Grade 3 Math Curriculum · 2017. 9. 21. · Grade 3 Math Curriculum Topic 1: Understand...

Grade 3 Math Curriculum

Grade Level Summary

Grade 3 Math Curriculum (written 2016-2017)Board Approval Date: 8/28/2017

Grade Level Modules

Module 1: Topic 1: Understand Multiplication and Division of Whole Numbers

Module 2: Topic 2: Multiplication Facts: Use Patterns

Module 3: Topic 3: Apply Properties: Multiplication Facts for 3, 4, 6, 7, 8

Module 4: Topic 4: Use Multiplication to Divide: Division Facts

Module 5: Topic 5: Fluently Multiply and Divide within 100

Module 6: Topic 6: Connect Area to Multiplication and Addition

Module 7: Topic 7: Represent and Interpret Data

Module 8: Topic 8: Use Strategies and Properties to Add and Subtract

Module 9: Topic 9: Fluently Add and Subtract Within 1,000

Module 10: Topic 10: Multiply by Multiples of 10

Module 11: Topic 11: Use Operations with Whole Numbers to Solve Problems

Module 12: Topic 12: Understand Fractions as Numbers

Module 13: Topic 13: Fraction Equivalence and Comparison

Module 14: Topic 14: Solve Time, Capacity, and Mass Problems

Module 15: Topic 15: Attributes of Two-Dimensional Shapes

Module 16: Topic 16: Solve Perimeter Problems

Northampton Area School District 2014 Laubach Avenue, Northampton, PA 18067-1351

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Grade 3 Math CurriculumTopic 1: Understand Multiplication and Division of Whole Numbers

Topic OverviewMultiplication of whole numbers using repeated addition, number lines, arrays, and the commutative property; division of wholenumbers through division as sharing and repeated subtraction.

Standards

CC.2.2.3.A.1 - Represent and solve problems involving multiplication anddivision.

Essential Questions (Core Concepts)What are different meanings of multiplication and division?

Objectives (Skills/Knowledge)Use repeated addition to show the relationship between multiplication and addition.Use number lines to join equal groups.Use arrays as one way to think about and understand multiplication.Understand and use the Commutative Property of Multiplication.Use sharing to separate equal groups and to think about division.Use repeated subtraction to show the relationship between division and subtraction.Think strategically about available tools that can be used to solve problems.

VocabularyEqual groupsMultiplicationFactorsProductEquationUnknownNumber lineArrayRowColumnCommutative (Order) Property of MultiplicationDivision


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Activities/Strategies/Study SkillsMath and Science Project (advanced)S.L.O.T.Review What You KnowDaily Common Core ReviewToday’s ChallengeSolve and SharePractice Buddy (online)Math Games (online)Another Look Video (intervention)Reteach Worksheet (intervention)Math and Science Activity (on level and advanced)Leveled HomeworkIntervention ActivitiesProblem Solving Reading Mat (on level and advancedOn-Level and Advanced Activity CentersMath Practices and Problem Solving PagesFluency Practice ActivityVocabulary ReviewReteach for UnderstandingMath Diagnosis and Intervention System 2.0 (remedial)ELL Toolkit

AssessmentsTopic 1 district level quizTopic 1 district level testOn-going formative assessment

Additional ResourcesNASD Grade 3 Math Curriculum and Assessment Handbook

Created ByBeth Wolfel


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Grade 3 Math CurriculumTopic 1: Understand Multiplication and Division of Whole Numbers- Topic 1: Understand Multiplication and Division of Whole Numbers

Topic OverviewMultiplication of whole numbers using repeated addition, number lines, arrays, and the commutative property; division of wholenumbers through division as sharing and repeated subtraction.

Standards


Essential Questions (Core Concepts)What are different meanings of multiplication and division?

