Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
1.1 How do you recognize and
represent place value of each digit
in 2&3 digit numbers?
3.NBT.2 MP4: Model with
mathematics
MP5: Use appropriate
tools strategically
MP7: Look for and make
use of structure
Observing students at
work: pg. 32
M4-100s chart
T2-stickers, strips, and
singles
Class Pocket Chart
digit
sum
degree
Fahrenheit
Celsius
Student Activity Book
1-7
Student handbook 6-8
Family letter
Smart Notebook
1.2 How do you solve a set of problems
that involve adding and subtracting
2 digit numbers?
3.OA.9
NBT.2
MP4: Model with
mathematics
MP5: Use appropriate
tools strategically
MP7: Look for and make
use of structure
Observing Students at
work: pg.42
equations
tens place
ones place
difference
Student Activity Book
11-12
Student Handbook 6,
12-15, 30, 36
Family Letter
Smart Notebook
Writing About
Mathematical
Thinking: Session 1.2
SAB p. 11
1.3 How do you solve problems that
involve ones digits with sums
greater than 10?
3.OA.8
3.NBT.2
MP4: Model with
mathematics
MP5: Use appropriate
tools strategically
MP7: Look for and make
use of structure
Observing Students at
work: pg. 49
Class number line adding by place
adding one
number in parts
number line
Student Activity Book
13-14
Student Math
Handbook 12-14
Family Letter
1.4 How do you solve missing addend
problems in which they find the
difference between a 2 digit number
and 100?
3.OA.8
3.OA.9
3.NBT.2
MP4: Model with
mathematics
MP5: Use appropriate
tools strategically
MP7: Look for and make
use of structure
Observing Students at
work: pg. 55
M12 100s grids unmarked
number line
Student Activity book
15-18
Student Math
Handbook 29-30
1.5 How do you add and subtract
multiples of 10?
3.NBT.2 MP2: Reason abstractly
and quantitatively
MP5: Use appropriate
tools strategically
MP7: Look for and make
use of structure
Observing students at
work: pg. 63
M13-Capture 5 game
M14-M16-Change cards
Student Activity Book
19-20
Student Math
Handbook G3
1.6 How do you find the difference
between 2 digit numbers and 100
and adding and subtracting tens and
ones?
3.OA.8
3.NBT.2
MP2: Reason abstractly
and quantitatively
MP7: Look for and make
use of structure
Observing Students at
work: pg. 69-70
M3-assessment checklist
M17 Collect $2.00
Pennies, dimes, & dollar
sets
M18 200 chart
Penny
Dime
Dollar
Student Activity Book
21-25
Student Math
Handbook 36, 37-38,
G6
Writing About
Mathematical
Thinking: Session 1.6
SAB p. 24
3rd Grade Math
Unit 1: Trading Stickers, Combining Coins
Investigation 1: Hundreds, Tens, & Ones1. place value to
10's and 1's
2. magnitude and
sequence of
numbers to 100
3. addition
combinations to
10+10
4. understand the
relationship
between addition
and subtraction
5. write addition
and subtraction
equations
6. strategies for
addition of 2-digit
numbers
7. finding the
missing part of a
subtraction
problem
8. Use a 100 chart
Unit 1 Page 1
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 1: Trading Stickers, Combining Coins
Investigation 1: Hundreds, Tens, & Ones1.7 How do you find the difference
between a number and 100 or 200?
3.OA.8
3.OA.9
3.NBT.2
MP2: Reason abstractly
and quantitatively
MP3: construct viable
arguments and critique
the reasoning of others
MP7: Look for and make
use of structure
Observing students at
work: pg. 75
Student Activity Book
27-30
Student Math
Handbook 36-38, G3
1.8 How do you find different
combinations of hundreds, tens,
and ones for a number and
recognize their equivalence?
3.OA.8
3.NBT.2
MP1: Make sense of
problems and persevere
in solving them
MP5: Use appropriate
tools strategically
MP7: Look for and make
use of structure
Observing students at
work: pg. 80
Student Activity Book
31-34
Student Math
Handbook 7-8, 9
1.9 How do you find the difference
between a 2 digit number and 100?
How do you represent a 2 digit
number with equivalent
combinations of tens and ones?
3.NBT.2 MP1: Make sense of
problems and persevere
in solving them
MP3: Construct viable
arguments and critique
the reasoning of others
Observing students at
work page 89
Assessment M21-M22
M12 M18
cubes in towers of ten
pennies, dimes, and
dollar sets
Student Activity Book
pg. 35
Invest
igatio2.1 How do you solve addition
combinations up to 10+10 and
identify combinations that are not
yet fluent?
Observing students at
work page 100
M23-M28 Addition
cards
M31-M32 Family letter
Chart: Addition Card
Strategies
addition
combinations
Student Activity Book
pg. 36-38
Student Math
Handbook 16-19
2.2 How do you use knowledge of place
value and known combinations with
sums of 100 to find pairs of 2-digit
numbers that add up to or close to
100?
3.OA.9
3.NBT.2
MP2: Reason abstractly
and quantitatively
MP5: Use appropriate
tools strategically
MP7: Look for and make
use of structure
Observing students at
work page 107
M30: Close to 100
M33-M35 Digit Cards
M36: Recording Sheet
Student Activity book:
39-40
Student Math
Handbook 13-15
Writing About
Mathematical
Thinking: Session 2.2
SAB p. 40
1. place value to
10's and 1's
2. magnitude and
sequence of
numbers to 100
3. addition
combinations to
10+10
4. understand the
relationship
between addition
and subtraction
5. write addition
and subtraction
equations
6. strategies for
addition of 2-digit
numbers
7. finding the
missing part of a
subtraction
problem
8. Use a 100 chart
Unit 1 Page 2
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 1: Trading Stickers, Combining Coins
Investigation 1: Hundreds, Tens, & Ones2.3 How do you use different strategies
to find pairs of 2-digit numbers that
add to 100?
3.OA.8
3.OA.9
3.NBT.2
MP1: Make sense of
problems and persevere
in solving them
MP3: Construct viable
arguments and critique
the reasoning of others
MP7: Look for and make
use of structure
Observing students at
work pages 112-113
Student Activity Book
pg. 41-44
Student Math
Handbook page 13-15
& 20-24
Writing About
Mathematical
Thinking: Session 2.3
SAB p. 41-42
2.4 How do you find coin equivalencies
and combinations of coins that
equal $1.00?
3.NBT.2 MP1: Make sense of
problems and persevere
in solving them
MP3: Construct viable
arguments and critique
the reasoning of others
MP7: Look for and make
use of structure
Observing students at
work pages 118-119
M4: 100 chart
M38: Make a dollar
M39-M42: Coin Cards
M43: Make a Dollar
Recording Sheet
T11-T14: Coin Cards
Coin and Dollar sets
quarter
nickel
Student Activity Book
45-48
Student Math
Handbook page 37-38
2.6 How do students use strategies to
solve story problems? How do you
find combinations if 100 and $1.00?
3.OA.9
3.NBT.2
MP1: Make sense of
problems and persevere
in solving them
MP3: Construct viable
arguments and critique
the reasoning of others
MP6: Attend to
precision
Observing students at
work page 131
M29: Addition
combinations Practice
Student Activity Book
pg. 7-8
Student Math
Handbook 7-8, 13-15,
36
2.7 How do you find the equivalence of
different combinations of hundreds,
tens, and ones for the same
number?
3.OA.8
3.NBT.2
MP1: Make sense of
problems and persevere
in solving them
MP3: Construct viable
arguments and critique
the reasoning of others
MP7: Look for and make
use of structure
Observing students at
work page 136
M12: 100s grids
M18: 200 chart
Coin and Dollar Sets
Materials for :Capture 5,
Make a Dollar, and
Close to 100
Student Activity Book
55-57
Student Math
handbook 7-8, 9
Writing About
Mathematical
Thinking: Session 2.7
SAB p. 55-56
1. place value to
10's and 1's
2. magnitude and
sequence of
numbers to 100
3. addition
combinations to
10+10
4. understand the
relationship
between addition
and subtraction
5. write addition
and subtraction
equations
6. strategies for
addition of 2-digit
numbers
7. finding the
missing part of a
subtraction
problem
8. Use a 100 chart
Unit 1 Page 3
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 1: Trading Stickers, Combining Coins
Investigation 1: Hundreds, Tens, & Ones2.8 How do you use solve problems that
focus on addition, combinations
that make 100, and place value?
3.OA.8
3.NBT.2
MP1: Make sense of
problems and persevere
in solving them
MP3: Construct viable
arguments and critique
the reasoning of others
MP7: Look for and make
use of structure
Observing students at
work page 140
End of unit assessment
M46-M48
M46-M48 End of Unit
Assessment
Student Activity Book
59
Student Math
Handbook 7-8, 20-24,
36
Unit 1 Page 4
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
1.1 How can you classify and organize
categorical data?
Can you organize categorical data in
different ways?
1. make sense of
problems and persevere
in solving them
2.Reason abstractly and
quantitatively
4.Model with
mathematics
Observe students at work
on page 30
data
categories
Student Activity book
1-2
Student Handbook 88,
90-91
M1-M4
Smart Notebook
lesson
Writing About
Mathematical
Thinking: Session 1.1
SAB p. 1
1.2 How can you classify and organize
categorical data?
Can you organize categorical data in
different ways?
Can you represent categorical data
by using a picture graph?
3.MD.3 1. make sense of
problems and persevere
in solving them
2.Reason abstractly and
quantitatively
4.Model with
mathematics
Observe students at work
on page 37
Student Activity book
1, 3-4
Student Handbook 90-
91
M2, M5-M6, M16
Smart book Lesson
1.3 Can you represent data by using a
describe and picture or graph?
How can you describe and interpret
categorical data?
How well does your data
representation communicate to an
audience?
3.MD.3 1. make sense of
problems and persevere
in solving them
2.Reason abstractly and
quantitatively
8. Look for and express
regularity and express
regularity in repeated
reasoning.
Observe students at work
on page 33
data Student Activity book
5-6
Student Handbook 88
Smart book Lesson
1.4 Can you read and interpret bar
graphs?
Can you read a scale on a graph
with intervals larger than 1?
How can you use data to compare
groups?
3.MD.3 1. make sense of
problems and persevere
in solving them
2.Reason abstractly and
quantitatively
8. Look for and express
regularity and express
regularity in repeated
reasoning.
Observe students at work
on page 54
bar graph,
scale,
double bar graph,
interval,
key
Student Activity book
7-11
Student Handbook
92,94
M7
Smart book Lesson
3rd Grade Math
Unit 2: Surveys & Line Plots
Investigation 1: Representing & Describing Categorical Data Using and
creating bar
graphs and line
plots
Unit 2 Page 5
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 2: Surveys & Line Plots
Investigation 1: Representing & Describing Categorical Data1.5 How can you develop and revise a
survey question?
Can you use data to compare
groups?
Can you read and interpret graphs?
3.MD.3 1. make sense of
problems and persevere
in solving them
2.Reason abstractly and
quantitatively
3. Construct viable
arguments and critique
the reasoning of others
Assessment Activity:
Interpreting Bar Graphs
Observe students at work
on page 60
survey Student Activity book
13-16
Student Handbook
88,89,92
M8,M9
Smart book Lesson
Writing About
Mathematical
Thinking: Session 1.5
SAB p. 14
1.6 Can you Use data to compare
groups?
Can you read and interpret bar
graphs?
Can you use summaries such as:
almost all, very few, half, or more
than half?
3.MD.3 2.Reason abstractly and
quantitatively
3. Construct viable
arguments and critique
the reasoning of others
8. Look for and express
regularity in repeated
reasoning
Assessment Activity:
Interpreting Bar Graphs
Observe students at work
on page 70, 72
double bar graph,
less than half,
more than half,
compare,
mode
Student Activity book
13-14,17
Student Handbook
93,94
M9
Smart book Lesson
1.7 Can you develop classifications to
organize categorical data?
Can you represent categorical data
by using a picture graph?
3.MD.3 2.Reason abstractly and
quantitatively
3. Construct viable
arguments and critique
the reasoning of others
8. Look for and express
regularity in repeated
reasoning
Observe students at work
on page 86
Student Activity book
18
Student Handbook 90-
94
Smart book Lesson
1.8 Can you represent categorical data
by using a picture graph?
