Go Math 3 rd Grade Meramec Valley R-3 School District. Yearly Plan. 1 Updated 6/24/16
|
|
- Heather Hodges
- 5 years ago
- Views:
Transcription
1 Go Math 3 rd Grade Meramec Valley R-3 School District Yearly Plan 1
2 Unit Plans 3 rd Grade In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes. 1. Students develop an understanding of the meanings of multiplication and division of whole numbers through activities and problems involving equal-sized groups, arrays, and area models; multiplication is finding an unknown product, and division is finding an unknown factor in these situations. For equal-sized group situations, division can require finding the unknown number of groups or the unknown group size. Students use properties of operations to calculate products of whole numbers, using increasingly sophisticated strategies based on these properties to solve multiplication and division problems involving single-digit factors. By comparing a variety of solution strategies, students learn the relationship between multiplication and division. 2. Students develop an understanding of fractions, beginning with unit fractions. Students view fractions in general as being built out of unit fractions, and they use fractions along with visual fraction models to represent parts of a whole. Students understand that the size of a fractional part is relative to the size of the whole. For example, 1/2 of the paint in a small bucket could be less paint than 1/3 of the paint in a larger bucket, but 1/3 of a ribbon is longer than 1/5 of the same ribbon because when the ribbon is divided into 3 equal parts, the parts are longer than when the ribbon is divided into 5 equal parts. Students are able to use fractions to represent numbers equal to, less than, and greater than one. They solve problems that involve comparing fractions by using visual fraction models and strategies based on noticing equal numerators or denominators. 3. Students recognize area as an attribute of two-dimensional regions. They measure the area of a shape by finding the total number of same-size units of area required to cover the shape without gaps or overlaps, a square with sides of unit length being the standard unit for measuring area. Students understand that rectangular arrays can be decomposed into identical rows or into identical columns. By decomposing rectangles into rectangular arrays of squares, students connect area to multiplication, and justify using multiplication to determine the area of a rectangle. 4. Students describe, analyze, and compare properties of two-dimensional shapes. They compare and classify shapes by their sides and angles, and connect these with definitions of shapes. Students also relate their fraction work to geometry by expressing the area of part of a shape as a unit fraction of the whole. 2
3 August/ September Chapter 1 Addition and Subtraction Within 1, Algebra: Number Patterns 1.2 Round to the Nearest Ten or Hundred 1.3 Estimate Sums 1.4 Mental Math Strategies for Addition 1.5 Algebra: Use Properties to Add 1.6 Use the Break Apart Strategy to Add 1.7 Use Place Value to Add 1.8 Estimate Differences 1.9 Mental Math Strategies for Subtraction 1.10 Use Place Value to Subtract 1.11 Combine Place Values to Subtract 1.12 Problem Solving: Addition and Subtraction Chapter 1 Review/Test Round whole numbers to the nearest 10 or 100 (3.NBT.1) Demonstrate fluency with addition and subtraction within 1000 (3.NBT.3) Write and solve two-step word problems involving variables using any of the four operations (3.RA.9) Interpret the reasonableness of answers using mental computation and estimation strategies including rounding (3.RA.10) Identify arithmetic patterns and explain the patterns using properties of operations (3.RA.11) Chapter 1 4 th GRADE GO MATH Place Value, Addition, and Subtraction to One Million 1.1 Model Place Value Relationships 1.2 Read and Write Numbers Chapter 1 Review/Test Read, write and identify multi-digit whole numbers up to one million using number names, base ten numerals and expanded form (3.NBT.2) 3
4 2.1 Problem Solving: Organize Data 2.2 Use Picture Graphs 2.3 Make Picture Graphs 2.4 Use Bar Graphs 2.5 Make Bar Graphs 2.6 Solve Problems Using Data 2.7 Use and Make Line Plots Chapter 2 Review/Test Create frequency tables, scaled picture graphs and bar graphs to represent data set with several categories. (3.DS.1) Solve one-and two step problems using information presented in bar and/or picture graphs. (3.DS.2) Create a line plot to represent data. (3.DS.3) Use data shown in a line plot to answer questions (3.DS.4) September Chapter 2 Represent and Interpret Data 4
5 October Chapter 3 Understand Multiplication 3.1 Count Equal Groups 3.2 Algebra: Relate Addition and Multiplication 3.3 Skip Count on a Number Line 3.4 Problem Solving: Model Multiplication 3.5 Model with Arrays 3.6 Algebra: Commutative Property of Multiplication 3.7 Algebra: Multiply with 1 and 0 Chapter 3 Review/Test Interpret products of whole numbers (3.RA.1) Describe in words or drawings a problem that illustrates a multiplication or division situation (3.RA.3) Use multiplication and division within 100 to solve word problems (3.RA.4) Determine the unknown number in a multiplication or division equation relating three whole numbers (3.RA.5) Apply properties of operations as strategies to multiply and divide (3.RA.6) Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers (3.RA.7) Demonstrate fluency with products within 100 (3.RA.8) Write and solve two-step word problems involving variables using any of the four operations (3.RA.9) Interpret the reasonableness of answers using mental computation and estimation strategies including rounding (3.RA.10) 5
