Ganado Unified School District (MATH/3 rd Grade)

Transcription

1 Ganad Unified Schl District (MATH/3 rd Grade) PACING Guide SY Timeline & Resurces 1 st QUARTER Week 1 August 1 CHAPTER 1 Lessn 1: PLACE VALUE THROUGH THOUSANDS Lessn 2: COMPARE NUMBERS Lessn 3: ORDER NUMBERS Graphic Organizer Wrk Mat 1 Base-ten blcks Wrk Mat 2 Number cubes Newspapers/mag azines Scissrs Tape Glue Cnstructin paper Online presentatin AZ Cllege and Career Readiness Standard 3.NBT.1 Use place value understanding t rund whle numbers t the nearest 10 r 100 Essential Questin (HESS Matrix) Hw can numbers be expressed? Hw many ways can yu write a number? Hw can numbers be cmpared? Hw can numbers be rdered? Hw d yu use a place value chart? Hw can yu use place value t write different frms f numbers? Hw d I tell the value f each digit in a number? Learning Gal I will be able t: * read place value f whle numbers thrugh thusands. * write place value f whle numbers thrugh thusands * identify place value f whle numbers thrugh thusands. * use place value t cmpare numbers. * Use a number line t rder numbers thrugh thusands. * Use place value t rder numbers thrugh thusands. Vcabulary (Cntent/Academic) LESSON 1 digit place value standard frm expanded frm wrd frm nes tens hundreds thusands LESSON 2 < less than >greater than = equal t LESSON 3 least greatest digit place value Ganad USD-PACING GUIDE (MATH/Grade 3) Page 1

2 Academic vcabulary cards 1 st QUARTER Week 2 August 8 CHAPTER 1 Lessn 4: ROUND TO THE NEAREST TEN Lessn 5: ROUND TO THE NEAREST HUNDRED Lessn 6: PROBLEM- SOLVING INVESTIGATIONS-Use the Fur-Step Plan Rund Table Wrk Mat 1 Base-ten blcks Cnnecting cubes Number cubes Number cards Index cards Lessn Animatins My Math, pgs Lessn Assessments, pg Pair-Share 1 st QUARTER Week 3 August 15 CHAPTER 2 3.NBT.1 Use place value understanding t rund whle numbers t the nearest 10 r NBT.2 Fluently add and subtract within 1000 using strategies and algrithms based n place value; prperties f peratins, and/r Hw d yu change the value f a number? What shuld yu d t rund a number that ends in 5, which is exactly halfway between tw numbers? Is it pssible fr a number t be runded t the nearest ten and hundred and result in the same runded number? What facts d yu knw? What d yu need t find? What strategy might be used t slve this prblem? Des yur answer make sense? What d the numbers have in cmmn? I will be able t: * rund numbers t the nearest ten * rund numbers t the nearest hundred * use the fur-step plan (UNDERSTAND, PLAN, SOLVE, AND CHECK) t slve prblems * I will be able t: * Use additin prperties t add whle numbers. * Identify patterns in the additin table. Rund Place value Ones Tens hundreds Understand Plan Slve Check Number Line Magic # Helper Nearest Assciative Prperty Cmmutative Prperty Identity Prperty Mental math Ganad USD-PACING GUIDE (MATH/Grade 3) Page 2

3 Lessn 1: ADDITION PROPERTIES Lessn 2: PATTERNS IN THE ADDITION TABLE Lessn 3: ADDITION PATTERNS Lessn 4: ADD MENTALLY 0-5 # cubes Cnnecting cubes Cunters Wrk Mat 1 Base-ten blcks Wrk Mat 2 Pair-Share Academic Vcabulary Cards 1 st QUARTER Week 4 August 22 CHAPTER 2 Lessn 5: ESTIMATE SUMS Lessn 6: HANDS-ON: USE MODELS TO ADD Lessn 7: ADD THREE- DIGIT NUMBERS relatinship between additin and subtractin. 3.OA.D.9 Identify arithmetic patterns (including patterns in the additin table r multiplicatin table), and explain them using prperties f peratins. Nte: ADDITION ONLY 3.NBT.2 Fluently add and subtract within 1000 using strategies and algrithms based n place value; prperties f peratins, and/r relatinship between additin and subtractin. Hw d yu find patterns in numbers? Hw d we use place value charts in math? Hw can writing a number sentence help yu slve a prblem? Why is it imprtant t check fr reasnableness? Hw can we estimate? Hw d we use place value t explre threedigit numbers? Why we use estimatin? * Use place value t identify additin patterns * Use mental math additin strategies I will be able t: Estimate sums using runding. Use mdels t explre additin three-digit numbers. Add three-digit numbers and use estimatin t check my answer. Parentheses Regrup Pattern Estimate Reasnable Regrup Hundreds Ones Tens estimate addends additin sentence sum Reasnable Regrup Unknwn Label Number line Fldables Wrk Mat 1 &2 Base-ten blcks Number cards Index cards Ganad USD-PACING GUIDE (MATH/Grade 3) Page 3

4 Lessn Animatins My Math, pgs Wrd list Academic vcabulary cards Place value mats Turn and talk 0-5 # cubes 5-9 # cubes 1 st QUARTER Week 5 August 29 CHAPTER 2 Lessn 8: ADD FOUR- DIGIT NUMBERS Lessn 9:PROBLEM- SOLVING INVESTIGATION: Reasnable Answers Turn & Talk Wrk Mat 1 Base-ten blcks Number cards Index cards Lessn Animatins My Math, pgs Online Lessn Assessments 1 st QUARTER Week 6 September 5 3.NBT.2 Fluently add and subtract within 1000 using strategies and algrithms based n place value; prperties f peratins, and/r relatinship between additin and subtractin. 3.OA.8 Slve tw-step wrd prblems using the fur peratins. Represent these prblems using equatins with a letter standing fr the unknwn quantity. Assess the reasnableness f answers using mental cmputatin and estimatin strategies including runding. Nte: ADDITION ONLY 3.NBT.2 Fluently add and subtract within 1000 using strategies and algrithms based n place value; Hw d we regrup fur-digit numbers? Why d we check ur answers? What s a strategy? Why d we use visual aides? Hw can we use strategies t subtract mentally? I will be able t: Add fur-digit numbers with regruping Check my answers fr reasnableness Use visual aides t determine my answer Use a strategy I will be able t: Use strategies t subtract mentally Bar diagram Difference Subtract Estimate Ganad USD-PACING GUIDE (MATH/Grade 3) Page 4

