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Christina School District

Third Grade Mathematics Curriculum Map: 2017-18enVision MATH- Immersion

English Translation Notes

1 Numeration(8 days) CSD District Assessment: Unit Test #1: Place Value

2 Number Sense: Addition and Subtraction(9 days) CSD District Assessment: Unit Test # 2: Addition

3 Using Place Value to Add and Subtract(10 days) CSD District Assessment: Unit Test # 3: Subtraction

4 Meanings of Multiplication(5 days)

5 Multiplication Facts: Use Patterns(7 days)

6 Multiplication Facts: Use Known Facts(9 days) CSD District Assessment: Unit Test # 4: Multiplication

7 Meanings of Division(6 days)

8 Division Facts (9 days) CSD District Assessment: Unit Test #5: Division

9 Understanding Fractions (8 days)

10 Fraction Comparison and Equivalence (9 days) CSD District Assessment: Unit Test # 7: Fractions

11 Two-Dimensional Shapes and Their Attributes (9 days) CSD District Assessment: Unit Test #9: Geometric Figures

13 Perimeter(5 days)

14 Area (10 days) CSD District Assessment: Unit Test #10: Length, Area and Line Plots

12 Time(5 days)

15 Liquid Volume and Mass(5 days) CSD District Assessment: Unit Test #8: Volume, Mass, and Time

16 Data(6 days) CSD District Assessment: Unit Test #6: Patterns, Algebra, and Data

Third Grade Curriculum Map ~ 2017-18 1

Curriculum Overview: Answers to Commonly Asked QuestionsCCSS Aligned Unit Assessments:

CCSS Aligned Mathematics Unit Assessments are mandatory. Each grade level has 10 assessments, except Kindergarten, which has 9. Assessments consist of Common Core aligned questions that also include questions that are formatted to look similar to Smarter Balanced (SBAC) type of items. Tests can be read to students at all grade levels, as teachers deem necessary, and are untimed.

All Unit Assessments are embedded in the curriculum maps and located on SharePoint. DSC: I-Tracker

All assessments need to be input into DSC in a timely manner. This is important information that is needed for EDs and RtI teams. All data should be entered into DSC within two weeks of the Assessment Target Date.

I-Tracker > Select #6: Curriculum Progress MonitoringInstructional Resource materials:

Primary print resources are Math Connects (including CCSS Crosswalk- noted as “CCSS CW” lessons) and Investigations materials. Online resources include Learn Zillion and DreamBox. Additional resources can be used and/or supplemented to meet Common Core Standards. Examples of resources located on SharePoint include:

o Number Talks (including PPTs of Unit Number Talks lessons and Quick Images to support Number Sense and Computational Fluency.o Daily Math (SMART Notebook document)- an interactive whiteboard tool to support CCSS-M at all grade levels (designed for previewing,

reviewing and revisiting CCSS concepts) which can be used both during whole group & small group instruction and more. (see page 13)Cross-curricular Texts & Activities:

CCSS expectations are such that Literature, Social Studies, Science, Technology and Writing are integrated through the various content areas. These resources are noted throughout the curriculum maps and many resources are found in the MC TE manuals and SharePoint.

Instructional Strategies Differentiation/ Scaffolding: Graphic Organizers, Questions, Suggestions for Scaffolding are offered for each Unit. Most are found in the Classroom Resources files on SharePoint.

Small Group Instruction: Small group instruction should occur on a daily basis. Available resources include MC English Language Learner Guides, MC Strategic Intervention Guides, Math Triumphs materials, MC Reteach and MC

Skills Practice material may also be used to re-enforce concepts. DreamBox is a District approved technology resource to support RtI.

Assessment Resources: Progress Monitoring Assessments / Formative Assessments RtI Progress Monitoring and Formative Assessment information (see page 4)

Problem Solving Information: General information and strategies information (see page 5)

Problem of the Day / Problem of the Week and Number Talks: PoD and PoWk information (see page 8); Number Talks information (see pages 8-12)

Activities to Assist with Building Number Sense: Daily activities for improving Number Sense (see page 14)


Problem Solving Information


Assessment Resources: Progress Monitoring Assessments / Formative Assessments

(optional)

Progress Monitoring / Formative AssessmentResources Available

RtI assessments have been created to address Number Sense (NBT, OA, and NF), as well as Measurement, Data and Geometry (MD and G). The assessments have been designed to serve a dual purpose:

1. They may be used as a diagnostic tool for students who are currently a year or more below in mathematics.

2. The half-sheet assessments should be used as a formative assessment to monitor student understanding at their current grade level or for RtI purposes by using the below grade level assessments.

Format: 2 Diagnostic Assessments per grade level

are available (optional) 4 assessments for each CCSS Each assessment is a half-page Documents are in Word format

Scoring & DSC Diagnostic Tests scored with answer key. Progress Monitoring / Formative

Assessments use a 2 point rubric:o 2 pt. = 100% correcto 1 pt. = contains minor errorso 0 pt. = incorrect or response

Progress monitoring scores may be input into DSC on a weekly basis.

Multiple grade levels can be entered for each student.

Addition and Subtraction

Result Unknown Change Unknown Start Unknown

Add to

Two bunnies sat on the grass. Three more bunnies hopped there. How many bunnies are on the grass now?2 + 3 = ?

Two bunnies were sitting on the grass. Some more bunnies hopped there. Then there were five bunnies. How many bunnies hopped over to the first two?2 + ? = 5

Some bunnies were sitting on the grass. Three more bunnies hopped there. Then there were five bunnies. How many bunnies were on the grass before?? + 3 = 5

Take from

Five apples were on the table. I ate two apples. How many apples are on the table now?5 – 2 = ?

Five apples were on the table. I ate some apples. Then there were three apples. How many apples did I eat?5 – ? = 3

Some apples were on the table. I ate two apples. Then there were three apples. How many apples were on the table before? ? – 2 = 3

Total Unknown Addend Unknown Both Addends Unknown2

Put Together/Take Apart3

Three red apples and two green apples are on the table. How many apples are on the table?3 + 2 = ?

Five apples are on the table. Three are red and the rest are green. How many apples are green?3 + ? = 5, 5 – 3 = ?

Grandma has five flowers. How many can she put in her red vase and how many in her blue vase?5 = 0 + 5, 5 = 5 + 05 = 1 + 4, 5 = 4 + 15 = 2 + 3, 5 = 3 + 2

Difference Unknown Bigger Unknown Smaller Unknown

Compare4

(“How many more?” version):Lucy has two apples. Julie has five apples. How many more apples does Julie have than Lucy?

(“How many fewer?” version):Lucy has two apples. Julie has five apples. How many fewer apples does Lucy have than Julie?2 + ? = 5, 5 – 2 = ?

(Version with “more”):Julie has three more apples than Lucy. Lucy has two apples. How many apples does Julie have?

(Version with “fewer”):Lucy has 3 fewer apples than Julie. Lucy has two apples. How many apples does Julie have?2 + 3 = ?, 3 + 2 = ?