6 October/November Chapter 4 Multiplication Facts and Strategies 4.1 Multiply with 2 and Multiply with 5 and Multiply with 3 and Algebra: Distributive Property 4.5 Multiply with Algebra: Associative Property of Multiplication 4.7 Algebra: Patterns on the Multiplication Table 4.8 Multiply with Multiply with Problem Solving: Multiplication Chapter 4 Review/Test Interpret products of whole numbers (3.RA.1) Use multiplication and division within 100 to solve word problems (3.RA.4) Determine the unknown number in a multiplication or division equation relating three whole numbers (3.RA.5) Apply properties of operations as strategies to multiply and divide (3.RA.6) Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers (3.RA.7) Demonstrate fluency with products within 100 (3.RA.8) Write and solve two-step word problems involving variables using any of the four operations (3.RA.9) Interpret the reasonableness of answers using mental computation and estimation strategies including rounding (3.RA.10) Identify arithmetic patterns and explain the patterns using properties of operations (3.RA.11) 6
7 November Chapter 5 Use Multiplication Facts 5.1 Algebra: Describe Patterns 5.2 Algebra: Find Unknown Factors 5.3 Problem Solving: Use the Distributive Property 5.4 Use Place Value to Multiply with Multiply with Multiples of 10 Chapter 5 Review/Test Interpret products of whole numbers (3.RA.1) Use multiplication and division within 100 to solve problems (3.RA.4) Determine the unknown number in a multiplication or division equation relating three whole numbers (3.RA.5) Apply properties of operations as strategies to multiply and divide (3.RA.6) Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers (3.RA.7) Demonstrate fluency with products within 100 (3.RA.8) Identify arithmetic patterns and explain the patterns using properties of operations (3.RA.11) Multiply whole numbers by multiples of 10 in range of (3.NBT.4) 7
8 December Chapter 6 Understand Division 6.1 Problem Solving: Model Division 6.2 Size of Equal Groups 6.3 Number of Equal Groups 6.4 Model with Bar Models 6.5 Algebra: Relate Subtraction and Division 6.6 Investigate: Model with Arrays 6.7 Algebra: Relate Multiplication and Division 6.8 Algebra: Write Related Facts 6.9 Algebra: Division Rules for 1 and 0 Chapter 6 Review/Test Interpret quotients of whole numbers (3.RA.2) Use multiplication and division within 100 to solve problems (3.RA.4) Determine the unknown number in a multiplication or division equation relating three whole numbers (3.RA.5) Apply properties of operations as strategies to multiply and divide (3.RA.6) Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers (3.RA.7) 8
9 December/January Chapter 7 Division Facts and Strategies 7.1 Divide by Divide by Divide by Divide by Divide by Divide by Divide by Divide by Divide by Problem Solving: Two-Step Problems 7.11 Investigate: Order of Operations Chapter 7 Review/Test Interpret quotients of whole numbers (3.RA.2) Use multiplication and division within 100 to solve problems (3.RA.4) Determine the unknown number in a multiplication or division equation relating three whole numbers (3.RA.5) Apply properties of operations as strategies to multiply and divide (3.RA.6) Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers (3.RA.7) Demonstrate fluency with products within 100 (3.RA.8) Write and solve two-step word problems involving variables using any of the four operations (3.RA.9) Interpret the reasonableness of answers using mental computation and estimation strategies including rounding (3.RA.10) 9
10 January/February Chapter 8 Understand Fractions 8.1 Equal Parts of a Whole 8.2 Equal Shares 8.3 Unit Fractions of a Whole 8.4 Fractions of a Whole 8.5 Fractions on a Number Line 8.6 Relate Fractions and Whole Numbers 8.7 Fractions of a Group 8.8 Find Part of a Group Using Unit Fractions 8.9 Problem Solving: Find the Whole Group Using Unit Fractions Chapter 8 Review/Test Understand a unit fraction as the quantity formed by one part when a whole is partitioned into equal parts (3.NF.1) Understand that when a whole is partitioned equally, a fraction can be used to represent a portion of the whole. a) Describe the numerator as representing the number of pieces being considered b) Describe the denominator as the number of pieces that make the whole (3.NF.2) Represent fractions on a number line. A) Understand the whole is the interval from 0 to 1 B) Understand the whole is partitioned into equal parts C) Understand a fraction represents the endpoint of a length a given number of partitions from 0 (3.NF.3) Demonstrate that two fractions are equivalent if they are the same size, or the same point on a number line (3.NF.4) Recognize and generate equivalent fractions using visual models, and justify why the fractions are equivalent (3.NF.5) 10