5 CHAPTER 3 Lessn 1: SUBTRACT MENTALLY Lessn 2: ESTIMATE DIFFERENCES Lessn 3: PROBLEM- SOLVING INVESTIGATIONS: Estimate r Exact Answer Signal wrds Wrk Mat 1/2 Base-ten blcks Number cards Index cards Lessn Animatins My Math, pgs Online Lessn Assessments 21 st Century Assessments, Ch. 1 Test, pgs Partner s Wrk 1 st QUARTER Week 7 September 12 CHAPTER 3 Lessn 4: HANDS ON: SUBSTRACT WITH REGROUPING prperties f peratins, and/r relatinship between additin and subtractin. 3.NBT.2 Fluently add and subtract within 1000 using strategies and algrithms based n place value; prperties f peratins, and/r relatinship between additin and subtractin. 3.OA.8 When d we use estimatin in runding? Hw can we determine an estimate r an exact answer is needed t slve a prblem? Hw can yu mdel subtracting with regruping? Wh d we regrup fr threedigit subtractin? Hw can we regrup fur-digit subtractin? Estimate differences using runding t the nearest ten r hundred Determine whether an estimate r an exact answer is needed t slve a prblem Understand what facts I need t knw Plan the apprach t slve a wrd prblem Slve a prblem t find an estimate r right answer Check my prblem t make sure the answer first the facts given I will be able t: * Mdel subtractin with regruping * Subtract three-digit numbers with regruping * Subtract fur-digit numbers with regruping * Subtract acrss zers * Explain the steps I tk t slve the prblem Break apart Add Difference Equal sign Minus sign Subtract Sum addend Equal Estimate Plus sign Subtractin sentence Inverse peratins Regrup Rund Digit Hundreds Tens Thusands Ganad USD-PACING GUIDE (MATH/Grade 3) Page 5

6 Lessn 5: SUBTRACT THREE-DIGIT NUMBERS Lessn 6: SUBTRACT FOUR-DIGIT NUMBERS Lessn 7: SUBTRACT ACROSS ZEROS Prblem Slving Recrding Sheet Teaching Tl 1 Slve tw-step wrd prblems using the fur peratins. Represent these prblems using equatins with a letter standing fr the unknwn quantity. Assess the reasnableness f answers using mental cmputatin and estimatin strategies including runding. Nte: SUBTRACTION ONLY When d we subtract zer? regrup 1 st QUARTER Week 8 September 19 CHAPTER 4 Lessn 1: HANDS ON- MODEL MULTIPLICATION Lessn 2: MULTIPLICATION AS REPEATED ADDITION Lessn3: HANDS ON- MULTIPLY WITH ARRAYS Lessn 4: ARRAYS AND MULTIPLICATION 2 paper plates Vcabulary Cards Additin Table Flashcards 1 st QUARTER Week 9 September 26 3.OA.1 Interpret prducts f whle numbers. (Interpret 5 x 7 as the ttal number f bjects in 5 grups f 7 bjects each). 3.OA.3 Use multiplicatin and divisin within 100 t slve wrd prblems in situatins invlving equal grups, arrays, and measurement quantities (by using drawings and equatins with a symbl fr the unknwn number t represent the prblem). 3.OA.3 Use multiplicatin and divisin within 100 t slve wrd What strategy d I use t cmpute the sum fund n an additin table? Hw d I identify examples f factrs and prducts? Why d I use arrays t mdel multiplicatin? Hw d I mdel arrays t multiply? Hw d I use and make a table I will be able t: * Use mdels t explre the meaning f multiplicatin * Relate multiplicatin and additin * Use arrays t explre and mdel multiplicatin * Use arrays t multiply I will be able t: Use the make a table strategy t slve a prblem Equal grups Multiplicatin Multiplicatin sentence Multiply Factrs Multiply Prduct Array Cmmutative prperty Array Cmmutative prperty Cmbinatin Tree diagram Ganad USD-PACING GUIDE (MATH/Grade 3) Page 6

7 CHAPTER 4 Lessn 5: PROBLEM- SOLVING INVESTIGATION: MAKE A TABLE prblems in situatins invlving equal grups, arrays, and measurement quantities (by using drawings and equatins with a symbl fr the unknwn number t represent the prblem). strategy t slve a prblem? Hw des a tree diagram slve the ttal number f cmbinatins? Use multiplicatin t find the ttal number f cmbinatins that can be made table Lessn 6: USE MULTIPLICATION TO FIND COMBINATIONS paper Tw-clr cunters Teaching Tl 17 Vcabulary Cards Markers Red & blue paper Clred pencils 1 st QUARTER Week 10 Octber 3 Math jurnals Scissrs Glue sticks Markers Highlighters 3.OA.8 Slve tw-step wrd prblems using the fur peratins. Represent these prblems using equatins with a letter standing fr the unknwn quantity. Assess the reasnableness f answers using mental cmputatin and estimatin strategies including runding. NOTE: Additin and Subtractin ONLY Hw can fllwing steps help me get t the right answer? I will be able t: Explain the steps I fllwed t slve a prblem Sum Difference Ganad USD-PACING GUIDE (MATH/Grade 3) Page 7

8 Ganad Unified Schl District (MATH/3 rd Grade) PACING Guide SY Timeline & Resurces 2 nd QUARTER Week 11 Octber 10 CHAPTER 5 Lessn 1: HANDS ON- MODEL DIVISION Lessn 2: DIVISION AS EQUAL SHARING Lessn3: RELATE DIVISION AND SUBTRACTION AZ Cllege and Career Readiness Standard 3.OA.2 Interpret whle numbers qutients f whle numbers (interpret 56 8 as the number f bjects in each share when 56 bjects are partitined equally int 8 shares, r as a number f shares when 56 bjects are partitined int equal shares f 8 bjects each. Essential Questin (HESS Matrix) What des divisin mean? Hw can we explre the meaning f divisin? When d we mdel divisin as equal sharing? Hw d we relate subtractin t divisin? Learning Gal I will be able t: * Explre tw meanings f divisin * Mdel divisin as equal sharing * Use mdels t relate divisin and subtractin Vcabulary (Cntent/Academic) LESSON 1 Divisin Divide Partitin Divisin sentence LESSON 2 Divide Divisin sentence LESSON 3 Repeated subtractin Cunters Plates Number line Lessn presentatin Graphic rganizer Vcabulary cards Ganad USD-PACING GUIDE (MATH/Grade 3) Page 8