Can you use summaries such as:
almost all, very few, half, or more
than half?
Can you use data to compare
groups?
3.MD.3 2.Reason abstractly and
quantitatively
3. Construct viable
arguments and critique
the reasoning of others
8. Look for and express
regularity in repeated
reasoning
Observe students at work
on page 91
data Student Activity book
19-20
Student Handbook 92-
94
Smart book Lesson
Using and
creating bar
graphs and line
plots
Unit 2 Page 6
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 2: Surveys & Line Plots
Investigation 1: Representing & Describing Categorical Data2.1 Can you use a line plot, bar graph,
or other representation to represent
ordered, numerical data?
Can you describe the shape of
numerical data?
Can you interpret what the numbers
and symbols on a line plot mean?
3.MD.3 2.Reason abstractly
and quantitatively
3. Construct viable
arguments and critique
the reasoning of others
7. Look for and make
use of structure
Observe students at work
on page 100
Student Activity book
21-24
Student Handbook 95-
98
M16
Smart book Lesson
2.2 3.MD.3 2.Reason abstractly and
quantitatively
3. Construct viable
arguments and critique
the reasoning of others
7. Look for and make
use of structure
Observe students at work
on page 105
line plot,
data,
category,
mode,
range,
outlier,
survey
Student Activity book
25-29
Student Handbook 95-
98
M16
Smart book Lesson
Writing About
Mathematical
Thinking: Session 2.2
SAB p. 91
3.1 How can you measure in inches?
Can you describe the shape of
ordered, numerical data?
Can you interpret what the numbers
and symbols on a line plot mean?
3.MD.4 2.Reason abstractly and
quantitatively
4. Model with
mathematics
6. Attend to precision
Observe students at work
on page 127, 128, 130
distance,
U.S. standard
system,
metric system,
inch,
feet,
data,
line plot,
range,
length
Student Activity book
44-46
Student Handbook 104-
107
Smart book Lesson
3.2 Can you measure lengths longer
than the measuring tool?
Do you understand the relationship
between feet and yards?
Can you combine feet and inches to
get a total measurement?
3.MD.4 2.Reason abstractly and
quantitatively
3. Construct viable
arguments and critique
the reasoning of others
4. Model with
mathematics
6. Attend to precision
Observe students at work
on page 134, 135, 138
yard Student Activity book
44, 47-48
Student Handbook 107-
109
Smart book Lesson
Writing About
Mathematical
Thinking: Session 3.2
SAB p. 48
Investigations 2: Representing and Describing Numerical Data
Investigations 3: Collecting and Analyzing Measurement Data
Using and
creating bar
graphs and line
plots
Unit 2 Page 7
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 2: Surveys & Line Plots
Investigation 1: Representing & Describing Categorical Data3.3 Do you understand the relationship
between feet and inches?
Can you use the correct notation to
write a measurement in feet and
inches?
Can you describe what values are
3.MD.4 2.Reason abstractly and
quantitatively
4. Model with
mathematics
6. Attend to precision
Observe students at work
on page 144
Student Activity book
44, 49-54
Student Handbook 97-
98, 105-109
Smart book Lesson
3.4 Can you measure lengths longer
than the measuring tool?
Can you describe the shape of
ordered, numerical data?
Can you describe what values are
typical and atypical in a data set?
3.MD.4 1. make sense of
problems and persevere
in solving them
2.Reason abstractly and
quantitatively
3. Construct viable
arguments and critique
the reasoning of others
Observe students at work
on page 151
Student Activity book
44, 55-56
Student Handbook 95-
98, 107-109
Smart book Lesson
Writing About
Mathematical
Thinking: Session 3.4
SAB p. 55
3.5 Can you describe the shape of
ordered, numerical data?
Can you use summaries such as:
almost all, very few, half, or more
than half?
Can you describe what values are
typical and atypical in a data set?
Can you develop classifications to
organize categorical data?
Can you describe and interpret
categorical data?
3.MD.3 1. make sense of
problems and persevere
in solving them
2.Reason abstractly and
quantitatively
3. Construct viable
arguments and critique
the reasoning of others
End of Unit Assessment Student Activity book
57
Student Handbook 90-
91, 93, 95-98
M16, M19-M20
Smart book Lesson
Writing About
Mathematical
Thinking: Session 3.5
SAB p. M19-M20, End-
of-the -Unit-
Assessment
Using and
creating bar
graphs and line
plots
Unit 2 Page 8
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
1.1 Making a 1000 chart
Can students construct a 1,000
chart from groups of 100.
Can students locate numbers on
their 1,000 charts?
3.OA.9
3.NBT.2
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP7: Look for and make
use of structure
Ongoing Assessment:
Observe student at work
pg. 32
Make a 1-1000 chart use
Resource masters M2-
M6
landmark
numbers
Student activity book
1-2
Student Math
Handbook 10-11
Family Letter
Resource masterM7-
M8
Writing About
Mathematical
Thinking: Session 1.1
SAB p. 1
1.2 Collections and Quantities on the
1000 chart
Can students identify the value of
each digit?
3.NBT.2 MP2: Reason abstractly
and quantitatively
MP7: Look for and make
use of structure
Ongoing Assessment:
Observe student at work
pg. 37
Collection Cards use
Resource masters M9-
M16
Student activity book
3-5
Student Math
Handbook 10-11
Family Letter
Resource master M17-
M18
1.3 Go Collecting Estimating 100s
How can estimating help with the
counting of numbers in the
hundreds?
3.NBT2 MP1 Make sense of
problems and persevere
in solving them
MP2 Reason abstractly
and quantitatively
MP8 Look for and
express regularity in
repeated reasoning,
Ongoing Assessment:
Observe student at work
pg. 44-45
Go Collecting use
Resource masters M24-
M26
Digit cards Resource
Masters M21-23
Close to 100 Resource
masters M19
Student activity book
3, 7-9
Student Math
Handbook 7-8,10-
11,20-24,:
G5,G13-G14
1.4 How many is 10?
Can students identify how many
groups of 10 are in a 3-digit
number? (e.g., 153 has 15 groups of
10 plus 3 ones)
3.OA.8
3.NBT.2
MP1 Make sense of
problems and persevere
in solving them
MP2 Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP8 Look for and
express regularity in
repeated reasoning
Ongoing Assessment:
Observe student at work
pg. 49
Student activity book
10-13
Student Math
Handbook 7-8, 9:
G5, G13-G14
Writing About
Mathematical
Thinking: Session 1.4
SAB p. 10-11
3rd Grade Math
Unit 3: Collections & Travel Stories
Investigation 1: Building 1,0001. add and
subtract 2-digit
numbers
2. understand
place value to the
third digit
3. add and
subtract by
multiples of 10
4. addition
strategies with 2-
digit numbers
5. addition
combinations of
100
6. find the
difference
between 2 and 3-
digit numbers
between 200
Unit 3 Page 9
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 3: Collections & Travel Stories
Investigation 1: Building 1,0001.5 How many is 100s?
How can students recognize and
represent the groups of 10s in 3-
digit numbers?
Can Students estimate the sum of 2
and 3 digit numbers using
knowledge of place values and
known combinations?
3.OA.8
3.OA.9
3.NBT.2
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP7: Look for and make
use of structure
MP8: Look for and
express regularity in
repeated reasoning
Ongoing Assessment:
Observe student at work
pg. 54
Class Collection use
Resource Masters M27-
M28
Student activity book
10-11, 15-20
Student Math
Handbook 9, 20-24:
G13-G14
Writing About
Mathematical
Thinking: Session 1.5
SAB p. 19
1.6 Representing how many 10s?
Can students find the difference
between 2 digit numbers?
What are pairs of numbers that add
to 100?
Can students find and represent
groups of 10's in 3-digit numbers?
3.OA.9
3.NBT.2
MP2: Reason abstractly
and quantitatively
MP7: Look for and make
use of structure
MP8: Look for and
express regularity in
repeated reasoning
Student activity book
10-11, 15-17, 21
Student Math
Handbook 7-8, 20-24:
G5, G13-G14
1.7A
Appendix
lesson see
p.CC14
Rounding whole numbers 3.NBT.1
3.MD.1
MP4: Model with
Mathematics
MP3: Construct viable
arguments and critique
the reasoning of others
MP7: Look for and make
use of structure
MP8 Look for and
express regularity in
repeated reasoning
Student activity book
Student Math
Handbook
2.1 How many stickers?
Are students able to break apart
numbers in order to solve addition
problems with 2 and 3 digit
numbers up to 400?
Can students represent different
addition strategies?
3.0A.8
3.NBT.2
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP4: Model with
Mathematics
MP6: Attend to
precision
Ongoing Assessment:
Observe student at work
pg. 71
Student activity book:
22-24
Student Math
Handbook 6, 7-8, 13-
15, 20-24
Investigations 2: Addition
1. add and
subtract 2-digit
numbers
2. understand
place value to the
third digit
3. add and
subtract by
multiples of 10
4. addition
strategies with 2-
digit numbers
5. addition
combinations of
100
6. find the
difference
between 2 and 3-
digit numbers
between 200
Unit 3 Page 10
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 3: Collections & Travel Stories
Investigation 1: Building 1,0002.2 Combining Collections
Can students estimate the sum of 2
and 3 digit numbers using
knowledge of place value and
known combinations?
How do students represent addition
strategies?
3.NBT.2 MP2 Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP4: Model with
Mathematics
MP6: Attend to
precision
Ongoing Assessment:
Observe student at work
pg. 77
Student activity book
25-29
Student Math
Handbook 7-8, 20-24
2.3 Assessment Numbers on the 1000
chart
Do students mentally add and
subtract multiples of ten knowing
that the ones digit will stay the
same?
3.OA.8
3.OA.9
3.NBT.2
MP1 Make sense of
problems and persevere
in solving them
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP6: Attend to
precision
Ongoing Assessment:
Observe student at work
pg. 83
Assessment: Use
Resource master M35-
M36
Assessment Activity
Numbers on the 1000
chart.
Check list available.
Resource master M39
300 Chart use Resource
Masters M30-M32
Plus/Minus Cards use
Resource masters M33-
M34
Student activity book
31-33
Student Math
Handbook 36 and G4
2.4 How did you start?
Do students have at least one
strategy that they can use
effectively, such as adding by place
or keeping one number whole and
adding the other on in parts?
Can they apply this to 3 digit
numbers?
3.OA.8
3.OA.9
3.NBT.2
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP8: Look for and
express regularity in
repeated reasoning,
Ongoing Assessment:
Observe student at work
pg. 86
Student activity book
35-37
Student Math
Handbook 20-24, 36
and G4
2.5 Addition starter problems
Can students solve the Starter
problems mentally?
Do students choose one of the
starts to solve the final problem?
3.OA.9
3.NBT.2
MP2 Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP8 Look for and
express regularity in
repeated reasoning
Ongoing Assessment:
Observe student at work
pg. 93
Student activity book
39-42
Student Math
Handbook 20-24
1. add and
subtract 2-digit
numbers
2. understand
place value to the
third digit
3. add and
subtract by
multiples of 10
4. addition
strategies with 2-
digit numbers
5. addition
combinations of
100
6. find the
difference
between 2 and 3-
digit numbers
between 200
Unit 3 Page 11
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 3: Collections & Travel Stories
Investigation 1: Building 1,0002.6 Solving Addition problems
Do students have at least one
strategy they can use effectively,
such as adding by place value or
keeping one number whole and
adding the other on in parts?
3.OA.9
3.NBT.2
MP1 Make sense of
problems and persevere
in solving them
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP8 Look for and
express regularity in
repeated reasoning
Ongoing Assessment:
Observe student at work
pg. 96
Collections Match use
Resource masters M40-
M41
Student activity book
43-44
Student Math
Handbook 20-24, 36:
G4, G8, G13-G14
2.7 Assessment: Addition Strategies
Do students have at least one
strategy they can use effectively,
such as adding by place value or
keeping one number whole and
adding the other on in parts?
