Grade 3 Math Pacing Guide First Quarter

Transcription

1 Big Ideas of the First Quarter Grade 3 Math Pacing Guide First Quarter There are multiple interpretations of multiplication and division of rational numbers and each operation is related to other operations. For a given set of numbers, there are relationships that are always true called properties, and these are the rules that govern arithmetic and algebra. The base-ten numeration system is a scheme for recording numbers using digits 0-9, groups of 10, and place value. Some strategies for basic facts use equivalence to transform calculations into simpler ones. The set of real numbers is infinite and ordered. Whole numbers, integers, and fractions are real numbers. Each real number can be associated with a unique point on the number line. Understanding the meaning of fraction as equal parts of a whole (an object, an area, a number line). HCDE Math Website Supplemental Lessons, Tasks, and HCDE Assessments referenced on the pacing guide may be found at In addition, number talks and spiral reviews will be posted on this website. Website Directions: 1) Log in using username and password in top right hand corner of webpage (HCDE & password). 2) Select K-5 Math/Teacher Resources/K-5 Resources/Third Grade Ready TNCore Website Materials referenced and updates may be found at Website Directions: 1) Log in 2) Select Grade 3 Teacher Notes 1) This quarter, some materials will need to be prepared/gathered prior to lessons. See lessons for specific details. SL-2 Factor Pairs and Count and Compare SL-3 Small Array/Big Array SL-4 Missing Factors Unit 1 Game, Fishing for Factors Page 1

2 Aug (2 days) Aug OA.A.1 (MAJOR ) Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7. 3.OA.A.1 (MAJOR ) Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x is known, then 4 6 = 24 is also known. (Commutative property of multiplication.) can be found by 3 5 = 15, then 15 2 = 30, or by 5 2 = 10, then 3 10 = 30. (Associative property of multiplication.) Knowing that 8 5 = 40 and 8 2 = 16, one can find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = = 56. (Distributive property.) (Students need not use formal terms for these properties.) 3.MD.C.5 (MAJOR) Recognize area as an attribute of plane figures and understand concepts of area measurement. a. A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area. b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. 3.MD.C.6 (MAJOR) Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). 3.MD.C.7 (MAJOR) Relate area to the operations of multiplication and addition. a. Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. b. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. *Prepare for SL-2 Factor Pairs and Count and Compare L-1 Part 1 and Part 2 Understand the Meaning of Multiplication L-1 Part 3 and Part 4 Understand the Meaning of Multiplication SL-1 Arranging Chairs and Task 1 Kitchen Floor Tiling L-27 Part 1 and Part 2 Understand Area and Task 2 Comparing Backyards L-27 Part 3 and Part 4 Understand Area and Task 3 Carpeting Rooms L-28 Part 1 and Part 2 Multiply to Find Area L-28 Part 3, Part 4, and Assessment (Part 5) Multiply to Find Area Page 2

3 Aug Aug. 31- Sept. 4 3.OA.A.1 (MAJOR) Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x is known, then 4 6 = 24 is also known. (Commutative property of multiplication.) can be found by 3 5 = 15, then 15 2 = 30, or by 5 2 = 10, then 3 10 = 30. (Associative property of multiplication.) Knowing that 8 5 = 40 and 8 2 = 16, one can find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = = 56. (Distributive property.) (Students need not use formal terms for these properties.) *Prepare for SL-3 Small Array/Big Array 3.OA.A.1 (MAJOR) Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x is known, then 4 6 = 24 is also known. (Commutative property of multiplication.) can be found by 3 5 = 15, then 15 2 = 30, or by 5 2 = 10, then 3 10 = 30. (Associative property of multiplication.) Knowing that 8 5 = 40 and 8 2 = 16, one can find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = = 56. (Distributive property.) (Students need not use formal terms for these properties.) 3.MD.C.7 (MAJOR) Relate area to the operations of multiplication and addition. c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a b and a c. Use area models to represent the distributive property in mathematical reasoning. d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into nonoverlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems. SL-2 Factor Pairs and Count and Compare L-2 Part 1 (TRB pg.12) and Part 2 Use Order and Grouping to Multiply L-2 Part 1 (TRB pg.13) and Part 3 Use Order and Grouping to Multiply L-2 Part 4 and Part 5 Use Order and Grouping to Multiply Universal Screener Day L-3 Part 1 and Part 2 Split Numbers to Multiply L-3 Part 3 and Part 4 Split Numbers to Multiply Assessment (L-2 Part 6 and L-3 Part 5) and SL-3 Small Array/Big Array L-29 Part 1 and Part 2 Add Areas Page 3

