of seeds.)  Lesson 8.3 TE p. 456, Kinesthetic, Dividing
 Determine how to find the number of weeks equal to 56 days. Hexagons into equal fractions
 Explain how repeated subtraction will change for 24/3 instead of 24/8.  Lesson 8.4 TE p. 462, Verbal, 1/3 flag designs
 Discuss strategies for dividing by 8.  Lesson 8.5 TE p. 468, Visual, Use fraction strips to
show distance
 Practice fluency of division facts with fact triangle practice individually or in partnerships.
 Lesson 8.6 TE p. 476, Visual, Auditory, fourths in
 Explain which division facts were easiest for you to learn. Share why.
circles, fraction sets
 Act out division word problems.
 Lesson 8.7 TE p. 482, Visual, Fraction of a Total
 Investigate the less than, greater than, and equal to sign, and how they compare to two equations.
 Lesson 8.8 TE p. 488, Visual, Fractions of Time
 Students point out the part of the equation that must be completed first, and explain how they know
 Lesson 8.9 TE p. 494, Visual, Solve a fraction
they are correct.
word problem

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum

 Give a description of the rules for the order of operations in your own words. Create a new acronym
for PEMDAS. (parentheses, exponents, multiplication, division, addition, subtraction)

Suggested Websites Suggested Materials

 www.thinkcentral.com  Blank BINGO sheets / copies
ISE – Interactive Student Edition  Notebook
PMT – Personal Math Trainer  Comparing 2 and 5 Activity Card 9 to model and compare division facts for 2 and 5.
Math on the Spot Video – which helps students with  Dividing Nickels Activity Card 5, using play nickels to show division
problem solving work in each lesson  Division Cover Up Go Math Game
Animated Math Models  The Garden Fence Go Math Literature Collection story
HMH – Mega Math games and extra practice  On the Menu: Bamboo, Figs, and Other Tasty Treats Go Math Literature Collection story
iT – internet tools for math  Division Mystery Activity Card 19 by solving division problems to answer a riddle
ABC – Multimedia eGlossary  Missing Sides Activity Card 19 by using division to find the length of a missing side.
Real World Videos
Professional Development Videos that help with teaching
for depth
Cross-Curricular Connections
21st Century Skills
CRP4. Communicate clearly and effectively and with reason.
Technology
8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.
SEL
 Identify who, when, where or how to seek help for oneself or others when needed.
 Utilize positive communication and social skills to interact effectively with others
L/A
SL3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum

Unit: Chapter 9 Compare Fractions Time: end of May Standards

3.NF.A.3 Explain equivalence of fractions in special cases,
Essential Questions Enduring Understandings and compare fractions by reasoning about their size.
 How can you use the strategy act it out to  I can solve comparison problems by using the a. Understand two fractions as equivalent (equal)if
solve comparison problems? strategy act it out. they are the same size, or the same point on a
 How can you compare fractions with the  I can compare fractions with the same number line.
same denominator? denominator by using models and reasoning b. Recognize and generate simple equivalent
 How can you compare fractions with the strategies. fractions, e.g., 1/2=2/4, 4/6=2/3). Explain why the
same numerator?  I can compare fractions with the same fractions are equivalent, e.g., by using a visual
 What strategies can you use to compare numerator by using models and reasoning fraction model.
fractions? strategies. d. Compare two fractions with the same numerator
 How can you compare and order fractions?  I can compare fractions by using models and or the same denominator by reasoning about their
 How can you use models to find equivalent strategies involving the size of the pieces in size. Recognize that comparisons are valid only
fractions? the whole when the two fractions refer to the same whole.
 I can compare and order fractions by using Record the results of comparisons with the
 How can you use models to name equivalent
models. symbols >, =, or <, and justify the conclusions, e.g.,
fractions?
 I can model equivalent fractions by folding by using a visual fraction model.
paper, using area models, and using number
lines.
Benchmark Assessment(s) Other Assessments
 SWBAT Students will score an 80% or higher in order to be proficient. (PARCC Assessments  Show What You Know
pages ) 3.NF.A.3a  Digital Personal Math Trainer
 SWBAT Students will score an 80% or higher in order to be proficient. (PARCC Assessments  Lesson Quick Check (built into lessons)
 Mid-Chapter Checkpoint
pages ) 3.NF.A.3b
 Assessment Animation (PMT)
 SWBAT develop understanding of fractions as numbers. Students will score an 80% or  Chapter 9 Review / Test
higher in order to be proficient. (PARCC Assessments pages 35-36) 3.NF.A.3d  Vocabulary Quiz

Materials
 iStudent Edition Go Math
 eTeacher Edition Go Math
 Personal Math Trainer
 Chapter 9 student workbooks
 Reteach and Enrich in Chapter Resources
 Grab-and-Go Centers Kit
 Mini whiteboards and dry erase markers / erasers
 Counters
 The Whole Picture Go Math Literature Connection
story