Objectives (Skills/Knowledge)Use repeated addition to show the relationship between multiplication and addition.Use number lines to join equal groups.Use arrays as one way to think about and understand multiplication.Understand and use the Commutative Property of Multiplication.Use sharing to separate equal groups and to think about division.Use repeated subtraction to show the relationship between division and subtraction.Think strategically about available tools that can be used to solve problems.

VocabularyEqual groupsMultiplicationFactorsProductEquationUnknownNumber lineArrayRowColumnCommutative (Order) Property of MultiplicationDivision


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Grade 3 Math CurriculumTopic 2: Multiplication Facts: Use Patterns

Topic OverviewMultiplication with factors of 0, 1, 2, 5, 9, and 10.

Standards


Essential Questions (Core Concepts)How can unknown multiplication facts be found using patterns and properties?

Objectives (Skills/Knowledge)Gain fluency in multiplication when using 2 and 5 as factors.Gain fluency in multiplication when using 9 as a factor.Gain fluency in multiplication when multiplying by 0 and 1.Gain fluency in multiplication when multiplying by 10.Students will use number relationships and patterns to develop reasoning strategies to support their recall of basicmultiplication facts.Use previously learned concepts and skills to represent and solve problems.

VocabularyMultipleIdentity (One) Property of MultiplicationZero Property of Multiplication



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Grade 3 Math CurriculumTopic 2: Multiplication Facts: Use Patterns- Topic 2: Multiplication Facts: Use Patterns

Topic OverviewMultiplication with factors of 0, 1, 2, 5, 9, and 10.

Standards


Essential Questions (Core Concepts)How can unknown multiplication facts be found using patterns and properties?

Objectives (Skills/Knowledge)Gain fluency in multiplication when using 2 and 5 as factors.Gain fluency in multiplication when using 9 as a factor.Gain fluency in multiplication when multiplying by 0 and 1.Gain fluency in multiplication when multiplying by 10.Students will use number relationships and patterns to develop reasoning strategies to support their recall of basicmultiplication facts.Use previously learned concepts and skills to represent and solve problems.

VocabularyMultipleIdentity (One) Property of MultiplicationZero Property of Multiplication



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Grade 3 Math CurriculumTopic 3: Apply Properties: Multiplication Facts for 3, 4, 6, 7, 8

Topic OverviewMultiplication of whole numbers with factors of 3, 4, 6, 7, and 8 while using the Distributive and Associative Properties.

StandardsCC.2.2.3.A.1 - Represent and solve problems involving multiplication and division.

CC.2.2.3.A.2 - Understand properties of multiplication and the relationship between multiplication anddivision.

Essential Questions (Core Concepts)How can unknown multiplication facts be found using known facts?

Objectives (Skills/Knowledge)Use the Distributive Property to solve problems involving multiplication within 100.Use appropriate tools and the Distributive Property to break apart unknown facts with 3 as a factor.Use the Distributive Property to break apart unknown facts with 4 as a factor.Use the Distributive Property to break apart unknown facts with 6 or 7 as a factor.Use the Distributive Property and known facts to break apart unknown facts with 8 as a factor.Use strategies such as bar diagrams and arrays with known facts to solve multiplication problems.Use the Associative Property of Multiplication to group 3 factors and multiply.Use repeated reasoning with known facts to make generalizations when multiplying.

VocabularyDistributive PropertyAssociative (Grouping) Property of Multiplication



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Grade 3 Math CurriculumTopic 3: Apply Properties: Multiplication Facts for 3, 4, 6, 7, 8- Topic 3: Apply Properties: Multiplication Facts for 3, 4, 6, 7, 8

Topic OverviewMultiplication of whole numbers with factors of 3, 4, 6, 7, and 8 while using the Distributive and Associative Properties.



Essential Questions (Core Concepts)How can unknown multiplication facts be found using known facts?