3.OA.9
3.NBT.2
MP1: Make sense of
problems and persevere
in solving them
MP2: Reason abstractly
and quantitatively
MP6: Attend to
precision
MP8 Look for and
express regularity in
repeated reasoning
Assessment activity
Addition strategies use
Resource Masters M42
Student activity book
45-46
Student Math
Handbook 7-8, 20-
24,36:
G4,G8, G13-G14
3.1
(LESSON
Can be
skipped)
Subtraction Facts
Do students know all the addition
combinations up to 10 + 10?
Can they use these to solve related
subtraction problems?
Ongoing Assessment:
Observe student at work
pg. 112
Subtractions cards use
Resource masters M43-
M50
subtraction facts Student activity book
47-48
Student Math
Handbook pg. 31
1. add and
subtract 2-digit
numbers
2. understand
place value to the
third digit
3. add and
subtract by
multiples of 10
4. addition
strategies with 2-
digit numbers
5. addition
combinations of
100
6. find the
difference
between 2 and 3-
digit numbers
between 200
Investigations 3: Finding the Difference
Unit 3 Page 12
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 3: Collections & Travel Stories
Investigation 1: Building 1,0003.2 Over and under 100
Are students finding the 2-3 digit
numbers at given distances from
100?
Are they able to represent these
numbers and their distances
from100 on the number line?
3.OA.9
3.NBT.2
3.MD.1
MP2 Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP4: Model with
Mathematics
MP7: Look for and make
use of structure
Ongoing Assessment:
Observe student at work
pg. 118
Introducing Distance
Riddles use Resource
masters M52
200 Chart Resource
masters M53
Practicing with
subtraction Cards use
Resource masters M51
difference Student activity book
49-51
Student Math
Handbook 29-30
3.3 How far from 100?
Are students accurately determining
the difference between each
number and 100 and identifying the
one that is closer?
3.OA.9
3.NBT.2
3.MD.1
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP4: Model with
Mathematics
MP7: Look for and make
use of structure
Ongoing Assessment:
Observe student at work
pg. 124
How far from 100 use
Resources Masters M54
How far from 100?
Recording sheet
Student activity book
52-53
Student Math
Handbook 29-30,
G15
3.4 Travel problems crossing over 100
Can students find the difference
between two numbers by either
adding or subtracting?
3.OA.9
3.NBT.2
3.MD.1
MP1: Make sense of
problems and persevere
in solving them
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP4: Model with
Mathematics
Ongoing Assessment:
Observe student at work
pg. 131
Student activity book
Student Math
Handbook
Writing About
Mathematical
Thinking: Session 3.4
SAB p. 56
1. add and
subtract 2-digit
numbers
2. understand
place value to the
third digit
3. add and
subtract by
multiples of 10
4. addition
strategies with 2-
digit numbers
5. addition
combinations of
100
6. find the
difference
between 2 and 3-
digit numbers
between 200
Unit 3 Page 13
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 3: Collections & Travel Stories
Investigation 1: Building 1,0003.5 Finding the difference between
two numbers
Can students solve subtraction
problems with 2 and 3 digit
numbers (up to 300) by using
strategies that involve either
subtracting one number in pairs,
adding up or subtracting down?
3.OA.8
3.OA.9
3.NBT.2
MP1 Make sense of
problems and persevere
in solving them
MP2 Reason abstractly
and quantitatively
MP4: Model with
Mathematics
MP7: Look for and make
use of structure
Ongoing Assessment:
Observe student at work
pg. 139
Student activity book
Student Math
Handbook
3.6 Assessment: How far did they
travel?
3.OA.9
3.NBT.2
3.MD.1
MP1: Make sense of
problems and persevere
in solving them
MP2: Reason abstractly
and quantitatively
MP4: Model with
Mathematics
MP7: Look for and make
use of structure
Ongoing assessment:
Observing students at
work pg142
Assessment Activity How
far did they travel? Use
resource masters M61-
M62
Student activity book
Student Math
Handbook
3.7 The trip home
Can students solve subtractions
problems that involve fining a
missing part?
3.OA.9
3.NBT.2
3.MD.1
MP1: Make sense of
problems and persevere
in solving them
MP2: Reason abstractly
and quantitatively
MP4: Model with
Mathematics
MP7: Look for and make
use of structure
Ongoing Assessment:
Observe student at work
pg. 148 & 151
Assessment Activity: Use
Resource masters M61-
M62
The trip home use
Resource masters M59-
M60
Student activity book
Student Math
Handbook
1. add and
subtract 2-digit
numbers
2. understand
place value to the
third digit
3. add and
subtract by
multiples of 10
4. addition
strategies with 2-
digit numbers
5. addition
combinations of
100
6. find the
difference
between 2 and 3-
digit numbers
between 200
Unit 3 Page 14
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 3: Collections & Travel Stories
Investigation 1: Building 1,0004.1 Compare lengths and heights
Can students solve subtraction story
problems in contexts that include
removing a part from a whole,
comparing 2 quantities, or finding
the missing part?
3.0A.8
3.NBT.2
3.MD.1
MP1: Make sense of
problems and persevere
in solving them
MP3: Construct viable
arguments and critique
the reasoning of others
MP4: Model with
Mathematics
Ongoing Assessment:
Observe student at work
pg161
Student activity book
pg.64-66
Student Math
Handbook pg. 26-28,
29-30, 32-35
4.2 Comparing quantities
Can students solve subtraction story
problems in contexts that include
removing a part from a whole,
comparing 2 quantities, or finding
the missing part?
3.0A.8
3.NBT.2
3.MD.1
MP1 Make sense of
problems and persevere
in solving them
MP3: Construct viable
arguments and critique
the reasoning of others
MP4: Model with
Mathematics
Ongoing Assessment:
Observe student at work
pg. 167
add up
subtract back
Student activity book
pg. 68-69
Student Math
Handbook pg. 13-15,
26-28, 29-30, 32-35
4.3 Who has more?
Can students solve subtraction story
problems that involve comparison?
Can students find the difference
between 2-3 digit numbers and
100?
3.0A.8
3.NBT.2
3.MD.1
MP1: Make sense of
problems and persevere
in solving them
MP3: Construct viable
arguments and critique
the reasoning of others
MP8 Look for and
express regularity in
repeated reasoning
Ongoing Assessment:
Observe student at work
pg. 173 & 174
Student activity book
pg. 71-74
Student Math
Handbook pg. 26-28,
32-35 and G15
Writing About
Mathematical
Thinking: Session 4.3
SAB p. 72
1. add and
subtract 2-digit
numbers
2. understand
place value to the
third digit
3. add and
subtract by
multiples of 10
4. addition
strategies with 2-
digit numbers
5. addition
combinations of
100
6. find the
difference
between 2 and 3-
digit numbers
between 200
Investigations 4: Subtraction Stories
Unit 3 Page 15
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 3: Collections & Travel Stories
Investigation 1: Building 1,0004.4 How many are left?
Can students solve subtraction
problems with 2 and 3 digit
numbers (up to 300) by using
strategies that involve either
subtracting one number in pairs,
adding up or subtracting down?
3.0A.8
3.0A.9
3.NBT.2
3.MD.1
MP1: Make sense of
problems and persevere
in solving them
MP3: Construct viable
arguments and critique
the reasoning of others
MP4: Model with
Mathematics
MP7: Look for and make
use of structure
Ongoing Assessment:
Observe student at work
pg. 180
Student activity book
pg75-78
Student Math
Handbook pg. 32-35
4.5 Solving subtraction problems
Can students solve subtraction
problems with 2 and 3 digit
numbers (up to 300) by using
strategies that involve either
subtracting one number in pairs,
adding up or subtracting down?
3.NBT.2
3.MD.1
MP3: Connect viable
arguments and critique
the reasoning of others
MP4: Model with
Mathematics
MP5: Use appropriate
tools strategically
MP8: Look for and
express regularity in
repeated
Ongoing Assessment:
Observe student at work
pg. 184
Student activity book
pg. 79-81
Student Math
Handbook pg. 26-28,
29-30, 32-35,
4.6 End-of-unit assessment 3.NBT.2
3.MD.1
MP1: Make sense of
problems and persevere
in solving them
MP2: Reason abstractly
and quantitatively
MP6: Attend to
precision
Ongoing Assessment:
Observing student at
work pg189
End of the Unit
Assessment Resource
masters M64-M65
Student activity book
Student Math
Handbook
1. add and
subtract 2-digit
numbers
2. understand
place value to the
third digit
3. add and
subtract by
multiples of 10
4. addition
strategies with 2-
digit numbers
5. addition
combinations of
100
6. find the
difference
between 2 and 3-
digit numbers
between 200
Unit 3 Page 16
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
1.1 How do you identify U.S. standard
and metric measurement units and
the tools used to measure these
units?
3.NBT.1
3.NBT.2
MP1: Make sense of
problems and persevere
MP5: Use appropriate
tools strategically
MP7: Look for and make
use of structure
Observing Students at
work pg. 26
Family Letter M7-M8
Chart Paper
Measurement
Benchmark
Student Math
Handbook pgs. 104-
108
Student Activity Book
pgs. 5-6, 9-11
Writing About
Mathematical
Thinking: Session 1.1
SAB p. 3-4
1.2 How do you measure the
perimeters of shapes and the 2-D
faces of objects in the classroom?
3.NBT.1
3.NBT.2
3.MD.8
MP1: Make sense of
problems and persevere
MP5: Use appropriate
tools strategically
MP7: Look for and make
use of structure
Observing Students at
work pgs.31&35
perimeter Student Math
Handbook pages. 110-
113
Student Activity Book
pgs. 5-8
1.3 How do you solve story problems
about perimeter and assess as you
measure?
3.NBT.1
3.NBT.2
3.MD.8
MP1: Make sense of
problems and persevere
MP5: Use appropriate
tools strategically
MP7: Look for and make
use of structure
Observing Students at
work pgs. 40-41
Assessment M15:
Measuring Perimeter
Logo paths Software
installed
Student Math
Handbook pgs. 108,
110-113
Student Activity Book
5-6, 9-11
Writing About
Mathematical
Thinking: Session 1.3
SAB p. 9-10
1.4 How do you put in order a set of
shapes by perimeter?
3.NBT.1
3.NBT.2
3.MD.8
MP1: Make sense of
problems and persevere
MP4: Model with
mathematics
MP5: Use appropriate
tools strategically
MP7: Look for and make
use of structure
Observing Students at
work pgs. 48-49
Student Math
Handbook pgs. 110-
113
Student Activity Book
pgs. 9-10, 12-16
1.5 How do you compare the
perimeters of shapes with different
numbers of sides?
3.NBT.1
3.NBT.2
3.MD.8
MP1: Make sense of
problems and persevere
MP4: Model with
mathematics
MP5: Use appropriate
tools strategically
MP7: Look for and make
use of structure
T52-T54 Quick images 2-
D
Student Math
Handbook pgs. 110-
113
Student Activity Book
pgs. 9-10, 12-13, 17
3rd Grade Math
Unit 4: Perimeter, Angles, & Area
Investigation 1: Linear MeasurementU.S. Standard
measurement
(inches, feet,
yards)
Metric
Measurement
(centimeters,
meters)
Unit 4 Page 17
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 4: Perimeter, Angles, & Area
Investigation 1: Linear Measurement2.1 How do you find all possible
arrangements of four squares,
called tetrominoes, and use
transformations to prove whether
or not one shape is the same as
another.
3.MD5.b
3.MD.6
MP1: Make sense of
problems and persevere
in solving them
MP4: Model with
mathematics
MP6: Attend to
precision
MP7: Look for and make
use of structure
Observing students at
work pgs. 64 & 67
T55 8x10 rectangle
connecting cubes
tetromino
flip
turn
slide
congruent
Student Math
Handbook 114, 116,
117
Student Activity Book
18-21
Writing About
Mathematical
Thinking: Session 2.1
SAB p. 20
2.2 How do you find the area of an 8 by
10 rectangle?
3.MD.5.a
3.MD.5.b
3.MD.6
MP2: Reason abstractly
and quantitatively
MP4: Model with
mathematics
MP5: Use appropriate
tools strategically
MP7: Look for and make
use of structure
Observing students at
work pg. 72
area Student Math
Handbook 114, 116
Student Activity Book
18-20, 22-23
2.3 How do you use squares and
triangles to make shapes with an
area of four square units?