11 February Chapter 9 Compare Fractions 9.1 Problem Solving: Compare Fractions 9.2 Compare Fractions with the Same Denominator 9.3 Compare Fractions with the Same Numerator 9.4 Compare Fractions 9.5 Compare and Order Fractions 9.6 Investigate: Model Equivalent Fractions 9.7 Equivalent Fractions Chapter 9 Review/Test Understand a unit fraction as the quantity formed by one part when a whole is partitioned into equal parts (3.NF.1) Understand that when a whole is partitioned equally, a fraction can be used to represent a portion of the whole. a) Describe the numerator as representing the number of pieces being considered b) Describe the denominator as the number of pieces that make the whole (3.NF.2) Represent fractions on a number line. A) Understand the whole is the interval from 0 to 1 B) Understand the whole is partitioned into equal parts C) Understand a fraction represents the endpoint of a length a given number of partitions from 0 (3.NF.3) Demonstrate that two fractions are equivalent if they are the same size, or the same point on a number line (3.NF.4) Recognize and generate equivalent fractions using visual models, and justify why the fractions are equivalent (3.NF.5) Compare two fractions with the same numerator or denominator using the symbols >, <, or =, and justify the solution (3.NF.6) Explain why fraction comparisons are only valid when the two fractions refer to the same whole (3.NF.7) 11
12 March Chapter 10 Time, Length, Liquid Volume, and Mass 10.1 Time to the Minute 10.2 A.M. and P.M Measure Time Intervals 10.4 Use Time Intervals 10.5 Problem Solving: Time Intervals 10.6 Measure Length 10.7 Estimate and Measure Liquid Volume 10.8 Estimate and Measure Mass 10.9 Solve Problems About Liquid Volume and Mass Chapter 10 Review/Test Tell and write time to nearest minute (3.GM.4 ) Estimate time intervals in minutes (3.GM.5) Solve word problems involving addition and subtraction of minutes (3.GM.6) Measure or estimate length, liquid volume, and weight of objects (3.GM.7) Use the four operations to solve problems involving lengths, liquid volumes or weights given in the same units (3.GM.8) Create a line plot to represent data (3.DS.3) 12
13 March/April Chapter 11 Perimeter and Area 11.1 Investigate: Model Perimeter 11.2 Find Perimeter 11.3 Algebra: Find Unknown Side Lengths 11.4 Understand Area 11.5 Investigate: Measure Area 11.6 Use Area Models 11.7 Problem Solving: Area of Rectangles 11.8 Area of Combined Rectangles 11.9 Same Perimeter, Different Areas Same Area, Different Perimeters Chapter 11 Review/Test Calculate area by using unit squares to cover a plane figure with no gaps or overlaps (3.GM.9) Label; area measurements with squared units (3.GM.10) Demonstrate that tiling a rectangle to find the areas and multiplying the side lengths result in the same value (3.GM.11) Multiply whole-number side lengths to solve problems involving the area of rectangles (3.GM.12) Find rectangular arrangements that can be formed for a given area (3.GM.13) Decompose a rectangle into smaller rectangles to find the area of the original rectangle (3.GM.14) Solve problems involving perimeters of polygons (3.GM.15) Understand that rectangles can have equal perimeters but different areas, or rectangles can have equal areas but different perimeters (3.GM.16) Interpret products of whole numbers (3.RA.1) Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers. (3.RA.7) Demonstrate fluency with products within 100 (3.RA.8) 13
14 May Chapter 12 Two- Dimensional Shapes 12.1 Describe Plane Shapes 12.2 Describe Angles in Plane Shapes 12.3 Identify Polygons 12.4 Describe Sides of Polygons 12.5 Classify Quadrilaterals 12.6 Draw Quadrilaterals 12.7 Describe Triangles 12.8 Problem Solving: Classify Plane Shapes 12.9 Investigate: Relate Shapes, Fractions, and Area Chapter 12 Review/Test Understand that shapes in different categories may share attributes and that the shared attributes can define a larger category (3.GM.1) Distinguish rhombuses and rectangles as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to these subcategories (3.GM.2) Partition shapes into parts with equal areas and express the area of each part as a unit fraction of the whole (3.GM.3) 14
15 15
16 16
17 17
Simpson Elementary School Curriculum Prioritization and Mapping 3rd Grade Math
Timeline Topic Priority Standard Learning Checks Unit 1 August/ September E E 3.NBT.1: Use place value understanding to round whole numbers to the nearest 10 or 100. 3.NBT.2: Fluently add and subtract
More informationThe School District of Palm Beach County 3 rd Grade Mathematics Scope st Trimester
1 st Trimester Measurement and Data (MD) MD.2.3 MD.2.4 Represent and interpret data. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step
More informationThe School District of Palm Beach County 3 rd Grade Mathematics Scope st Trimester
1 st Trimester Measurement and Data (MD) MD.2.3 MD.2.4 Represent and interpret data. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step
More informationThird Grade Math: I Can Statements
Third Grade Math: I Can Statements Processes, Content Statements & Expectations (Disciplinary Knowledge) Operations and Algebraic Thinking 3.OA Represent and solve problems involving multiplication and
More information3teacherchicks.blogspot.com
Represent and solve problems involving multiplication and division. 3.OA.1.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,
More informationWashington County School District Pacing Guide 3 rd Grade Math