Objectives (Skills/Knowledge)Use the Distributive Property to solve problems involving multiplication within 100.Use appropriate tools and the Distributive Property to break apart unknown facts with 3 as a factor.Use the Distributive Property to break apart unknown facts with 4 as a factor.Use the Distributive Property to break apart unknown facts with 6 or 7 as a factor.Use the Distributive Property and known facts to break apart unknown facts with 8 as a factor.Use strategies such as bar diagrams and arrays with known facts to solve multiplication problems.Use the Associative Property of Multiplication to group 3 factors and multiply.Use repeated reasoning with known facts to make generalizations when multiplying.

VocabularyDistributive PropertyAssociative (Grouping) Property of Multiplication



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Grade 3 Math CurriculumTopic 4: Use Multiplication to Divide: Division Facts

Topic OverviewDivision of whole numbers with 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9; multiplication patterns with even and odd numbers.



CC.2.2.3.A.4 - Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Essential Questions (Core Concepts)How can unknown division facts be found using known multiplication facts?

Objectives (Skills/Knowledge)Use multiplication facts to divide.Use multiplication facts to find related division facts.Use knowledge of even and odd numbers to identify multiplication patterns.Use properties to understand division involving 0 and 1.Use patterns and known facts to find unknown multiplication facts to find unknown multiplication facts.Use multiplication facts to find related division facts.Use multiplication and division facts to find unknown values in equations.Use previously learned concepts to find and answer hidden questions to solve problems.

VocabularyFact familyDividendDivisorQuotientEven numberOdd number


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Grade 3 Math CurriculumTopic 4: Use Multiplication to Divide: Division Facts- Topic 4: Use Multiplication to Divide: Division Facts

Topic OverviewDivision of whole numbers with 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9; multiplication patterns with even and odd numbers.




Essential Questions (Core Concepts)How can unknown division facts be found using known multiplication facts?

Objectives (Skills/Knowledge)Use multiplication facts to divide.Use multiplication facts to find related division facts.Use knowledge of even and odd numbers to identify multiplication patterns.Use properties to understand division involving 0 and 1.Use patterns and known facts to find unknown multiplication facts to find unknown multiplication facts.Use multiplication facts to find related division facts.Use multiplication and division facts to find unknown values in equations.Use previously learned concepts to find and answer hidden questions to solve problems.

VocabularyFact familyDividendDivisorQuotientEven numberOdd number


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Grade 3 Math CurriculumTopic 5: Fluently Multiply and Divide within 100

Topic OverviewUse of a multiplication table and other strategies to multiply and divide; writing and solving real-world multiplication and divisionproblems.


CC.2.2.3.A.3 - Demonstrate multiplication and division fluency.

CC.2.2.3.A.4 - Solve problems involving the four operations, and identify and explain patterns inarithmetic.

Essential Questions (Core Concepts)Wheat are strategies to solve multiplication and division facts?

Objectives (Skills/Knowledge)Use the multiplication table and the Distributive Property to find patterns in factors and products.Use a multiplication table to find the missing factor in a division problemUse number sense and reasoning while practicing multiplication and division basic facts.Use strategies such as skip counting and properties of operations to multiply.Solve multiplication and division problems that involve different strategies and representations.Use multiplication to write and solve real-world problems involving equal groupsUse division to write and solve real-world problems involving equal groups.Use the structures of multiplication and division to compare expressions.

Vocabularynone



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Grade 3 Math CurriculumTopic 5: Fluently Multiply and Divide within 100- Topic 5: Fluently Multiply and Divide within 100

Topic OverviewUse of a multiplication table and other strategies to multiply and divide; writing and solving real-world multiplication and divisionproblems.


CC.2.2.3.A.3 - Demonstrate multiplication and division fluency.


Essential Questions (Core Concepts)Wheat are strategies to solve multiplication and division facts?

Objectives (Skills/Knowledge)Use the multiplication table and the Distributive Property to find patterns in factors and products.Use a multiplication table to find the missing factor in a division problemUse number sense and reasoning while practicing multiplication and division basic facts.Use strategies such as skip counting and properties of operations to multiply.Solve multiplication and division problems that involve different strategies and representations.Use multiplication to write and solve real-world problems involving equal groupsUse division to write and solve real-world problems involving equal groups.Use the structures of multiplication and division to compare expressions.

