Grade 3 Common Core Pacing Guide Math I Can Vocabulary Formative Assessments - Digit -Estimate

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1 Standard (chapters from book) 3.NBT.1 Chapter 1 Use place value understanding to round whole numbers to the nearest 10 or NBT.2 Chapter 2 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 3.OA.9 Chapters 1 & 6 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.MD.1 Chapter 4 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 I Can Vocabulary Formative Assessments - Digit N.B.T.F 1/1 -Estimate N.B.T.F 2/1 -Place Value N.B.T.F 3/1 -Reasonableness N.B.T.F 4/1 -Round -Whole Number *I can round numbers to the nearest 10 *I can round numbers to the nearest 100 *I can add within 1,000 using many strategies *I can subtract within 1,000 using many strategies * I can identify and describe arithmetic patterns in number charts, addition tables, and multiplication tables. *I can say and write times to the nearest Minute *I can measure a length of time in minutes *I can solve addition and subtraction word problems involving time - Add -Addend -Algorithm -Array -Compare -Difference -Expanded Form -Fact Family -Standard Form -Subtract -Sum -Word Form -Even Number -Multiples -Pattern -Odd Number -A.M. and P.M -Elapsed Time -Minute -Number Line -Quarter Hour -Time and Interval N.B.T.F 1/2 N.B.T.F 2/2 N.B.T.F 3/2 N.B.T.F 4/2 O.A.F 1/9 O.A.F 2/9 O.A.F 3/9 M.D.F 1/1 M.D.F 2/1 M.D.F 3/1 M.D.F 4/1 M.D.F 5/1 Summative Assessments N.B.T.S 1/1 N.B.T.S 1/2 O.A.S 1/9 M.D.S 1/1 Time Frame 1st 1st 1st 2nd

2 3.MD.3 - Chapter 4 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one-and two-step how many mire and how many less problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. 3. NBT.3 Chapter 5 Multiply one-digit whole numbers by multiples of 10 in the range (e.g., 9x80, 5x60) using strategies based on place value and properties of operations. 3.OA.1 Chapter - 5 Interpret products of whole numbers, e.g., interpret 5x7 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 5x7 3.OA.2 Chapter 7 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 or shares or a number of groups can be expressed as 56/8. * I can read and interpret scaled bar graphs in order to solve one- and two-step how many more and how many less problems. * I can make a scaled picture graph or bar graph with several categories to represent data (e.g., one square or picture represents 5 objects). * I can multiply 1-digit numbers by multiples of 10 and solve using place value properties (9x80=720). *I know all products of 1 digit numbers. *I understand and can show how to use multiplication in problem solving (5 groups of 7 people is equal to 5x7). * I know all products of 1 digit numbers. *I understand the meaning division problems and how they are related to equal shares. * I can indentify parts of division equations (dividend, divisor, and quotient). * I can explain division as a set of objects partitioned into an equal number of shares. -Bar Graph -Data -Key -Line Plot -Pictograph -Tally Marks M.D.F 1/3 M.D.F 2/3 M.D.F 3/3 N.B.T.F 1/3 N.B.T.F 2/3 N.B.T.F 3/3 -Equal -Factor -Product nd -Divisor -Equal -Equal Groups -Quotient -Remainder O.A.F 1/1 O.A.F 2/1 O.A.F 3/1 O.A.F 4/1 O.A.F 1/2 O.A.F 2/2 O.A.F 3/2 O.A.F 4/2 M.D.S 1/3 N.B.T.S 1/3 O.A.S 1/1 O.A.S 1/2 2nd