Dates August September October Enduring Skills/Understandings understanding of multiplication and division strategies for multiplication and division within 100. Subskill: Students use place value understanding
More informationTopic: Topic 1-Numeration
Suggested Blocks of Instruction: 10 days /September Use place value understanding and properties of operations to perform multi-digit arithmetic. 3.NBT.1. Use place value understanding to round whole numbers
More informationDRAFT EAST POINSETT CO. SCHOOL DIST. - GRADE 3 MATH
Module 1 - Math Test: 10/26/2015 Represent and solve problems involving multiplication and division. 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5
More information3 RD GRADE MATH-COMMON CORE PACING GUIDE 1ST 9 WEEKS Standard I Can Statements Date
3 RD GRADE MATH-COMMON CORE PACING GUIDE 1ST 9 WEEKS 2013-2014 Standard I Can Statements Date Taught Operations and Algebraic Thinking (OA) 3.OA.1. Interpret products of whole numbers, e.g., interpret
More informationBallston Spa Central School District The Common Core State Standards in Our Schools. Third Grade Math
1 Ballston Spa Central School District The Common Core State s in Our Schools Third Grade Math Operations and Algebraic Thinking Represent and solve problems involving multiplication and division 3.OA.1.Interpret
More information3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
Date Taught: Monroe County School District Third Grade Unit 1: Number, Operations, and Base 10 Timeline: August 3 - September 28 CMA: September 24-28 3.NBT.2 Fluently add and subtract within 1000 using
More informationK-5 Mathematics Missouri Learning Standards: Grade-Level Expectations
K-5 Mathematics Missouri Learning Standards: Grade-Level Expectations Missouri Department of Elementary and Secondary Education Spring 06 Number Sense NS Kindergarten Grade Grade Grade 3 Grade 4 Grade
More informationSand Creek Zone Curriculum Map
Quarter 1 Concept: Add and subtract 0. 3.NBT.2 Fluently add and subtract 0 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
More informationThe Level 2 student is approaching proficient in applying mathematics knowledge/skills as specified in the standards.
MATH GRADE 3 PLD Standard Below Proficient Approaching Proficient Proficient Highly Proficient The Level 1 student is below The Level 2 student is approaching The Level 3 student is proficient in applying
More informationCorrelation. Common Core State Standards for Mathematics Grade 3. Grade 3 Investigations 3. Operations and Algebraic Thinking 3.OA
Correlation The following is a correlation of to the Common Core State Standards for Mathematics. Assessment Benchmarks are included with their associated standards. for Mathematics Operations and Algebraic
More informationMonroe County School District Elementary Pacing Guide
Date Taught: Third Grade Unit 1: Number, Operations, and Base 10 Timeline: August5 - September 16 CMA: 3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value,
More informationMissouri Learning Standards: Grade-Level Expectations for Mathematics
3.NBT.A Use place value understanding and properties of operations to perform multi-digit arithmetic. 3.NBT.A.1 Round whole numbers to the nearest 10 or 100. 3.NBT.A.1 Use place value understanding to
More informationWeeks 1 through 6 Aug. 6- Sept. 13 Weeks indicate introduction of standards
1 Weeks 1 through 6 Aug. 6- Sept. 13 Weeks indicate introduction of standards Review Addition and Subtraction with Regrouping I can add numbers with regrouping. I can subtract numbers with regrouping.
More informationMinnesota. Plainfield Public Schools Plainfield, New Jersey Grade 3 Pacing Guide. Volumes 1 and 2. Grade 3
Plainfield Public Schools Plainfield, New Jersey Minnesota Volumes 1 and 2 Grade 3 2013 1. Computing with Whole Numbers 15 Days 3 days 3.OA.8 Solve two-step word problems using the four operations. Represent
More informationQuarter 1-Mid Quarter 1
Domains Learning Goal/ SWBT Numbers and Operations in Base Ten Use place value understanding in properties of operations to perform multi-digit arithmetic. MAFS.3.NBT.1.1 : Use place value understanding
More informationCCSS Standard. CMSD Dynamic Pacing Guide 3 rd Grade Math I Can Statements + Introduced and Assessed Introduced First Nine Weeks
3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100. 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter
More informationCUMBERLAND COUNTY SCHOOL DISTRICT BENCHMARK ASSESSMENT CURRICULUM PACING GUIDE
School: Cumberland County Elementary School CUMBERLAND COUNTY SCHOOL DISTRICT BENCHMARK ASSESSMENT CURRICULUM PACING GUIDE Subject: Math Grade: Third Benchmark Assessment 1 Instructional Timeline: Weeks
More informationOCEAN THEME Kid Friendly math Common Core I can... for 3rd Grade
OCEAN THEME Kid Friendly math Common Core I can... for 3rd Grade By Hope Newport teachingwhope.blogspot.com clipart by I can round numbers to the nearest 10. I can round numbers to the nearest 100. I can
More informationStudent Learning Targets for CCSS and Mathematical Practices
Student and DUSD 3 rd Grade: Quarter 1 Unit Standards for Place Value and Comparing and Ordering Numbers 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100. M03-S1C3-01
More informationGrade 4 CCSS Pacing Guide: Math Expressions