Vocabularynone



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Grade 3 Math CurriculumTopic 6: Connect Area to Multiplication and Addition

Topic OverviewUse of unit squares, multiplication, and the Distributive Property to find the area of squares, rectangles, and irregular shapes.

Standards

CC.2.4.3.A.5 - Determine the area of a rectangle and apply the concept to multiplication and toaddition.

Essential Questions (Core Concepts)How can area be measured and found?

Objectives (Skills/Knowledge)Use unit squares to find the area of a shape.Use unit squares to find the area of a figure.Use standard units to measure the area of a shape.Use unit squares and multiplication to find the areas of squares and rectangles.Use areas of rectangles to model the Distributive Property of Multiplication.Use areas of rectangles to find the area of irregular shapes.Solve problems by breaking apart or changing the problem into simpler problems.

VocabularyAreaUnit squareSquare unitEstimate



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Grade 3 Math CurriculumTopic 6: Connect Area to Multiplication and Addition- Topic 6: Connect Area to Multiplication and Addition

Topic OverviewUse of unit squares, multiplication, and the Distributive Property to find the area of squares, rectangles, and irregular shapes.

Standards

CC.2.4.3.A.5 - Determine the area of a rectangle and apply the concept to multiplication and toaddition.

Essential Questions (Core Concepts)How can area be measured and found?

Objectives (Skills/Knowledge)Use unit squares to find the area of a shape.Use unit squares to find the area of a figure.Use standard units to measure the area of a shape.Use unit squares and multiplication to find the areas of squares and rectangles.Use areas of rectangles to model the Distributive Property of Multiplication.Use areas of rectangles to find the area of irregular shapes.Solve problems by breaking apart or changing the problem into simpler problems.

VocabularyAreaUnit squareSquare unitEstimate



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Grade 3 Math CurriculumTopic 7: Represent and Interpret Data

Topic OverviewUse of frequency tables, picture graphs, and bar graphs to represent, interpret and compare data.

Standards

CC.2.4.3.A.4 - Represent and interpret data using tally charts, tables, pictographs, line plots, and bargraphs.

Essential Questions (Core Concepts)How can data be represented, interpreted, and analyzed?

Objectives (Skills/Knowledge)Use graphs to compare and interpret data.Use frequency tables and picture graphs to compare and interpret data.Use scaled bar graphs to represent data sets.Use picture graphs to solve problems.Use words, symbols, and numbers to accurately and precisely solve math problems.

VocabularyScaled picture graphKeyScaled bar graphScaleFrequency tableDataSurvey



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Grade 3 Math CurriculumTopic 7: Represent and Interpret Data- Topic 7: Represent and Interpret Data

Topic OverviewUse of frequency tables, picture graphs, and bar graphs to represent, interpret and compare data.

Standards

CC.2.4.3.A.4 - Represent and interpret data using tally charts, tables, pictographs, line plots, and bargraphs.

Essential Questions (Core Concepts)How can data be represented, interpreted, and analyzed?

Objectives (Skills/Knowledge)Use graphs to compare and interpret data.Use frequency tables and picture graphs to compare and interpret data.Use scaled bar graphs to represent data sets.Use picture graphs to solve problems.Use words, symbols, and numbers to accurately and precisely solve math problems.

VocabularyScaled picture graphKeyScaled bar graphScaleFrequency tableDataSurvey



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Grade 3 Math CurriculumTopic 8: Use Strategies and Properties to Add and Subtract

Topic OverviewUse of properties, patterns, mental math, and rounding to add and subtract whole numbers.

Standards

CC.2.1.3.B.1 - Apply place value understanding and properties of operations to perform multi-digitarithmetic.


Essential Questions (Core Concepts)How can sums and differences be estimated and found mentally?