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum

 Fraction Action Go Math game

 Pizza Parts Go Math Literature Connection story
SUGGESTED ACTIVITIES

 Use plastic fraction strips in order to make equivalent chains. REINFORCEMENT

 Compare unit fractions using fraction strips. Reminder: unit fractions always have a 1 in the  Lesson 9.1. Compare fractions to solve problems.
denominator. PMT 3.NF.3d R-9.1
 Locate a variety of strategies to make equivalent fractions.  Lesson 9.2 Compare fractions with the same
 Play Fraction Card Go Fish game denominator. PMT 3.NF3d R-9.2
 Write about yourself swimming two different distances. Make sure the denominator is the same for  Lesson 9.3 Compare fractions with the same
both but the denominator is different. Compare your distances. When did you swim further? numerator. PMT 3.NF.3b
 Explain how to compare two fractions that have the same numerator.  Lesson 9.4 Compare fractions. PMT 3.NF.3d
 Explain how to compare two fractions that have the same denominator.  Lesson 9.5 Compare and order fractions. PMT
 Write two examples of equivalent fractions and explain how you know they are equivalent. 3.NF.3d
 Solve fraction comparison problems by acting them out.  Lesson 9.6 Use models to find equivalent
 Discuss the meanings of “compare” and “comparison.” fractions.
 Use greater than, less than, and equivalent signs to compare equations with fractions.  Lesson 9.7 Name equivalent fractions. PMT
 Fraction Action Go Math game in order to compare fractions 3.NF.3d
 Compare ¼ and 1/6 and justify your reasoning. ENRICHMENT
 Find out how many states begin with each letter in the alphabet and make a list. Write fractions for  Lesson 9.1 TE p. 508, Kinesthetic, Fraction Strip
how many states begin with each letter. work
 List activities you can complete in less than a ¼ hour.  Lesson 9.2 TE p. 514, Verbal Linguistic, Square
 Use more than one method in order to compare two fractions with the same numerator and different shapes folded into fractions
denominators such as 2/3 and 2/6.  Lesson 9.3, TE p. 520, Visual Kinesthetic, Pizza
 Write brief instructions for a friend to answer how he/she can compare fractions with the same Fractions
denominator.  Lesson 9.4, TE p. 526, Word Problem Rationale
 List four fractions with denominators between 1-10. All four fractions must also have the same  Lesson 9.5, TE p. 534, Order Several Fractions
numerator. List the fractions from least to greatest, and greatest to least.  Lesson 9.6, TE p. 540, Logical Draw a Picture to
 Discuss where fractions occur in real life. solve the fraction problem
 Explain how the number of pieces in the whole relates to the size of each piece.  Lesson 9.7, TE p. 546, Logical, Equivalent
 Create word problems and posters to show fractions of foods we like. Fractions
 Draw and color an Equivalent Fraction Poster
 Compare and order fraction strips from least to greatest.
 Illustrate one particular fraction in at least three of the following ways: fraction strips, dividing a
shape, number line, measuring cup, or sandwich fractions.
 Write a word web for the term, equivalent.
 Explain how you can use equivalent fractions to compare two fractions with different denominators.
Suggested Websites Suggested Materials
 www.thinkcentral.com  Notebook

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum
ISE – Interactive Student Edition  Who’s the Greatest Activity Card 11 using fraction tiles to compare and
PMT – Personal Math Trainer order fractions.
Math on the Spot Video – which helps students with problem solving work in  Fraction Action Activity Card 11 by finding fractional parts of a group of
each lesson pattern blocks.
Animated Math Models
HMH – Mega Math games and extra practice
iT – internet tools for math
ABC – Multimedia eGlossary
Real World Videos
Professional Development Videos that help with teaching for depth
Cross-Curricular Connections
21st Century Skills
CRP4. Communicate clearly and effectively and with reason.
Technology
8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.
SEL
 Identify who, when, where or how to seek help for oneself or others when needed.
 Utilize positive communication and social skills to interact effectively with others
L/A
SL3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum

Unit: Chapter 10 Time, Length, Liquid Time: May Standards:

Volume, and Mass 3.MD.A Solve problems involving measurement and estimation of
intervals of time, liquid volumes, and masses of objects.
Essential Questions Enduring Understandings
3.MD.A.1 Tell and write time to the nearest minute and measure time
 How can you tell time to the nearest minute?  I can tell time to the nearest minute. intervals in minutes. Solve word problems involving addition and
 How can you tell when to use A.M. and P.M.  I can tell when to use A.M. and P.M. with subtraction of time intervals in minutes, e.g., by representing the problem
with time? time. on a number line diagram.
 How can you measure elapsed time in minutes?  I can measure elapsed time in minutes. 3.MD.A.2 Measure and estimate liquid volumes and masses of objects
 How can you find a starting time or an ending  I can find a starting time or an ending time using standard units of grams (g), kilograms (kg), and liters (l). Add,
time when you know the elapsed time? when you know the elapsed time. subtract, multiply, or divide to solve one-step word problems involving
masses or volumes that are given in the same units, e.g., by using
 How can you use the strategy draw a diagram to  I can use the strategy draw a diagram to
drawings (such as a beaker with a measurement scale) to represent the
solve problems about time? solve problems about time. problem.
 How can you generate measurement data and  I can generate measurement data and show 3.MD.B Relate and interpret data.
show the data on a line plot? the data on a line plot. 3.MD.B.4 Generate measurement data by measuring lengths using rulers
 How can you estimate and measure liquid  I can estimate and measure liquid volume in marked with halves and fourths of an inch. Show the data by making a
volume in metric units? metric units. line plot, where the horizontal scale is marked off in appropriate units-
 How can you estimate and measure mass in  I can estimate and measure mass in metric whole numbers, halves, or quarters.
metric units? units.
 How can you use models to solve liquid volume  I can use models to solve liquid volume
and mass problems? and mass problems.
Benchmark Assessment(s) Other Assessments
 SWBAT complete a practice test that requires them to solve problems involving  Show What You Know
measurement and estimation of intervals of time, liquid volumes, and masses of  Digital Personal Math Trainer
objects with 80% accuracy (PARCC test prep workbook pgs. 37-40) 3.MD.A.1 and  Lesson Quick Check (built into lessons)
 Mid-Chapter Checkpoint
3.MD.A.2
 Assessment Animation (PMT)
 SWBAT complete a practice test that requires them to represent and interpret data  Chapter 10 Review / Test
with 80% accuracy (PARCC test prep workbook pgs. 43-44) 3.MD.B.4  Vocabulary Quiz
 Performance Assessment Task
Materials
 iStudent and eTeacher Edition Go Math
 Personal Math Trainer
 Chapter 6 student workbooks
 Reteach and Enrich in Chapter Resources
 Grab-and-Go Centers Kit
 Mini whiteboards and dry erase markers / erasers
 Counters
 Plastic analog clocks and On-line analog clocks
 Gram pieces from FOSS science box, placed in 4-5 baggies
so each table group has one with a variety of pieces

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum

SUGGESTED ACTIVITIES

 Repeatedly talk about how to tell time to the nearest five minutes and REINFORCEMENT
minute.  Lesson 10.1 Tell time to the minute. PMT 3.MD.1, R-10.1.
 Share different ways to announce the same time. Ex. Quarter to 12 or  Lesson 10.2 Write time using A.M. and P.M. PMT 3.MD.1 and R-10.2.
11:45, ten after ten or 10:10.  Lesson 10.3 Measure elapse time in minutes PMT 3.MD.1 and R-10.3.
 Practice elapsed time problems with analog clocks.  Lesson 10.4 Find a start or end time given the elapsed time. PMT 3.MD.1, R-10.4.
 Practice finding beginning times if you know the elapsed time and  Lesson 10.5 Solve Problems about time. PMT 3.MD.1, R- 10.5.
ending time.  Lesson 10.6 Measure Length. PMT 3.MD.4, R 10.6.
 Model how to find elapsed time when no clock is present.  Lesson 10.7 Estimate and measure liquid volume. PMT 3.MD.2, R-10.7.
 Share activities we complete in the AM and others we do in the PM  Lesson 10.8 Estimate and measure mass. PMT 3.MD.2, R-10.8.
hours.  Lesson 10.9 Solve Problems about Liquid Volume and Mass. PMT 3.MD.2, R-10.9.
 How do we know if midnight is AM or PM? Hold a discussion.
 Draw diagrams in order to figure out elapsed time or starting times ENRICHMENT
when elapsed time and ending times are known.  Lesson 10.1 TE p. 562, Have students write and solve problems using time to the
 Provide measurement data for fictitious lengths students “measured minute. Present example problems as models for students to solve. Have students
accurately.” Transfer this data to line plots as a whole group, then in write similar problems. Then have them exchange with a partner and solve.
partnerships.  Lesson 10.2 TE p. 568, Tell students that people in
 Collect plastic bottles of all shapes and sizes for approximately one the military and in emergency services, such as firefighters and police, use a 24-hour
week. Take off any labels and label them with capital letters A-___. Fill system of time without A.M. and P.M. Explain that midnight in military time is written
them with water and challenge the students to put the labeled 0000 and A.M. times are the same as in the 12-hour system, or standard time. Ask
containers in order from least to greatest volume. Last, check volumes students to write some times that they do activities using standard times. Then have
by measuring, one-by-one. students change their times to military time.
 Take out gram pieces from FOSS science units in order to practice  Lesson 10.3 TE p. 574, Display the flight schedule. Discuss reasons for differences in
locating mass of specific items chosen by the student, teacher, or a travel times, such as taking a different route or traveling at a different speed. Have
combination thereof. students find the unknown times. Which flight is the longest? The shortest?
 Practice measuring liquid amounts at eye level, viewing them at the  Lesson 10.4 TE p. 580, Display a
meniscus. multi-step problem. Have students solve the problem and write a description of how
they found the solution. Have partners share their work with one another. Then
challenge students to write a problem similar to the one above. Students can trade
problems with a partner to solve.
 Lesson 10.5 TE p. 586, Give students starting and ending times for a class party. Have
students make a table listing party activities, such as movies, games, or singing, and
times for each activity. Ask students to use their understanding of elapsed time to
write an elapsed time problem that can be solved by using information in the table
and acting it out. Have students exchange tables and problems and solve the
problems.
 Lesson 10.6 TE p. 594, Write instructions on the board, and have students draw lines
that fit the descriptions. Check students’ drawings and line plots. Have students
measure each of the lines to the nearest fourth inch and make a line plot of the data.
Date of BOE Approval: August 22, 2016
Third Grade: Math Curriculum