4 Sept (4 days) Sept NBT.A.3 (ADDITIONAL) Multiply one-digit whole numbers by multiples of 10 in the range (e.g., 9 80, 5 60) using strategies based on place value and properties of operations. (A range of algorithms may be used.) 3.OA.A.1 (MAJOR) Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x is known, then 4 6 = 24 is also known. (Commutative property of multiplication.) can be found by 3 5 = 15, then 15 2 = 30, or by 5 2 = 10, then 3 10 = 30. (Associative property of multiplication.) Knowing that 8 5 = 40 and 8 2 = 16, one can find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = = 56. (Distributive property.) (Students need not use formal terms for these properties.) 3.OA.C.7 (MAJOR) Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. 3.MD.C.7 (MAJOR) Relate area to the operations of multiplication and addition. c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a b and a c. Use area models to represent the distributive property in mathematical reasoning. d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into nonoverlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems. 3.NBT.A.1 (ADDITIONAL) Use place value understanding to round whole numbers to the nearest 10 or 100. (A range of algorithms may be used.) 3.NBT.A.3 (ADDITIONAL) Multiply one-digit whole numbers by multiples of 10 in the range (e.g., 9 80, 5 60) using strategies based on place value and properties of operations. (A range of algorithms may be used.) 3.OA.A.1 (MAJOR) Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7. 3.OA.A.2 (MAJOR) Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. L-29 Part 3 Add Areas and Task 4 Dimensions of Figures L-29 Part 4 and Assessment (Part 5) Add Areas L-10 Part 1 and Part 2 Use Place Value to Multiply i-ready Diagnostic/ L-10 Part 3 and Assessment (Part 4) Use Place Value to Multiply L-4 Part 1 and Part 2 Understand the Meaning of Division and Task 5 Surprise Birthday Party L-4 Part 3 and Part 4 Understand the Meaning of Division and Task 6 Musical Chairs Page 4

5 Sept OA.A.4 (MAJOR) Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x? = 48, 5 = 3, 6 x 6 =? 24 is known, then 4 6 = 24 is also known. (Commutative property of multiplication.) can be found by 3 5 = 15, then 15 2 = 30, or by 5 2 = 10, then 3 10 = 30. (Associative property of multiplication.) Knowing that 8 5 = 40 and 8 2 = 16, one can find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = = 56. (Distributive property.) (Students need not use formal terms for these properties.) 3.OA.B.6 (MAJOR) Understand division as an unknown-factor problem. For example, find 32 8 by finding the number that makes 32 when multiplied by 8. 3.OA.C.7 (MAJOR) Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. *Prepare for SL-4 Missing Factors 3.OA.A.4 (MAJOR) Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x? = 48, 5 = 3, 6 x 6 =? 24 is known, then 4 6 = 24 is also known. (Commutative property of multiplication.) can be found by 3 5 = 15, then 15 2 = 30, or by 5 2 = 10, then 3 10 = 30. (Associative property of multiplication.) Knowing that 8 5 = 40 and 8 2 = 16, one can find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = = 56. (Distributive property.) (Students need not use formal terms for these properties.) 3.OA.B.6 (MAJOR) Understand division as an unknown-factor problem. For example, find 32 8 by finding the number that makes 32 when multiplied by 8. 3.OA.C.7 (MAJOR) Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. *Prepare for Unit 1 Game, Fishing for Factors L-5 Part 1 and Part 2 Understand How Multiplication and Division Are Connected and Task 7 Name that Number L-5 Part 3 and Part 4 Understand How Multiplication and Division Are Connected and Task 8 Finding Dimensions of Rooms Part 1 SL-4 Missing Factors L-6 Part 1 and Part 2 Multiplication and Division Facts L-6 Part 3, Part 4, and Assessment (Part 5) Multiplication and Division Facts Page 5