9 2 nd QUARTER Week 12 Octber 17 CHAPTER 5 Lessn 4: HANDS ON: RELATION DIVISION AND MULTIPLICATION Lessn 5: INVERSE OPERATIONS Lessn 6: PROBLEM- SOLVING INVESTIGATIONS: USE MODELS 3.OA.7 Fluently multiply and divide within 100, using strategies such as the relatinship between multiplicatin and divisin (knwing that 8 x 5=40, ne knws that 40 5=8) r prperties f peratins. By the end f Grade 3, knw frm memry all prducts f tw nedigit numbers. Hw can we explre the relatinship f divisin and multiplicatin? What facts can we use t slve divisin? When d we use mdels t slve prblems? I will be able t: * Explre hw divisin and multiplicatin are related * Divide related multiplicatin facts * Use mdels t slve prblems LESSON 4 Dividend Divisr qutient LESSON 5 Inverse peratins Related facts Fact family Dividend Divisr Qutient Cunters Cnnectin cubes Centimeter cubes Lessn presentatin 2 nd QUARTER Week 13 Octber 24 CHAPTER 6 3.OA.9 Identify arithmetic patterns (including patterns in the additin table r multiplicatin table), and explain them using prperties f peratins. 3.OA.3 What is the imprtance f patterns in learning multiplicatin and divisin? Hw can we identify and I will be able t: * Identify and explain patterns in the multiplicatin table * Use arrays and drawings, such as bar diagrams, t multiply by 2 Clumns Rws Multiply Multiplicatin table Pattern Ganad USD-PACING GUIDE (MATH/Grade 3) Page 9

10 Lessn 1: PATTERNS IN THE MULTIPLICATION TABLE Lessn 2: MULTIPLY BY 2 Lessn3: DIVIDE BY 2 Lessn 4: MULTIPLY BY 5 Lessn 5: DIVIDE BY 5 number line Wrk Mat 2 cunters nickels play mney Lessn presentatin grid paper 2 nd QUARTER Week 14 Octber 31 Use multiplicatin and divisin within 100 t slve wrd prblems in situatins invlving equal grups, arrays, and measurement quantities (by using drawings and equatins with a symbl fr the unknwn number t represent the prblem). 3.OA.4 Determine the unknwn whle number in a multiplicatin r divisin equatin relating three whle numbers. Fr example, determine the unknwn number that makes the equatin true in each f the equatins 8 x? =48, 5=? 3, 6 x 6=? 3.OA.7 Fluently multiply and divide within 100, using strategies such as the relatinship between multiplicatin and divisin (knwing that 8 x 5=40, ne knws that 40 5=8) r prperties f peratins. By the end f Grade 3, knw frm memry all prducts f tw nedigit numbers. 3.OA.9 Identify arithmetic patterns (including patterns in the additin table r multiplicatin table), and explain patterns in the multiplicatin table? What mdels can we use t multiply be 2? Hw can we relate mdels t multiplicatin facts divided by 2? Hw can we slve prblems by using a patterns? * Use mdels and relatin multiplicatin facts t divide by 2 * Use different strategies, including patters, t multiply by 5 * Use different strategies, including related multiplicatin facts t divide by 5 * I will be able t: * Slve prblems by lking fr a pattern LESSON 3 Partitin LESSON 4 Skip Cunt LESSON 5 Inverse Operatins LESSON 7 Dime LESSON 8 Ganad USD-PACING GUIDE (MATH/Grade 3) Page 10

11 CHAPTER 6 Lessn 6: PROBLEM- SOLVING INVESTIGATION: LOOK FOR A PATTERN Lessn 7: MULTIPLY BY 10 Lessn 8: MULTIPLES OF 10 Lessn 9 DIVIDE BY 10 Pair Check Base 10 blcks play mney Lessn Presentatin 2 nd QUARTER Week 15 Nvember 7 CHAPTER 7 Lessn 1: MULTIPLY BY 3 Lessn 2: DIVIDE BY 3 Lessn 3: HANDS ON: DOUBLE A KNOWN FACT Lessn 4: MULITPLY BY 4 explain them using prperties f peratins. 3.NBT.3 Multiply ne-digit-whle numbers by multiples f 10 in the range (9 x 80, 5 x 60) using strategies based n place value and prperties f peratins 3.OA.7 Fluently multiply and divide within 100, using strategies such as the relatinship between multiplicatin and divisin (knwing that 8 x 5=40, ne knws that 40 5=8) r prperties f peratins. By the end f Grade 3, knw frm memry all prducts f tw nedigit numbers. 3.OA.3 Use multiplicatin and divisin within 100 t slve wrd prblems in situatins invlving equal grups, arrays, and measurement quantities (by using drawings and equatins with a symbl fr the unknwn number t represent the prblem). 3.OA.4 Determine the unknwn whle What strategies d we use when multiplying by 10? Hw can knwing 5 s facts help yu with yur 10 s facts? When yu divide by 10, what d yu ntice abut the qutient and the dividend? What strategies can be used t learn multiplicatin and divisin facts? Hw d we use strategies t multiply and divide by 3? When d we duble a knwn fact? * Use different strategies including patterns t multiply by 10 * Use basic facts, and patterns t multiply a number by a multiple f 10 * Use different strategies including related multiplicatin facts t divide by 10 I will be able t: * Use different strategies such as arrays, equal grups, and prperties t multiply by 3 * Use different strategies including related multiplicatin facts t divide by 3 * Explre hw t duble a knwn fact in rder t multiply multiple LESSON 9 unknwn LESSON 1 Cmmutative Prperty LESSON 2 Qutient LESSON 3 Knwn fact Decmpse LESSON 4 Ganad USD-PACING GUIDE (MATH/Grade 3) Page 11