(Version with “more”):Julie has three more apples than Lucy. Julie has five apples. How many apples does Lucy have?

(Version with “fewer”):Lucy has 3 fewer apples than Julie. Julie has five apples. How many apples does Lucy have?5 – 3 = ?, ? + 3 = 5

2These take apart situations can be used to show all the decompositions of a given number. The associated equations, which have the total on the left of the equal sign, help children understand that the = sign does not always mean makes or results in but always does mean is the same number as.3Either addend can be unknown, so there are three variations of these problem situations. Both Addends Unknown is a productive extension of this basic situation, especially for small numbers less than or equal to 10.4For the Bigger Unknown or Smaller Unknown situations, one version directs the correct operation (the version using more for the bigger unknown and using less for the smaller unknown). The other versions are more difficult.1Adapted from Box 2-4 of Mathematics Learning in Early Childhood, National Research Council (2009, pp. 32, 33).


Multiplication and Division

Unknown Product Group Size Unknown(“How many in each group?” Division)

Number of Groups Unknown(“How many groups?” Division)

3 × 6 = ? 3 × ? = 18, and 18 ÷ 3 = ? ? × 6 = 18, and 18 ÷ 6 = ?

EqualGroups

There are 3 bags with 6 plums in each bag. How many plums are there in all?

Measurement example. You need 3 lengths of string, each 6 inches long. How much string will you need altogether?

If 18 plums are shared equally into 3 bags, then how many plums will be in each bag?

Measurement example. You have 18 inches of string, which you will cut into 3 equal pieces. How long will each piece of string be?

If 18 plums are to be packed 6 to a bag, then how many bags are needed?

Measurement example. You have 18 inches of string, which you will cut into pieces that are 6 inches long. How many pieces of string will you have?

Arrays,2

Area3

There are 3 rows of apples with 6 apples in each row. How many apples are there?

Area example. What is the area of a 3 cm by 6 cm rectangle?

If 18 apples are arranged into 3 equal rows, how many apples will be in each row?

Area example. A rectangle has area 18 square centimeters. If one side is 3 cm long, how long is a side next to it?

If 18 apples are arranged into equal rows of 6 apples, how many rows will there be?

Area example. A rectangle has area 18 square centimeters. If one side is 6 cm long, how long is a side next to it?

Compare

A blue hat costs $6. A red hat costs 3 times as much as the blue hat. How much does the red hat cost?

Measurement example. A rubber band is 6 cm long. How long will the rubber band be when it is stretched to be 3 times as long?

A red hat costs $18 and that is 3 times as much as a blue hat costs. How much does a blue hat cost?

Measurement example. A rubber band is stretched to be 18 cm long and that is 3 times as long as it was at first. How long was the rubber band at first?

A red hat costs $18 and a blue hat costs $6. How many times as much does the red hat cost as the blue hat?

Measurement example. A rubber band was 6 cm long at first. Now it is stretched to be 18 cm long. How many times as long is the rubber band now as it was at first?

General a × b = ? a × ? = p and p ÷ a = ? ? × b = p and p ÷ b = ?

2The language in the array examples shows the easiest form of array problems. A harder form is to use the terms rows and columns: The apples in the grocery window are in 3 rows and 6 columns. How many apples are in there? Both forms are valuable.3Area involves arrays of squares that have been pushed together so that there are no gaps or overlaps, so array problems include these especially important measurement situations.1The first examples in each cell are examples of discrete things. These are easier for students and should be given before the measurement examples.Table 3 The properties of operationsHere a, b and c stand for arbitrary numbers in a given number system. The properties of operations apply to the rational number system, the real number system, and the complex number system.

Associative Property of Addition (a + b) + c = a + (b + c)Commutative Property of Addition a + b = b + a

Additive Identity Property of 0 a + 0 = 0 + a = aAssociative Property of Multiplication (a × b) × c = a × (b × c)

Commutative Property of Multiplication a × b = b × aMultiplicative Identity Property of 1 a × 1 = 1 × a = a

Distributive Property of Multiplication over Addition a × (b + c) = a × b + a × c


Problem of the Day/ Problem of the Week: Number Talks (see page 12 for Common Strategies) Third Grade Curriculum Map ~ 2017-18 6

Problem solving activities such as Problem of the Day (PoDs) or Problem of the Week (PoWks) should occur on a regular basis.

PoDs items are provided for each lesson. Additional PoDs similar to Unit Assessment items are located after the last unit lesson in each unit.

PoWks are available to provide students with the opportunity to better prepare for the more rigorous, multi-step math word problems in CCSS and SBAC assessments. These are designed to be used for a week. They allow students to solve multi-step word problems over the course of a week. May be used to replace PoDs. Teachers select which topic to cover to introduce or review a concept dealing with Math, Science, or Social Studies.

Procedure: Prior to the week : Select 1 PoWk per week to work on throughout the week. You will

NOT complete all problems and may wish to return to the problem later during the school year.

Day 1 : Post the top portion of the problem only. Either read or have a student read aloud the material posted. Ask students what they notice or wonder about the information before them. No math problems are given on day one.

Days 2-5 : Post the top portion of the problem only. Select one question to complete. Have students work in pairs or independently and share how they solved the problem.

NOTE : o Allow 5-10 minutes per problem.o There are three levels of questions.o Students may be given different level problems to complete but it is suggested

to keep the number of problems limited to no more than 3 to allow time for sharing.

All Problem of the Week material is located on SharePoint. Teachers may use off-grade level PoWks to support students in small or intervention

groups.

Topics include: Mathematics : Measurement, Data, Geometry Science: Weather & Space; Solids, Liquids, Mixtures & Solutions; Structures; Earth

Materials & Ecosystems; Human Body: Magnetism / Electricity; Motion and Design Social Studies: History, Civics, Economics and Geography

Goals: Computational fluency; Mental math; Build understanding of number sense,

place value, and mathematical propertiesProcedures: 5-10 minutes per day every day (ideally). Select one number string to use each day. A number string is comprised as

several problems that are related in some way to help students build upon prior knowledge.

Show students the problem and allow think time. Students place thumb up to chest to notify the teacher they have an answer. All computations done mentally. Paper and pencil not permitted. KN & 1st

may use Dot Cards, Tens Frames, & a Rekenrek to support number sense. All answers written on board and are accepted without criticism or praise. Encourage students to explain how they got their answer as other students

listen to each other. Questioning of others and self-correcting is encouraged. Name or label the strategies students use.Lesson:

1. Teacher presents the problem.2. Students figure out the answer.3. Students share their answers, which are written down.4. Students share their thinking.5. The “real” answer is agreed upon.6. Additional problems are given.

Questions to support Number Talks: Who would like to share their thinking? Does anyone have questions about this? Who did it another way? How did you figure that out? What strategy did you use?