 Lesson 10.7 TE p. 600, Have students create a new unit of measure for liquid volume.
Have them name their unit, such as a sindler. Have students draw a picture of their
new unit. Then have students tell whether common containers, such as a baby
bottle, small lunch milk carton, and bathroom sink will hold more than, less than, or
about the same amount as their unit of liquid volume.
 Lesson 10.8 TE p. 606, Have students estimate the mass of each coin in grams: dime,
nickel, penny, and quarter. Have students record their estimates for the mass of each
coin in a table. Then students can use the pan balance and gram masses to measure
the mass of each coin. Have students record their measurement of the mass of each
coin. Students should compare their measurements with their estimates and
describe whether any of their findings were unexpected.
 Lesson 10.9 TE p. 612, Have students work in pairs. Each partner chooses a number of
gram masses. Each student places his or her gram masses on one pan of the balance.
Then each student writes and solves an equation for how many more grams are on
one pan than the other. Students need to count the gram masses in order to write
the numbers in their equation. Have students share their equations and solutions.
Then have students write a word problem about the gram masses they modeled.
Suggested Websites Suggested Materials
 www.thinkcentral.com  Notebook
ISE – Interactive Student Edition
PMT – Personal Math Trainer
Math on the Spot Video – which helps students with problem solving work in each lesson
Animated Math Models
HMH – Mega Math games and extra practice
iT – internet tools for math
ABC – Multimedia eGlossary
Real World Videos
Professional Development Videos that help with teaching for depth
Cross-Curricular Connections
21st Century Skills- CRP2. Apply appropriate academic and technical skills., CRP4. Communicate clearly and effectively and with reason., CRP6. Demonstrate creativity and
innovation., CRP8. Utilize critical thinking to make sense of problems and persevere in solving them., CRP11. Use technology to enhance productivity.
Technology- 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems., 8.1.5.A.3 Use a graphic organizer
to organize information about problem or issue., 8.1.5.D.4 Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate
use of technology and social media., 8.2.5.C4 Collaborate and brainstorm with peers to solve a problem evaluating all solutions to provide the best results with supporting
sketches or models.
SEL- Identify who, when, where or how to seek help for oneself or others when needed., Utilize positive communication and social skills to interact effectively with others
L/A- SL3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum

Unit: Chapter 11 Perimeter and Area Time: June Standards:

3.MD.C.5 Recognize area as an attribute of plane figures and understand
Essential Questions Enduring Understandings concepts of area measurement.
a. A square with side length 1 unit, called “a unit square,” is said
 How can you find perimeter?  I can explore perimeter of polygons by counting
to have “one square unit” of area, and can be used to measure
 How can you measure perimeter? units on grid paper or on geoboards. area.
 How can you find the unknown lengths of a  I can estimate and measure perimeter of b. A plane figure which can be covered without gaps or overlaps
side in a plane figure when you know its polygons using inch and centimeter rulers. by n unit squares is said to have an area of n square units.
perimeter?  I can find the unknown length of a side of a 3.MD.C.6 Measure areas by counting unit squares (square cm, square m,
 How is finding the area of a figure different polygon when you know its perimeter. square in, square ft, and non-standard units).
from finding the perimeter of a figure?  I can explore perimeter and area as attributes 3.MD.C.7 Relate area to the operations of multiplication and addition.
a. Find the area of a rectangle with whole-number side lengths by
 How can you find the area of a plane figure? of polygons.
tiling it, and show that the area is the same as would be found
 Why can you multiply to find the area of a  I can estimate and measure area of plane by multiplying the side lengths.
rectangle? figures by counting unit squares. b. Multiply side lengths to find areas of rectangles with whole
 How can you use the strategy find a pattern  I can relate area to addition and number side lengths in the context of solving real world and
in order to solve area problems? multiplication by using area models. mathematical problems, and represent whole-number products
 How can you break apart a figure to find the  I can solve area problems by using the as rectangular areas in mathematical reasoning.
area? strategy find a pattern. c. Use tiling to show in a concrete case that the area of a
 I can apply the Distributive Property to area rectangle with whole-number side lengths a and b+c is the sum
 How can you use area to compare
of a x b and a x c. Use area models to represent the distributive
rectangles with the same perimeter? models and to find the area of combined
property in mathematical reasoning.
 How can you use perimeter to compare rectangles. d. Recognize area as additive. Find areas of rectilinear figures by
rectangles with the same area?  I can compare areas of rectangles that have decomposing them into non-overlapping rectangles and adding
the same perimeter. the areas of non-overlapping parts, applying this technique to
 I can compare perimeters of rectangles that solve real world problems.
have the same area. 3.MD.D.8 Solve real world and mathematical problems involving
perimeters of polygons, including finding the perimeter given the side
lengths, finding an unknown side length, and exhibiting rectangles with
the same perimeter and different areas or with the same area and
different perimeters.
Benchmark Assessment(s) Other Assessments
 SWBAT show comprehension of area and relate area to multiplication and division  Show What You Know
with 80% accuracy. (PARCC test prep workbook pgs. 45-46) 3.MD.C.5a and 3.MD.C.5b  Digital Personal Math Trainer
 SWBAT demonstrate knowledge of concepts of area and relate area to multiplication  Lesson Quick Check (built into lessons)
 Mid-Chapter Checkpoint
and division with 80% accuracy. (PARCC test prep workbook pgs. 47-48) 3.MD.C.6
 Assessment Animation (PMT)
 SWBAT relate area to multiplication and division with 80% accuracy. (PARCC test prep  Chapter 11 Review / Test
workbook pgs. 49-56) 3.MD.C.7abcd  Vocabulary Quiz
 SWBAT recognize perimeter as an attribute of plane figures and distinguish between  Performance Assessment Task
linear and area measures with 80% accuracy. (PARCC test prep workbook pgs. 57-58) Materials
3.MD.D.8  iStudent Edition Go Math
 eTeacher Edition Go Math

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum

 Personal Math Trainer

 Chapter 11 student workbooks
 Reteach and Enrich in Chapter Resources
 Grab-and-Go Centers Kit
 Mini whiteboards and dry erase markers / erasers
 Grid paper or dot paper
 James’ Frames, Go Math Literature Collection story
 Geoboards and rubber bands
 Virtual geoboard and bands
 Square tiles
 Plastic polygon shapes for tiling area (squares, triangles,
rhombi, trapezoids)
SUGGESTED ACTIVITIES

 Construct a Monster Inch on a sheet of 9’’X12’’ paper. Exaggerate the ½ in. mark and trace REINFORCEMENT
it on your huge inch. Then, add ¼, 2/4 = ½, and ¾ markings. After that, add 1/8 in.  Lesson 11.1 Use a model to find perimeter. PMT 3.MD.8, R-
markings. Measure items in the classroom to the nearest 1/8 of a monster inch. 11.1.
 Measure Races – Students find as many items as they can that measure very close to one  Lesson 11.2 Find the perimeter of a figure. PMT 3.MD.8, R-
inch in one minute. You can apply this activity to any measurement. 11.2.
 Measure Perimeters – Measure the perimeters of table tops, classroom windows, doors,  Lesson 11.3 Combine rectangles to find area. PMT 3.MD.8, R-
bulletin boards, the teacher’s desk, etc. in order to practice accurate measurements to the 11.3.
nearest in. or cm.  Lesson 11.4 Use concepts of area. PMT 3.MD.5 and 3.MD.5a,
 Discuss different ways to order addends when adding them to determine the perimeter. R-11.4.
Always remind students to find numbers that make sums of 10.  Lesson 11.5 Use a model to find the area of a figure. PMT
 Discuss similarities and differences of perimeter and area. 3.MD.5b and 3.MD.6, R- 11.5.
 Draw pictures to show what is measured for perimeter and area.  Lesson 11.6 Find the area of a rectangle. PMT 3.MD.7 and
 Explain how you know the length of a missing side of a rectangle or square when you know 3.MD7a, R 11.6.
three of the side measurements.  Lesson 11.7 Solve area problems. PMT 3.MD.7b, R-11.7.
 Generate a Venn Diagram or T-chart comparing perimeter and area.  Lesson 11.8 Find an unknown side length given the
 Share a list of common vocabulary terms that go with perimeter, area, and geometry. perimeter. PMT 3.MD.7c and 3.MD.7d, R-11.8
Then, without telling your partner, choose one and draw it out. Keep drawing until your  Lesson 11.9 Find rectangles that have the same perimeter,
partner guesses which vocabulary term you are showing. Correct guesses earn one point. but different areas. PMT 3.MD.8, R-11.9
Take turns drawing. The first person with 5 points wins.  Lesson 11.10 Find rectangles that have the same area, but
 Define perimeter in your own words, using complete sentences. different perimeter. PMT 3.MD.8, R-11.10