Grade 4 CCSS Pacing Guide: Math Expressions Green : Areas of intensive focus, where students need fluent understanding and application of the core concepts (Approximately 70%) Blue : Rethinking and linking;
More informationUnit Map: Grade 3 Math
Place Value 3.3 Number and operations. The student represents and compares whole numbers and understand relationships related to place value. Place Value of Whole Numbers 3.3A compose and decompose numbers
More informationCPSD: Grade 3 Mathematics. Module 4. area. Apx. 30 days Apx. 25 days Apx. 25 days Apx. 20 days Apx. 25 days Apx. 10 days 25 days
CPSD: Grade 3 Mathematics Module 1 Module 2 Module 3 Module 4 Module 5 Module 6 Module 7 Properties of multiplication and division and solving problems with units of 2-5 and 10 Place value and problem
More informationDomain: Multiplication and Division Emphasis: Problem solving with multiplication and division. Third Grade
Domain: Multiplication and Division Emphasis: Problem solving with multiplication and division Major Cluster (green): Represent and solve problems involving multiplication and division. Major Cluster (green):
More informationGrade 3 Report Card Parent Support MATH Marking Period Expectations for Standards Based Report Card
Grade 3 Report Card Parent Support MATH Marking Period Expectations for Standards Based Report Card Operations and Algebraic Thinking Standards 1st MP 2nd MP 3rd MP Represents and solves problems involving
More informationCasey County Schools- 3 rd Grade Math Map
Week(s) Standard I can statement(s) Critical Vocabulary 3.MD.1 (Teach throughout the year) Resources Used throughout the year (math minutes, automaticity) Formative Assessment(s) (this will be left blank
More informationMISSOURI MATHEMATICS CORE ACADEMIC STANDARDS CROSSWALK TO MISSOURI GLES/CLES CONTENT ALIGNMENTS AND SHIFTS Grade 3 DRAFT
Grade 3 Critical Areas In Grade 3, instructional time should focus on four critical areas: 1. developing understanding of multiplication and division and strategies for multiplication and division within
More informationGrade 3 Common Core Pacing Guide Math I Can Vocabulary Formative Assessments - Digit -Estimate
Standard (chapters from book) 3.NBT.1 Chapter 1 Use place value understanding to round whole numbers to the nearest 10 or 100 3.NBT.2 Chapter 2 Fluently add and subtract within 1000 using strategies and
More informationUnit. 8 Days : August 24 September 2
1 st Trimester Operations and Algebraic Thinking (OA) Geometry (G) OA.3.5 Generate and analyze patterns. Generate a number or shape pattern that follows a given rule. Identify apparent features of the
More informationMATH - Grade 3 CUSD 303 Year Domain Cluster Standard Standard Skill Statement Resources Operations and Algebraic Thinking
MATH - Grade 3 CUSD 303 Year 2012-2013 Domain Cluster Standard Standard Skill Statement Resources Operations and Algebraic Thinking Represent and solve problems involving multiplication and division 3.OA1
More informationOperations and Algebraic Thinking (OA)
Operations and Algebraic Thinking (OA) OA.3.1 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
More informationJackson County Schools Curriculum Pacing Guide
Jackson County Schools Curriculum Pacing Guide - Third Grade 1st Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Numbers and Operations in Base
More information3rd Grade Standards Guide
3rd Grade Standards Guide Table of Contents Content Page Number Overview to the Math Standards Guide 2-3 Geometry 4 Measurement & Data 4-6 Numbers & Operations Fractions 6-7 Numbers & Operations in Base
More informationUnit 2: Collecting and Displaying Data Using Bar and Picture Graphs (1 to 2weeks)
3 rd Grade Curriculum Map for Math Unit 1: Place Value (1 to 2 weeks) how to add and subtract within 1,000 using various strategies how to add and subtract within 1,000 using the standard algorithms how
More informationMOUNTAIN VIEW SCHOOL DISTRICT
MOUNTAIN VIEW SCHOOL DISTRICT THIRD GRADE MATH 3.OA.1 Represent and solve problems involving multiplication and division. Interpret products of whole numbers, e.g., interpret 5 7 as the total number of
More informationThinking. Addition and Multiplication Patterns. Solving Word Problems. Identifying, Drawing, Examining, Classifying Quadrilaterals
Gwinnett County Public Schools Mathematics 2012-2013 Third Grade Curriculum Map 1 st Quarter 2 nd Quarter 3 rd Quarter 4 th Quarter Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Operations and
More informationPresents. The Common Core State Standards Checklist Grades 3-5
Presents The Common Core State Standards Checklist Grades 3-5 Third Grade Common Core State Standards Third Grade: Operations and Algebraic Thinking Represent and Solve problems involving Multiplication
More informationNumber and Operations - Fractions
NF.1.3c Number and Operations - Fractions NF.1.3 NF.1.2b NF.1.2a Understand Fractions February 3 - February 20 NF.1.2 NF.1.1 Math! Lessons Develop understanding of fractions as numbers. Understand a fraction
More informationNorth Carolina Standard Course of Study 3-5 Mathematics for Implementation in Adopted June 2017
North Carolina Course of Study 3-5 Mathematics for Implementation in 2018-2019 Adopted June 2017 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct
More informationGrade 3 Math. LC.3.OA.A. Describe a context in which a total number of objects can be expressed as product of two one-digit numbers.
