· Web viewThird Grade. Mathematics Curriculum Map. Waterloo School District. Striving toward...

Striving toward greater focus and coherence throughContent Standards and Practice Standards

Waterloo Community Unit School District

Third Grade Mathematics Curriculum Map

Waterloo School District

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How to Read the Grade Level Content Standards

Standards define what students should understand and be able to do.

Clusters are groups of related standards. Note that standards from different clusters may sometimes be closely related, because mathematics is a connected subject.

Domains are larger groups of related standards. Standards from different domains may sometimes be closely related.

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Standards for Mathematical PracticeThe Common Core State Standards for Mathematical Practice are expected to be integrated into every mathematics lesson for all students Grades K-12. Below are a few examples of how these Practices may be integrated into tasks students complete.

1. Make sense of problems and persevere in solving them.

In third grade, mathematically proficient students know that doing mathematics involves solving problems and discussing how they solved them. Students explain to themselves the meaning of a problem and look for ways to solve it. Third graders may use concrete objects or pictures to help them conceptualize and solve problems. They may check their thinking by asking themselves, “Does this make sense?” They listen to the strategies of others and will try different approaches. They often will use another method to check their answers.

2. Reason abstractly and quantitatively.

Mathematically proficient third graders should recognize that a number represents a specific quantity. They connect the quantity to written symbols and create a logical representation of the problem at hand, considering both the appropriate units involved and the meaning of quantities.

3. Construct viable arguments and critique the reasoning of others.

In third grade, mathematically proficient students may construct arguments using concrete referents, such as objects, pictures, and drawings. They refine their mathematical communication skills as they participate in mathematical discussions involving questions like “How did you get that?” and “Why is that true?” They explain their thinking to others and respond to others’ thinking.

4. Model with mathematics.

Mathematically proficient students experiment with representing problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, acting out, making a chart, list, or graph, creating equations, etc. Students need opportunities to connect the different representations and explain the connections. They should be able to use all of these representations as needed. Third graders should evaluate their results in the context of the situation and reflect on whether the results make sense.

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5. Use appropriate tools strategically.

Mathematically proficient third graders consider the available tools (including estimation) when solving a mathematical problem and decide when certain tools might be helpful. For instance, they may use graph paper to find all the possible rectangles that have a given perimeter. They compile the possibilities into an organized list or a table, and determine whether they have all the possible rectangles.

6. Attend to precision.

Mathematically proficient third graders develop their mathematical communication skills, they try to use clear and precise language in their discussions with others and in their own reasoning. They are careful about specifying units of measure and state the meaning of the symbols they choose. For instance, when figuring out the area of a rectangle they record their answers in square units.

7. Look for and make use of structure.

In third grade mathematically proficient students look closely to discover a pattern or structure. For instance, students use properties of operations as strategies to multiply and divide (commutative and distributive properties).

8. Look for and express regularity in repeated reasoning.

Mathematically proficient students in third grade should notice repetitive actions in computation and look for more shortcut methods. For example, students may use the distributive property as a strategy for using products they know to solve products that they don’t know. For example, if students are asked to find the product of 7 x 8, they might decompose 7 into 5 and 2 and then multiply 5 x 8 and 2 x 8 to arrive at 40 + 16 or 56. In addition, third graders continually evaluate their work by asking themselves, “Does this make sense?”

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Third Grade Mathematics Curriculum Map

Waterloo School District Scope and Sequence Overview

Unit of StudyEveryday

Math Alignment

Domain and Standards

1 Section 1

Domain:Standards:

2

3

4

5

6

7

8

9

10

11

12

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Third GradeInstruction and Assessment Schedule

2013-2014

It is expected that the units will be taught consecutively. The table below reflects which units are assessed on each benchmark. It is possible to begin a new unit prior to the quarter in which it is being assessed.

Approx. Number of

Days of Instruction

B

ench

mar

k 1

?? ?? ??