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum

 Write two things you are sure of about area. ENRICHMENT

 Explain how two rectangles can have the same area, yet different perimeter. Draw  Lesson 11.1 TE p. 626, Logical, Visual, Find the perimeter of
examples to prove it. five classroom objects in both US Cust. Units as well as in
 Play Guess What’s on Your Back game with Perimeter and Area vocabulary. About five metric units. Discuss which object has the smallest
students wear index cards with one vocabulary term taped to the back of their shirt. The perimeter.
students with terms on them stand in front of the classroom and show us their backs. We  Lesson 11.2 TE p. 632, Visual, Draw at least three different
give each student three clues. They get a small prize if they can figure out which term is on rectangles with a given perimeter. Ask students if a
their back. perimeter of a rectangle can ever be an odd measurement.
 Model perimeter by walking around the outside edge of the classroom, the school (if  Lesson 11.3 TE p. 638, Visual, Algebraic notation in
possible), and by walking your fingers around the outside edge of shapes on geoboard rectangles, locate the missing lengths of sides when they
models, too. are labeled with a letter.
 Use a Semantic Map to provide more connections to the term, perimeter.  Lesson 11.4 TE p. 644, Logical, Students find the perimeter
 Read and discuss James’ Frames, a Literature Connection story from Go Math, in order to and area of given figures that are already provided on grid
find out how much wood is needed in order to make picture frames. paper.
 Draw two different four sided shapes on grid paper. Describe how to find the perimeter of  Lesson 11.5 TE p. 650, Visual, Spatial, Draw figures with half
both figures. unit squares and determine the area. Check with a
 Discuss strategies for finding the perimeter for polygons in which all sides are the same classmate to make sure you are correct.
length.  Lesson 11.6 TE p. 656, Visual, Spatial, Students estimate the
 Ask students why we often make estimates prior to finding actual or exact measurements. area of several objects. Then, they locate exact area
 Ask students how you might find perimeter without using grid paper. measurements.
 Discuss what to look at on rulers so that you always measure accurately. (where is the  Lesson 11.7 TE p. 664, Visual, Students draw a rectangle and
zero located?) label with length and width with given measurements.
 Draw two different polygons that have the same perimeter. (Grid paper is a good idea to Then, they figure out the effect on the area when the width
use.) is multiplied by 2, 3, and 4.
 Describe real life scenarios in which perimeter is necessary to know.  Lesson 11.8 TE p. 670, Visual, Students draw figures on grid
 Discuss how string can be used in order to locate the perimeter of an object. paper that have the same area, yet look different.
 Explain how to find the area of a figure using tiles.  Lesson 11.9 TE p. 676, Logical, See directions about
 Locate and describe real life situations in which knowing a specific area is helpful. comparing perimeter and areas for given rectangles on
 Practice finding area using half unit squares on geoboards. teacher page.
 Ask why you can multiply in order to find the area of a rectangle.  Lesson 11.10 TE p. 682, Visual, Provide given lengths and
 Ask if a rectangle with whole number side lengths can have an areas of 9 square units AND widths for three different rectangles. Then, students look
a side length of 2 units? Why / why not? for patterns.
 Summarize the differences between perimeter and area.
Suggested Websites Suggested Materials
 www.thinkcentral.com  Notebook
ISE – Interactive Student Edition  Jump to 9 Activity Card 6 by measuring and then adding lengths
PMT – Personal Math Trainer  Perimeter Parade Activity Card 10 by finding the perimeter of pattern
Math on the Spot Video – which helps students with problem solving work in blocks
each lesson  Roll to 100! Activity Card 1 by finding the sum of three numbers
Animated Math Models
Date of BOE Approval: August 22, 2016
Third Grade: Math Curriculum
HMH – Mega Math games and extra practice  The Class Party, a Go Math Literature Collection story
iT – internet tools for math  Busy Bees, a Go Math Literature Collection story
ABC – Multimedia eGlossary  Classification Act Activity Card 18 by classifying two-dimensional shapes
Real World Videos based on their attributes
Professional Development Videos that help with teaching for depth

Cross-Curricular Connections
21st Century Skills
CRP2. Apply appropriate academic and technical skills.
CRP4. Communicate clearly and effectively and with reason.
CRP6. Demonstrate creativity and innovation.
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
CRP11. Use technology to enhance productivity.
Technology
8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.
8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.
8.2.5.C4 Collaborate and brainstorm with peers to solve a problem evaluating all solutions to provide the best results with supporting sketches or models.
SEL
 Identify who, when, where or how to seek help for oneself or others when needed.
 Utilize positive communication and social skills to interact effectively with others
L/A
SL3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum

Unit: Chapter 12 Two-Dimensional Shapes Time: June Standards:

Essential Questions Enduring Understandings 3.G.A.1 Understand that shapes in different categories
 What are some ways to describe two-dimensional  I can identify and describe attributes of plane (e.g., rhombuses, rectangles, and others) may share
shapes? shapes. attributes (e.g., having four sides), and that the shared
 How can you describe angles in plane shapes?  I can describe angles in plane shapes. attributes can define a larger category (e.g.,
 How can you use line segments and angles to  I can determine if lines or line segments are quadrilaterals). Recognize rhombuses, rectangles, and
make polygons? intersecting, perpendicular, or parallel. squares as examples of quadrilaterals, and draw
 How can you describe line segments that are  I can describe, classify, and compare examples of quadrilaterals that do not belong to any of
sides of polygons? quadrilaterals based on their sides and angles. these subcategories.
 How can you use sides and angles to help you  I can draw quadrilaterals that are regular and
describe quadrilaterals? irregular. 3.G.A.2 Partition shapes into parts with equal areas.
 How can you draw quadrilaterals?  I can describe and compare triangles based on Express the area of each part as a unit fraction of the
 How can you use sides and angles to help you the number of sides that have equal length and whole. For example, partition a shape into 4 parts with
describe triangles? by their angles. equal area, and describe the area of each part as 1/4 of the
 How can you use the strategy draw a diagram in  I can solve problems by using the strategy draw area of the shape.
order to classify plane shapes? a diagram to classify plane shapes.
 How can you divide shapes into parts with equal  I can partition shapes into parts with equal
areas and write the area as a unit fraction of the areas and express the area as a unit fraction of
whole? the whole.
Benchmark Assessment(s) Other Assessments
 SWBAT reason with shapes and their attributes with 80% accuracy. (PARCC test prep  Show What You Know
workbook pgs. 59-62 ) 3.G.A.1 and 3.G.A.2  Digital Personal Math Trainer
 Lesson Quick Check (built into lessons)
 Mid-Chapter Checkpoint
 Assessment Animation (PMT)
 Chapter 12 Review / Test
 End-of-Year Game Creation
Materials
 iStudent Edition Go Math
 eTeacher Edition Go Math
 Personal Math Trainer
 Chapter 12 student workbooks
 Reteach and Enrich in Chapter Resources
 Grab-and-Go Centers Kit
 Mini whiteboards and dry erase markers / erasers
 Grid paper or dot paper
 Geoboards and rubberbands

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum

 Virtual geoboard and bands

 Square tiles
 Plastic polygon shapes for tiling area (squares,
triangles, rhombi, trapezoids)
 Classification Act Activity Card 18 – classify 2-
dimensional shapes
 Sir Cumference and the First Round Table by,
Cindy Neuschwander and Wayne Geehan
SUGGESTED ACTIVITIES

 Create a geometric mosaic that includes squares, rectangles, and triangles. See TE pages 693-694 for REINFORCEMENT
project and rubric ideas.  Lesson 12.1 Describe two-dimensional shapes.
 Design a stained glass window template shaped like a trapezoid or hexagon. Use a design that has at PMT 3.G.1, R-12.1.
least one line of symmetry.  Lesson 12.2 Describe angles in plane shapes. PMT
 Ask students to draw examples and non-examples of rectangles, squares, rhombi, and quadrilaterals 3.G.1, R-12.2.
in order to examine each shape and define its attributes.  Lesson 12.3 Identify polygons. PMT 3.G.1, R-12.3.
 Construct triangles and quadrilaterals with straws and pipe cleaner pieces in order to discuss  Lesson 12.4 Describe sides of polygons. PMT
attributes of these polygons while holding them. 3.G.1, R-12.4.
 Use quantifiers such as all, some, or none, in order to focus on the attributes of the shapes we are  Lesson 12.5 Classify quadrilaterals. PMT 3.G.1, R-
studying. 12.5.
 Create shapes we are studying on geoboards and discuss how we know a shape is a closed shape, a  Lesson 12.6 Draw quadrilaterals. PMT 3.G.1, R-
polygon, and how we know that some closed shapes are not polygons. 12.6.
 Complete an online sort of shapes that are polygons with shapes that are not.  Lesson 12.7 Describe triangles. PMT 3.G.1, R-12.7.
 Cut out triangles, squares, rectangles, and rhombi that are all on one sheet of cardstock. Hold two  Lesson 12.8 Classify plane shapes. PMT 3.G.1, R-
different shapes and compare similarities/differences of sides, angles, and vertices. 12.8.
 Partition shapes into equal parts and name the unit fraction for each. 1/N  Lesson 12.9 Relate shapes, fractions, and area.
 Play Going to an Art Museum Game, see directions on TE pgs. 696A-696B. See student workbook PMT 3.G.2, R-12.9.
pages 696B-696C for game board. ENRICHMENT
 In two minutes, draw and label as many examples of polygons that you can. Then, draw a picture of  Lesson 12.1 TE p. 698, Visual, Describing shapes
each. by line segments, curves, or a combination of
 Illustrate parallel, intersecting, and perpendicular lines and line segments. both
 Discuss how road maps show parallel, intersecting, and perpendicular line segments.  Lesson 12.2 TE p. 704, Visual, Spatial, Use pattern
 Discuss places in real life where there are parallels, intersections, and perpendiculars. blocks in order to record observations about
 Discuss the different meanings of plane and how the term relates to geometry. attributes of them
 Draw shapes on paper and then describe your shape using mathematical terms.  Lesson 12.3 TE p. 710, Logical, Write true and false
 Take students on a nature walk in order to find polygon shapes in nature and take a photo of them. statements about polygons so that they can
 Explain why a ray has only one arrow while a line goes in both directions infinitely. meet up in small groups to answer them.
 Compare lines and line segments.
 Write about how a ray and a line segment are alike.