Louisiana Student Standards 3.OA.A.1 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
More informationRD Grade Math Unit 1 Dates: Aug 3 rd - Sept 1 st. Alignment to Indiana Academic Standards: Topics A-F Alignment:
3 RD Grade Math Unit 1 Dates: Aug 3 rd - Sept 1 st 3.C.2 Represent the concept of multiplication of whole numbers with the following models: equalsized groups, arrays, area models, and equal "jumps" on
More informationJCS Math Third Grade First Quarter
First Quarter 2017-2018 Week 1 Place Value and Whole Number Computation Mathematical Practices(MP1-MP8) Begin to set-up classroom and problem solving routines (ongoing) 3.NBT.A.1 Round whole numbers to
More informationOperations and Algebraic Thinking Number and Operations in Base Ten Number and Operations Fractions Measurement and Data Geometry
Grade 3 Assessment Structure for 2013-2014 Mathematics: The Common Core State Standards for Mathematics are organized into Content Standards which define what students should understand and be able to
More informationMonroe County School District 3rd Grade Math Timeline
CMA 1 (39 days instruction) Dates: August 15- October 17 Fluently Add & Subtract within 1000 - Identify arithmetic patterns (such as even and odd numbers, patterns in an addition table, patterns in a multiplication
More informationMonrovia School District Grade Three Common Core Math Pacing
Trimester 3 Pretest (optional) March 29 Monrovia School District Grade Three Common Core Math Pacing 2017-2018 Trimester 3 Pretest Exam Use the information as an additional pacing tool to guide instruction.
More informationGain familiarity with factors and multiples. Use place value understanding and properties of operations to perform multi-digit arithmetic.
Prairie-Hills Elementary School District 144 4 th Grade ~ MATH Curriculum Map Quarter 1 Month: August, September, October Domain(s): Operations and Algebraic Thinking Number Base Ten (NBT) Cluster(s):
More informationNBT 4 Fluently add and subtract multi-digit whole number using the standard algorithm.
Lincoln lementary School Curriculum Prioritization and Mapping Timeline Topic Priority Standard Learning Targets August (15 instructional Days) August August August Numbers and Base Ten Concepts Numbers
More informationKindergarten CCSS Alignments to the Dimensions Math Series Singapore Math Inc.
CCS: Common Core Standards DM: Dimensions Math Series Kindergarten CCSS Alignments to the Dimensions Math Series Singapore Math Inc. www.singaporemath.com Counting & Cardinality K.CC. Count to 00 by ones
More informationCommon Core State Standards - Standards for Mathematical Practice
Common Core State Standards - Standards for Mathematical Practice The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop
More informationCCSS Mathematics Implementation Guide Grade 3 (Draft) First Nine Weeks
0 03 First Nine Weeks Big Ideas We are able to use place value understanding to round whole numbers to the nearest 0 or 00. What are the steps in rounding whole numbers? When would rounding be useful?.
More informationNumber and Operation Standard #1. Divide multi- digit numbers; solve real- world and mathematical problems using arithmetic.
Number and Operation Standard #1 MN Math Standards Vertical Alignment for Grade 5 Demonstrate mastery of multiplication and division basic facts; multiply multi- digit numbers; solve real- world and mathematical
More information5 th Grade LEUSD Learning Targets in Mathematics
5 th Grade LEUSD Learning Targets in Mathematics 6/24/2015 The learning targets below are intended to provide a guide for teachers in determining whether students are exhibiting characteristics of being
More informationGain familiarity with factors and multiples. Use place value understanding and properties of operations to perform multi-digit arithmetic.
Prairie-Hills Elementary School District 144 4 th Grade ~ MATH Curriculum Map Quarter 1 Month: August, September, October Domain(s): Operations and Algebraic Thinking Number Base Ten (NBT) Cluster(s):
More information1. Visualizing Whole Numbers Not applicable. Number and Operations in Base Ten. 2. Visualizing Place Value Not applicable
x x Number and Operations in Base Ten Operations and Algebraic Thinking 1. Visualizing Whole Numbers Not applicable 2. Visualizing Place Value Not applicable 3. Visualizing Addition Not applicable 4.