12 Lessn 5: DIVIDE BY 4 Lessn Presentatin Grid Paper cunters number in a multiplicatin r divisin equatin relating three whle numbers. Fr example, determine the unknwn number that makes the equatin true in each f the equatins 8 x? =48, 5=? 3, 6 x 6=? * Duble a knwn fact t multiply by 4 * Use different strategies including related multiplicatin facts t divide by 4 Decmpse Knwn Fact LESSON 5 Equal Grups 2 nd QUARTER Week 16 Nvember 14 CHAPTER 7 Lessn 6: PROBLEM- SOLVING INVESTIGATIONS EXTRA OR MISSING INFORMATION Lessn 7: MULTIPLY BY 0 AND 1 Lessn 8: DIVIDE WITH 0 AND 1 3.OA.3 Use multiplicatin and divisin within 100 t slve wrd prblems in situatins invlving equal grups, arrays, and measurement quantities (by using drawings and equatins with a symbl fr the unknwn number t represent the prblem). 3.OA.9 Identify arithmetic patterns (including patterns in the additin table r multiplicatin table), and explain them using prperties f peratins. Hw can we slve a prblem with missing infrmatin? What strategies d we use t multiply by 0 and 1? What are the rules fr dividing 0 and 1? Hw d yu knw yu can divide any number by 1 r itself? I will be able t: * Slve a prblem by identifying extra r missing infrmatin * Use different strategies such as equal grups, patterns, and prperties t multiply by 0 and 1 * Use divisin rules t divide with 0 and 1 Identify prperty f multiplicatin Zer prperty f Multiplicatin LESSON 8 Dividend Divisr Pair Check Base 10 blcks play mney Lessn Presentatin 3.OA.2 Interpret whle numbers qutients f whle numbers (interpret 56 8 as the number f bjects in each share when 56 bjects are partitined equally int 8 shares, r as a number f shares when 56 bjects are partitined Ganad USD-PACING GUIDE (MATH/Grade 3) Page 12

13 int equal shares f 8 bjects each. 2 nd QUARTER Week 17 Nvember 28 CHAPTER 8 Lessn 1: MULITPLY BY 6 Lessn 2: MULTIPLY BY 7 Lessn 3: DIVIDE WITH 6 AND 7 cunters crayns markers clred pencils grid paper Lessn Presentatin 2 nd QUARTER Week 18 December 5 3.OA.3 Use multiplicatin and divisin within 100 t slve wrd prblems in situatins invlving equal grups, arrays, and measurement quantities (by using drawings and equatins with a symbl fr the unknwn number t represent the prblem). 3.OA.9 Identify arithmetic patterns (including patterns in the additin table r multiplicatin table), and explain them using prperties f peratins. 3.OA.7 Fluently multiply and divide within 100, using strategies such as the relatinship between multiplicatin and divisin (knwing that 8 x 5=40, ne knws that 40 5=8) r prperties f peratins. By the end f Grade 3, knw frm memry all prducts f tw nedigit numbers. 3.OA.3 Use multiplicatin and divisin within 100 t slve wrd Hw can multiplicatin and divisin facts, with smaller numbers be applied t larger numbers? Hw can we use a strategy fr multiplying by 6? Hw can we use different strategies t multiply and divide by 6 and 7? What mdel can we use t slve knwn facts f 8? I will be able t: * Use different strategies including dubling a knwn fact t multiply by 6 * Use different strategies such as prperties, arrays, and decmpsing factrs t multiply by 7 * Use different strategies including arrays and repeated subtractin t divide by 6 and 7 I will be able t: * Use different strategies such as arrays, drawings, LESSON 1 Decmpse LESSON 2 Cmmutative prperty LESSON 3 Repeated Subtractin Equal Grups LESSON 4 Knwn Fact Pattern Ganad USD-PACING GUIDE (MATH/Grade 3) Page 13

14 CHAPTER 8 Lessn 4: MULITPLY BY 8 Lessn 5: MULTIPLY BY 9 Lessn 6: DIVIDE WITH 8 AND 9 grid paper crayns markers clred pencils egg cartn Lessn Presentatin sentence frames chart paper prblems in situatins invlving equal grups, arrays, and measurement quantities (by using drawings and equatins with a symbl fr the unknwn number t represent the prblem). 3.OA.9 Identify arithmetic patterns (including patterns in the additin table r multiplicatin table), and explain them using prperties f peratins. Why d we use a strategy t multiply and divide by 8 and 9? and knwn facts t multiply by 8 * Use different strategies such as prperties, knwn facts, r patterns t multiply by 9 * Use different strategies such as equal grups, repeated subtractin, and related multiplicatin facts t divide by 8 and 9 LESSON 5 Inverse Operatins 2 nd QUARTER Week 19 December 12 CHAPTER 8 Lessn 7: PROBLEM- SOLVING INVESTIGATION: MAKE AN ORGANIZED LIST Lessn 8: MULTIPLY BY 11 and 12 Lessn 9: DIVIDE WITH 11 AND 12 grid paper crayns markers 3.OA.3 Use multiplicatin and divisin within 100 t slve wrd prblems in situatins invlving equal grups, arrays, and measurement quantities (by using drawings and equatins with a symbl fr the unknwn number t represent the prblem). 3.OA.1 Interpret prducts f whle numbers. (Interpret 5 x 7 as the ttal number f bjects in 5 grups f 7 bjects each). 3.OA.2 Hw t create an rganized list? What can we d t slve larger numbers like 11 and 12? I will be able t: * Make an rganized list t slve prblems * Use different strategies such as patterns, mdels, and arrays t multiply by 11 and 12 * Use different strategies such as equal grups, repeated subtractin, and related facts, t divide by 11 and 12 LESSON 8 decmpse LESSON 9 Dividend Divisr qutient Ganad USD-PACING GUIDE (MATH/Grade 3) Page 14

15 clred pencils egg cartn Lessn Presentatin Interpret whle numbers qutients f whle numbers (interpret 56 8 as the number f bjects in each share when 56 bjects are partitined equally int 8 shares, r as a number f shares when 56 bjects are partitined int equal shares f 8 bjects each. Ganad USD-PACING GUIDE (MATH/Grade 3) Page 15