Objectives (Skills/Knowledge)Solve real-world problems using properties of addition.Identify patterns in the addition table and explain them using algebraic thinking.Use place value and a number line to round numbersUse mental math to add.Use mental math to subtract.Use rounding or compatible numbers to estimate a sum.Use rounding or compatible numbers to estimate a difference.Solve one-step and multi-step problems using strategies based on the relationship between addition and subtraction.

VocabularyCommutative (Order) Property of AdditionIdentity (Zero) Property of AdditionAssociative (Grouping) Property of AdditionRoundCompatible numbersInverse operationsPlace value


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Grade 3 Math CurriculumTopic 8: Use Strategies and Properties to Add and Subtract- Topic 8: Use Strategies and Properties to Add and Subtract

Topic OverviewUse of properties, patterns, mental math, and rounding to add and subtract whole numbers.

Standards



Essential Questions (Core Concepts)How can sums and differences be estimated and found mentally?

Objectives (Skills/Knowledge)Solve real-world problems using properties of addition.Identify patterns in the addition table and explain them using algebraic thinking.Use place value and a number line to round numbersUse mental math to add.Use mental math to subtract.Use rounding or compatible numbers to estimate a sum.Use rounding or compatible numbers to estimate a difference.Solve one-step and multi-step problems using strategies based on the relationship between addition and subtraction.

VocabularyCommutative (Order) Property of AdditionIdentity (Zero) Property of AdditionAssociative (Grouping) Property of AdditionRoundCompatible numbersInverse operationsPlace value


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Grade 3 Math CurriculumTopic 9: Fluently Add and Subtract Within 1,000

Topic OverviewUse of partial sums/differences and standard algorithms to add/subtract three digit numbers.

Standards



Essential Questions (Core Concepts)What are standard procedures for adding and subtracting whole numbers?

Objectives (Skills/Knowledge)Add two 3-digit numbers by breaking apart problems into simpler problems.Add 3-digit numbers using the standard algorithm.Add three or more numbers using the standard algorithm.Subtract multi-digit numbers using the expanded algorithm.Subtract 3-digit numbers using the standard algorithm.Subtract a 3-digit number from another 3-digit number with one or more zeros by using the standard algorithm.Use addition and subtraction to justify a conjecture.

VocabularyRegroupconjecture



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Grade 3 Math CurriculumTopic 9: Fluently Add and Subtract Within 1,000- Topic 9: Fluently Add and Subtract Within 1,000

Topic OverviewUse of partial sums/differences and standard algorithms to add/subtract three digit numbers.

Standards



Essential Questions (Core Concepts)What are standard procedures for adding and subtracting whole numbers?

Objectives (Skills/Knowledge)Add two 3-digit numbers by breaking apart problems into simpler problems.Add 3-digit numbers using the standard algorithm.Add three or more numbers using the standard algorithm.Subtract multi-digit numbers using the expanded algorithm.Subtract 3-digit numbers using the standard algorithm.Subtract a 3-digit number from another 3-digit number with one or more zeros by using the standard algorithm.Use addition and subtraction to justify a conjecture.

VocabularyRegroupconjecture



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Grade 3 Math CurriculumTopic 10: Multiply by Multiples of 10

Topic OverviewMultiply using an open number line and properties of multiplication.

Standards


Essential Questions (Core Concepts)What are ways to multiply by multiples of 10?

Objectives (Skills/Knowledge)Use an open number line to find products when one factor is a multiple of 10.Use properties of multiplication to find products when one factor is a multiple of 10.Use different strategies to find products when one factor is a multiple of 10.Use the structure of multiplication and place value to find products when one factor is a multiple of 10.

VocabularyOpen number line





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Grade 3 Math CurriculumTopic 10: Multiply by Multiples of 10- Topic 10: Multiply by Multiples of 10

Topic OverviewMultiply using an open number line and properties of multiplication.