3.MD.5.a
3.MD.5.b
3.MD.6
3.MD.7.d
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP4: Model with
mathematics
MP7: Look for and make
use of structure
Observing students at
work pg. 77
M17 square and triangle
cut outs
T56 square and triangle
cut outs
Student Math
Handbook 115
Student Activity Book
25-27
2.4 How do you use squares and
triangles to make shapes with an
area of four square units?
How do you find the area of partially
covered rectangles?
3.MD.5.a
3.MD.5.b
3.MD.6
3.MD.7.a
3.MD.7.b
3.MD.7.d
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP4: Model with
mathematics
MP7: Look for and make
use of structure
Observing students at
work pgs. 84-85
M18 three-fourths inch
grid paper
M19 centimeter grid
paper
Student Math
Handbook 114-115
Student Activity Book
114-115
Writing About
Mathematical
Thinking: Session 2.4
SAB p. 29-30
U.S. Standard
measurement
(inches, feet,
yards)
Metric
Measurement
(centimeters,
meters)
Investigation 2: Understanding and Finding Area
Unit 4 Page 18
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 4: Perimeter, Angles, & Area
Investigation 1: Linear Measurement2.5A How do you understand that
rectangles can have the same
perimeter and different areas or the
same area and different
perimeters?
3.MD.5.a
3.MD.5.b
3.MD.6
3.MD.7.d
3.MD.8
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP5: Use appropriate
tools strategically
MP7: Look for and make
use of structure
row
column
square inches
Student Activity Book
33A-33B
2.5 How do you find the area of partially
covered rectangles?
How do you find the area and
perimeter of an irregular shape?
3.NBT.1
3.NBT.2
3.MD.5.a
3.MD.5.b
3.MD.6
3.MD.7.d
MP2: Reason abstractly
and quantitatively
MP3:Construct viable
arguments and critique
the reasoning of others
MP6: Attend to
precision
MP7: Look for and make
use of structure
Observing students at
work pg. 92
Student Math
Handbook 112-115
Student Activity Book
28, 29-30, 33-34
Writing About
Mathematical
Thinking: Session 2.5
SAB p. 33
2.6 How do you find area by counting or
calculating whole and partial square
units?
3.MD.5.a
3.MD.5.b
3.MD.6
MP1: Make sense of
problems and persevere
MP2: Reason abstractly
and quantitatively
MP5: Use appropriate
tools strategically
MP7: Look for and make
use of structure
Observing students at work
pg. 95
Assessment activity M20
Make a Shape
Student Math
Handbook 112-115
Student Activity Book
28, 29-30, 33, 35-36
3.1 How do you identify the attributes of
triangles: three sides, vertices, and
angles?
How do you recognize right angles?
3.G.1 MP3: Construct viable
arguments and critique
the reasoning of others
MP4: Model with
mathematics
MP7: Look for and make
use of structure
MP8: Look for and
express regularity in
repeated reasoning
Observing Students at work
pgs. 106-107
vertex (vertices)
right angle
Student Math
Handbook 120, 122-123
Student Activity Book 37-
38, 39
Investigation 3:Triangles, Quadrilaterals, and Angles
U.S. Standard
measurement
(inches, feet,
yards)
Metric
Measurement
(centimeters,
meters)
Unit 4 Page 19
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 4: Perimeter, Angles, & Area
Investigation 1: Linear Measurement3.2 How do you identify the attributes
of triangles: three sides, vertices,
and angles?
3.NBT.1
3.NBT.2
3.G.1
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP5: Use appropriate
tools strategically
MP7: Look for and make
use of structure
Observing students at work
pg. 111
Student Math
Handbook 120
Student Activity Book 40-
42, 43-44
Writing About
Mathematical
Thinking: Session 3.2
SAB p. 41
3.3 How do you identify the attributes of
quadrilaterals: four sides, vertices, and
angles?
3.G.1 MP2: Reason abstractly
and quantitatively
MP3:Construct viable
arguments and critique
the reasoning of others
MP7: Look for and make
use of structure
MP8: Look for and
express regularity in
repeated reasoning
Observing students at work
pgs. 118-119
quadrilateral
degree
Student Math
Handbook 121, 122-123
Student Activity Book 45-
46, 47-48
Writing About
Mathematical
Thinking: Session 3.3
SAB p. 45-46
3.4 How do you understand angle size as
the degree of a turn?
3.G.1 MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP7: Look for and make
use of structure
MP8: Look for and
express regularity in
repeated reasoning
Observing students at work
pg. 127
parallelogram Student Math
Handbook 122-123
Student Activity Book 49-
50, 51
3.5 How do you compare the sizes of
angles?
3.NBT.1
3.NBT.2
3.G.1
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP7: Look for and make
use of structure
MP8: Look for and
express regularity in
repeated reasoning
Observing students at
work pg. 130
Student Math
Handbook 120, 121, 122-
123
Student Activity Book 52-
53, 37-38, 45-46, 49-50,
54-55
U.S. Standard
measurement
(inches, feet,
yards)
Metric
Measurement
(centimeters,
meters)
Unit 4 Page 20
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 4: Perimeter, Angles, & Area
Investigation 1: Linear Measurement3.6 How do you identify the attributes of
triangles?
How do you find area?
3.NBT.1
3.NBT.2
3.MD.5a
3.MD.5.b
3.MD.6
3.G.1
MP1: Make sense of
problems and persevere
in solving them.
MP2: Reason abstractly
and quantitatively
MP6: Attend to precision
MP7: Look for and make
use of structure
Observing Students at work
pg. 135
End of Unit Assessment
M22-M24
Student Math
Handbook 115, 120,
121, 122-123 Student
Activity Book pg. 57
U.S. Standard
measurement
(inches, feet,
yards)
Metric
Measurement
(centimeters,
meters)
Unit 4 Page 21
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
1.1 Many things come in groups.
Can students make lists of things
that come in groups of2 to 12 and
use the lists to create multiplication
situations?
Can students solve teacher- and
class- generated multiplication
problems?
3.OA.1
3.OA.3
3.MD.1
MP1 Make sense of
problems and persevere
in solving them
MP2 Reason abstractly
and quantitatively
MP4:Model with
Mathematics
Ongoing Assessment:
Observing Students at
work pg. 26, pg. 27
Construction paper
Connecting cubes
Multiplication Student activity book
pg. 1-2
Student Math
Handbook pg. 39, 40-
41
Family Letter
Resource master M7-
M8
1.2 How many in Several groups
Are students able to recognize and
write sentences about the
mathematical information
contained in the situations they
illustrated?
3.OA.1
3.OA.3
3.MD.1
MP1 Make sense of
problems and persevere
in solving them
MP2 Reason abstractly
and quantitatively
MP4:Model with
Mathematics
MP6: Attend to
precision
Ongoing Assessment:
Observing Students at
work pg. 30, pg. 33
Pictures of things that
come in groups M6
equation Student activity book
pg. 3
Student Math
Handbook pg. 39, 40-
42
Family Letter
Resource master M9-
M10
Writing About
Mathematical
Thinking: Session 1.1
SAB p. 3
1.3 Solving multiplication problems
Are students correctly using
multiplication notation for each
problem?
3.OA.1
3.OA.3
3.OA.4
3.0A.9
3.MD.1
MP1 Make sense of
problems and persevere
in solving them
MP2 Reason abstractly
and quantitatively
MP4:Model with
Mathematics
MP6: Attend to
precision
Ongoing Assessment:
Observing Students at
work pg. 37
Chart Paper
M6 (completed)
product Student activity book
pg. 4-7
Student Math
Handbook pg. 39, 40-
42
1.4 Assessment : Solving problems
about our pictures
What strategies are students using
to find the product in their
multiplication situations?
3.OA.1
3.OA.3
3.OA.4
3.OA.5
3.MD.1
MP1 Make sense of
problems and persevere
in solving them
MP2 Reason abstractly
and quantitatively
MP4:Model with
Mathematics
MP6: Attend to
precision
Ongoing Assessment:
Observing Students at
work pg. 41
Class lists (things that
come in groups
Student activity book
pg. 8-9
Student Math
Handbook pg. 39, 40-
42
3rd Grade Math
Unit 5: Equal Groups
Investigation 1: Things That Come in Groups1. work and count
by groups of ones
2. develop
strategies for
counting by equal
groups
3. counting by
groups of 2, 5, 10.
4. focus on
groups of ten and
on the base ten
structure of our
cumber system
5. began working
with division
situations as they
solved problems
about sharing a
variety of objects
equally and
making equal-size
groups
Unit 5 Page 22
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 5: Equal Groups
Investigation 1: Things That Come in Groups2.1 Highlighting multiples on 100 chart
Can students skip count accurately
by 2?
Can students identify the multiples
of 2?
3.OA.1
3.OA.9
MP2: Reason abstractly
and quantitatively
MP7: Look for and make
use of structure
MP8: Look for and
express regularity in
repeated
Ongoing Assessment:
Observing Students at
work pg. 50, 52
M12, 100 chart with skip
counting circles. (3 per
students plus extras)
multiple Student activity book
pg. 11-12
Student Math
Handbook pg.42, 43,
54-55
2.2 More Multiples
Can students find the multiples of
the numbers 2, 3, 4, 5, 6 and 10 by
skip counting?
3.0A.1
3.0A.5
3.0A.9
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
M7: Look for and make
use of structure
MP8: Look for and
express regularity in
repeated
Ongoing Assessment:
Observing Students at
work pg. 57
M12, 100 chart with skip
counting circles. (2 per
students plus extras)
Student activity book
pg. 13
Student Math
Handbook pg.40-41,
42, 43
2.3 Solving related story problems
Are students able to use known
multiplication combinations to
determine the product of ore difficult
combinations?
3.0A.1
3.0A.3
3.0A.5
3.0A.9
MP1 Make sense of
problems and persevere
in solving them
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP8: Look for and
express regularity in
repeated reasoning
Ongoing Assessment:
Observing Students at
work p. 62
M12, 100 chart with skip
counting circles. (1 per
students plus extras)
Student activity book
pg. 14-18
Student Math
Handbook pg.44, 49-51
Writing About
Mathematical
Thinking: Session 2.3
SAB p. 16
2.4 Patterns and relationships
Are students able to describe and
compare characteristics of the
multiples of a number?
3.0A.1
3.0A.3
3.0A.5
3.0A.9
MP1 Make sense of
problems and persevere
in solving them
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP8: Look for and
express regularity in
repeated reasoning
Ongoing Assessment:
Observing Students at
work p. 69
Assessment counting
around the class p. 155
M12, 100 chart with skip
counting circles. (Make
copies as needed)
Student activity book
pg. 14-16, 19-21
Student Math
Handbook pg. 42, 43
1. work and count
by groups of ones
2. develop
strategies for
counting by equal
groups
3. counting by
groups of 2, 5, 10.
4. focus on groups
of ten and on the
base ten structure
of our cumber
system
5. began working
with division
situations as they
solved problems
about sharing a
variety of objects
equally and making
equal-size groups
Investigations 2: Skip Counting and 100 Charts
Unit 5 Page 23
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 5: Equal Groups
Investigation 1: Things That Come in Groups2.5 Assessment: Counting around the
class
Can students determine how much of
the problem they have solved and
what is left over?
3.0A.1
3.0A.3
3.0A.5
3.0A.9
MP1 Make sense of
problems and persevere
in solving them
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP8: Look for and
express regularity in
repeated reasoning
Ongoing Assessment:
Observing Students at
work p. 74
Student activity book
pg. 19-20, 22-24
Student Math
Handbook pg. 39, 40-
41, 42
Writing About
Mathematical
Thinking: Session 2.5
SAB p. 24
2.6 Using multiplication combinations
Are students able to understand that
doubling (or halving) one factor in a
multiplication expression doubles (or
halves) the product?
3.OA.1
3.OA.3
3.OA.4
3.OA.5
3.OA.9
MP1 Make sense of
problems and persevere
in solving them
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP8 Look for and express
regularity in repeated
reasoning,
Student activity book
pg. 22, 25
Student Math
Handbook pg. 40-41,
42, 43, 44
3.1A What's the Area?
See CC32
3.MD.1
3.MD.7a-d
MP2 Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP4: Model with
Mathematics
MP6: Attend to precision
Student activity book
pg.
Student Math
Handbook pg.