6 Sept. 28-Oct. 2 TNReady Practice test window (Sept 28- Oct 30) 3.OA.A.2 (MAJOR) Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. 3.OA.A.4 (MAJOR ) Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x? = 48, 5 = 3, 6 x 6 =? 3.OA.B.6 (MAJOR) Understand division as an unknown-factor problem. For example, find 32 8 by finding the number that makes 32 when multiplied by 8. TNReady Practice Test Window Unit 1 Game (PPS p. 65) Fishing for Factors SL-5 Multiply or Divide SL-6 Inverse Relationship Tasks Oct. 5-9 Fall Break Fall Break Page 6

7 Big Ideas of the Second Quarter Grade 3 Math Pacing Guide Second Quarter The base-ten numeration system is a scheme for recording numbers using digits 0-9, groups of 10, and place value. Numbers can be approximated by numbers that are close. Numerical calculations can be approximated by replacing numbers with other numbers that are close and easy to compute with mentally. There are multiple interpretations of addition, subtraction, multiplication, and division of rational numbers and each operation is related to other operations. For a given set of numbers, there are relationships that are always true called properties, and these are the rules that govern arithmetic and algebra. Some strategies for basic facts use equivalence to transform calculations into simpler ones. Understanding the meaning of fraction as equal parts of a whole (an object, an area, a set of objects). Equivalent fractions name the same amount by using different-sized fractional parts. HCDE Math Website Supplemental Lessons, Tasks, and HCDE Assessments referenced on the pacing guide may be found at In addition, number talks and spiral reviews will be posted on this website. Website Directions: 1) Log in using username and password in top right hand corner of webpage (HCDE & password). 2) Select K-5 Math/Teacher Resources/K-5 Resources/Third Grade Ready TNCore Website Materials referenced and updates may be found at Website Directions: 1) Log in 2) Select Grade 3 Teacher Notes 1) This quarter, some materials will need to be prepared/gathered prior to lessons. See lessons for specific details. Unit 2 Game, Tic-Tac-Times-Ten Unit 3 Game, Two-Step Problems Unit 5 Game, Time Match SL-14 Making Fractions SL-15 Cover-Up Page 7

8 Oct Oct OA.A.1 (MAJOR) Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7. 3.OA.A.2 (MAJOR) Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as is known, then 4 6 = 24 is also known. (Commutative property of multiplication.) can be found by 3 5 = 15, then 15 2 = 30, or by 5 2 = 10, then 3 10 = 30. (Associative property of multiplication.) Knowing that 8 5 = 40 and 8 2 = 16, one can find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = = 56. (Distributive property.) (Students need not use formal terms for these properties.) 3.OA.B.6 (MAJOR) Understand division as an unknown-factor problem. For example, find 32 8 by finding the number that makes 32 when multiplied by 8. 3.NBT.A.1 (ADDITIONAL) Use place value understanding to round whole numbers to the nearest 10 or 100. (A range of algorithms may be used.) 3.NBT.A.3 (ADDITIONAL) Multiply one-digit whole numbers by multiples of 10 in the range (e.g., 9 80, 5 60) using strategies based on place value and properties of operations. (A range of algorithms may be used.) 24 is known, then 4 6 = 24 is also known. (Commutative property of multiplication.) can be found by 3 5 = 15, then 15 2 = 30, or by 5 2 = 10, then 3 10 = 30. (Associative property of multiplication.) Knowing that 8 5 = 40 and 8 2 = 16, one can find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = = 56. (Distributive property.) (Students need not use formal terms for these properties.) 3.OA.D.9 (MAJOR) Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is L-11 Part 1 Solve One-Step Word Problems Using Multiplication and Division L-11 Part 2 and Part 3 Solve One-Step Word Problems Using Multiplication and Division L-11 Part 4 and Part 5 Solve One-Step Word Problems Using Multiplication and Division SL-7 Multiplication & Division Tasks Assessment (L-11 Part 6) and Review Array Games (SL-2, SL-3, and SL-4) SL-8 Multiply within 100 Task 9 Field Trip Task Task 10 Birthday Party Task L-7 Part 1 and Part 2 Understand Patterns Page 8