Com

mon

Ass

essm

ent A

?? ?? ??

C

omm

on A

sses

smen

t B

Ben

chm

ark

2

?? ?? ??

C

omm

on A

sses

smen

t C

?? ?? ??

C

omm

on A

sses

smen

t D

Ben

chm

ark

3

End ofYear

InstructionalContent

Unit ofStudy

1

Unit ofStudy

2

Unit ofStudy

3

Unit ofStudy

4

Unit ofStudy

5

Unit ofStudy

6

Unit ofStudy

7

Unit ofStudy

8

Unit ofStudy

9

Unit ofStudy

10

Unit ofStudy

11

Unit ofStudy

12

Getting Ready for Gr.1 Unit

Assessment Ch. 1Test

Ch. 2Test

Ch. 3Test

Ch. 4Test

Ch. 5Test

Ch. 6Test

Ch. 7 Test

Ch. 8Test

Ch. 9Test

Ch. 10Test

Ch. 11Test

Ch. 12Test

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Third Grade Mathematics Curriculum Map - Overview Waterloo School District policy requires elementary mathematics instruction to be 60 minutes per day.

Unit of Study The mathematical content is sequenced in Units of Study that will take approximately 2-3 weeks each to teach.The sequence of Units of Study provides a coherent flow to mathematics instruction throughout the year.

Everyday Math The primary textbook adopted in Waterloo School District for Grades K-6

Teacher’sResources and Notes

Teachers are encouraged to make notes of their own lesson ideas and resources that align with each Unit ofStudy.

AdditionalResources

Assessment

There are many formative and summative assessment options:

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Unit of Study 1 & 5: Place Value

Third Grade Quarter 1 Approx. ?? days

Domain: NBTCluster(s): 3.NBT.1, 3.NBT.2

Domain: MDCluster(s): 3.MD.1, 3.MD.3

Domain: OACluster(s): 3.OA.9

Math Content Objectives Vocabulary Teacher’s Resources and Notes

I can:3.NBT.1

Round whole numbers to the nearest 10 or 100

3.NBT.2 Fluently add and subtract within the

thousands using strategies

3.MD.1 Tell and write time to the nearest

minute Solve word problems involving

addition and subtraction of time intervals in minutes

Data Decompose Units Number grid Arrow Rule Difference Equivalent Elapsed time Decimal point Bar graph Frames-and Arrows Diagram Picture graph Line plot Pattern Tally Chart

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Unit of Study 1 (continued)Math Content Objectives Vocabulary Teacher’s Resources and Notes

3.MD.3 Draw a scaled picture graph. Solve one and two-step problems

using the picture graph. Draw a scaled bar graph. Solve one and two-step problems

using the bar graph.

3.OA.9 Find arithmetic (number) patterns in

the addition and multiplication tables. Explain these patterns.

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Everyday MathCommon Core Alignment

Unit of Study 1 – Additional Resources

Lesson 1-1:

Lesson 1-2:

Lesson 1-4:3.NBT.23.MD.1

Lesson 1-5:3.MD.3

Lesson 1-8:3.NBT.2

Lesson 1-10:3.NBT.23.MD.3

Lesson 1-11:3.NBT.13.NBT.2

Lesson 1-12:

Lesson 5-1:

Lesson 5-2:

Lesson 5-4:

Start Unit 1 with Lesson 1-4. Practicing telling time to the nearest 5 minute and minute. Then go to Lesson 1-1.

Skip Lesson 1-5 during Unit 1. Use the bar graph part later during Unit 10.

After Lesson 1-8, skip to Lesson 1-12. Then come back and do Lessons 1-10 and 1-11. Those are money lessons.

After completing Unit 1, go to Unit 5.

Use Homelink 5-5 for Lesson 5-1.

Play Number Top-It during Lessson 5-2.