Addition / Subtraction Strategies: Counting On by Ones, Counting On, Making Tens, Landmark or Friendly Numbers, Doubles/Near Doubles, Breaking Each Number into Its Place Value, Compensation, Adding Up , Counting Back, Keeping a Constant Difference, Removal, Adjusting to make an Easier Problem, Place Value and Negative Numbers

Multiplication/Division Strategies:Repeated Addition or Skip Counting, Landmark or Friendly Numbers, Partial Products, Doubling and Halving, Breaking Factors into Smaller Factors, Repeated Subtractions or Fair Sharing / Dealing Out, Multiplying Up, Partial Quotients, Proportional Reasoning

Number Talks: Common Strategies for +, -, ×, ÷ Third Grade Curriculum Map ~ 2017-18 7

8 Common Addition StrategiesName Clarification Student Work Sample

Counting All student counts every number students are not yet able to add on from either addend, they must mentally build

every number

8 + 9

1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17

Counting On transitional strategy student starts with 1 number and counts on from this point

8 + 98…9,10,11,12,13,14,15,16,17

Doubles/Near Doubles student recalls sums for many doubles8 + 9

8 + (8 + 1) or (8 + 8) + 18 + 9 = 17 16 + 1= 17

Making Tens student uses fluency with ten to add quickly8 + 9

(7 +1) + 9 or 7 + (1 + 9)8 + 9 = 17 7 + 10 = 17

Making Friendly Numbers/ Landmark

Numbers

friendly numbers are numbers that are easy to use in mental computation student adjusts one or all addends by adding or subtracting to make friendly

numbers student then adjusts the answer to compensate

23 + 48

23 + (48 + 2 )23 + 50 = 7373 – 2 = 71

Compensation student manipulates the numbers to make them easier to add student removes a specific amount from one addend and gives that exact

amount to the other addend

8 + 6

8- 1 =7 6+ 1 =77+7=14

Breaking Each Number into its

Place Value

strategy used as soon as students understand place value student breaks each addend into its place value (expanded notation) and like

place value amounts are combined student works left to right to maintain the magnitude of the numbers

24 + 38

(20 + 4) + (30 + 8)20 + 30 = 504 + 8 = 12

50 + 12 = 62

Adding Up in Chunks

follows place value strategy student keeps one addend whole and adds the second addend in easy-to-use chunks more efficient than place value strategy because student is only breaking apart one

addend

45 + 28

45 + (20 + 8)45 + 20 = 6565 + 8 = 73

Volusia County Schools: Mathematics Department

6 Common Subtraction Strategies Third Grade Curriculum Map ~ 2017-18 8

Name Clarification Student Work Sample

Adding Up

student adds up from the number being subtracted (subtrahend) to the whole(minuend)

the larger the jumps, the more efficient the strategy student uses knowledge of basic facts, doubles, making ten, and counting on

14 – 7

7… 8,9,10,11,12,13,14 (+1 each jump)

7 + 3 = 1010 + 4 = 143 + 4 = 7

Counting Back strategy used by students who primarily view subtraction as taking a way 65 – 32

65 – (10 + 10 + 10 + 2)65, 55, 45, 35, 33

Removal student starts with the whole and removes the subtrahend in parts student needs the ability to decompose numbers in easy-to-remove parts

65 – (30 + 2)65 – 30 = 3535 – 2 = 33

Place Value student breaks each number into its place value (expanded notation) student groups like place values and subtracts

999 – 345

(900 + 90 + 9) – (300 + 40 + 5)900 – 300 = 60090 – 40 = 509 – 5 = 4

600 + 50 + 4 = 654

Keeping a Constant Difference student understands that adding or subtracting the same amount

from both numbers maintains the distance between the numbers student manipulates the numbers to create friendlier numbers

123 – 59

123 + 1 = 12459 + 1 = 60124 – 60 = 64

Adjusting to Create an Easier Number

strategy requires students to adjust only one of the numbers in a subtraction problem

student chooses a number to adjust, subtracts, then adjusts the final answer to compensate

students must understand part/whole relationships to reason through this strategy

123 – 59

59 + 1 = 60123 – 60 = 63I added 1 to make an easier number.63 + 1 = 64I have to add 1 to my final answer because I took away 1 too many.


6 Common Multiplication Strategies Third Grade Curriculum Map ~ 2017-18 9

Name Clarification Student Work Sample

Repeated Addition beginning strategy for students who are just learning multiplication

6 × 15

15+15+15+15+15+15 = 90

Skip Counting connection to an array model provides an essential visual model

2 × 15 = 302 × 15 = 302 × 15 = 3030 + 30 + 30 = 90

Friendly Numbers/ Landmark Numbers students who are comfortable multiplying by multiples of 10

9 × 15

Add 1 group of 1510 × 15 = 150We must now take off 1 group of 15.150 – 15 = 135

Partial Products

strategy based on the distributive property and is the precursor for our standard U.S. algorithm

student must understand that the factors in a multiplication problem can be broken into addends

student can then use friendlier numbers to solve more difficult problems

12 × 15

12 × (10 + 5)12 × 10 = 12012 × 5 = 60120 + 60 =180

Breaking Factors into SmallerFactors

strategy relies on students’ understanding of breaking factors into smaller factors associative property

12 × 25

(3 × 4) × 253 × (4 × 25)(4 × 25) + (4 × 25) + (4 × 25) = 300

Doubling & Halving

used by students who have an understanding of the concept of arrays with different dimensions but the same area

student can double and halve numbers with ease student doubles one factor and halves the other factor

8 × 25

8÷2 = 425 × 2 = 504 × 50 = 200



4 Common Division StrategiesName Clarification Student Work Sample

RepeatedSubtraction/Sharing

early strategy students use when they are developing multiplicative reasoning

repeated subtraction is one of the least efficient division strategies presents opportunities to make connections to multiplication

30 ÷ 5

30 – 5 = 2525 – 5 = 2020 = 5 = 1515 – 5 = 1010 – 5 = 55 – 5 = 0I took out 6 groups of 530 ÷ 5 = 6

Multiplying Up

strategy is a natural progression from repeated subtraction student uses strength in multiplication to multiply up to reach the

dividend students relying on smaller factors and multiples will benefit from

discussions related to choosing more efficient factors

384 ÷ 16

10 × 16 = 160 384 – 160 = 22410 × 16 = 160 224 – 160 = 642 × 16 = 32 64 – 32 = 322 × 16 = 32 32 – 32 = 0

10 + 10 + 2 + 2 = 24

Partial Quotients

maintains place value allows students to work their way toward the quotient by using

friendly numbers such as ten, five, and two as the student chooses larger numbers, the strategy becomes more

efficient

384 ÷ 16

Proportional Reasoning

students who have a strong understanding of factors, multiples, and fractional reasoning

students’ experiences with doubling and halving to solve multiplication problems can launch an investigation leading to the idea that you can divide the dividend and the divisor by the same number to create a friendlier problem

384 ÷ 16

384 ÷ 16÷2 ÷2

192 ÷ 8÷2 ÷2

96 ÷ 4÷2 ÷2

48 ÷ 2 = 24

384 ÷ 16 = 24



Daily Math

Daily Math (SMART Notebook document)- an interactive whiteboard tool to support CCSS-M at all grade levels (designed for previewing, reviewing and revisiting CCSS concepts) which can be used during whole group and small group instruction, RtI lessons, and as a math center for online activities. Activities vary by grade level. Daily Math can be saved after use to allow collection of data for such activities as graphing and line plots. (Sample pages shown from three grade levels.)