9 always even, and explain why 4 times a number can be decomposed into two equal addends. Oct Nov. 2-6 Nov *Prepare for Unit 2 Game, Tic-Tac-Times-Ten 3.NBT.A.1 (ADDITIONAL) Use place value understanding to round whole numbers to the nearest 10 or 100. (A range of algorithms may be used.) 3.NBT.A.3 (ADDITIONAL) Multiply one-digit whole numbers by multiples of 10 in the range (e.g., 9 80, 5 60) using strategies based on place value and properties of operations. (A range of algorithms may be used.) 3.OA.D.9 (MAJOR) Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. 3.OA.D.9 (MAJOR) Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. 3.NBT.A.1 (ADDITIONAL) Use place value understanding to round whole numbers to the nearest 10 or 100. (A range of algorithms may be used.) 3.NBT.A.2 (ADDITIONAL) Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. (A range of algorithms may be used.) *Prepare for Unit 3 Game, Two-Step Problems 3.NBT.A.1 (ADDITIONAL) Use place value understanding to round whole numbers to the nearest 10 or 100. (A range of algorithms may be used.) L-7 Part 3 and Part 4 Understand Patterns Unit 1 Interim Assessment (MI pp )/ L- 8 Part 1 and Part 2 Use Place Value to Round Numbers L- 8 Part 3 and Part 4 Use Place Value to Round Numbers Assessment (L-8 Part 5) and Unit 2 Game (PPS p. 109) Tic-Tac-Times-Ten L-9 Part 1 and Part 2 Use Place Value to Add and Subtract SL-9 Addition Strategies L-9 Part 3 and Part 4 Use Place Value to Add and Subtract SL-10 Subtraction Strategies SL-11 Addition and Subtraction Situations L-9 Part 5 and Assessment (Part 6) Use Place Value to Add and Subtract Page 9

10 3.NBT.A.2 (ADDITIONAL) Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. (A range of algorithms may be used.) L-12 Part 1 and Part 2 Model Two- Step Word Problems Using the Four Operations Nov Nov (2 days) 3.OA.D.8 (MAJOR) Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (This standard is limited to problems posed with whole numbers and having whole number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).) 3.NBT.A.1 (ADDITIONAL) Use place value understanding to round whole numbers to the nearest 10 or 100. (A range of algorithms may be used.) 3.NBT.A.2 (ADDITIONAL) Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. (A range of algorithms may be used.) 3.OA.D.8 (MAJOR) Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (This standard is limited to problems posed with whole numbers and having whole number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).) _ 3.MD.A.1 (MAJOR) Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. 3.MD.A.1 (MAJOR) Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. *Prepare for Unit 5 Game, Time Match L-12 Part 3 and Part 4 Model Two- Step Word Problems Using the Four Operations L-12 Part 5 and Unit 3 Game (PPS p. 151) Two-Step Problems L-13 Part 1 and Part 2 Solve Two-Step Word Problems Using the Four Operations L-13 Part 3 and Part 4 Solve Two-Step Word Problems Using the Four Operations L-13 Part 5 Solve Two-Step Word Problems Using the Four Operations/ SL-12 The Class Trip Unit 3 Interim Assessment (MI pp ) _ L-20 Part 1 and Part 2 Tell and Write Time L-20 Part 3 and Part 4 Tell and Write Time Page 10

11 Nov. 30- Dec.4 3.MD.A.1 (MAJOR) Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. _ 3.MD.A.2 (MAJOR) Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cubic cm and finding the geometric volume of a container.) 1 Add, 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 drawings (such as a beaker with a measurement scale) to represent the problem. (Excludes multiplicative comparison problems (problems involving notions of times as much ; see Common multiplication and division ) L-21 Part 1 and Part 2 Solve Problems About Time L-21 Part 3 and Part 4 Solve Problems About Time _ Assessment (L-21 Part 5) and Unit 5 Game (PPS pg. 331) Time Match L-22 Part 1 and Part 2 Liquid Volume L-22 Part 3 and Part 4 Liquid Volume Dec *Prepare for SL-14 Making Fractions 3.MD.A.2 (MAJOR) Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Excludes compound units such as cubic cm and finding the geometric volume of a container.) 1 Add, 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 drawings (such as a beaker with a measurement scale) to represent the problem. (Excludes multiplicative comparison problems (problems involving notions of times as much ; see Common multiplication and division ) NF.A.1 (MAJOR) Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.) 3.NF.A.3 (MAJOR) Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.) d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. L-23 Part 1 and Part 2 Mass L-23 Part 3 and Part 4 Mass SL-13 Measurement Word Problems Assessment (L-22 Part 5 and L-23 Part 5) and SL-14 Making Fractions Page 11