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Unit of Study 2 Third Grade Quarter ?? Approx. ?? days

Domain: NBTCluster(s): 3.NBT.1, 3.NBT.2

Domain: MDCluster(s):

Domain: OACluster(s): 3.OA.8, 3.OA.9


I can:3.NBT.1




3.OA.8 Use mental math, estimation and

rounding to decide if my answer is reasonable

Represent the problem using an equation/number model with a letter for the unknown

Use addition, subtraction, multiplication and division to solve two step word problems

Units Difference Change Diagram Comparison Diagram Parts-and-total diagram Addend Ball-park estimate Deposit Turn-around rule Rule Output Input Fact family/number family Number model Function machine Partial-sums algorithm Partial-sums method Trade-first algorithm

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3.OA.9 Identify and explain arithmetic

patterns in addition and multiplication

Number story

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Lesson 2-1:3.OA.93.NBT.2


Lesson 2-3:3.NBT.2

Lesson 2-4:3.NBT.2

Lesson 2-5:3.NBT.2

Lesson 2-6:3.NBT.2




Lesson 2-10Assessment

Start addition and subtraction timed tests.

Play Roll to 100, Name That Number, Beat the Calculator, Subtraction Top-It, Number Grid Difference, Target 50, and Base Ten Trading Game for fluency practice. (See page 92 in the Teacher’s Edition.)

More possible practice Student Journal p. 56-57. (3 digit subtraction and addition)

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Domain: NFCluster(s): 3.NF.2a, 3.NF.2b, 3.NF.3a

Domain: MDCluster(s): 3.MD.4, 3.MD.5a, 3.MD5b, 3.MD.6, 3.MD.7a, 3.MD.7b, 3.MD.8

Domain:Cluster(s):


I can:

3.NF.2a Divide a number line into equal intervals (0arts) to

represent fractions

3.NF.2b Place fractions on a number line that is divided into

intervals

3.NF.3a Show two fractions as equivalent (equal) if they are the

same size Show two fractions as equivalent (equal) if they are on

the same point on a number line

3.MD.4 Measure and record lengths to the nearest half and

fourth of an inch Use measurement data to make a horizontal line plot

marked off in appropriate units

Area Centi- Centimeter (cm) Deci- Decimeter (dm) Foot Inch (in.) Length Line segment Meter Metric system Milli- Millimeter (mm) Parallelogram Perimeter Polygon Rectangle Rhombus Square Square feet Square yards

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3.MD.5a Use square units to measure area

3.MD.5b Label area with square units

3.MD.6 Measure area by counting square units (sq.

centimeters and sq. inches)

3.MD.7a Find the area of a rectangle with tiles and show

the area can be found by multiplying the side lengths

3.MD.7b Solve real-world math problems that involve area

3.MD.8 Solve real-world problems involving perimeter and

area

Standard unit Tiling Trapezoid Triangle U.S. customary system Yard

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Lesson 3-2:3.NF.2a3.NF.2b3.NF.3a3.MD.4

Lesson 3-3:3.MD.4

Lesson 3-4:3.MD.8

Lesson 3-5:3.MD.4

Lesson 3-6:3.MD.5a3.MD.5b3.MD.6

Lesson 3-7:3.MD.5a3.MD.5b3.MD.63.MD.7a

Lesson 3-8:3.MD.5a3.MD.5b3.MD.63.MD.7a3.MD.7b

Lesson 3-9:

Lesson 3-10Assessment

For Lesson 3-5, do not teach part 1 of Teaching the Lesson

Do not teach Lesson 3-9. Just do Math boxes on p. 77.

Do Math Journal p. 99 (Do this page any time during Unit 3. It is measuring to the nearest half and fourth inch.