3 3.OA.3 Chapters 5, 6, & 7 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem 3.OA.4 Chapters 5, 6, & 7 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 8x?=48, 5=_/3, 6x6 =? 3.OA.5 Chapters 5 & 6 Apply properties of operations as strategies to multiply and divide. Examples: If 6x4=24 is known, then 4x6=24 is also known (Commutative property of multiplication). 3x5x2 can be found by 3x5=15, then 15x2=30, or by 5x2=10, then 3x10=30 (Associative property of multiplication). Knowing that 8x5=40 and 8x2=16, one can find 8x7 as 8x(5+2) =(8x5)+(8x2)=40+16=56 (Distributive property). 3.OA.6 Chapter 7 Understand division as an unknownfactor problem. For example, find 32/8 by finding the number that makes 32 when multiplied by 8. * I can solve word problems involving equal groups, arrays, and measurement quantities using drawings and equations. *I can determine the unknown number in multiplication and division problems such as in the following. 8x9=? 8x?=48 28/7=??/6=3 *I can identify parts of multiplication equation (factors and products). * I can explain the commutative, associative, and distributive property of multiplication. *I can apply the commutative, associative, and distributive properties to decompose, regroup, and/or reorder factors to make it easier to multiply two or more factors. * I understand the relationship between division and multiplication and use my multiplication facts to help me solve division problems. *I can turn a division problem into a multiplication problem with an unknown factor. * I can use relations between numbers to -Array nd -Divisor -Quotient -Product -Associative Property -Commutative Property -Distributive Property -Order of Operation -Factor O.A.F 1/3 O.A.F 2/3 O.A.F 3/3 O.A.F 4/3 O.A.F 1/4 O.A.F 2/4 O.A.F 3/4 O.A.F 1/5 O.A.F 2/5 O.A.F 3/5 O.A.F 4/5 O.A.F 1/6 O.A.F 2/6 O.A.F 3/6 O.A.S 1/3 O.A.S 1/4 O.A.S 1/1 O.A.S 1/1

4 3.OA.7 Chapters 5, 6, & 7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8x5 =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. determine the missing number in multiplication and division equations. * I know all products of 1 digit numbers. -Divisor nd -Factor -Product -Quotient O.A.F 1/7 O.A.F 2/7 O.A.F 3/7 O.A.F 4/7 O.A.S 1/7 3.NF.1 Chapter 9 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. * I can explain any fraction (a/b) as a (numerator) being the numbers of parts and b (denominator) as the total number of equal parts in the whole. * I can explain any fraction as one part of a whole divided into equal parts (e.g., ½, ¼, 2/8). -Denominator -Equal Parts -Fraction -Numerator N.F.F 1/1 N.F.F 2/1 N.F.F 3/1 N.F.F 4/1 N.F.S 1/1 3.NF.2 Chapter 9 Understand a fraction as a number on the number line; represent fractions on a number line diagram. Represent a fraction 1/b on a number line diagram by defining the interval from 0-1 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 Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the * I can represent a unit fraction on a number line between 0 and 1. * I can explain and show how a fraction can be represented on a number line in two ways: (1) as a number that is located a to the right of o, and (2) as the size of each of the parts when a whole is partitioned into equal parts -Fraction -Unit Fraction -Numerator -Denominator -Number Line N.F.F 1/2 N.F.F 2/2 N.F.F 3/2 N.F.F4/2 N.F.S 1/2 N.F.S 2/2

5 resulting interval has size a/b and that its endpoint locates the number a/b on the number line 3.NF.3 Chapter 9 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. Recognize and generate simple equivalent fractions, (e.g., ½ = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, E.G, by using a visual fraction model. 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. 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 can locate equivalent fractions on a number line. * I can use models to show and explain whole numbers as fractions. * I can use >,<, or = to compare fractions. * I can use models to show and explain equivalent fractions. * I can explain how the size of equal parts can be used to compare two fractions with the same denominator. * I can explain how the size of equal parts can be used to compare two fractions with the same numerator. -Fraction -Unit Fraction -Numerator -Denominator -Equivalent N.F.F 1/3 N.F.F 2/3 N.F.F 3/3 N.F.F 4/3 N.F.F 5/3 N.F.F 6/3 N.F.S 1/3 N.F.S 2/3 N.F.S 3/3