Standards


Essential Questions (Core Concepts)What are ways to multiply by multiples of 10?

Objectives (Skills/Knowledge)Use an open number line to find products when one factor is a multiple of 10.Use properties of multiplication to find products when one factor is a multiple of 10.Use different strategies to find products when one factor is a multiple of 10.Use the structure of multiplication and place value to find products when one factor is a multiple of 10.

VocabularyOpen number line




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Grade 3 Math CurriculumTopic 11: Use Operations with Whole Numbers to Solve Problems

Topic OverviewSolve two-step word problems involving addition, subtraction, multiplication and division.

Standards


Essential Questions (Core Concepts)What are ways to solve two-step problems?

Objectives (Skills/Knowledge)Draw diagrams and write equations to solve two-step problems involving addition and subtraction of whole numbers.Draw diagrams and write equations to solve two-step problems involving multiplication and division of whole numbers.Examine relationships between quantities in a two-step word problem by writing equations. Choose and apply the operationsneeded to find the answer.Critique the reasoning of others by asking questions, indentifying mistakes, and providing suggestions for improvement.

Vocabularynone




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Grade 3 Math CurriculumTopic 11: Use Operations with Whole Numbers to Solve Problems- Topic 11: Use Operations with Whole Numbers to Solve Problems

Topic OverviewSolve two-step word problems involving addition, subtraction, multiplication and division.

Standards


Essential Questions (Core Concepts)What are ways to solve two-step problems?

Objectives (Skills/Knowledge)Draw diagrams and write equations to solve two-step problems involving addition and subtraction of whole numbers.Draw diagrams and write equations to solve two-step problems involving multiplication and division of whole numbers.Examine relationships between quantities in a two-step word problem by writing equations. Choose and apply the operationsneeded to find the answer.Critique the reasoning of others by asking questions, indentifying mistakes, and providing suggestions for improvement.

Vocabularynone




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Grade 3 Math CurriculumTopic 12: Understand Fractions as Numbers

Topic OverviewReading and writing unit fractions; representing fractions on a number line; measurement to the nearest fourth inch; recording dataon a line plot.

StandardsCC.2.1.3.C.1 - Explore and develop an understanding of fractions as numbers.

CC.2.3.3.A.1 - Identify, compare, and classify shapes and their attributes.

CC.2.3.3.A.2 - Use the understanding of fractions to partition shapes into parts with equal areas and express the area of eachpart as a unit fraction of the whole.

CC.2.4.3.A.4 - Represent and interpret data using tally charts, tables, pictographs, line plots, and bar graphs.

Essential Questions (Core Concepts)What are different interpretations of a fraction?

Objectives (Skills/Knowledge)Understand how to read and write fractions for equal-size parts of a region.Use a fraction to represent multiple copies of a unit fraction.Determine and draw the whole (unit) given one part (unit fraction).Represent fractions on a number line.Represent fractions greater than 1 on a number line.Measure length to the nearest fourth inch and show the data on a line plot.Measure length to the nearest half inch and show the data on a line plot.Determine when a problem has either extra or missing information.

VocabularyFractionUnit fractionNumeratorDenominatorLine plotNearest half inchNearest fourth inch


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Grade 3 Math CurriculumTopic 12: Understand Fractions as Numbers- Topic 12: Understand Fractions as Numbers

Topic OverviewReading and writing unit fractions; representing fractions on a number line; measurement to the nearest fourth inch; recording dataon a line plot.




CC.2.4.3.A.4 - Represent and interpret data using tally charts, tables, pictographs, line plots, and bar graphs.

Essential Questions (Core Concepts)What are different interpretations of a fraction?

Objectives (Skills/Knowledge)Understand how to read and write fractions for equal-size parts of a region.Use a fraction to represent multiple copies of a unit fraction.Determine and draw the whole (unit) given one part (unit fraction).Represent fractions on a number line.Represent fractions greater than 1 on a number line.Measure length to the nearest fourth inch and show the data on a line plot.Measure length to the nearest half inch and show the data on a line plot.Determine when a problem has either extra or missing information.