3rd Grade 4th Grade 5th Grade


Activities to Assist with Building Number Sense Quick Images

Focus Skill:

Subitizing, Visualizing amounts, and Using groups and combining groups to figure out “how many”

Procedure:

Cards with dots or tens frames on them arranged in various groups. They can be based on the visual arrangement of dice or dominoes, tens frames or other geometric patterns. To start flash the card quickly, giving students about 3–5 seconds to visualize the amount. Then, ask students what they saw and have them justify/explain their reasoning. This will encourage them to think in groups rather than count by ones.

RekenreksFocus Skill:

Grouping, Using the five or ten structure, Composing/Decomposing, and with Part-part-whole ideas

Procedure:The Rekenrek is an arithmetic rack that has two rows. Each row has 10 beads with 5 red beads and 5 white beads. It can be used much like a Quick Image to encourage the use of groupings. Common questions used include:

Can you show how to make the number ___? Can you show a different way? How many do we need to add to make ___? How many do we need to take away to make ___?

Count Around the CircleFocus Skill:

Counting sequences, Using patterns for problem solving, Estimation, Understanding place value

Procedure:

Select a counting sequence (i.e. counting by 2s, 3s, 5s, or 10s) and have each person in the circle say a number. Using the counting sequence of 7, for example: 7, 14, 21, 28, 35, etc. or using the counting sequence of ½, for example: ½, 1, 1 ½, 2, 2 ½, etc. To assist with the understanding of patterns, write the numbers on the board and discuss.

Ways to Make a Number -or- Today’s NumberFocus Skill:

Understanding numbers set in numerous contexts and Number relationshipsProcedure:A number is selected as Today’s Number and questions are asked about the number such as: Where is it located on the number line? What does it look like in expanded form?, and How is it represented using coins? The idea is to help students understand numbers in various contexts.


Daily CalendarFocus Skill:

Understanding how our time is organized and measured, Counting and sequencing of numbers

Procedure:

Use a school year long calendar to write in important events that occur during the school year (include science and social studies concepts) Ask questions such as: What is today’s date? / Yesterday’s date? / Tomorrow’s date? and How many days/months until a given event?

Counting the Number of Days in SchoolFocus Skill:

Acquiring a sense of increasing quantities, Exploring patterns, and Keeping track of information

Procedure:Use a roll of calculator tape, sentence strips or sticky notes to construct a number line throughout the year. Emphasize each tenth day. Use a 1 to 180 chart to track the number of days in school. Add one unifix/snap cube to a container daily and allow students to organize them into tens to help them to learn to count efficiently.

Collecting Data Over an Extended TimeFocus Skill:

Using numbers in authentic ways to observe patterns and gain a sense of measurement amounts

Procedure:

Collect data over a period of time (i.e. temperature, weather, and sunrise/sunset times).

Once or twice a month, discussions the data trends and interpret/analyze the data.

Ask questions such as: What do you notice about the data?, What do you predict it will look like in a week/month? Why?, What is the mean temperature?, and What patterns do you notice in the data?

Organic Number LineFocus Skill:

Understanding of numbers (different names/representations), build an understanding of equivalence and the whole/part of the whole, and developing strategies such as using benchmarks and doubling/halving to identify locations/sizes of numbers in relation to other numbers

Procedure:Create a number line that can be added to throughout the year. For fractions and decimals, it should focus on one section of a “whole number” number line (i.e. 0-2). Many numbers fall between 0 and 1 such as ¼, 0.45, and 0.3333. Different ways to represent each of these numbers and equivalent numbers should be included.

Ideas adapted from Number Talks: Whole Number Computation and Number Sense Routines: Building Numerical Literacy Every Day in Grades K – 3

Common Core State Standards Resources


AchievetheCore.org


Common Core Mathematical Practices Common Core State Standards Internet Resources1. Make sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.

SharePoint Resources: https://sharepoint.christina.k12.de.us/EMR/ o Math Linkso CCSS Linkso Classroom Resources

Shared Drive: \\clshare\elem_math ConnectEd: http://connected.mcgraw-hill.com Christina School District → STAFF → Common Core

Problem Solving Math Connects/Resources Math Connects Problem of the Day Math Connects Problem Solving Projects

Math Connects Real World Problem Solving Books Math Connects Supplemental Word Problems Resource

Assessment/Evidence of LearningSuggested Formative Assessments: Pre-assessments Closed-ended response (MC, T/F, matching) Open-ended response (short answer) Products (essay, model, project) Performances (demonstration, speech) Process-focused (conferences, observations) Portfolio (products, artifacts, tests) Exit Ticket: MC TE “Step 4” offers suggestionsRequired Summative Assessment: CCSS Tests (Enter in DSC)

English Language Learners Guide (on grade level) Strategic Intervention Guide (up to 1 yr. below) Math Triumphs (2 yrs. below level) Re-teach/Skills Practice Manuals Alternative textbooks/materials or study guides Academic games/learning centers Cooperative groups/teams Peer and individual tutoring Technology-assisted instruction (internet, PPTs)

Applying knowledge to a new situation Developing practice exercises Developing related media materials Completing special projects and experiments Developing games, problems, and contests Using computer-assisted/web-based lessons Locating background materials for topics Developing additional formative assessments Creating bulletin boards and displays

Reading Standards for Informational Text

Speaking and Listening Standards

Writing Standards

IncorporatingWriting

Ask/answer questions to demonstrate understanding of a math text.

Describe the connection between concepts or steps in math procedures.

Determine the meaning of specific math words or phrases in a math text.

Use text features to locate key facts or information in a math text.

Explain how images contribute to and clarify math text.

Read, comprehend, compare and contrast important points in math texts.

Participate in collaborative conversations about math topics.

Describe key ideas, details, or information presented orally or through other media.

Ask and answer questions about information from a speaker.

Add drawings or other visual displays to clarify math ideas.

Produce complete sentences to provide detail or clarification on math topics.

Write opinion pieces on math topics, including reasons that support the opinion.

Write explanatory math text using facts and definitions to develop points.

Use digital tools to produce math writing and collaborate with others.

Math Journals Exit Tickets Prompts

o I learned that I... o I noticed that I... o I discovered that I... o Explain in your own

words the meaning of.... Problem of the Day Problem of the Month


Summary of Standards for Mathematical Practice Questions to Develop Mathematical Thinking1. Make sense of problems and persevere in solving them.

Interpret and make meaning of the problem to find a starting point. Analyze what is given in order to explain the meaning of the problem.

Plan a solution pathway instead of jumping to a solution. Monitor their progress and change the approach if necessary. See relationships between various representations. Relate current situations to concepts or skills previously learned and

connect mathematical ideas to one another. Continually ask themselves, “Does this make sense?” Can understand various approaches to solutions.