3.1 What's the Area?
What knowledge of equal groups de
they have?
3.0A.1
3.0A.3
3.0A.5
3.0A.9
3.MD.1.
3.MD.7a
3.MD.7b
MP1 Make sense of
problems and persevere
in solving them
MP2 Reason abstractly
and quantitatively
MP4:Model with
Mathematics
MP5: Use appropriate
tools strategically.
Ongoing Assessment:
Observing Students at
work p. 85
M14, M15-M16
Number cards for
arranging chairs;
connecting cubes; unlined
colored paper; scissors;
glue stick
dimension Student activity book
pg. 26
Student Math
Handbook pg. 45, 46
Investigations 3: Arrays
1. work and count
by groups of ones
2. develop
strategies for
counting by equal
groups
3. counting by
groups of 2, 5, 10.
4. focus on groups
of ten and on the
base ten structure
of our cumber
system
5. began working
with division
situations as they
solved problems
about sharing a
variety of objects
equally and making
equal-size groups
Unit 5 Page 24
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 5: Equal Groups
Investigation 1: Things That Come in Groups3.2 Investigating Arrays
Do they count the squares by 1s or
do they skip count by the number in
a column or row?
Do they use known multiplication
combinations to help them find the
number of squares in each array?
3.OA.9
3.NBT.2
3.MD.1
MP2 Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP4: Model with
Mathematics
MP8 Look for and
express regularity in
repeated
Ongoing Assessment:
Observing Students at
work p. 90
M17-M24; M25;
Scissor; resalable plastics
bags
array
square number
prime number
Student activity book
pg. 27
Student Math
Handbook pg. 45, 46,
52, 53
3.3 Finding the number of squares in
an array
Do students use arrays to find a
product by skip counting by one of
its dimensions?
3.OA.9
3.NBT.2
3.MD.1
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP4: Model with
Mathematics
MP5: Use appropriate
tools strategically.
M17-M24; M25;
Scissor; resalable plastics
bags
Student activity book
pg. 28-29
Student Math
Handbook pg. 45, 46
3.4 Array Games - Part 1
How are students figuring out the
products represented by the array
cards?
Are they skip counting?
Are they using multiplication
combinations that they know?
3.OA.9
3.NBT.2
3.MD.1
MP1: Make sense of
problems and persevere
in solving them
MP2: Reason abstractly
and quantitatively
MP5: Use appropriate
tools strategically.
MP8: Look for and
express regularity in
repeated
Ongoing Assessment:
Observing Students at
work p. 99
M26; M27 (as needed)
Array Cards
Student activity book
pg. 31-33
Student Math
Handbook pg. 45, 46
G10
Writing About
Mathematical
Thinking: Session 3.4
SAB p. 33
3.5A Using what you know
See p.CC37
3.OA.8
3.OA.9
3.NBT.2
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of other
MP5: Use appropriate
tools strategically.
MP8: Look for and
express regularity in
repeated
M28-M33; M34-35 Student activity book
pg. 31
Student Math
Handbook pg. 49-51,
G19-G20
1. work and count
by groups of ones
2. develop
strategies for
counting by equal
groups
3. counting by
groups of 2, 5, 10.
4. focus on
groups of ten and
on the base ten
structure of our
cumber system
5. began working
with division
situations as they
solved problems
about sharing a
variety of objects
equally and
making equal-size
groups
Unit 5 Page 25
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 5: Equal Groups
Investigation 1: Things That Come in Groups3.5B Learning multiplication
combinations
See p. 42
3.0A.4
3.0A.5
3.0A.7
3.0A.9
3.MD.7a-d
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of other
MP5: Use appropriate
tools strategically.
MP8: Look for and
express regularity in
repeated
M28-M33; M34-35 Student activity book
pg. 31
Student Math
Handbook pg. 49-51,
G19-G20
3.6 Array Games - Part 2
With which multiplication
combinations are students developing
fluency?
What strategies are students using to
determine the bigger array when two
arrays appear close in size?
3.OA.1
3.OA.5
3.OA.7
3.OA.9
3.MD.7.b
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP5: Use appropriate
tools strategically.
MP8: Look for and
express regularity in
repeated
Ongoing Assessment:
Observing Students at
work p. 109
M36
Array Cards
Student activity book
pg. 31
Student Math
Handbook pg. 46,49-
51; G9;G10
3.7A Multiples of 10
See p. CC47
3.OA.1
3.OA.5
3.OA.7
3.OA.9
3.NBT.3
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP7: Look for and make
use of structure
MP8: Look for and
express regularity in
repeated
1. work and count
by groups of ones
2. develop
strategies for
counting by equal
groups
3. counting by
groups of 2, 5, 10.
4. focus on groups
of ten and on the
base ten structure
of our cumber
system
5. began working
with division
situations as they
solved problems
about sharing a
variety of objects
equally and making
equal-size groups
Unit 5 Page 26
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 5: Equal Groups
Investigation 1: Things That Come in Groups4.1 Solving division problems
Are students able to solve a set of
division story problems and share
their approaches for solving them?
3.0A.2
3.0A.3
3.0A.4
3.0A.6
3.0A.9
3.MD.1
MP1 Make sense of
problems and persevere
in solving them
MP3: Construct viable
arguments and critique
the reasoning of others
MP4: Model with
mathematics
MP5: Use appropriate
tools strategically.
Ongoing Assessment:
Observing Students at
work p. 118
M36
Array Cards
Student activity book
pg. 39-40
Student Math
Handbook pg. 47, 48:G9
4.2 Multiply or divide?
Can students examine the
difference between multiplication
and division situations?
3.0A.2
3.0A.3
3.0A.4
3.0A.6
3.MD.1
MP1 Make sense of
problems and persevere
in solving them
MP3: Construct viable
arguments and critique
the reasoning of others
MP4: Model with
mathematics
MP5: Use appropriate
tools strategically
Ongoing Assessment:
Observing Students at
work p. 122
M14 , M39, M34-35
Chart Paper
Student activity book
pg. 43-43
Student Math
Handbook pg. 47, 48:
G19-G20
4.3 Writing story problems
Are students able to examine the
relationship between multiplication
and division?
Can they write story problems for a
class multiplication and division
book?
3.0A.2
3.0A.3
3.0A.4
3.0A.6
3.MD.1
MP1 Make sense of
problems and persevere
in solving them
MP2: Reason abstractly
and quantitatively
MP4: Model with
mathematics
MP5: Use appropriate
tools strategically
Ongoing Assessment:
Observing Students at
work p. 127
M14, M34-35 Student activity book
pg. 45
Student Math
Handbook pg. 47, 48:
G19-G20
Writing About
Mathematical
Thinking: Session 4.3
SAB p. Writing
Problems from class
book
Investigations 4: Understanding Division
1. work and count
by groups of ones
2. develop
strategies for
counting by equal
groups
3. counting by
groups of 2, 5, 10.
4. focus on
groups of ten and
on the base ten
structure of our
cumber system
5. began working
with division
situations as they
solved problems
about sharing a
variety of objects
equally and
making equal-size
groups
Unit 5 Page 27
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 5: Equal Groups
Investigation 1: Things That Come in Groups4.4 Missing factor
Were students able to learn and
play missing factors?
Can they identify the missing
dimension of an array when given
the number of squares and on
dimension?
3.0A.2
3.0A.4
3.0A.6
3.MD.1
MP1 Make sense of
problems and persevere
in solving them
MP2: Reason abstractly
and quantitatively
MP4: Model with
mathematics
MP5: Use appropriate
tools strategically
Ongoing Assessment:
Observing Students at
work p. 131
M14, M41-M42
array cards
Student activity book
pg. 47
Student Math
Handbook pg. 39,47-
48, G17-G18
4.5 Solving multiplication and division
problems
Can students accurately solve both
multiplication and division
problems?
3.0A.2
3.0A.3
3.0A.4
3.0A.6
3.0A.7
3.0A.8
3.MD.1
MP1 Make sense of
problems and persevere
in solving them
MP2: Reason abstractly
and quantitatively
MP4: Model with
mathematics
MP5: Use appropriate
tools strategically
Ongoing Assessment:
Observing Students at
work p. 136
M14; M27; M34-M35 Student activity book
pg. 48
Student Math
Handbook pg. 39,40-
41, 47,48, 49-51; G17-
G18, G19-G20
4.6 Solving multiplication and division
problems Continued
Are students able to explain their
solutions? Do they include the
proper use of notation?
3.0A.2
3.0A.3
3.0A.4
3.0A.6
3.0A.7
3.MD.1
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP4: Model with
mathematics
MP5: Use appropriate
tools strategically
Materials from Sessions
4.4, 4.5, 3.5, 3.6,
Student activity book
pg. 49
Student Math
Handbook pg. 39,40-
41, 47,48, 49-51; G17-
G18, G19-G20
4.7 End-of-unit Assessment
Do students solutions demonstrate
an understanding of multiplication
and division as involving equal size
groups?
Do they know multiplication
combinations to determine the
products of more difficult
combinations?
3.0A.1
3.0A.2
3.0A.3
3.MD.1
MP1 Make sense of
problems and persevere
in solving them
MP2: Reason abstractly
and quantitatively
MP4: Model with
mathematics
MP5: Use appropriate
tools strategically
Ongoing Assessment:
Observing Students at
work p. 142
M14; M44 Student activity book
pg. 50
Student Math
Handbook pg. 39, 40-
41, 47, 48, 49-51
1. work and count
by groups of ones
2. develop
strategies for
counting by equal
groups
3. counting by
groups of 2, 5, 10.
4. focus on
groups of ten and
on the base ten
structure of our
cumber system
5. began working
with division
situations as they
solved problems
about sharing a
variety of objects
equally and
making equal-size
groups
Unit 5 Page 28
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
1.1 Can you read and interpret positive
and negative temperatures on a
thermometer and on a line graph?
Can you associate temperatures
with particular activities or clothing?
How can you describe the overall
shape of a line graph?
3.0A.9 2. Reason abstractly and
quantitatively
3. Construct viable
arguments and critique
the reasoning of others
8. Look for and express
regularity in repeated
reasoning
Observe students at work
on page 28
temperature,
degrees,
negative
Student Activity Book
1-5
Student Math
Handbook 66-70
M6-M8
1.2 How can you describe the overall
shape of a line graph?
Can you find the difference between
values on a line graph, including the
difference between positive and
negative values?
Are you able to associate a story
with its corresponding graph?
3.0A.9,
3.NBT.2
2. Reason abstractly and
quantitatively
3. Construct viable
arguments and critique
the reasoning of others
8. Look for and express
regularity in repeated
reasoning
Observe students at work
on page 36
Student Activity Book
1-3 7-12
Student Math
Handbook 71-72
M9-M10
1.3 Can you plot points on a graph to
represent a situation in which one
quantity is changing in relation to
another?
How can you describe the overall
shape of a line graph?
Can you find the difference between
values on a line graph, including the
difference between positive and
negative values?
3.0A.9,
3.NBT.2
2. Reason abstractly and
quantitatively
3. Construct viable
arguments and critique
the reasoning of others
8. Look for and express
regularity in repeated
reasoning
Observe students at work
on page 43
Horizontal axis,
vertical axis
Student Activity Book
5, 7-9, 12-14
Student Math
Handbook 70-72
M12-M14
Writing About
Mathematical
Thinking: Session 1.3
SAB p. 13
1.4 How can you describe the overall
shape of a line graph?
Can you find the difference between
values on a line graph, including the
difference between positive and
negative values?
Are you able to associate a story
with its corresponding graph?
3.0A.9,
3.NBT.2
1. Make sense of
problems and persevere
2. Reason abstractly and
quantitatively
8. Look for and express
regularity in repeated
reasoning
Observe students at work
on page 45, 47
Student Activity Book
15-21, 23-24
Student Math
Handbook 66-72
Writing About
Mathematical
Thinking: Session 1.4
SAB p. 19-20
3rd Grade Math
Unit 6: Stories, Tables, & Graphs
Investigation 1: Changes in Temperature over Time1. Understands
how one variable
changes in
relation to
another.
2. Read tables
representing 2
variables.
3. Number
patterns and
sequences i.e.
counting by 3's.
4. Make and
interpret graphs.