VocabularyFractionUnit fractionNumeratorDenominatorLine plotNearest half inchNearest fourth inch


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Grade 3 Math CurriculumTopic 13: Fraction Equivalence and Comparison

Topic OverviewIdentify and represent equivalent fractions; compare fractions using fraction strips, number lines, and benchmark numbers.




Essential Questions (Core Concepts)What are different ways to compare fractions?

Objectives (Skills/Knowledge)Find equivalent fractions that name the same part of the whole.Represent equivalent fractions on a number line.Use models such as fraction strips to compare fractions that refer to the same whole and have the same denominator.Use models such as fraction strips to compare fractions that refer to the same whole and have the same numerator.Use benchmark numbers to compare fractions.Use a number line to compare fractions.Use fraction names to represent whole numbers.Construct math arguments using fractions.

VocabularyEquivalent fractions



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Grade 3 Math CurriculumTopic 13: Fraction Equivalence and Comparison- Topic 13: Fraction Equivalence and Comparison

Topic OverviewIdentify and represent equivalent fractions; compare fractions using fraction strips, number lines, and benchmark numbers.




Essential Questions (Core Concepts)What are different ways to compare fractions?

Objectives (Skills/Knowledge)Find equivalent fractions that name the same part of the whole.Represent equivalent fractions on a number line.Use models such as fraction strips to compare fractions that refer to the same whole and have the same denominator.Use models such as fraction strips to compare fractions that refer to the same whole and have the same numerator.Use benchmark numbers to compare fractions.Use a number line to compare fractions.Use fraction names to represent whole numbers.Construct math arguments using fractions.

VocabularyEquivalent fractions



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Grade 3 Math CurriculumTopic 14: Solve Time, Capacity, and Mass Problems

Topic OverviewShow, tell and write time to the nearest minute on analog and digital clocks and solve problems of elapsed time; use of standardunits to measure mass and volume.

Standards

CC.2.4.3.A.1 - Solve problems involving measurement and estimation of temperature, liquid volume, mass orlength.

CC.2.4.3.A.2 - Tell and write time to the nearest minute and solve problems by calculating time intervals.

CC.2.4.3.A.3 - Solve problems and make change involving money using a combination of coins and bills.

Essential Questions (Core Concepts)How can time, capacity, and mass be measured and found?

Objectives (Skills/Knowledge)Show and tell time to the nearest minute using analog and digital clocks.Tell and write time to the nearest minute and measure time intervals in minutes.Solve word problems involving addition and subtraction of measure quantities of time.Use standard units to estimate liquid volume.Use standard units to measure liquid volume.Use standard units to estimate the masses of solid objects.Use a pan balance with metric weights to measure the mass of objects in grams and kilograms.Use pictures to help solve problems about mass and volume.Make sense of quantities and relationships in problems.

VocabularyA.M.P.M.Elapsed timeTime intervalCapacity (liquid volume)Milliliter (mL)Liter (L)MassGram (g)Kilogram (kg)


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Grade 3 Math CurriculumTopic 14: Solve Time, Capacity, and Mass Problems- Topic 14: Solve Time, Capacity, and Mass Problems

Topic OverviewShow, tell and write time to the nearest minute on analog and digital clocks and solve problems of elapsed time; use of standardunits to measure mass and volume.

Standards


CC.2.4.3.A.2 - Tell and write time to the nearest minute and solve problems by calculating time intervals.

CC.2.4.3.A.3 - Solve problems and make change involving money using a combination of coins and bills.

Essential Questions (Core Concepts)How can time, capacity, and mass be measured and found?