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Domain: NBTCluster(s): 3.NBT.2

Domain: MDCluster(s): 3.MD.6, 3.MD.7a, 3.MD.7b, 3.MD.8

Domain: OACluster(s): 3.OA.1, 3.OA.2, 3. OA.3, 3.OA.4, 3. OA.5, 3.OA.6, 3.OA.7, 3.OA.9


I can:



3.MD.6 Measure area by counting square units

3.MD.7a Find the area of a rectangle with tiles and show the

area can be found by multiplying the side lengths

Array As the crow flies Dividend Divisor Factor Multiples of equal groups Multiplication Multiplication/division diagram Multiplication/division fact table Product Quotient Remainder Square numbers Turn-around shortcut

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3.MD.7b Solve real-world math problems that involve area

3.MD.8 Solve real-world problems involving perimeter

3.OA.1 Explain the meaning of the product

3.OA.2 Explain the meaning of the quotient

3.OA.3 Solve multiplication/word problems within 100

involving equal groups, arrays and/or measurement quantities

3.OA.4 Find the unknown whole number (variable) in a

multiplication/division equation

3.OA.5 Use the properties to multiply and divide

(commutative property)

3.OA.6 Use multiplication to find the answer to a division

problem3.OA.7

Fluently multiply and divide within 100 using strategies and properties

3.OA.9 Identify and explain arithmetic patterns in addition

and multiplication

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Lesson 4-1:3. OA.13.OA.33.OA.43.OA.53.OA.7

Lesson 4-2:3. OA.13.OA.33.OA.43.OA.53.OA.73.MD.7a3.MD.7b3.MD.8

Lesson 4-3:3.OA.13.OA.23.OA.33.OA.43.OA.63.OA.7

Lesson 4-4:3.OA.23.OA.33.OA.43.OA.63.OA.7

Begin multiplication timed tests to begin establishing fluency.

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Lesson 4-5:3.OA.53.OA.73.OA.93.NBT.2

Lesson 4-6:3.OA.23.OA.43.OA.53.OA.63.OA.73.OA.9

Lesson 4-7:3.OA.53.OA.7

Lesson 4-9:3.MD.63.MD.7b

Lesson 4-11:Assessment

Do not complete Lesson 4-9. Only do Math Journal pages 96A and 96B.

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Domain: NBTCluster(s):


Domain: OACluster(s):


I can:

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Lesson 5-1:

Lesson 5-2:*

Lesson 5-3:

Lesson 5-4:

Lesson 5-5:

Lesson 5-6:

Lesson 5-7:

Lesson 5-8:

Lesson 5-9:

*skip part two – Ongoing Learning and Practice

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Lesson 5-10:

Lesson 5-11:

Lesson 5-12:

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Domain: GCluster(s): 3.G.1

Domain: MDCluster(s): 3.MD.8

Domain: OACluster(s):


I can:3.MD.8

Solve real-world problems involving perimeter and area.

3.G.1

Classify shapes by their attributes and draw a shape that does not belong to a group according to the attributes.

2-dimenisional Equilateral triangle kite Line segment Parallel Parallelogram Plane figures Polygon Quadrangle Rectangle Regular polygon Rhombus Right angle (used for describing shape) Right triangle Side Square Trapezoid Triangle Vertex/Vertices

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Lesson 6-4:3.MD.8Lesson 6-5:3.MD.8, 3.G.1

Lesson 6-6:3.MD.8, 3.G.1

Lesson 6-8:3.MD.8

Skip Homelink 6-4.

Skip part 1 in Lesson 6-8. Teach part 2 using Math Master p. 205A.

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Domain: NBTCluster(s): 3.NBT.1, 3.NBT.2, 3.NBT.3


Domain: OACluster(s): 3.OA.1, 3.OA.2, 3.OA.3, 3.OA.4, 3.OA.5, 3.OA.7, 3.OA.9


I can:3.OA.1

Explain the meaning of the product.

3.OA.4 Find the unknown whole number in a

multiplication and division equation.

3.OA.5 Use the properties to multiply and

divide. Use multiplication to find the answer

to a division problem.