Unit 6 Page 29
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 6: Stories, Tables, & Graphs
Investigation 1: Changes in Temperature over Time1.5 How can you describe the overall
shape of a line graph?
Are you able to associate a story
with its corresponding graph?
3.0A.9 1. Make sense of
problems and persevere
2. Reason abstractly and
quantitatively
8. Look for and express
regularity in repeated
reasoning
Assessment Activity: A
Summer Day in Cairo,
Egypt, Problems 1-3
Observe students at work
on page 50, 51
Student Activity Book
13, 19,20
Student Math
Handbook 70-72
M20-M21
Writing About
Mathematical
Thinking: Session 1.5
SAB p. M20
Assessmnet: A
Summer Day in Cairo,
Egypt
2.1 Can you identify the unit of a
repeating pattern?
How can you associate counting
numbers with elements of a
pattern?
Can you determine the element of
an ABC pattern associated with a
particular counting number?
3.0A.5,
3.0A.7,
3.0A.9,
3.NBT.2
2. Reason abstractly and
quantitatively
4. Model with
mathematics
5. Use appropriate tools
strategically
7. Look for and make
use of structure
Observe students at work
on page 59
repeating
pattern,
unit
Student Activity Book
27-29
Student Math
Handbook 73-74
2.2 How can you associate counting
numbers with elements of a
pattern?
Can you describe and extend a
number sequence with a constant
increment?
Can you determine the element of
an ABC pattern associated with a
particular counting number?
3.0A.5,
3.0A.7,
3.0A.9,
3.NBT.1,
3.NBT.2
2. Reason abstractly and
quantitatively
3. Construct viable
arguments and critique
the reasoning of others
5. Use appropriate tools
strategically
7. Look for and make
use of structure
Observe students at work
on page 63, 66
Multiple Student Activity Book
31-37
Student Math
Handbook 73-74
Writing About
Mathematical
Thinking: Session 2.2
SAB p. 31-36
2.3 Can you describe and extend a
number sequence with a constant
increment?
Can you determine the element of
an ABC pattern associated with a
particular counting number?
Can you identify numbers that are
multiples of 3, or 1 less or 1 more
than a multiple of 3?
3.0A.5,
3.0A.7,
3.0A.9,
3.NBT.2
2. Reason abstractly and
quantitatively
3. Construct viable
arguments and critique
the reasoning of others
5. Use appropriate tools
strategically
7. Look for and make
use of structure
Observe students at work
on page 68, 69
Student Activity Book
32-36,38-41
Student Math
Handbook 73-74
Writing About
Mathematical
Thinking: Session 2.3
SAB p. 38-39, 41
Investigations 2: Cube Train Patterns
1. Understands
how one variable
changes in
relation to
another.
2. Read tables
representing 2
variables.
3. Number
patterns and
sequences i.e.
counting by 3's.
4. Make and
interpret graphs.
Unit 6 Page 30
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 6: Stories, Tables, & Graphs
Investigation 1: Changes in Temperature over Time
3.1 Can you describe the relationship
between two quantities in a
situation with a constant rate of
change?
Can you create a representation far
a situation with a constant rate of
change?
How can you compare different
representations that show the same
situation?
3.0A.3,
3.0A.5,
3.0A.7,
3.0A.9,
3.NBT.1,
3.NBT.2
1. Make sense of
problems and persevere
2. Reason abstractly and
quantitatively
4. Model with
mathematics 7. Look
for and make use of
structure
Observe students at work
on page 82
Student Activity Book
43-47
Student Math
Handbook 75-80
3.2 Can you use a table to describe the
relationship between two quantities
in a situation with a constant rate of
change?
How can you interpret numbers in a
table in terms of the situation they
represent?
Can you compare situations by
describing the difference in the
tables that they represent?
3.0A.3,
3.0A.5,
3.0A.7,
3.0A.8,
3.0A.9,
3.NBT.2
1. Make sense of
problems and persevere
2. Reason abstractly and
quantitatively
4. Model with
mathematics 7. Look
for and make use of
structure
Observe students at work
on page 89
column,
row,
table
Student Activity Book
49-52
Student Math
Handbook 81-86
3.3 How can you interpret numbers in a
table in terms of the situation they
represent?
Can you greater a rule that relates
one variable to the other in
situations with a constant rate of
change?
Can you connect the steps of a
general method or rule to the parts
of the situation they represent?
3.0A.3,
3.0A.5,
3.0A.7,
3.0A.8,
3.0A.9,
3.NBT.1
3.NBT.2
2. Reason abstractly and
quantitatively
3. Construct viable
arguments and critique
the reasoning of others
4. Model with
mathematics
7. Look for and make
use of structure
Observe students at work
on page 93
Student Activity Book
49, 53-57
Student Math
Handbook 87
Writing About
Mathematical
Thinking: Session 3.3
SAB p. 54-55
1. Understands
how one variable
changes in
relation to
another.
2. Read tables
representing 2
variables.
3. Number
patterns and
sequences i.e.
counting by 3's.
4. Make and
interpret graphs.
Investigations 3: Representing a Constant Rate of Change
Unit 6 Page 31
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 6: Stories, Tables, & Graphs
Investigation 1: Changes in Temperature over Time3.4 Can you connect the steps of a general
method or rule to the parts of the
situation they represent?
How can you plot points on a graph to
represent a situation in which one
quantity is changing in relation to
another?
How can you identify points on a
graph with corresponding values in a
table and interpreting the numerical
information in terms of the situation
the graph represents?
3.0A.3
3.0A.5,
3.0A.7,
3.0A.9,
3.NBT.1,
3.NBT.2
2. Reason abstractly and
quantitatively
3. Construct viable
arguments and critique
the reasoning of others
4. Model with
mathematics
7. Look for and make
use of structure
Observe students at work
on page 102
Student Activity Book
53-55, 59-64
Student Math
Handbook 75-87
M26
Writing About
Mathematical
Thinking: Session 3.4
SAB p. 60 & 63
3.5 How can you identify points on a
graph with corresponding values in a
table and interpreting the numerical
information in terms of the situation
the graph represents?
Can you compare situations by
describing the difference in their
graphs?
3.0A.3
3.0A.5,
3.0A.8,
3.0A.9
2. Reason abstractly and
quantitatively
3. Construct viable
arguments and critique
the reasoning of others
4. Model with
mathematics
8. Look for and express
regularity in repeated
reasoning
Observe students at work
on page 106
Student Activity Book
53, 59-63, 65-69
Student Math
Handbook 75-86
3.6 How can you identify points on a
graph with corresponding values in a
table and interpreting the numerical
information in terms of the situation
the graph represents?
Can you compare situations by
describing the difference in their
graphs?
3.0A.3,
3.0A.5,
3.0A.9
2. Reason abstractly and
quantitatively
3. Construct viable
arguments and critique
the reasoning of others
4. Model with
mathematics
8. Look for and express
regularity in repeated
reasoning
Observe students at work
on page 110
Student Activity Book
32-53, 61-63, 65-67,
71-72
Student Math
Handbook 75-86
1. Understands
how one variable
changes in
relation to
another.
2. Read tables
representing 2
variables.
3. Number
patterns and
sequences i.e.
counting by 3's.
4. Make and
interpret graphs.
Unit 6 Page 32
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 6: Stories, Tables, & Graphs
Investigation 1: Changes in Temperature over Time3.7 Can you read and interpret positive
and negative temperatures on a
thermometer and on a line graph?
Can you use a table to describe the
relationship between two quantities in
a situation with a constant rate of
change?
Can you compare situations by
describing the difference in the tables
that they represent?
3.0A.3,
3.0A.8,
3.0A.9
1. Make sense of
problems and persevere
2. Reason abstractly and
quantitatively
4. Model with
mathematics 7. Look for
and make use of
structure
End-of-Unit-Assessment
Observe students at work
on page 114
Student Activity Book 32-
73
Student Math
Handbook 66-70, 75-86
M30-M36
Writing About
Mathematical
Thinking: Session 3.7
SAB p. M30-M31, M35-
M36, End of the unit
assessment
Unit 6 Page 33
SessionEssential Questions
Content
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
1.1 How do you divide rectangles into
equal pieces?
3.OA.3
3.NBT.1
3.NBT.2
3.NF.1
3.NF.3.a
3.G.2
MP1: Make sense of
problems and persevere
in solving them
MP2:Reason abstractly
and quantitatively
MP4: Model with
mathematics
MP6: Attend to
precision
Observing Students at
work pg. 26
M6 Large Brownies on
colored paper
M7-M8 Family Letter
fraction
denominator
numerator
Student Activity Book
pgs. 1-3
Student Math
Handbook 56, 57, 58-
59
1.2 How do you make and label fraction
sets consisting of pieces that
represent common unit fractions
and order them by size?
3.OA.5
3.NF.3.d
3.OA.7
3.G.2
3.NBT.1
3.NBT.2
3.NF.1
3.NF.3.a
MP1: Make sense of
problems and persevere
in solving them
MP2:Reason abstractly
and quantitatively
MP4: Model with
mathematics
MP6: Attend to
precision
Observing Students at
work pgs. 31&&33
M9-M10 Family Letter
Teacher Fraction Set
Student Activity Book
pgs. 4-5
Student Math
Handbook 57, 58-59
1.3 How do you find different ways to
combine fractions to make one
whole?
3.NBT.1
3.NBT.2
3.NF.1
3.NF.3.c
3.NF.3.d
3.G.2
MP1: Make sense of
problems and persevere
in solving them
MP2:Reason abstractly
and quantitatively
MP4: Model with
mathematics
MP6: Attend to
precision
Observing Students at
work pgs. 38 & 40
Student Activity Book
pg. 7
Student Math
Handbook pgs. 58-59
1.4A How do you represent fractions on
a number line?
How do you identify equivalent
fractions?
3.OA.7
3.NF.3.c
3.NBT.1
3.NBT.2
3.NF.2.a
3.NF.2.b
3.NF.3.a
MP2:Reason abstractly
and quantitatively
MP5: Use appropriate
tools strategically
MP8: Look for and
express regularity in
repeated reasoning
Observing Students at
work pg. CC59
Student Activity Book
8-10
Student Math
Handbook 57, 60
3rd Grade Math
Unit 7: Finding Fair Shares
Investigation 1: Sharing Browniesdifference
between equal
and unequal
amounts
Unit 7 Page 34
SessionEssential Questions
Content
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 7: Finding Fair Shares
Investigation 1: Sharing Brownies1.4B How do you represent fractions on a
number line?
How do you compare fractions and
identify equivalent fractions?
3.NBT.1
3.NBT.2
3.NF.2.a
3.NF.2.b
3.NF.3.a
3.NF.3.c
3.NF.3.d
MP2:Reason abstractly
and quantitatively
MP5: Use appropriate
tools strategically
MP8: Look for and
express regularity in
repeated reasoning
Observing students at
work pg. CC66
greater than
less than
equivalent
Student Activity Book
8B & 8C
1.4 How do you solve problems to find
fractions of a group of 12 objects?
3.NF.1
3.NF.3.a
3.MD.1
3.G.2
MP1: Make sense of
problems and persevere
in solving them
MP2:Reason abstractly
and quantitatively
MP4: Model with
mathematics
MP6: Attend to
precision
Observing Students at
work pg. 45
Student Activity Book
8D-8F
Resource Master C46
1.5 How do you compare equivalent
fractions and fraction expressions?
3.NF.1
3.NF.3.a
3.NF.3.b
3.MD.1
3.G.2
MP1: Make sense of
problems and persevere
in solving them
MP2:Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP4: Model with
mathematics
Observing Students at
work pgs. 49 & 52
M11 Small Brownies
M12 Sharing Several
Brownies
equivalent
fractions
Student Activity Book
pgs. 11-13
Student Math
Handbook pgs. 57, 61-
62, 63
Writing About
Mathematical
Thinking: Session 1.5
SAB p. 11
1.6 How do you solve problems about
sharing groups of objects?