16 Ganad Unified Schl District (MATH/3 rd Grade) PACING Guide SY Timeline & Resurces 3 RD QUARTER Week 20 January 2 CHAPTER 9 Lessn 1: HANDS ON: TAKE APART TO MULTIPLY Lessn 2: THE DISTRIBUTIVE PROPERTY Lessn 3: HANDS ON: MULITPLY THREE FACTORS AZ Cllege and Career Readiness Standard 3.OA.5 Apply prperties f peratins as strategies t multiply and divide Essential Questin (HESS Matrix) * Hw are prperties and equatins used t grup numbers? * Explain what it means t decmpse a number? * Explain hw the Assciative Prperty f Multiplicatin can help yu find missing factrs? Learning Gal I will be able t: * Explre hw t take apart factrs t multiply * Apply the distributive prperty f multiplicatin t find prducts * Explre hw t find the prduct f three factrs * Apply the assciative prperty f multiplicatin t find prducts Vcabulary (Cntent/Academic ) LESSON 2 Distributive prperty LESSON 4 Assciative prperty f Multiplicatin Lessn 4: THE ASSOCIATIVE PROPERTY grid paper crayns markers clr tiles Lessn Presentatin cunters Ganad USD-PACING GUIDE (MATH/Grade 3) Page 16

17 3 RD QUARTER Week 21 January 9 CHAPTER 9 Lessn 5: WRITE EXPRESSIONS Lessn 6: EVALUATE EXPRESSIONS Lessn 7: WRITE EQUATIONS cunters bag Lessn Presentatin 3.OA.5 Apply prperties f peratins as strategies t multiply and divide 3.OA.8 Slve tw-step wrd prblems using the fur peratins. Represent these prblems using equatins with a letter standing fr the unknwn quantity. Assess the reasnableness f answers using mental cmputatin and estimatin strategies including runding. * Hw d yu knw what peratins t use in slving an expressin? * What is the difference between an expressin and an equatin? I will be able t: * Write expressins using the fur peratins * Write, then find the value f expressins * Represent ne and twstep wrd prblems using equatins with a variable LESSON 5 Expressins Operatins LESSON 6 Evaluate Variable LESSON 7 Equatin Number Sentence 3 RD QUARTER Week 22 January 16 CHAPTER 9 Lessn 8: SOLVE TWO- STEP WORD PROBLEMS Lessn 9: PROBLEM- SOLVING INVESTIGATIONS: USE LOGICAL REASONING cunters bag 3.OA.8 Slve tw-step wrd prblems using the fur peratins. Represent these prblems using equatins with a letter standing fr the unknwn quantity. Assess the reasnableness f answers using mental cmputatin and estimatin strategies including runding. 3.NF.2 Understand a fractin as a number n the number line; represent fractins n a number line diagram a. represent a fractin 1/b n * Hw culd yu check an equatin fr reasnableness? * What steps d I take t slve tw-step wrd prblems? I will be able t: * Represent and slve twstep wrd prblems using equatins with a variable * Use lgical reasning t slve prblems LESSON 8 Estimate LESSON 9 Pattern Table Ganad USD-PACING GUIDE (MATH/Grade 3) Page 17

18 Lessn Presentatin Hands n Activity 3 RD QUARTER Week 23 January 23 CHAPTER 9 Lessn 8: SOLVE TWO- STEP WORD PROBLEMS Lessn 9: PROBLEM- SOLVING INVESTIGATIONS: USE LOGICAL REASONING cunters bag Lessn Presentatin Hands n Activity a number line diagram by defining the interval frm 0 t 1 as the whle and partitining it int b equal parts. Recgnize that each part has size 1/b and that the endpint f the part based at 0 lcates the number 1/b n the number line. b. Represent a fractin a/b n a number line diagram by marking f a lengths 1/b frm 0. Recgnize that the resulting interval has size a/b and that is endpint lcates the number a/b n the number line. 3.OA.8 Slve tw-step wrd prblems using the fur peratins. Represent these prblems using equatins with a letter standing fr the unknwn quantity. Assess the reasnableness f answers using mental cmputatin and estimatin strategies including runding. * Hw culd yu check an equatin fr reasnableness? * What steps d I take t slve tw-step wrd prblems? I will be able t: * Represent and slve twstep wrd prblems using equatins with a variable * Use lgical reasning t slve prblems LESSON 8 Estimate LESSON 9 Pattern Table Ganad USD-PACING GUIDE (MATH/Grade 3) Page 18

19 3 RD QUARTER Week 24 January 30 CHAPTER 10 Lessn 1: UNIT FRACTIONS Lessn 2: PART OF A WHOLE Lessn 3: PART OF A SET 3.NF.1 a. Understand a fractin 1/b as the quantity frmed by 1 part when a whle is partitined int b equal parts; understand a fractin a/b/ as the quantity frmed by a parts f size 1/b * Hw can fractins be used t represent numbers and their parts? * Hw d I write a fractin as part f a whle? * Hw d I write a fractin as part f a set? I will be able t: * use fractins t represent numbers and their parts. * write fractins as part f a whle. * write fractins as part f a set. LESSON 1 Fractin Unit Fractin LESSON 2 Numeratr Denminatr Equal part LESSON 3 Fractinal part f a set Lessn 4: PROBLEM- SOLVING INVESTIGATION: DRAW A DIAGRAM graphic rganizer lessn presentatin cunters fractin bars cncept web pair share 3 RD QUARTER Week 25 February 6 CHAPTER 10 Lessn 5: HANDS ON: FRACTIONS ON A NUMBER LINE Lessn 6: EQUIVALENT FRACTIONS graphic rganizer 3.NF.1 Understand a fractin 1/b as the quantity frmed by 1 part when a whle is partitined int b equal parts; understand a fractin a/b/ as the quantity frmed by a parts f size 1/b 3.NF.3 Explain equivalence f fractins in special cases, and cmpares fractins by reasning abut their size * Hw d I write a fractin as part f a number line? * What is an equivalent fractin? I will be able t: * write a fractin part f a number line. * cmpare equivalent fractins. LESSON 4 Draw a Diagram LESSON 5 Fractin part f a Number Line Halves Thirds Furths Fifths Sixths Sevenths Eighths LESSON 6 Equivalent fractins Ganad USD-PACING GUIDE (MATH/Grade 3) Page 19