6 3.MD.2 Chapter 12 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). 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. 3.MD.4 Chapter 9 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters. 3.MD.5 Chapter 8 Recognize area as an attribute of plane figures and understand concepts of area measurement. For example 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. A plane figure which can be covered without gaps or overlaps by n unit squares has an area of n square units. 3.MD.6 Chapter 8 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). *I can measure liquid volumes and masses of objects using standard units of measure (grams, kilograms, and liters) * I can estimate liquid, volumes, and masses of objects using standard units of measure (grams, kilograms, and liters) * I can use drawings to represent one-step word problems involving masses or volumes. *I can solve one-step word problems involving masses or volumes using addition, subtraction, multiplication, or division. * I can gather and record measurement data using whole, half, and quarter inches. * I can make a line plot with the horizontal scale marked off in whole number, half, or quarter units. * I can use a ruler to measure lengths in whole, half, and quarter inches. * I can use addition to determine area. * I can use multiplication to determine area. * I understand that area measures the space within a plane figure. *I can measure area by counting unit squares within a figure. (square cm., square m., square in., square ft., or square units * I can measure the area of a shape or flat surface by covering it with unit squares, -Grams -Kilograms -Liters -Mass -Volume -Fourth -Half/Halves -Line plot -Quarter -Scale -Grid -Plane figure -Unit square -Unit square M.D.F 1/2 M.D.F 2/2 M.D.F 3/2 M.D.F 4/2 M.D.F 1/4 M.D.F 2/4 M.D.F 3/4 M.D.F 1/5 M.D.F 2/5 M.D.F 3/5 M.D.F 1/6 M.D.F 2/6 M.D.F 3/6 M.D.S 1/2 M.D.S 1/4 M.D.S 1/5 M.D.S 1/6

7 3.MD.7 Chapter 8 Relate area to the operations of multiplication and addition. 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. 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. Use tiling to show in a concrete case that the area of a rectangle with wholenumber side lengths a and b=c is the sum of a x b and a x c. Use area models to represent the distributive property in mathematical reasoning. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping parts, applying this technique to solve real world problems. 3.MD.8 Chapter 8 Solve real world and mathematical problems involving perimeters of with no gaps or overlaps and counting the number of unit squares needed. * I can explain area as an additive and use this understanding to solve word problems. * I can use area models to explain the distributive property. * I can multiply adjacent side lengths of rectangles to solve word problems. * I can find the perimeter of polygons when given the lengths of all sides. * I can find unknown side lengths of model -Additive -Distributive property -Unit squares -Perimeter M.D.F 1/7 M.D.F 2/7 M.D.F 3/7 M.D.F 4/7 M.D.F 5/7 M.D.F 1/8 M.D.F 2/8 M.D.F 3/8 M.D.S 1/7 M.D.S 2/7 M.D.S 3/7 M.D.S 4/7 M.D.S 1/8

8 polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. 3.G.1 Chapter 8 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. 3.G.2 Chapter 9 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 ¼ of the area of the shape. 3.OA.8 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. polygons when given the perimeter. * I can solve word problems involving perimeter. * I can show how rectangles with the same perimeter can have different areas and show rectangles with the same areas can have different perimeters. * I can identify polygons. * I can use attributes to identify shapes. * I can use attributes to classify shapes into categories. * I can define quadrilaterals. * I can draw quadrilaterals other than rhombuses, rectangles, and squares. * I can partition (divide) shapes into equal parts with equal areas. * I can understand how addition and multiplication are related and can use this to help me solve problems. * I can choose the correct operation to perform the first computation, and choose the correct operation to perform the second computation in order to solve twostep word problems. -Attribute -Kite -Quadrilateral -Rectangle -Rhombus -Square -Parallelogram -Polygon -Trapezoid -Vertices -Partition -Unit Fraction -Computation -Estimation -Operation G.F 1/1 G.F 2/1 G.F 3/1 G.F 4/1 G.F 1/2 G.F 2/2 G.F 3/2 O.A.F 1/8 O.A.F 2/8 O.A.F 3/8 G.S 1/1 G.S 1/2 O.A.S 1/8