Objectives (Skills/Knowledge)Show and tell time to the nearest minute using analog and digital clocks.Tell and write time to the nearest minute and measure time intervals in minutes.Solve word problems involving addition and subtraction of measure quantities of time.Use standard units to estimate liquid volume.Use standard units to measure liquid volume.Use standard units to estimate the masses of solid objects.Use a pan balance with metric weights to measure the mass of objects in grams and kilograms.Use pictures to help solve problems about mass and volume.Make sense of quantities and relationships in problems.

VocabularyA.M.P.M.Elapsed timeTime intervalCapacity (liquid volume)Milliliter (mL)Liter (L)MassGram (g)Kilogram (kg)


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Grade 3 Math CurriculumTopic 15: Attributes of Two-Dimensional Shapes

Topic OverviewIdentify, classify, analyze and compare quadrilaterals.

StandardsCC.2.3.3.A.1 - Identify, compare, and classify shapes and their attributes.


Essential Questions (Core Concepts)How can two-dimensional shapes be described, analyzed and classified?

Objectives (Skills/Knowledge)Identify quadrilaterals and use attributes to describe them.Classify shapes according to their attributes.Analyze and compare quadrilaterals and group them by their attributes.Solve math problems precisely, efficiently, and accurately be using appropriate tools and mathematics vocabulary.

VocabularyPolygonSideQuadrilateralAngleVertexTrapezoidParallel sidesParallelogramRectangleRight angleRhombusSquareConvexConcave


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Grade 3 Math CurriculumTopic 15: Attributes of Two-Dimensional Shapes- Topic 15: Attributes of Two-Dimensional Shapes

Topic OverviewIdentify, classify, analyze and compare quadrilaterals.

StandardsCC.2.3.3.A.1 - Identify, compare, and classify shapes and their attributes.


Essential Questions (Core Concepts)How can two-dimensional shapes be described, analyzed and classified?

Objectives (Skills/Knowledge)Identify quadrilaterals and use attributes to describe them.Classify shapes according to their attributes.Analyze and compare quadrilaterals and group them by their attributes.Solve math problems precisely, efficiently, and accurately be using appropriate tools and mathematics vocabulary.

VocabularyPolygonSideQuadrilateralAngleVertexTrapezoidParallel sidesParallelogramRectangleRight angleRhombusSquareConvexConcave


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Grade 3 Math CurriculumTopic 16: Solve Perimeter Problems

Topic OverviewFind the perimeter of different polygons and unknown side lengths of polygons; understand the relationship between perimeter andarea.

Standards


CC.2.4.3.A.6 - Solve problems involving perimeters of polygons and distinguish between linear and area measures.

Essential Questions (Core Concepts)How can perimeter be measured and found?

Objectives (Skills/Knowledge)Find the perimeter of different polygons.Find the perimeter of different polygons with common shapes.Use the given sides of a polygon and the known perimeter to find the unknown side length.Understand the relationship of shapes with the same perimeter and different areas.Understand the relationship of shapes with the same area and different perimeters.Understand the relationship between numbers in order to simplify and solve problems involving perimeter.

VocabularyPerimeterEquilateral triangle



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Grade 3 Math CurriculumTopic 16: Solve Perimeter Problems- Topic 16: Solve Perimeter Problems

Topic OverviewFind the perimeter of different polygons and unknown side lengths of polygons; understand the relationship between perimeter andarea.

Standards


CC.2.4.3.A.6 - Solve problems involving perimeters of polygons and distinguish between linear and area measures.

Essential Questions (Core Concepts)How can perimeter be measured and found?

Objectives (Skills/Knowledge)Find the perimeter of different polygons.Find the perimeter of different polygons with common shapes.Use the given sides of a polygon and the known perimeter to find the unknown side length.Understand the relationship of shapes with the same perimeter and different areas.Understand the relationship of shapes with the same area and different perimeters.Understand the relationship between numbers in order to simplify and solve problems involving perimeter.

VocabularyPerimeterEquilateral triangle



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Grade 3 Math Curriculum · 2017. 9. 21. · Grade 3 Math Curriculum Topic 1: Understand...

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