3.OA.7 Fluently multiply and divide within 100

using strategies and properties Fluently recall my multiplication facts

0-9.

Estimate Extended facts Factor Parentheses Product Square number Square product

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3.OA.9 Identify and explain arithmetic

patterns in addition and multiplication.

3.NBT.1 Round whole numbers to the nearest

10 or 100.3.NBT.2

Add and subtract within 100.

3.NBT.3 Multiply one-digit whole numbers by

multiples of 10

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Lesson 7-1:3.OA.1, 3.OA.4, 3.OA.7, 3.OA.9Lesson 7-2:3.OA.4, 3.OA.5, 3.OA.7, 3.OA.9Lesson 7-3:3.OA.2, 3.OA.3, 3.OA.4, 3.OA.5, 3.OA.6, 3.OA.7Lesson 7-4:3.OA.8, 3.NBT.2Lesson 7-5:3.OA.7, 3.OA.8Lesson 7-6:3.OA.6, 3.OA.7, 3.NBT.3Lesson 7-7:3.OA.3, 3.OA.8, 3.NBT.1, 3.NBT.3Lesson 7-8:3.OA.3, 3.NBT.3

Skip lesson 7-9

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Domain: NFCluster(s): 3.NF.1, 3.NF.2, 3.NF.2a, 3.NF.2b, 3.NF.3a, 3.NF.3b, 3.NF.3c, 3.NF.3d

Domain: GCluster(s): 3.G.1, 3.G.2

Domain: MDCluster(s): 3.MD.4


I can:3.NF.1

Explain and show that a fraction is a part of a whole

Explain and show the meaning of the numerator and denominator.

3.NF.2 Explain how a fraction is a number on

a number line and represent fractions on a number line.

3.NF.2a Divide a number line into equal parts

to represent fractions.3.NF.2b

Place fractions on a number line that is divided into parts.

3.NF.3 Explain why fractions are equivalent.

Denominator Equal Equivalent fractions Mixed number Numerator Unit fraction Whole(the one)

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3.NF.3a Show two fractions as equal if they are on

the same point on a number line.

3.NF.3b Recognize and show simple equal

fractions.3.NF.3c

Write whole numbers as fractions and recognize that they are equal.

3.NF.3d Compare two fractions with the same

numerator or the same denominator.

3.G.1 Classify shapes by their attributes and

draw a shape that does not belong to a group according to the attributes.

3.G.2 Divide shapes into equal areas and

write the area of each part as a fraction.

3.MD.4 Measure and record lengths to the

nearest half and fourth of an inch

Measurement data to make a horizontal line plot marked off in appropriate units.

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Lesson 8-1:3.NF.1

Lesson 8-3:3.G.2Lesson 8-4:3.NF.1, 3.NF.2, 3.NF.2a, 3.NF.2b, 3.NF.3, 3.NF.3a, 3.NF.3b, 3.NF.3c, 3.NF.3d, 3.G.1Lesson 8-5:3.NF.1, 3.NF.2, 3.NF.2a, 3.NF.2b, 3.NF.3, 3.NF.3a, 3.NF.3b, 3.NF.3c, 3.NF.3d, 3.G.2

Lesson 8-6:3.NF.3a, 3.NF.3b, 3.NF.3d

Lesson 8-7:3.NF.1, 3.NF.3a, 3.NF.3b, 3.NF.3c, 3.G.2

Lesson 8-8: 3.NF.2, 3.NF.2a, 3.NF.2b, 3.NF.3, 3.NF.3a, 3.NF.3c, 3.NF.3d, 3.MD.4

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Domain: NBTCluster(s): 3.NBT.1, 3.NBT.2, 3.NBT.3