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum

 Draw an open shape and a closed shape and label them. Explain how you know you are correct.  Lesson 12.4 TE p. 716, Kinesthetic, Sort pattern
 Reflect on how we can describe two-dimensional shapes. blocks based on if they have parallel sides or
 Discuss prior knowledge on what diameter, radius, and circumference are while reading and perpendicular sides.
discussing Sir Cumference and the First Round Table by, Cindy Neuschwander and Wayne Geehan.  Lesson 12.5 TE p. 724, Visual, On dot paper, draw
 Draw right angles, straight angles, acute angles, and obtuse angles. Act them out with our arms and legs, quadrilaterals to special rules, then write
and by playing games like Simon Says with Angles. directions for how to form another polygon.
 Draw pictures of angles that are less than a right angle and greater than a right angle.  Lesson 12.6 TE p. 730, Visual, Write a description
 Draw an example of a shape that has at least one right angle, one angle less than a right angle, and of a quadrilateral without naming the shape.
one angle greater than a right angle. Then, label the angles. Pass your paper to another student so he/she can
 Research sails on sailboats. Draw the different types of sails you see. Classify each sail by its polygon draw the shape you described.
name.  Lesson 12.7 TE p. 736, Verbal, Linguistic, Draw
 Research your favorite city in the USA. While looking at photographs of it, locate polygons you can polygons and connect one vertex to all of the
see in the buildings found there. Print out the picture and label the polygons you see. other ones in its shape. Discuss the relationship
 Draw a T-chart that compares polygons with parallel sides and polygons with perpendicular sides. between the new shapes formed.
 Provide real-life examples of perpendicular lines outside your classroom.  Lesson 12.8 TE p. 742, Visual, Venn Diagram,
 Use a flashlight and mirrors in order to make the light look like it makes a right angle and an acute Polygons with Equal Side Lengths and Polygons
angle. with Parallel Sides, how many shapes can you fit
 Explain how a trapezoid and rectangle are different. in each section?
 Draw four shapes and ask students which one doesn’t belong and explain why it doesn’t fit in with the  Lesson 12.9 TE p. 748, Visual, Kinesthetic, Trace
other shapes. pattern blocks and cut them into equal parts.
Name the fractions made.

Suggested Websites Suggested Materials

 www.thinkcentral.com  Notebook
ISE – Interactive Student Edition  Figure It Out Activity Card 18 by identifying two-dimensional shapes by
PMT – Personal Math Trainer their attributes.
Math on the Spot Video – which helps students with problem solving work in  The Whole Picture, a Go Math Literature Collection story
each lesson
Animated Math Models
HMH – Mega Math games and extra practice
iT – internet tools for math
ABC – Multimedia eGlossary
Real World Videos
Professional Development Videos that help with teaching for depth
Cross-Curricular Connections
21st Century Skills
CRP2. Apply appropriate academic and technical skills.
CRP4. Communicate clearly and effectively and with reason.
CRP6. Demonstrate creativity and innovation.
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

Date of BOE Approval: August 22, 2016

Third Grade: Math Curriculum
CRP11. Use technology to enhance productivity.
Technology
8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.
8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.
8.2.5.C4 Collaborate and brainstorm with peers to solve a problem evaluating all solutions to provide the best results with supporting sketches or models.
SEL
 Identify who, when, where or how to seek help for oneself or others when needed.
 Utilize positive communication and social skills to interact effectively with others
L/A
SL3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Date of BOE Approval: August 22, 2016