12 3.G.A.2 (SUPPORTING) Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. Dec (4 days) *Prepare for SL-15 Cover-Up 3.NF.A.1 (MAJOR) Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.) L-14 Part 1 and Part 2 Understand What a Fraction Is L-14 Part 3 and Part 4 Understand What a Fraction Is and SL-15 Cover Up Page 12

13 Big Ideas of the Third Quarter Grade 3 Math Pacing Guide Third Quarter The set of real numbers is infinite and ordered. Whole numbers, integers, and fractions are real numbers. Each real number can be associated with a unique point on the number line. Understanding the meaning of fraction as equal parts of a whole (an object, an area, a set of objects). Equivalent fractions name the same amount by using different-sized fractional parts. Two-dimensional objects can be described, classified, and analyzed by their attributes. Some attributes of objects are measurable and can be quantified using unit amounts. Data can be represented visually using tables, charts, and graphs. The types of data determine the best choice of visual representation. HCDE Math Website Supplemental Lessons, Tasks, and HCDE Assessments referenced on the pacing guide may be found at In addition, number talks and spiral reviews will be posted on this website. Website Directions: 1) Log in using username and password in top right hand corner of webpage (HCDE & password). 2) Select K-5 Math/Teacher Resources/K-5 Resources/Third Grade Ready TNCore Website Materials referenced and updates may be found at Website Directions: 1) Log in 2) Select Grade 3 Teacher Notes 1) This quarter, some materials will need to be prepared/gathered prior to lessons. See lessons for specific details. SL-16 Uncover Unit 4 Game, Equivalent Fraction Match SL-17 Roll and Compare to One Unit 6 Game, Shape Attribute Cover-Up SL-20 Perimeter and Area with Geoboards 2) TNReady assessment day may begin as soon as the week of Feb 8. If your students are not assigned to take the test during the week of Feb. 8, adjust the pacing guide and continue teaching until your students have the TNReady assessment. 3) The reteach day during the week of Feb. 1-5 is designed to be used before the TNReady assessment day. If your students are not assigned to take the test during the week of Feb. 8, adjust the pacing guide so the reteach day is before your scheduled assessment and continue teaching. Page 13

14 Jan. 6-8 (3 days) TNReady Practice test window (Jan. 4- Feb. 6) Jan NF.A.1 (MAJOR) Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.) 3.NF.A.2 (MAJOR) Understand a fraction as a number on the number line; represent fractions on a number line diagram. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.) a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. *Prepare for SL-16 Uncover 3.NF.A.1(MAJOR) Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.) 3.NF.A.2 (MAJOR) Understand a fraction as a number on the number line; represent fractions on a number line diagram. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.) a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. 3.NF.A.3 (MAJOR) Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.) a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model. *Prepare for Unit 4 Game, Equivalent Fraction Match and SL-17 Roll and Compare to One TNReady Practice Test Window L-15 Part 1 and Part 2 Understand Fractions on a Number Line L-15 Part 3 and Part 4 Understand Fractions on a Number Line Universal Screener Day L-16 Part 1 and Part 2 Understand Equivalent Fractions SL-16 Uncover and Task 11 Shares of Pizza L-16 Part 3 and Part 4 Understand Equivalent Fractions Fraction Assessment (See HCDE Math Website) and Page 14

15 Jan (4 days) 3.NF.A.2 (MAJOR) Understand a fraction as a number on the number line; represent fractions on a number line diagram. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.) b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. 3.NF.A.3 (MAJOR) Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.) a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model. c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. L-17 Part 1 and Part 2 Find Equivalent Fractions and Unit 4 Game (PPS pg. 211) Equivalent Fraction Match SL-17 Roll and Compare to One and Task 12 Shares of Clay L-17 Part 3 Find Equivalent Fractions and Task 13 Shaded and Unshaded L-17 Part 4 Find Equivalent Fractions and Task 14 A Fraction of a Whole Jan NF.A.1 (MAJOR) Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.) 3.NF.A.3 (MAJOR) Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. (Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.) a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model. c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. i-ready Diagnostic/ L-17 Part 5 and Assessment (Part 6) Find Equivalent Fractions L-18 Part 1 and Part 2 Understand Comparing Fractions L-18 Part 3 and Part 4 Understand Comparing Fractions and Task 15 Shares of Fudge L-19 Part 1 and Part 2 Use Symbols to Compare Fractions Page 15