How would you describe the problem in your own words? How would you describe what you are trying to find? What do you notice about...? What information is given in the problem? Describe the relationship between the quantities. Describe what you have already tried. What might you change? Talk me through the steps you have used to this point. What are some other strategies you might try? What are some other problems that are similar to this one? How might you use one of your previous problems to help you begin?

2. Reason abstractly and quantitatively. Make sense of quantities and their relationships. Decontextualize (represent a situation symbolically and manipulate the

symbols) and contextualize (make meaning of the symbols in a problem) quantitative relationships.

Understand the meaning of quantities and are flexible in the use of operations and their properties.

Create a logical representation of the problem. Attends to the meaning of quantities, not just how to compute them.

What do the numbers used in the problem represent? What is the relationship of the quantities? How is _______ related to ________? What is the relationship between ______and ______? What does _______ mean to you? (e.g. symbol, quantity, diagram) What properties might we use to find a solution? How did you decide in this task that you needed to use...? Could we have used another operation or property to solve this task? Why

or why not?

3. Construct viable arguments and critique the reasoning of others. Analyze problems and use stated mathematical assumptions,

definitions, and established results in constructing arguments. Justify conclusions with mathematical ideas. Listen to the arguments of others and ask useful questions to determine

if an argument makes sense. Ask clarifying questions or suggest ideas to improve/revise the

argument. Compare two arguments and determine correct or flawed logic.

What mathematical evidence would support your solution? How can we be sure that...? / How could you prove that...? Will it still work if...? What were you considering when...? How did you decide to try that strategy? How did you test whether your approach worked? How did you decide what the problem was asking you to find? Did you try a method that did not work? Why didn’t it work? Would it ever

work? Why or why not?

4. Model with mathematics. Understand this is a way to reason quantitatively and abstractly (able to

decontextualize and contextualize). Apply the mathematics they know to solve everyday problems. Are able to simplify a complex problem and identify important

quantities to look at relationships. Represent mathematics to describe a situation either with an equation or

a diagram and interpret the results of a mathematical situation. Ask themselves, “How can I represent this mathematically?”

What number model could you construct to represent the problem? What are some ways to represent the quantities? What is an equation or expression that matches the diagram, number line..,

chart..., table..? Where did you see one of the quantities in the task in your equation or

expression? How would it help to create a diagram, graph, table...? What are some ways to visually represent...? What formula might apply in this situation?

5. Use appropriate tools strategically. What mathematical tools could we use to visualize/represent the situation? Third Grade Curriculum Map ~ 2017-18 18

Use available tools recognizing the strengths and limitations of each. Use estimation and other mathematical knowledge to detect possible

errors. Identify relevant external mathematical resources to solve problems. Use technological tools to deepen their understanding of mathematics.

What information do you have? What information is not stated? What approach are you considering trying first? What estimate did you make for the solution? In this situation, would it be helpful to use...a graph..., number line..., ruler...,

diagram..., calculator..., manipulative?

6. Attend to precision. Communicate precisely with others and try to use clear mathematical

language when discussing their reasoning. Understand the meanings of symbols used in mathematics and can label

quantities appropriately. Express numerical answers with a degree of precision appropriate for

the problem context. Calculate efficiently and accurately.

What mathematical terms apply in this situation? How did you know your solution was reasonable? Explain how you might show that your solution answers the problem. What would be a more efficient strategy? How are you showing the meaning of the quantities? What symbols or mathematical notations are important in this problem? What mathematical language/definitions/properties can be used to explain...? How could you test your solution to see if it answers the problem?

7. Look for and make use of structure. Apply general mathematical rules to specific situations. Look for the overall structure and patterns in mathematics. See complicated things as single objects or as being composed of

several objects.

What observations do you make about...? / What do you notice when...? What parts of the problem might you eliminate..., simplify...? What patterns do you find in...? / How do you know if something is a

pattern? What ideas that we have learned before were useful in solving this problem? What are some other problems that are similar to this one?

8. Look for and express regularity in repeated reasoning. See repeated calculations and look for generalizations and shortcuts. See the overall process of the problem and still attend to the details. Understand the broader application of patterns and see the structure in

similar situations. Continually evaluate the reasonableness of their intermediate results.

Explain how this strategy works in other situations? Is this always true, sometimes true or never true? How would we prove that...? / What do you notice about...? What is happening in this situation? / What would happen if...? Is there a mathematical rule for...? What predictions or generalizations can this pattern support?

USD 259 Learning Services 2011

Math Discussion Prompts / Writing Prompts / Exit Ticket Prompts www.misterteacher.com

My best/worst experience with math was when____________. I want to become better at math so that I____________. One mathematics activity I really enjoy is _________ because __________.

I wish I knew more about____________. I need more help understanding ____________. The difference between____________ and ____________ is____________.


When I see a word problem, the first thing I do is _______ then I _________. How would you use what you learned today in your life? The main idea of today’s lesson was____________. Write a definition in your own words of a ____________. What questions are still unanswered at the end of this week? This is how I used math this week (outside of school) ____________.

What patterns do you notice in ____________? You know several ways to____________ (solve an equation, add fractions,

etc.) Which method is your favorite? Why? Write and solve a word problem whose solution involves ____________. Tips I would give a friend to solve this problem are_______. What strategy did/What other strategies could be used to solve this problem?

Online Resources Available on SharePoint Include:


Left Task Bar Curriculum Maps and Unit Assessments (including Excel Grading

Spreadsheets) Number Talks resources (including PPTs for each Unit’s Number Talk

and Quick Images [may also be used for Organic Number Line]) Daily Math SMART Notebook resources RtI, Progress Monitoring and Formative Assessments Classroom Resources Math CCSS Links to online resources to support understanding of CCSS Math Links to online resources to support instruction

Classroom Resources folder Curriculum Materials Planning and Teacher resources (including exit tickets, graphic

organizers, I Can statements, Lesson planning templates, math vocabulary, and Report Cards/Interim documents)

Computation resources Problem Solving and Performance Task resources Math Centers/Stations CCSS Standards and SBAC resources Content Chair Meeting Minutes

Online ResourcesMATHEMATICS: Teaching Channel (Videos)

https://www.teachingchannel.org/

Khan Academy (Videos and Practice)http://www.teachengineering.org/browse_activities.php

Illustrative Mathematics Project: (Lessons & Activities)http://illustrativemathematics.org/standards/k8

Engage NY: Math Units (Lessons/Modules)http://www.engageny.org/mathematics

Public Schools of NC: Resources (Lessons/Modules)http://maccss.ncdpi.wikispaces.net/Elementary

K-5 Math Teaching Resources (Activities)http://www.k-5mathteachingresources.com

NCTM Illuminations (Lessons & Activities)http://illuminations.nctm.org

Shodor: Interactivate Activities (Interactive Resources)http://www.shodor.org/interactivate/activities/