20 lessn presentatin cunters fractin bars cncept web pair share definitin map a. Understand tw fractins as equivalent (equal) if they are the same size, r the same pint n a number line b. Recgnize and generate simple equivalent fractins (½ = 2/4, 4/6=2/3). Explain why the fractins are equivalent by using a visual fractin mdel. Whle Equal size Same value 3 RD QUARTER Week 26 February 13 CHAPTER 10 Lessn 7: FRACTIONS AS ONE WHOLE Lessn 8: COMPARE FRACTIONS graphic rganizer lessn presentatin cunters fractin bars cncept web pair share definitin map grups pie graph hrizntal strip 3.NF.1 Understand a fractin 1/b as the quantity frmed by 1 part when a whle is partitined int b equal parts; understand a fractin a/b/ as the quantity frmed by a parts f size 1/b 3.NF.3 Explain equivalence f fractins in special cases, and cmpares fractins by reasning abut their size c. Express whle numbers as fractins, and recgnize fractins that are equivalent t whle numbers. Examples: Express 3 in the frm 3=3/1; recgnize that * Hw d I relate fractin t whle numbers? * Why d we cmpare fractins? I will be able t: * relate fractins t whle numbers. * cmpare fractins LESSON 7 Fractin as One Whle Equal part f a whle LESSON 8 Denminatr Is equal t (=) Is greater than (>) Is Less Than (<) Numeratr Equal part inequality Ganad USD-PACING GUIDE (MATH/Grade 3) Page 20

21 3 RD QUARTER Week 27 February 20 CHAPTER 11 Lessn 1: HANDS ON: ESTIMATE AND MEASURE CAPACITY Lessn 2: SOLVE CAPACITY PROBLEMS graphic rganizer lessn presentatin cntainers pitcher bucket beaker 6/1=6; lcate 4/4 and 1 at the same pint f a number line diagram d. Cmpare tw fractins with the same numeratr f the same denminatr by reasning abut their size. Recgnize that cmparisns are valid nly when the tw fractins refer t the same whle. Recrd the results f cmparisns with the symbls >, =, r <, and justify the cnclusins by using a visual fractin mdel. 3.MD.2 Measure and estimate liquid vlumes and masses f bjects using standard units f grams (g), kilgrams (kg), and liters (l). Add, subtract, multiply, r divide t slve ne-step wrd prblems invlving masses r vlumes that are given in the same units by using drawings t represent the prblem. * Why d we measure? * Hw d yu estimate and measure capacity? * What measurement tls are used fr capacity? I will be able t: * estimate capacity * measure capacity * use measurement tls fr measuring capacity LESSON 1 Capacity Mass Liquid Measurement Time Vlume Milliliters Liters Estimate LESSON 2 Capacity Liquid vlume Liter Milliliter unit Ganad USD-PACING GUIDE (MATH/Grade 3) Page 21

22 kettle pair share glue water paint 3 RD QUARTER Week 28 February 27 CHAPTER 11 Lessn 3: HANDS ON: ESTIMATE AND MEASURE MASS Lessn 4: SOLVE MASS PROBLEMS grups at wrk Lessn Presentatin paper clip visual cards 3 RD QUARTER Week 29 March 6 CHAPTER 11 Lessn 5: TELL TIME TO THE MINUTE Lessn 6: TIME INTERVALS Lessn 7: PROBLEM- SOLVING INVESTIGATION: WORK BACKWWARD 3.MD.2 Measure and estimate liquid vlumes and masses f bjects using standard units f grams (g), kilgrams (kg), and liters (l). Add, subtract, multiply, r divide t slve ne-step wrd prblems invlving masses r vlumes that are given in the same units by using drawings t represent the prblem. 3.MD.1 Tell and write time t the nearest minute and measure time intervals in minutes. Slve wrd prblems invlving additin and subtractin f time intervals in minutes by representing the prblem n a number line diagram. 3.MD.2 Measure and estimate liquid vlumes and masses f bjects using standard units f grams (g), kilgrams (kg), and liters (l). Add, subtract, multiply, r divide t * Hw can I estimate and measure mass? * Hw d I use mass measurement vcabulary? * Hw d we tell time using digital and analg clck? * What is time intervals? Hw can it be explained? * Why d we wrk backward? I will be able t: * estimate and measure mass * use mass measurement vcabulary I will be able t: * tell time t the minute using digital and analg clck * understand time intervals * prblem slve by wrking backward LESSON 3 Estimate Mass Measure Greater mass Lesser mass Matter Material LESSON 4 Gram Kilgram Mass LESSON 5 Clck Hur hand Minute hand Analg clck Digital clck LESSON 6 Time Interval Start time End time Cunt back One hur LESSON 7 Ganad USD-PACING GUIDE (MATH/Grade 3) Page 22

23 grups at wrk Lessn Presentatin paper clip visual cards student clcks white bard calendar stp watch slve ne-step wrd prblems invlving masses r vlumes that are given in the same units by using drawings t represent the prblem. Backward und Ganad USD-PACING GUIDE (MATH/Grade 3) Page 23

24 Ganad Unified Schl District (MATH/3 rd Grade) PACING Guide SY Timeline & Resurces 4 TH QUARTER Week 30 March 20 CHAPTER 12 Lessn 1: COLLECT AND RECORD DATA Lessn 2: DRAW SCALED PICTURE GRAPHS Lessn 3: DRAW SCALED BAR GRAPHS AZ Cllege and Career Readiness Standard 3.MD.3 Draw a scaled picture graph and a scaled bar graph t represent a data set with several categries. Slve ne- and tw-step hw many mre and hw many less prblems using infrmatin presented in scaled bar graphs (draw a bar graph in which each square in the bar graph might represent 5 pets). Essential Questin (HESS Matrix) Hw d we btain useful infrmatin frm a set f data? Why d we use scaled picture graphs? Hw can we relate bar graphs t scaled picture graphs? Learning Gal I will be able t: * interpret data that is cllected and recrded * use pictgraphs * use scaled graphs * use bar graphs t relate t scaled picture graphs Vcabulary (Cntent/Academic ) LESSON 1 Cllect Recrd Data Table Graphs Frequency table Tally chart Tally marks Survey Questin Numbers Lessn 4: DRAW AND ANALYZE LINE PLOTS graphic rganizers cncept web student pair share charts anchr chart white bard dry erase markers highlights grid paper LESSON 2 Pictgraph Cmpares Pictures Symbls Scaled picture key LESSON 3 Bar graph Lengths Ganad USD-PACING GUIDE (MATH/Grade 3) Page 24