More informationMathematics Scope & Sequence Grade 3
Mathematics Scope & Sequence Grade 3 Revised: May 10, 2016 Number Sense Place Value 3.2A compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds,
More information4th Grade Math Curriculum Snapshot
4.NBT.1. Recognize that in a multidigit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 70 = 10 by applying concepts
More information3rd Grade Texas Math Crosswalk Document:
New TX Math 3.1(A) apply mathematics to problems arising in everyday life, society, and the workplace; 3.1(B) use a problem-solving model that incorporates analyzing given information, formulating a plan
More informationMississippi College and Career Readiness Standards for Mathematics Scaffolding Document. Grade 3
Mississippi College and Career Readiness Standards for Mathematics Scaffolding Document Grade 3 Operations and Algebraic Thinking Represent and solve problems involving multiplication and division 3.OA.1
More information5th Grade Units (as articulated through Diocese of Tucson ACE Collaborative Curriculum Design 2012) Unit 1: Mathematical Operations with Whole Numbers
5th Grade Units (as articulated through Diocese of Tucson ACE Collaborative Curriculum Design 2012) Unit 1: Mathematical Operations with Whole Numbers 5.OA.1. Use parentheses, brackets, or braces in numerical
More informationMath Grade 4. Recognize that a digit in one place represents ten times what it represents in the place to its right. (in numbers up to 1,000)
Math Grade 4 Number Sense Place value Comparing numbers Rounding numbers Strategies for multiplication (term 3) Strategies for division (term 3) Fractions (term 2) Decimal numbers (term 2) Comparing decimals
More informationMath Services Align with the Common Core State Standards Mathematics (K 6)
CORE Elementary Math Academy Alignment with Core State Standards CORE Elementary Math Academy emphasizes throughout each day the importance of teaching along the five proficiency strands identified by
More information8 Days : August 24 September 2
Operations and Algebraic Thinking (OA) Generate and analyze patterns. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the
More information4th Grade Critical Areas
Q2 Q1 4.OA.3: Solve multistep word problems, using equations with variables, posed with whole numbers and having whole-number answers 4.NBT.4: Fluently add and subtract multi-digit whole numbers using
More informationOregon Mathematics Crosswalk to the Common Core State Standards (CCSS) Grade 3
Oregon Mathematics Crosswalk to the Common Core State Standards (CCSS) Grade 3 It is the policy of the State Board of Education and a priority of the Oregon Department of Education that there will be no
More informationLee County Curriculum Road Map - Grade
Unit Standard Test Standard Description Teacher Resources 1 Place Value (15 days) August 8-28 Lee County Curriculum Road Map - Grade 4-2018-2019 4.NBT.2 4.NBT.3 1 st 9 Weeks Midterm: 4.NBT.52 4.NBT.3 4.
More informationSand Springs Public Schools 3rd Grade Math Common Core State Standards
1 st Six Weeks Patterns and Relationships Algebraic Reasoning: Patters and Re la tio n s h ip s The student will use a variety of problem-solving approaches to extend and create patterns. A 1.1 Describe
More informationHouston County Schools Grade 4 Math
Grade 4 Math Operations and Algebraic Thinking [OA] Use the four operations with whole numbers to solve problems. Gain familiarity with factors and multiples. Generate and analyze patterns. Number and
More informationOA: Operations and Algebraic Thinking
OA: Operations and Algebraic Thinking I can write and explain the meaning of a multiplication equation. 4.OA.1 I can create and solve multiplication equations that compare two sets. 4.OA.1 I can represent
More informationUnit Maps: Grade 4 Math
Place Value of Whole Numbers and Decimals 4.3 Number and operations. The student represents, compares, and orders whole numbers and decimals and understands relationships related to place value. Place
More informationPlace Value and Operations with Whole Numbers
M a t h e m a t i c s Place Value and Operations with Whole Numbers Project: Food in Space.........................2 Developing understanding and fluency with multi-digit multiplication, and developing
More information3rd grade students: 4th grade students: 5th grade students: 4.A Use the four operations with whole numbers to solve problems.
3rd grade students: 4th grade students: 5th grade students: 3.A Represent and solve problems involving multiplication and division. A.1 Interpret the factors and products in whole number multiplication
More informationGRADE 4 MATH COMPETENCY STATEMENTS & PERFORMANCE INDICATORS. Major Clusters Supporting Clusters Additional Clusters
In Grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients
More informationMississippi College and Career Readiness Standards for Mathematics Scaffolding Document. Grade 4
Mississippi College and Career Readiness Standards for Mathematics Scaffolding Document Grade 4 Operations and Algebraic Thinking (OA) Use the four operations with whole numbers to solve problems 4.OA.1
More informationWest Linn-Wilsonville School District Mathematics Curriculum Content Standards Grades K-5. Kindergarten
Mathematics Curriculum s Kindergarten K.1 Number and Operations and Algebra: Represent, compare, and order whole numbers, and join and separate sets. Read and write whole numbers to 10. Connect numbers,
More informationSimpson Elementary School Curriculum Prioritization and Mapping 2nd Grade Math - Revised 6/2014