Thinking Blocks (Word Problems)http://www.thinkingblocks.com/

ELA & Math

Bedtime Math (Daily reading passages with word problem questions)http://bedtimemath.org/

Read Write Think http://www.readwritethink.org

Science & Math

Science Net Links (http://www.sciencenetlinks.com)

Wonderopolis (http://wonderopolis.org)

National Science Digital Libraryhttp://nsdl.org/search/standards/D10003FB

Social Studies & Math

National Geographic: Education (Search Common Core)http://education.nationalgeographic.com/education/?ar_a=1

Social Studies for Kids: Economicshttp://www.socialstudiesforkids.com/subjects/economics.htm

Curriculum Unit Third Grade Curriculum Map ~ 2017-18 21

Topic # 1: NumerationEnglish Translation Translation / Notes

enVision Math & Supplemental Resources CCSS Assessment: enVision assessmentDays: 1 Day Per Lesson, 1 Day for Review, and 1 Day for AssessmentCCSS: 3.NBT.1 and 3.NBT.2CCSS Mathematical Practices MP.1 Make sense of problems and persevere in solving themMP.2 Reason abstractly and quantitativelyMP.3 Construct viable arguments and critique the reasoning of othersMP.4 Model with mathematicsMP.5 Use appropriate tools strategicallyMP.6 Attend to precisionMP.7 Look for and make use of structureMP.8 Look for and express regularity in repeated reasoning

Lesson 1-1 Representing Numbers CCSS 3.NBT.1 and 3.NBT.2 Vocabulary Digits, place value, standard form, expanded form, word formI Can I can read and write 3-digit and 4-digit numbers. Math Practices 2,3,5,7

Lesson 1-2 Ways to Name Numbers CCSS 3.NBT.1I Can I can name numbers in different was. VocabularyMath Practices 2,3,5,6

Lesson 1-3 Greater Numbers CCSS 3.NBT.1 and 3.NBT.2I Can I can read and write numbers in the tens and hundred thousands. Vocabulary periodMath Practices 2,3,4,7

Lesson 1-4 Understanding Number Lines Third Grade Curriculum Map ~ 2017-18 22

CCSS 3.NBT.1I Can I can locate and compare whole numbers on a number line. VocabularyMath Practices 2,3,7

Lesson 1-5 Counting on Number Lines CCSS 3.NBT.1I Can I can identify the pattern on a number line or graph scare, and calculate missing

labels. VocabularyMath Practices 1,2,3,7

Lesson 1-6 Comparing Numbers CCSS 3.NBT.1I Can I can compare 3-digit and 4-digit whole numbers. Vocabulary compareMath Practices 1,2,3,7

Lesson 1-7 Ordering Numbers CCSS 3.NBT.1I Can I can order 3-digit and 4-digit whole numbers. Vocabulary orderMath Practices 2,3,8

Review Alternate Test Master /Assessment book Topic #1Assessment CSD District Assessment: Unit Test #1: Place Value


Curriculum Unit

Topic # 2: Number sense: Addition StrategiesEnglish Translation Translation / Notes

enVision Math & Supplemental Resources CCSS Assessment: enVision assessmentDays: 1 Day Per Lesson, 1 Day for Review, and 1 Day for AssessmentCCSS: 3.NBT.1, 3.NBT.2, 3.OA.8, 3.OA.9 CCSS Mathematical Practices MP.1 Make sense of problems and persevere in solving themMP.2 Reason abstractly and quantitativelyMP.3 Construct viable arguments and critique the reasoning of othersMP.4 Model with mathematicsMP.5 Use appropriate tools strategicallyMP.6 Attend to precisionMP.7 Look for and make use of structureMP.8 Look for and express regularity in repeated reasoning

Lesson 2-1 Addition Meaning and Properties CCSS 3.NBT.2 and 3.OA.9I Can I can use concrete materials and concepts of addition to model the

Commutative, Associative, and Identity Properties. Vocabulary Addends, Sum, Commutative (Order) Property of Addition, Associative

(Grouping) Property of Addition, Identity (Zero) Property of Addition Math Practices 2,3,4,7,8

Lesson 2-2 Subtraction Meanings CCSS 3.NBT.2I Can I can recognize situations when subtraction is used to solve a problem

and write number sentences. Vocabulary Fact family, difference Math Practices 3,4,5

Lesson 2-3 Using Mental Math to Add CCSS 3.NBT.2 I Can I can solve problems by adding with mental math. VocabularyMath Practices 1,2,3,8


Lesson 2-4 Using Mental Math to Subtract CCSS 3.NBT.2I Can I can solve problems by subtracting with mental math. VocabularyMath Practices 2,3,4

Lesson 2-5 Rounding CCSS 3.NBT.1I Can I can round two-digit and three-digit whole numbers to the nearest ten or

hundred, by comparing to the number halfway between or by using place value.

Vocabulary roundMath Practices 1,2,3,6

Lesson 2-6 Estimating Sums CCSS 3.NBT.2, 3.NBT.1, 3.OA.8I Can I can solve problems by estimating sums. Vocabulary Estimate, compatible numbersMath Practices 2,3,4,7,8

Lesson 2-7 Estimating Differences CCSS 3.NBT.2, 3.NBT.1, 3.OA.8I Can I can solve problems by estimating differences. VocabularyMath Practices 2,3,4,5,6,7,8

Lesson 2-8 Making Sense of Addition and Subtraction Equations CCSS 3.NBT.2I Can I can decide whether both sides of an equation are equal and they will

determine the value of an unknown number in an equation. Vocabulary Equation Math Practices 3,4,7,8

Review Alternate Test Master /Assessment book Topic #2Assessment CSD District Assessment: Unit Test # 2: Addition


Curriculum Unit Third Grade Curriculum Map ~ 2017-18 29

Topic # 3: using place value to add and subtract English Translation Translation / Notes

enVision Math & Supplemental Resources CCSS Assessment: enVision assessmentDays: 1 Day Per Lesson, 1 Day for Review, and 1 Day for AssessmentCCSS: 3.NBT.1, 3.NBT.2, 3.OA.8CCSS Mathematical Practices MP.1 Make sense of problems and persevere in solving themMP.2 Reason abstractly and quantitativelyMP.3 Construct viable arguments and critique the reasoning of othersMP.4 Model with mathematicsMP.5 Use appropriate tools strategicallyMP.6 Attend to precisionMP.7 Look for and make use of structureMP.8 Look for and express regularity in repeated reasoning

Lesson 3-1 Adding with an Expanded Algorithm CCSS 3.NBT.2I Can I can solve 3-digit addition problems using an expanded algorithm. Vocabulary --Math Practices 1,2,3,6

Lesson 3-2 Models for Adding 3-Digit Numbers CCSS 3.NBT.2I Can I can add 3-digit numbers using place-value blocks or pictures and record

the results using the standard addition algorithm. Vocabulary --Math Practices 2,3,4,5