Domain: MDCluster(s): 3.MD.5b, 3.MD.7a, 3.MD.7c, 3.MD.7d

Domain: OACluster(s): 3.OA.1, 3.OA.2, 3.OA.3, 3.OA.5, 3.OA.6, 3.OA.7, 3.OA.8


I can:3.NBT.1




3.NBT.3 Use strategies to multiply one-digit

whole numbers by multiples of 10

3.MD.5b Label area with square units

3.MD.7a Find the area of a rectangle with tiles

and show the area can be found by multiplying the side lengths

degrees Celsius degrees Fahrenheit lattice multiplication partial-products algorithm

Make sure to play Fraction Top-It. (9-5)

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3.MD.7c

Use tiles to make the area of a rectangle and represent the distributive property using this model

3.MD.7d Find the area of rectilinear figures by

separating the figure and adding the area of the separated figures together

3.OA.1 Explain the meaning of the product

3.OA.2 Explain the meaning of the quotient

3.OA.3 Solve multiplication/division word

problems within 100 involving equal groups, arrays, and measurement quantities.

3.OA.5 Use the properties to multiply and divide

(Commutative, Associative, Distributive Property)

3.OA.6 Use multiplication to find the answer to a

division problem

3.OA.7 Fluently multiply and divide within 100

using strategies and properties

3.OA.8 Use any of the four operations to solve two-step

word problems Represent the problem using an equation with a

letter for the unknown Use mental math, estimation, and rounding to

decide if my answer makes sense

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Lesson 9-1:3.OA.33.OA.63.OA.83.NBT.3

Lesson 9-2:3.OA.13.OA.33.OA.53.OA.83.NBT.3

Lesson 9-3:3.NBT.33.MD.5b3.MD.7a3.MD.7c3.MD.7d

Lesson 9-4:3.OA.33.OA.53.NBT.23.MD.7a3.MD.7c3.MD.7d

Lesson 9-5:3.OA.33.OA.83.NBT.13.NBT.2

Lesson 9-6:

Lesson 9-7:

Make sure to play Fraction Top-It before Unit test.

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Lesson 9-6:3.OA.23.OA.53.OA.7

Lesson 9-7:3.OA.23.OA.33.OA.7

Lesson 9-8:3.OA.3


Lesson 9-10:3.MD.5b3.MD.7a3.MD.7c3.MD.7d

Lesson 9-11:3.OA.53.NBT.23.NBT.33.MD.5b3.MD.7a3.MD.7c3.MD.7d

Lesson 9-12: 3.OA.5 3.OA.7 3.NBT.2

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Lesson 9-12:3.NBT.33.MD.5b3.MD.7a3.MD.7c3.MD.7d

Lesson 9-13:3.NBT.2


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Domain: NFCluster(s): 3.NF.3, 3.NF.3d

Domain: MDCluster(s): 3.MD.2, 3.MD.3, 3.MD.4

Domain:Cluster(s):


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I can:3.NF.3

Recognize when two fractions are equivalent when they are the same size or the same point on a number line

3.NF.3d Compare two fractions with the same

numerator or the same denominator using <, >, or =

average capacity of a container capacity of a scale coordinate coordinate grid cubic centimeter frequency table mean median mode ordered pair plotting the point precision volume weight

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3.MD.2 Estimate and measure liquid volumes using liters Solve one-step word problems involving volume Estimate and measure masses of objects using

grams and kilograms Solve one-step word problems involving mass

3.MD.3 Draw a scaled picture graph or bar graph Solve one and two-step problems using

the picture or bar graph

3.MD.4 Measure and record lengths to the nearest

half and fourth of an inch Use measurement data to make a

horizontal line plot marked off in appropriate units

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Lesson 10-1:3.NF.33.NF.3d

Lesson 10-2: Lesson 10-3:

3.MD.2Lesson 10-4:SkipLesson 10-5:3.MD.2Lesson 10-6:3.MD.3

Lesson 10-7:3.MD.4Lesson 10-8:SkipLesson 10-9:Maybe skipLesson 10-10:Lesson 10-11:Assessment

Play Fraction-Top it

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