Simpson lementary School Curriculum Prioritization and Mapping Timeline Topic Priority Standard Learning Targets On-Going 2.OA.2 - Fluently add and subtract within 20 using mental strategies by end of
More informationGTPS Curriculum 4 th Grade Math. Topic: Topic 1 - Generalize Place Value Understanding
Topic: Topic 1 - Generalize Place Value Understanding Generalize place value understanding for multi-digit numbers. 4.NBT.1. Recognize that in a multi-digit whole number, a digit in one place represents
More informationGrade 5. Massachusetts Curriculum Framework for Mathematics 48
Grade 5 Introduction In grade 5, instructional time should focus on four critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication
More informationPage 1 of 5 MATH - 4th School Teacher Email Course# Grade Level Lettie Brown Elementary School VanDerVoorn, Lauri Lauri.VanDerVoorn@morton709.org MA4400 4 Show Icon August 2015 Fourth Grade Mathematics
More informationFourth Grade Mathematics Operations & Algebraic Thinking Numbers & Operations in Base Ten
Fourth Grade Mathematics Operations & Algebraic Thinking Numbers & Operations in Base Ten UNIT 1 TIMEFRAME: 7 WEEKS STANDARDS LEARNING TARGETS VOCABULARY RESOURCES I can solve one step word problems with
More informationBRENT ELEMENTARY SCHOOL MATH SCOPE & SEQUENCE GRADE: 3 TEACHERS: JoAnn Hill, Elisabeth Kraemer, Kelly Maschari
DATES UNIT (FROM TERC) INVESTIGATIONS OR CONCEPTS TAUGHT CCSSM STANDARDS Unit 1: Hundreds, Tens, and Ones Working with 100 Recognizing and representing the place value of each digit Rounding whole numbers
More information5.OA.1 5.OA.2. The Common Core Institute
Operations and Algebraic Thinking The Common Core Institute Cluster: Write and interpret numerical expressions. 5.OA.1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions
More informationElementary Overview Summary of Major Revisions Across K 5
Elementary Overview Summary of Major Revisions Across K 5 Overall Most revisions in K-5 are the result of clarifying the intention of the standards. Some standards that shared similar concepts and expectations
More informationPlace Value MP2, MP3, MP4, MP6, MP7, 3.NBT.1 (Prep), 3.NBT.A.2 (Prep), 3.NBT.A.3( Prep)
Math Grade 3 Common Core State Standards UNIT 1 Place Value 3-01 01 Welcome to Thrive! 3-01 02 Readiness 3-01 03 Place Value MP2, MP3, MP4, MP6, MP7, 3.NBT.1 (Prep), 3.NBT.A.2 (Prep), 3.NBT.A.3( Prep)
More informationNorth Adams Public Schools
Unit 1: Place Value and Multi-Digit Addition and Subtraction Place value drawings to represent numbers. Place value drawings to add and subtract whole numbers. Different methods to add and subtract whole
More informationLevel Below Basic Basic Proficient Advanced. Policy PLDs
Educator Committee Revised on June 20, 2018 GRADE 3 MATH WY-TOPP 2018 Performance Level Descriptors Level Below Basic Basic Proficient Advanced Policy PLDs (Performance Level Descriptors) General descriptors
More information2nd GRADE-Math Year at a Glance
2nd Grade - Math Year at a Glance: 2017-2018 Chariton Community School District Operations and Algebraic Thinking Represent and solve problems Number and Operations in Base Ten Use place value understanding
More informationGrade 4. Massachusetts Curriculum Framework for Mathematics 42
Grade 4 Introduction In grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing
More informationSecond Quarter Benchmark Expectations for Sections 4 and 5. Count orally by ones to 50. Count forward to 50 starting from numbers other than 1.
Mastery Expectations For the Kindergarten Curriculum In Kindergarten, Everyday Mathematics focuses on procedures, concepts, and s in two critical areas: Representing and comparing whole numbers, initially
More informationGrade K 8 Standards Grade 4
Grade 4 In grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients
More information7 Sept 29-Oct 3. 8 Oct 6-10
Fifth Grade Math Curriculum Map Week 1 Aug 18-22 2 Aug 25-29 3 Sept 2-5 4 Sept 8-12 5 Sept 15-19 2014-2015 (I can statements and testing dates included) 6 Sept 22-26 7 Sept 29-Oct 3 8 Oct 6-10 9 Oct 13-17
More informationSCOPE AND SEQUENCE CHART
GRADE 5 MATH 5 SCOPE AND SEQUENCE CHART Unit Name Unit Description Georgia Standards of Excellence 1 Order of Operations and Whole Numbers Solve problems by representing mathematical relationships between
More informationSOUTH CAROLINA CORRELATIONS COMMON CORE STATE STANDARDS (CCSS) for MATHEMATICS
SOUTH CAROLINA CORRELATIONS COMMON CORE STATE STANDARDS (CCSS) for MATHEMATICS SOUTH CAROLINA CORRELATIONS COMMON CORE STATE STANDARDS (CCSS) for MATHEMATICS Grade K SERIES YABISÍ (SANTILLANA USA) KINDER
More informationSchool District of Marshfield Mathematics Standards
MATHEMATICS Counting and Cardinality, Operations and Algebraic Thinking, Number and Operations in Base Ten, Measurement and Data, and Geometry Operations and Algebraic Thinking Use the Four Operations
More information3rd Grade Mathematics
3rd Grade Mathematics 2012-2013 MONTH CONTENT/ THEME CORE GOALS/SKILLS WRITTEN ASSESSMENT TEN MINUTE MATH VOCABULARY September 17 days Trading Stickers, Combining Coins Unit 1 *NOT CC NUMBERS AND Addition,
More informationGSE Third Grade Curriculum Map
GSE Third Grade Curriculum Map Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Numers and Operations in Base Ten The Relationship Between Multiplication and Division Patterns in Addition and Multiplication
More informationBallston Spa Central School District The Common Core State Standards in Our Schools Fourth Grade Math
1 Ballston Spa Central School District The Common Core State s in Our Schools Fourth Grade Math Operations and Algebraic Thinking Use the four operations with whole numbers to solve problems 4.OA.1. Interpret
More information