Lesson 3-3 Adding 3-Digit Numbers CCSS 3.NBT.2, 3.OA.8, 3.NBT.1I Can I can add 3-digit numbers using paper-and-pencil methods and use addition

to solve problems. Vocabulary --Math Practices 2,5,8

Lesson 3-4 Adding 3 or More Numbers Third Grade Curriculum Map ~ 2017-18 30

CCSS 3.NBT.2, 3.OA.8I Can I can add 3 or more 2-digit and/or 3-digit numbers using paper-and-pencil

methods and use addition to solve problems. Vocabulary --Math Practices 2,8

Lesson 3-5 Problem Solving: Draw a Picture CCSS 3.NBT.2, 3.OA.8I Can I can draw a picture to solve a problem. Vocabulary --Math Practices 1,2,3,4,5

Lesson 3-6 Subtracting with an Expanded Algorithm CCSS 3.NBT.2I Can I can solve 3-digit subtraction problems by breaking them into smaller,

easier subtraction problems.Vocabulary --Math Practices 1,2,3,7

Lesson 3-7 Models for Subtracting 3-Digit Numbers CCSS 3.NBT.2, 3.OA.8 I Can I can subtract 3-digit numbers using place-value blocks or pictures and

record the results using the standard subtraction algorithm. Vocabulary --Math Practices 1,2,3,4,5

Lesson 3-8 Subtracting 3-Digit Numbers CCSS 3.NBT.2, 3.OA.8, 3.NBT.1I Can I can subtract 3-digit numbers using paper-and-pencil methods and use

subtraction to solve problems. Vocabulary --Math Practices 1,2,3,5,6

Lesson 3-9 Subtracting Across Zero


CCSS 3.NBT.2I Can I can subtract 3-digit numbers using paper-and-pencil methods and use

subtraction to solve problems. Vocabulary --Math Practices 3,4,7,8

Lesson 3-10 Problem Solving: Draw a Picture and Write a Number Sentence CCSS 3.OA.8, 3.NBT.2I Can I can solve problems by writing a number sentence based on a picture they

have drawn describing the problem. Vocabulary --Math Practices 1,2,3,4,7

Review Alternate Test Master /Assessment book Topic #3Assessment CSD District Assessment: Unit Test # 3: Subtraction


Curriculum Unit

Topic # 4: meanings of multiplication English Translation Translation / Notes

enVision Math & Supplemental Resources CCSS Assessment: enVision assessmentDays: 1 Day Per Lesson, 1 Day for Review, and 1 Day for AssessmentCCSS: 3.OA.1, 3.OA.5, 3.OA.3, 3.OA.9CCSS Mathematical Practices MP.1 Make sense of problems and persevere in solving themMP.2 Reason abstractly and quantitativelyMP.3 Construct viable arguments and critique the reasoning of othersMP.4 Model with mathematicsMP.5 Use appropriate tools strategicallyMP.6 Attend to precisionMP.7 Look for and make use of structureMP.8 Look for and express regularity in repeated reasoning

Lesson 4-1 Multiplication as Repeated Addition CCSS 3.OA.1, 3.OA.5, 3.OA.3 I Can I can write multiplication number sentences for given equal group

situations, using the X symbol. Vocabulary --Math Practices 1,2,3,4,5

Lesson 4-2 Arrays and Multiplication CCSS 3.OA.1, 3.OA.5, 3.OA.3I Can I can write multiplication sentences for arrays and use arrays to find

products. Vocabulary Array Math Practices 2,3,4,5,6


Lesson 4-3 The Commutative Property CCSS 3.OA.1, 3.OA.5, 3.OA.3I Can I can write multiplication sentences for arrays, use arrays to find products,

and use the Commutative Property of Multiplication. Vocabulary Commutative (Order) Property of Multiplication Math Practices 3,4,8

Lesson 4-4 The Commutative Property CCSS 3.OA.1, 3.OA.5, 3.OA.3I Can I can write multiplication sentences for arrays, use arrays to find products,

and use the Commutative Property of Multiplication. Vocabulary Commutative (Order) Property of Multiplication Math Practices 3,4,8

Lesson 4-5 Problem Solving: Writing to ExplainCCSS 3.OA.1, 3.OA.5, 3.OA.3, 3.OA.9I Can I can use objects, words, pictures, numbers, and technology to provide a

written explanation reflecting their understanding. Vocabulary --Math Practices 1,3,4,7

Review Alternate Test Master /Assessment book Topic #4Assessment CSD District Assessment: NONE


Curriculum Unit

Topic # 5: Multiplication facts: use patterns English Translation Translation / Notes

enVision Math & Supplemental Resources CCSS Assessment: enVision assessmentDays: 1 Day Per Lesson, 1 Day for Review, and 1 Day for AssessmentCCSS: 3.OA.9, 3.OA.3, 3.NBT.3, 3.OA.8, 3.OA.2CCSS Mathematical Practices MP.1 Make sense of problems and persevere in solving themMP.2 Reason abstractly and quantitativelyMP.3 Construct viable arguments and critique the reasoning of othersMP.4 Model with mathematicsMP.5 Use appropriate tools strategicallyMP.6 Attend to precisionMP.7 Look for and make use of structureMP.8 Look for and express regularity in repeated reasoning

Lesson 5-1 2 and 5 as FactorCCSS 3.OA.3, 3.OA.9, 3.NBT.3 I Can I can use patterns to multiply with 2 and 5 factors. Vocabulary MultiplesMath Practices 1,2,3,7,8

Lesson 5-2 9 as a FactorCCSS 3.OA.9, 3.OA.3, 3.OA.7, 3.OA.8 I Can I can use patterns to multiply with 9 as a factor. Vocabulary --Math Practices 1,2,3,5,6,8

Lesson 5-3 Multiplying with 0 and 1 CCSS 3.OA.9, 3.OA.3, 3.OA.8


I Can I can use patterns and properties to multiply 0 and 1 as factors. Vocabulary Identity (One) Property of Multiplication, Zero Property of Multiplication Math Practices 1,2,3,4,8

Lesson 5-4 Patterns for FactsCCSS 3.OA.9, 3.OA.2, 3.OA.8 I Can I can use patterns to find products with factors of 2, 5, and 9. Vocabulary Multiple Math Practices 1,5,7,8

Lesson 5-5 10 as a Factor CCSS 3.OA.9, 3.OA.3, 3.NBT.3,3.OA.8 I Can I can use patterns to multiply with 10 as a factor. Vocabulary --Math Practices 1,2,3,4,7,8

Lesson 5-6 Multiplying by Multiples of 10 CCSS 3.NBT.3I Can I can use basic multiplication facts and number patterns to multiply by multiples of 10. VocabularyMath Practices 1,2,3,8

Lesson 5-7 Problem Solving: Two-Question ProblemsCCSS 3.OA.3, 3.OA.8I Can I can solve for one problem and use the solution to complete a second problem. Vocabulary --Math Practices 1,2,3,4



Curriculum Unit

Topic # 6: multiplication facts: use known factsEnglish Translation Translation / Notes

enVision Math & Supplemental Resources CCSS Assessment: enVision assessmentDays: 1 Day Per Lesson, 1 Day for Review, and 1 Day for AssessmentCCSS: 3.OA.3,3.OA.5, 3.OA.8, 3.MD.7.c.CCSS Mathematical Practices MP.1 Make sense of problems and persevere in solving themMP.2 Reason abstractly and quantitativelyMP.3 Construct viable arguments and critique the reasoning of othersMP.4 Model with mathematicsMP.5 Use appropriate tools strategicallyMP.6 Attend to precisionMP.7 Look for and make use of structureMP.8 Look for and express regularity in repeated reasoning

Lesson 6-1 The Distributive Property CCSS 3.OA.5, 3.OA.3I Can I can use the Distributive Property to simplify multiplication problems by

breaking apart large arrays that represent multiplication facts into smaller arrays that represent other multiplication facts.