3.NF.1
3.NF.3.a
3.MD.1
3.G.2
MP1: Make sense of
problems and persevere
in solving them
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP4: Model with
mathematics
Observing Students at
work pgs. 54 & 56
M13 Assessment-Sharing
Four Brownies
Student Activity Book
pgs. 15-17
Student Math
Handbook pgs. 56, 57,
60, 61-62
Writing About
Mathematical
Thinking: Session 1.6
SAB p. M13
Assessment: Sharing
Four Brownies
difference
between equal
and unequal
amounts
Unit 7 Page 35
SessionEssential Questions
Content
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 7: Finding Fair Shares
Investigation 1: Sharing Brownies2.1 How do you make one whole with
combinations of halves, thirds, and
sixths by using pattern blocks?
3.OA.3
3.NBT.1
3.NBT.2
3.NF.1
3.NF.3.a
3.NF.3.b
3.NF.3.c
3.G.2
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP4: Model with
mathematics
MP5: Use appropriate
tools strategically
Observing Students at
work pgs. 63 & 65
M16 Hexagon Cookies Student Activity Book
pgs. 18-19
Student Math
Handbook pgs. 63-64
2.2 How do you combine fractional
parts to create wholes and find
fraction equivalencies?
3.NBT.1
3.NBT.2
3.NF.1
3.NF.3.a
3.NF.3.b
3.NF.3.c
3.G.2
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP4: Model with
mathematics
MP5: Use appropriate
tools strategically
Observing Students at
work pgs. 71-72
Fraction Number Cubes equivalent
fractions
Student Activity Book
pgs. 20-21
Student Math
Handbook pgs. 63-64,
G11-g12
Writing About
Mathematical
Thinking: Session 2.2
SAB p. 21
2.3 How do you know if two fractions
equals a half ?
How do you find equivalencies for a
variety of fractions?
3.NBT.1
3.NBT.2
3.NF.1
3.NF.3.a
3.NF.3.b
3.NF.3.c
3.G.2
MP1: Make sense of
problems and persevere
in solving them
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP5: Use appropriate
tools strategically
Observing Students at
work pg.78
M17-Assessment
Checklist
M11 Small Brownies Student Activity Book
pgs. 23-24
Student Math
Handbook 58-59, 63,
G11-G12
2.4 How do you find equivalencies of
fractions?
3.OA.5
3.OA.7
3.NBT.1
3.NBT.2
3.NF.1
3.NF.3.a
3.NF.3.b
3.NF.3.c
3.G.2
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP4: Model with
mathematics
MP5: Use appropriate
tools strategically
Observing Students at
work pg. 84
M18 Triangle Paper Student Activity Book
pgs. 23, 25-27
Student Math
Handbook pgs. 63, 64,
G11-G12
difference
between equal
and unequal
amounts
Investigation 2: Ways to Make a Share
Unit 7 Page 36
SessionEssential Questions
Content
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 7: Finding Fair Shares
Investigation 1: Sharing Brownies3.1 How do you identify equivalent
fractions and decimals for values
involving halves and fourths?
3.NF.1
3.NF.3.a
3.NF.3.b
3.MD.1
3.G.2
MP1: Make sense of
problems and persevere
in solving them
MP2: Reason abstractly
and quantitatively
MP4: Model with
mathematics
MP8: Look for and
express regularity in
repeated reasoning
Observing Students at
work pgs. 92 & 95
M11 Small Brownies decimal point
decimal
Student Activity Book
pgs. 29-32
Student Math
Handbook pg. 65
3.2 How do you read, write, and interpret
the meaning of the decimal numbers
0.50, 0.25, and numbers greater than
1?
3.NF.1
3.NF.3.a
3.NF.3.b
3.MD.1
3.G.2
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP5: Use appropriate
tools strategically
MP8: Look for and
express regularity in
repeated reasoning
Observing Students at work
pgs. 100-101
calculators Student Activity Book
pgs. 30, 33-37
Student Math
Handbook pg. 65
Writing About
Mathematical
Thinking: Session 3.2
SAB p. 35
3.3 How do you compare the value of
landmark decimals and fractions?
3.NF.1
3.NF.3.a
3.NF.3.b
3.MD.1
3.G.2
Mp2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP5: Use appropriate
tools strategically
MP8: Look for and
express regularity in
repeated reasoning
Student Activity Book
pgs. 33-35, 39
Student Math
Handbook pg. 65
3.4 How do you find equal parts of a
whole and name them with fractions?
How do you divide an area into equal
parts and identify equivalent
fractions?
3.NF.1
3.NF.3.a
3.NF.3.b
3.NF.3.c
3.MD.1
3.G.2
MP1: Make sense of
problems and persevere in
solving them
MP2: Reason abstractly and
quantitatively
MP5: Use appropriate tools
strategically
MP8: Look for and express
regularity in repeated
reasoning
Observing Students at work
pg. 108
M19 End of Unit
Assessment
Student Activity Book
pg. 40
Student Math
Handbook pgs. 57, 58-
59, 63, 64
Writing About
Mathematical
Thinking: Session 3.4
SAB p. M19, End of the
unit assessment
difference
between equal
and unequal
amounts
Investigation 3: Introduction to Decimals
Unit 7 Page 37
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
1.1 Do you know how to combine
numbers above 1,000?
Can you subtract from multiples of
100?
Are you able to read and write
numbers in the thousands?
3.0A.8,
3.0A.9,
3.NBT.2
1. Make sense of
problems and persevere
3. Construct viable
arguments and critique
the reasoning of others
5. Use appropriate tools
strategically
8. Look for and express
regularity in repeated
reasoning
Observe students at work
on page 30, 34
Student Activity Book
1-5
Student Math
Handbook 32-35
M1-M8
1.2 Can you subtract from multiples of
100?
Are you able to add multiples of 10
and 100 to and subtraction them
from, 3-digit numbers?
3.0A.8,
3.0A.9,
3.NBT.2
1. Make sense of
problems and persevere
2. Reason abstractly and
quantitatively
5. Use appropriate tools
strategically
8. Look for and express
regularity in repeated
reasoning
Observe students at work
on page 39
positive,
negative
Student Activity Book
2-4, 6-9
Student Math
Handbook G1-G2
M10-M18
1.3 Are you able to add multiples of 10
and 100 to and subtraction them
from, 3-digit numbers?
Can you estimate answers to
subtraction problems with 3-digit
numbers?
How can you use the relationship of
numbers in a subtraction expression
to multiples of 100 to solve
subtraction problems?
3.0A.8,
3.0A.9,
3.NBT.2
1. Make sense of
problems and persevere
3. Construct viable
arguments and critique
the reasoning of others
5. Use appropriate tools
strategically
8. Look for and express
regularity in repeated
reasoning
Observe students at work
on page 44-45
hundreds Student Activity Book
11-13
Student Math
Handbook 32-35, G1-
G2
M 17, M19-M20
Writing About
Mathematical
Thinking: Session 1.3
SAB p. 11
3rd Grade Math
Unit 8: How Many Hundreds? How Many Miles?
Investigation 1: Numbers in the Hundreds1. solve addition
and subtraction
problems with 2
and 3 digit
numbers under
400
2. addition
combinations to
10 + 10 fluently
and can use them
to solve addition
and subtraction
Unit 8 Page 38
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 8: How Many Hundreds? How Many Miles?
Investigation 1: Numbers in the Hundreds1.4 How can changing a number in a
subtraction problem affect the
difference?
How can you use the relationship of
numbers in a subtraction expression
to multiples of 100 to solve
subtraction problems?
Can you fluently solve multiplication
combinations with products to 50?
3.0A.7,
3.0A.8,
3.0A.9,
3.NBT.2
1. Make sense of
problems and persevere
2. Reason abstractly and
quantitatively
5. Use appropriate tools
strategically
8. Look for and express
regularity in repeated
reasoning
Multiplication
Combinations Check
Observe students at work
on page 53, 54
Student Activity Book
11, 15-17
Student Math
Handbook 32-35, 49-
51
M 9, M21-M22
1.5 Are you able to subtract multiples of
100?
Can you add multiples of 10 and 100
to and subtract them from 3-digit
numbers?
How can you use the relationship of
numbers in a subtraction expression
to multiples of 100 to solve
subtraction problems?
3.0A.8,
3.0A.9,
3.NBT.2
1. Make sense of
problems and persevere
2. Reason abstractly and
quantitatively
5. Use appropriate tools
strategically
8. Look for and express
regularity in repeated
reasoning
Assessment: Problems
About Capture 300-600
Observe students at work
on page 59
Student Activity Book
15-16, 18-19
Student Math
Handbook 32-35
M9, M 23-M24
2.1 How can you change numbers to
create an equivalent problem that is
easier to solve?
Can you use story contexts and
representations to support
explanations about equivalent
addition expressions?
3.0A.9,
3.NBT.2
2. Reason abstractly and
quantitatively
3. Construct viable
arguments and critique
the reasoning of others
4. Model with
mathematics
8. Look for and express
regularity in repeated
reasoning
Observe students at work
on page 68
repeating
pattern,
unit
Student Activity Book
21
Student Math
Handbook 20-24
M9
Investigations 2: Addition Strategies
1. solve addition
and subtraction
problems with 2
and 3 digit
numbers under
400
2. addition
combinations to
10 + 10 fluently
and can use them
to solve addition
and subtraction
Unit 8 Page 39
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 8: How Many Hundreds? How Many Miles?
Investigation 1: Numbers in the Hundreds2.2 Can you solve addition problems
with 3-digit numbers?
How can you estimate and solve
addition problems with sums
greater than 1,000?
Can you identify addition strategies
by focusing on how each strategy
starts?
3.0A.9,
3.NBT.2
2. Reason abstractly and
quantitatively
3. Construct viable
arguments and critique
the reasoning of others
5. Use appropriate tools
strategically
8. Look for and express
regularity in repeated
reasoning
Observe students at work
on page 76
Student Activity Book
22-26
Student Math
Handbook 20-24
M9, M25-M29
1. solve addition
and subtraction
problems with 2
and 3 digit
numbers under
400
2. addition
combinations to
10 + 10 fluently
and can use them
to solve addition 2.3 Can you solve addition problems
with 3-digit numbers?
Can you identify addition strategies
by focusing on how each strategy
starts?
3.0A.8,
3.0A.9,
3.NBT.2
2. Reason abstractly and
quantitatively
3. Construct viable
arguments and critique
the reasoning of others
6. Attend to precision
8. Look for and express
regularity in repeated
reasoning
Observe students at work
on page 80
Multiple Student Activity Book
27-29
Student Math
Handbook 20-24
2.4 Can you solve addition problems
with 3-digit numbers?
How do you solve addition problems
with mare than 2 addends?
3.0A.9,
3.NBT.2
2. Reason abstractly and
quantitatively
3. Construct viable
arguments and critique
the reasoning of others
6. Attend to precision
8. Look for and express
regularity in repeated
reasoning
Observe students at work
on page 87, 88, 90
Student Activity Book
30-35
Student Math
Handbook 20-25, G8
M30 - M39
2.5 Can you solve addition problems
with 3-digit numbers?
How do you solve addition problems
with mare than 2 addends?
3.0A.9,
3.NBT.2
1. Make sense of
problems and persevere
2. Reason abstractly and
quantitatively
3. Construct viable
arguments and critique
the reasoning of others
6. Attend to precision
Assessment: Addition
Strategies
Student Activity Book
30-33, 37
Student Math
Handbook 20-25
M39-M40
Writing About
Mathematical
Thinking: Session 2.5
SAB p. 37
Unit 8 Page 40
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 8: How Many Hundreds? How Many Miles?
Investigation 1: Numbers in the Hundreds3.1 Can you solve addition problems
with 3-digit numbers?
How can you solve subtraction
problems that involve comparison?
Can you estimate which of two
sums is greater?
3.0A.9,
3.NBT.2
2. Reason abstractly and
quantitatively
4. Model with
mathematics
8. Look for and express
regularity in repeated
reasoning
Observe students at work
on page 105
Student Activity Book
38-40 Student
Math Handbook 20-
24, G7 M41-M42
3.2 How can you solve subtraction
problems with missing parts?
Can you use the relationship of
numbers in a subtraction expression
to multiples of 100 to solve
subtraction problems?
3.0A.9,
3.NBT.2
2. Reason abstractly and
quantitatively
3. Construct viable
arguments and critique
the reasoning of others
5. Use appropriate tools
strategically
8. Look for and express
regularity in repeated
reasoning
Observe students at work
on page 111
Student Activity Book
41-44 Student
Math Handbook 32-35
M43-M51
3.3 Can you solve subtraction problems with
3-digit numbers by using strategies that
involve either subtracting one number in
parts, adding up, or subtracting back?