25 Lessn Presentatin data cards Heights Value Scale Hrizntal vertical 4 TH QUARTER Week 31 March 27 CHAPTER 12 Lessn 6: HANDS ON: MEASURE TO HALVES AND FOURTHS OF AN INCH Lessn 7: COLLECT AND DISPLAY MEASUREMENT DATA Lessn 8: PROBLEM- SOLVING INVESTIGATION: SOLVE A SIMPLER PROBLEM graphic rganizers cncept web student pair share charts 3.G.1 Understand that shapes in different categries (rhmbuses, rectangles, and thers) may share attributes (having fur sides), and that they shared attributes can define a larger categry (quadrilaterals). Recgnize rhmbuses, rectangles, and squares as examples f quadrilaterals, and draw examples f quadrilaterals that d nt belng t any f these subcategries 3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and furths f an inch. Shw the data by making a line plt, where the hrizntal scale is marked ff in apprpriate units-whle numbers, halves, r quarters. Hw can I draw and analyze line plts? Hw d yu measure t halves and furths f an inch? Why d we cllect and display measurement data? Hw can we slve a big prblem by slving a smaller prblem I will be able t: * draw and analyze line plts * measure t halves and furths f an inch * cllect and display measurement data * slve a big prblem by slving a smaller prblem LESSON 4 Bar graph Analyze Pictgraph Key Scale LESSON 5 Data Value Analyze Line graph LESSON 6 Fractin Half Half inch Quarter Quarter inch Rule Whle LESSON 7 Data Half inch Line plt Quarter inch Tally chart Ganad USD-PACING GUIDE (MATH/Grade 3) Page 25

26 anchr chart white bard dry erase markers highlights grid paper Lessn Presentatin data cards index cards rund table 3.MD.3 Draw a scaled picture graph and a scaled bar graph t represent a data set with several categries. Slve ne- and tw-step hw many mre and hw many less prblems using infrmatin presented in scaled bar graphs (draw a bar graph in which each square in the bar graph might represent 5 pets). LESSON 8 4 TH QUARTER Week 32 APRIL 3 CHAPTER 13 Lessn 1: HANDS ON: FIND PERIMETER Lessn 2: PERIMETER Lessn Presentatin shape game white bard number cube ruler shapes markers pencil highlighters clred pencils pair share 3.MD.8 Slve real wrld and mathematical prblems invlving perimeters f plygns; including finding the perimeter given the side lengths, find an unknwn side length, and exhibiting rectangles with the same perimeter and different areas r with the same area and different perimeters 4 TH QUARTER 3.MD.8 Slve real wrld and mathematical Hw are perimeter and area related and hw are they different? Hw can I find the perimeter f a shape? Hw are perimeter and area related I will be able t: * find the perimeter f a shape * find the area f a shape LESSON 1 Perimeter Area Square unit Distance Outside Inches Length Side Add Centimeter LESSON 2 Perimeter Length unit I will be able t: LESSON 1 Perimeter Ganad USD-PACING GUIDE (MATH/Grade 3) Page 26

27 Week 32 APRIL 3 CHAPTER 13 Lessn 1: HANDS ON: FIND PERIMETER Lessn 2: PERIMETER Lessn Presentatin shape game white bard number cube ruler shapes markers pencil highlighters clred pencils pair share prblems invlving perimeters f plygns; including finding the perimeter given the side lengths, find an unknwn side length, and exhibiting rectangles with the same perimeter and different areas r with the same area and different perimeters and hw are they different? Hw can I find the perimeter f a shape? * find the perimeter f a shape * find the area f a shape Area Square unit Distance Outside Inches Length Side Add Centimeter LESSON 2 Perimeter Length unit 4 TH QUARTER Week 33 APRIL 10 CHAPTER 13 Lessn 3: HANDS ON: UNDERSTAND AREA Lessn 4: MEASURE AREA Lessn Presentatin grid paper number cube rubber band 3.MD.8 Slve real wrld and mathematical prblems invlving perimeters f plygns; including finding the perimeter given the side lengths, find an unknwn side length, and exhibiting rectangles with the same perimeter and different areas r with the same area and different perimeters 3.MD.6 Measure arrays by cunting unit squares (cm, m, in, ft, and imprvised units). Hw d yu use unit squares t understand area? I will be able t: * use unit squares t understand area LESSON 3 figure LESSON 4 Area Regin figure Plane figure Ganad USD-PACING GUIDE (MATH/Grade 3) Page 27

28 shapes 3.MD.5 Recgnize area as an attribute f plane figures and understand cncepts f area measurement a. A square with side length 1 unit, called a unit square, is said t have ne square unit f area, and can be used t measure area b. A plane figure which can be cvered withut gaps r verlaps by n unit squares is said t have an area f n square units 4 TH QUARTER Week 34 APRIL 17 CHAPTER 13 Lessn 5: HANDS ON: TILE RECTANGLES TO FIND AREA Lessn 6: AREA OF RECTANGLES Lessn 7: HANDS ON: AREA AND THE DISTRIBUTIVE PROPERTY 3.MD.7 Relate area t the peratins f multiplicatin and additin. 3.MD.6 Measure arrays by cunting unit squares (cm, m, in, ft, and imprvised units). 3.MD.5 Recgnize area as an attribute f plane figures and understand cncepts f area measurement a. A square with side length 1 unit, called a unit square, is said t have ne square unit f area, and can be used t measure area b. A plane figure which can Hw can we use tile rectangles t find area? Hw can we find the area f a rectangle? Why d we use distributive prperty t find the area? I will be able t: * use tile rectangles t find the area f a shape * use Distributive prperty t find the area LESSON 5 Area Array Length Square unit Tw pints Inside Rws Clumns Tw pints LESSON 6 Frmula Area Plane figure Ganad USD-PACING GUIDE (MATH/Grade 3) Page 28

29 Lessn Presentatin Frntlad Academic cards pair share shapes marker ruler pencil highlighters graphic rganizer definitin map be cvered withut gaps r verlaps by n unit squares is said t have an area f n square units 3.MD.8 Slve real wrld and mathematical prblems invlving perimeters f plygns; including finding the perimeter given the side lengths, find an unknwn side length, and exhibiting rectangles with the same perimeter and different areas r with the same area and different perimeters Quantities LESSON 7 Distributive Prperty fr Area Decmpse Factr easier 3.MD.7 Relate area t the peratins f multiplicatin and additin. a. Find the area f a rectangle with whle number side lengths by tiling it, and shw that the areas is the same as wuld be fund by multiplying the side lengths b. Multiply side lengths t find areas f rectangles with whle number side lengths in the cntext t slving real wrld and mathematical prblems and represent whle number prducts as rectangular Ganad USD-PACING GUIDE (MATH/Grade 3) Page 29

30 4 TH QUARTER Week 35 APRIL 24 CHAPTER 13 Lessn 8: AREA OF COMPOSITE FIGURES Lessn 9: AREA AND PERIMETER Lessn 10: PROBLEM SOLVING INVESTIGATION: DRAW A DIAGRAM Lessn Presentatin Frntlad Academic cards pair share shapes marker ruler pencil highlighters graphic rganizer areas in mathematical reasning c. Use tiling t shw in a cncrete case that the area f a rectangle with whlenumber side lengths a and b + c is the sum f a x b and a x c. Use area mdels t represent the distributive prperty in mathematical reasning 3.MD.8 Slve real wrld and mathematical prblems invlving perimeters f plygns; including finding the perimeter given the side lengths, find an unknwn side length, and exhibiting rectangles with the same perimeter and different areas r with the same area and different perimeters 3.MD.7 Relate area t the peratins f multiplicatin and additin. d. Multiply side lengths t find areas f rectangles with whle number side lengths in the cntext t slving real wrld and mathematical prblems and represent whle number prducts as rectangular areas in mathematical Hw can we take apart and put tgether a cmpsite figure? Hw d yu relate area and perimeter? Hw can we use a diagram t slve fr area and perimeter? I will be able t: * decmpse a cmpsite figure * relate area t perimeter * draw a diagram t find the area and perimeter f a shape LESSON 8 Cmpsite figure Decmpse Take apart LESSON 9 LESSON 10 Understand Slve Plan Check diagram Ganad USD-PACING GUIDE (MATH/Grade 3) Page 30

31 definitin map reasning 4 TH QUARTER Week 36 MAY 1 CHAPTER 14 Lessn 1: HANDS ON: ANGLES Lessn 2: POLYGONS Lessn Presentatin ruler shapes marker highlighter pair share white bard 3.G.1 Understand that shapes in different categries (rhmbuses, rectangles, and thers) may share attributes (having fur sides) and that the shared attributes can define a larger categry (quadrilaterals). Recgnize rhmbuses, rectangles, and squares as examples f quadrilaterals, and draw examples f quadrilaterals that d nt belng t any f these subcategries Hw can gemetric shapes help me slve realwrld prblems? Hw d yu understand parts f an angle? What is the difference between a plygn and a quadrilateral? I will be able t: * use gemetric shapes t help slve real wrld prblems * understand the parts f an angle * explain the difference between a plygn and a quadrilateral LESSON 1 Ray Parts Angle Endpint Vertex Right angle Greater than Less than LESSON 2 Plygn Quadrilateral Side Tri- Quad- Pent- Hex- Oct- Attribute 4 TH QUARTER Week 37 MAY 8 CHAPTER 14 Lessn 3: HANDS ON: TRIANGLES Lessn 4: QUADRILATERALS 3.G.1 Understand that shapes in different categries (rhmbuses, rectangles, and thers) may share attributes (having fur sides) and that the shared attributes can define a larger categry (quadrilaterals). Recgnize rhmbuses, rectangles, and squares as examples f quadrilaterals, and draw examples f quadrilaterals that d nt belng What is a triangle? Hw can yu tell the difference between triangles? Hw can we distinguish the different types f quadrilaterals? I will be able t: * explain what a triangle is * elabrate the difference between triangles * distinguish the different types f quadrilaterals LESSON 3 Triangle Right triangle Greater Less LESSON 4 Parallelgram Rectangle Trapezid Square Ganad USD-PACING GUIDE (MATH/Grade 3) Page 31

32 Lessn Presentatin ruler shapes marker highlighter pair share white bard index cards flash cards graphic rganizer cncept map 4 TH QUARTER Week 38 MAY 15 CHAPTER 14 Lessn 5: SHARED ATTRIBUTES OF QUADRILATERALS Lessn 6: PROBLEM- SOLVING INVESTIGATION: GUESS, CHECK, AND REVISE t any f these subcategries 3.G.1 Understand that shapes in different categries (rhmbuses, rectangles, and thers) may share attributes (having fur sides) and that the shared attributes can define a larger categry (quadrilaterals). Recgnize rhmbuses, rectangles, and squares as examples f quadrilaterals, and draw examples f quadrilaterals that d nt belng t any f these subcategries Which attribute f quadrilaterals are shared? Hw can we guess, check, and revise a prblem t slve it? I will be able t: * create a tw-clumn chart t classify the attribute f shared quadrilaterals * use the prblem-slving investigatin t slve a prblem Rhmbus Crner Oppsite side Parallel attribute LESSON 5 Parallelgram Rectangle Trapezid Square Rhmbus Crner Oppsite side Oppsite angles Parallel Attribute Sides Lessn Presentatin ruler shapes marker highlighter pair share white bard index cards flash cards graphic rganizer cncept map LESSON 6 Understand Slve Plan Check Hexagn square Ganad USD-PACING GUIDE (MATH/Grade 3) Page 32

33 4 TH QUARTER Week 39 MAY 22 CHAPTER 14 Lessn7: PARTITION SHAPES 3.G.2 Partitin shapes int parts with equal areas. Express the area f each as a unit fractin f the whle (partitin a shape int 4 parts with equal area, and describe the area f each part as ¼ f the area f the shape) Hw can we partitin shapes? I will be able t: * partitin shapes LESSON 7 Fractin Partitin Unit fractin Break up Part equal Lessn Presentatin ruler shapes marker highlighter pair share white bard index cards flash cards graphic rganizer cncept map scissrs Ganad USD-PACING GUIDE (MATH/Grade 3) Page 33