How can you solve subtracting problems
that involve comparison, removal, or
finding a missing part?
Can you represent solutions to
subtraction problems with number lines,
1,000 charts, and/or story contexts?
3.0A.9,
3.NBT.2
1. Make sense of
problems and persevere
2. Reason abstractly and
quantitatively
5. Use appropriate tools
strategically
8. Look for and express
regularity in repeated
reasoning
Subtraction Strategies,
Problem 2
Observe students at work
on page 117, 122
column,
row,
table
Student Activity Book 45-
47 Student Math
Handbook 32-35
M52
Writing About
Mathematical
Thinking: Session 3.3
SAB p. 45
1. solve addition
and subtraction
problems with 2
and 3 digit
numbers under
400
2. addition
combinations to
10 + 10 fluently
and can use them
to solve addition
and subtraction
Investigations 3: Subtraction
Unit 8 Page 41
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 8: How Many Hundreds? How Many Miles?
Investigation 1: Numbers in the Hundreds3.4 How can you solve subtracting problems
that involve comparison, removal, or
finding a missing part?
How can knowing and using subtraction
problems related to the addition
combinations to 10+10 with fluency?
Can you use story contexts and
representations to support explanations
about how changing a number in a
subtraction problem affects the
difference?
3.0A.9,
3.NBT.2
1. Make sense of
problems and persevere
2. Reason abstractly and
quantitatively
4. Model with
mathematics
8. Look for and express
regularity in repeated
reasoning
Subtraction Facts Student Activity Book 49-
53 Student
Math Handbook 31-35
M53
Writing About
Mathematical
Thinking: Session 3.4
SAB p. 52
3.5 When subtracting, how can
changing one number make it easier
to solve a problem?
How can you solve subtracting
problems that involve comparison,
removal, or finding a missing part?
How can knowing and using
subtraction problems related to the
addition combinations to 10+10
with fluency?
Can you solve addition and
subtraction problems in the context
of money?
3.0A.3
3.0A.9,
3.NBT.2
2. Reason abstractly and
quantitatively
3. Construct viable
arguments and critique
the reasoning of others
4. Model with
mathematics
8. Look for and express
regularity in repeated
reasoning
Subtraction Facts Student Activity Book
49-51, 55
Student Math
Handbook 32-35
M42, M53
3.6 How can you solve subtracting
problems that involve comparison,
removal, or finding a missing part?
Can you subtract 3-digit numbers by
using strategies that involve either
subtracting one number in parts,
adding up, or subtracting back?
Can you represent solutions to
subtraction problems with number
lines, 1,000 charts, and/or story
contexts?
3.0A.8,
3.0A.9,
3.NBT.2
2. Reason abstractly and
quantitatively
3. Construct viable
arguments and critique
the reasoning of others
4. Model with
mathematics
8. Look for and express
regularity in repeated
reasoning
Observe students at work
on page 133
Student Activity Book 56-
59 Student Math
Handbook 32-35
1. solve addition
and subtraction
problems with 2
and 3 digit
numbers under
400
2. addition
combinations to
10 + 10 fluently
and can use them
to solve addition
and subtraction
1. solve addition
and subtraction
problems with 2
and 3 digit
numbers under
400
2. addition
combinations to
10 + 10 fluently
and can use them
to solve addition
and subtraction
Unit 8 Page 42
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 8: How Many Hundreds? How Many Miles?
Investigation 1: Numbers in the Hundreds3.7 Can you solve addition problems
with 2 or mare addends?
How can you determine
combinations of addends for a given
sum?
Can you solve addition and
subtraction problems with more
than one step?
3.0A.8,
3.0A.9,
3.NBT.2
2. Reason abstractly and
quantitatively
3. Construct viable
arguments and critique
the reasoning of others
4. Model with
mathematics
8. Look for and express
regularity in repeated
reasoning
Observe students at work
on page 139, 140
Student Activity Book
61-66 Student
Math Handbook 20-
24, 32-35
Writing About
Mathematical
Thinking: Session 3.7
SAB p. 61 & 65-66
3.8 Can you solve addition problems with
2 or mare addends?
How can you determine combinations
of addends for a given sum?
Can you solve addition and subtraction
problems with more than one step?
3.0A.8,
3.0A.9,
3.NBT.2
2. Reason abstractly and
quantitatively
3. Construct viable
arguments and critique
the reasoning of others
4. Model with
mathematics
8. Look for and express
regularity in repeated
reasoning
Observe students at work
on page 147
Student Activity Book 61-
64, 67 Student
Math Handbook 20-24,
32-35
3.9 Can you solve addition problems with
2 or mare addends?
Can you solve addition and subtraction
problems with more than one step?
Can you solve addition problems with
3-digit numbers?
Can you subtract 3-digit numbers by
using strategies that involve either
subtracting one number in parts,
adding up, or subtracting back?
3.0A.8,
3.0A.9,
3.NBT.2
1. Make sense of
problems and persevere
2. Reason abstractly and
quantitatively
8. Look for and express
regularity in repeated
reasoning
End-of-Unit-Assessment Student Activity Book 68-
69 Student Math
Handbook 20-24, 32-35
M54-M55
Writing About
Mathematical
Thinking: Session 3.9
SAB p. M54, End of the
unit assessment
1. solve addition
and subtraction
problems with 2
and 3 digit
numbers under
400
2. addition
combinations to
10 + 10 fluently
and can use them
to solve addition
and subtraction
1. solve addition
and subtraction
problems with 2
and 3 digit
numbers under
400
2. addition
combinations to
10 + 10 fluently
and can use them
to solve addition
and subtraction
Unit 8 Page 43
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
2.1 How do you determine the number
of shapes of the faces of cubes and
other rectangular prisms and how
they come together to form a
whole?
3.NBT.1
3.NBT.2
MP1: Make sense of
problems and persevere
in solving them
MP2: Reason abstractly
and quantitatively
MP3:Construct viable
arguments and critique
the reasoning of others
MP8: Look for and
express regularity in
repeated reasoning
Observing Students at
work pgs. 51 & 54
M15 Patterns for Cube
Boxes
M16 One Inch Grid
Paper
Student Activity Book
pgs. 16-17
Student Math
Handbook p. 131
2.2 How do you design patterns that
make open boxes for 2-cube
rectangular prisms?
3.NBT.1
3.NBT.2
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP4:Model with
mathematics
MP8: Look for and
express regularity in
repeated reasoning
Observing Students at
Work p. 58
pattern Student Activity Book
p.19
Student Math
Handbook p. 131
2.3 How do you determine the number
and shapes of the faces of cubes
and other rectangular prisms and
how they come together to form
the whole?
3.NBT.1
3.NBT.2
MP2: Reason abstractly
and quantitatively
MP3:Construct viable
arguments and critique
the reasoning of others
MP4: Model with
Mathematics
MP8: Look for and
express regularity in
repeated reasoning
Observing Students at
Work p. 63
M17 Triangle Paper net Student Activity Book
pgs. 20-22
Student Math
Handbook p. 131
3rd Grade Math
Unit 9: Solids & Boxes
Investigation 2: Making Boxesfaces
cubes
rectangular prism
Unit 9 Page 44
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 9: Solids & Boxes
Investigation 2: Making Boxes3.1 How do you communicate about
spatial relationships?
How do you determine the number
of cubes that will fit in the box made
by a given pattern?
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP7: Look for and make
use of structure
MP8: Look for and
express regularity in
repeated reasoning
Observing Students at
Work pgs. 70-71
T104-T106 Quick Images
M21-M25 How Many
Cubes?
volume Student Activity Book
pgs. 23-24
Student Math
Handbook pgs. 132-
133
3.2 How do you design patterns for boxes
that will hold a given number of
cubes?
MP2: Reason abstractly
and quantitatively
MP4: Model with
mathematics
MP7: Look for and make
use of structure
MP8: Look for and
express regularity in
repeated reasoning
Observing Students at Work
p. 77
M32 Assessment: Writing
About How Many Cubes
M27 Three-Quarter-Inch
Grid Paper
Student Activity Book
pgs. 25-26
Student Math
Handbook pgs. 132-133
Writing About
Mathematical
Thinking: Session 3.2
SAB p. 25
3.3 How do you design patterns for
boxes that will hold a given number
of cubes?
How do you determine the number
of cubes that will fit in the box made
by a given pattern?
MP1: make sense of
problems and persevere
MP2: Reason abstractly
and quantitatively
MP7: Look for and make
use of structure
MP8: Look for and
express regularity in
repeated reasoning
Observing Students at
Work pgs. 82 & 84
M27 Three-Quarter-Inch
Grid Paper
M28--M31 Making
Boxes from the Bottom
Up
volume Student Activity Book
pgs. 27-28
Student Math
Handbook pgs. 132-
133
Writing About
Mathematical
Thinking: Session 3.3
SAB p. M32,
Assessment: Writing
about how many
cubes
3.4 How do you design patterns for
boxes that will hold a given number
of cubes?
How do you see that the cubes
filling a rectangular prism can be
decomposed into congruent layers?
MP2: Reason abstractly
and quantitatively
MP3: Construct viable
arguments and critique
the reasoning of others
MP7: Look for and make
use of structure
MP8: Look for and
express regularity in
repeated reasoning
Observing Students at
Work pgs. 87 & 89
M27 Three-Quarter-Inch
Grid Paper
M33-M35 More Boxes
from the Bottom Up
Student Activity Book
pgs. 29-31
Student Math
Handbook pgs. 132-
133
Writing About
Mathematical
Thinking: Session 3.4
SAB p. 31
faces
cubes
rectangular prism
Investigation 3: How Many Cubes in a Box?
Unit 9 Page 45
Session Essential QuestionsContent
StandardsPractices Assessments
Sample
Lessons/ActivitiesVocabulary Resources
Interdisciplinary
Connections
Prior
Knowledges
3rd Grade Math
Unit 9: Solids & Boxes
Investigation 2: Making Boxes3.5 How do determine the number of
cubes that will fit in the box made
by a given pattern?
How do you design patterns for
boxes that will hold a given number
of cubes?
MP1: make sense of
problems and persevere
MP2: Reason abstractly
and quantitatively
MP7: Look for and make
use of structure
MP8: Look for and
express regularity in
repeated reasoning
Observing Students at
Work p. 93
End of Unit Assessment:
M37-M40
Student Activity Book
pgs. 33-34
Student Math
Handbook 129-130,
132-133
Writing About
Mathematical
Thinking: Session 3.5
SAB p. M35 & M38,
End of unit assessment
4A.1 How do you understand, measure
and estimate liquid volume?
How do you solve story problems
involving liquid volume?
3.NBT.1
3.NBT.2
3.MD.2
MP2: Reason abstractly
and quantitatively
MP4:Model with
mathematics
MP7: Look for and make
use of structure
MP8: Look for and
express regularity in
repeated reasoning
Observing Students at
Work pgs. CC75-CC76
liquid volume
milliliter (mL)
liter (L)
Student Activity Book
pgs. 35-37 (C62-C64)
4A.2 How do you understand, measure and
estimate weight and mass?
How do you solve story problems
involving weight and mass?
3.NBT.1
3.NBT.2
3.MD.2
MP2: Reason abstractly
and quantitatively
MP4: Model with
mathematics
MP7: Look for and make
use of structure
MP8: Look for and
express regularity in
repeated reasoning.
Observing Students at Work
pgs. CC78-CC80
weight
mass
gram
kilogram
Student Activity Book
pgs. 38-40 (C65-C67)
4A.3 How do you understand, measure, and
estimate liquid volumes and weight
and mass?
How do you solve story problems
involving liquid volumes and weight
and mass?
3.OA.8
3.NBT.1
3.NBT.2
3.MD.2
MP2: Reason abstractly
and quantitatively
MP4: Model with
mathematics
MP7: Look for and make
use of structure
MP8: Look for and
express regularity in
repeated reasoning.
Observing Students at Work
p. CC84
Student Activity Book
pgs. 41-42 (C68-C69)
faces
cubes
rectangular prism
Investigation 4A: Liquid Volume & Weight & Mass
Unit 9 Page 46