Vocabulary The Distributive Property Math Practices 2,3,4,5,7

Lesson 6-2 3 as a FactorCCSS 3.OA.3, 3.OA.8, 3.MD.7.c. I Can I can use known facts to find products with 3 as a factor. Vocabulary --Math Practices 5,7,8


Lesson 6-3 4 as a Factor CCSS 3.OA.3, 3.O.5, 3.OA.8, 3.MD.7.c. I Can I can use known facts and doubles to find products with 4 as a factor. Vocabulary --Math Practices 1,2,3,5,6,7

Lesson 6-4 6 and 7 as Factors CCSS 3.OA.3, 3.OA.8, 3.MD.7.c.I Can I can fluently add within 100. I can explain why addition strategies work. Vocabulary --Math Practices 2,3,4,5

Lesson 6-5 8 as a Factor CCSS 3.OA.3, 3.MD.7.c. I Can I can use known facts and doubles to find products with 8 as a factor. Vocabulary --Math Practices 1,2,5,8

Lesson 6-6 Multiplying with 3 Factors CCSS 3.OA.3,3.OA.5, 3.OA.8 I Can I can multiply three numbers and use the Associative Property of Multiplication. Vocabulary Associative (Grouping) Property of Multiplication Math Practices 2,3,7,8

Lesson 6-7 Multiplication Facts CCSS 3.OA.3, 3.OA.8 I Can I can use known facts and patterns to find products. Vocabulary --Math Practices 2,3,6,7

Lesson 6-8 Multiplying to Find Combinations CCSS 3.OA.3 I Can I can use objects, pictures, and multiplication to find the number of possible

combinations of data or objects in a problem. Vocabulary - - Math Practices 1,2,3,4


Lesson 6-9 Problem Solving: Multi-Step Problems CCSS 3.OA.3, 3.MD.8 I Can I can solve multi-step problems. VocabularyMath Practices 1,3,4,5,7

Review Alternative Test Master/Assessment Topic #6Assessment CSD District Assessment Unit Test # 4: Multiplication


Curriculum Unit

Topic # 7: meanings of division English Translation Translation / Notes


Lesson 7-1 Division as SharingCCSS 3.OA.2, 3.OA.3, 3.OA.4 I Can I can use models to solve division problems involving sharing and record

solutions using division number sentences. Vocabulary Division Math Practices 1,3,4,5

Lesson 7-2 Division as Repeated Subtraction CCSS 3.OA.2, 3.OA.3, 3.OA.4 I Can I can use models to solve division problems involving repeated subtraction and

record solutions using division and number sentences. Vocabulary --Math Practices 2,4,5,6


Lesson 7-3 Finding Missing Numbers in a Multiplication Table CCSS 3.OA.6, 3.OA.4, 3.OA.9 I Can I can use multiplication tables to find answers to division problems. Vocabulary --Math Practices 2,3,5,7

Lesson 7-4 Problem Solving: Choose and Appropriate Equation CCSS 3.OA.4, 3.OA.6 I Can I can solve word problems by writing equations that represent the problem

situations. Vocabulary --Math Practices 1,2,7

Lesson 7-5 Writing Division Stories CCSS 3.OA.3, 3.OA.4I Can I can write and solve number stories involving division. Vocabulary --Math Practices 1,2,3,4,5,8

Lesson 7-6 Problem Solving: Use Objects and Draw a Picture CCSS 3.OA.3, 3.OA.4, 3.OA.6I Can I can solve problems by using objects and drawing a picture. Vocabulary --Math Practices 1,3,4,5,7 Review Alternative Test Master/ Assessment Unit #7Assessment CSD District Assessment: NONE


Curriculum Unit

Topic # 8: division factsEnglish Translation Translation / Notes


Lesson 8-1 Relating Multiplication and Division CCSS 3.OA.7, 3.OA.3, 3.OA.4I Can I can give a multiplication fact, state a related division fact and vice versa. Vocabulary Dividend, Divisor, Quotient Math Practices 2,3,5,7

Lesson 8-2 Fact Families with 2,3,4, and 5 CCSS 3.OA.7, 3.OA.3, 3.OA.4I Can I can give quotients for division facts with divisors of 2, 3, 4, and 5. Vocabulary --Math Practices 1,2,3,4,7

Lesson 8-3 Fact Families with 6 and 7CCSS 3.OA.7, 3.OA.3I Can I can give quotients for division facts with divisors of 6 and 7. Vocabulary --Math Practices 1,2,3,6,7,8


Lesson 8-4 Fact Families with 8 and 9 CCSS 3.OA.7, 3.OA.3I Can I can give quotients for division facts with divisors of 8 and 9. Vocabulary --Math Practices 1,2,3,4,5,7

Lesson 8-5 Problem Solving: Multiple-Step Problems CCSS 3.OA.3, 3.OA.4, 3.OA.8 I Can I can use previously learned skills to solve multi-step problems. Vocabulary --Math Practices 1,2,3,4,7

Lesson 8-6 Making Sense of Multiplication and Division Equations CCSS 3.OA.3, 3.OA.4I Can I can use multiplication and division facts to decide whether both sides of an

equation are equal. I can also determine the value of an unknown number in an equation.

VocabularyMath Practices 3,4,7

Lesson 8-7 Dividing with 0 and 1 CCSS 3.OA.3, 3.OA.4, 3.OA.5 I Can I can use patterns and fact families to find answers to division facts with 0 and

1. Vocabulary --Math Practices 2,3,4,5,6

Lesson 8-8 Multiplication CCSS 3.OA.7, 3.OA.3, 3.OA.4I Can I can use multiplication and division facts to solve problems. Vocabulary --Math Practices 2,3,7


Lesson 8-9 Problem Solving: Draw a Picture and Write a Number SentenceCCSS 3.OA.3I Can I can solve division problems involving sharing and repeated subtraction by

drawing a picture and writing a number sentence. Vocabulary --Math Practices 1,2,3,4, 7

Review Alternate Test Master /Assessment book Topic #8Assessment CSD District Assessment: Unit # 5: Division


Curriculum Unit

Topic # 9: understanding fractions English Translation Translation / Notes

enVision Math & Supplemental Resources CCSS Assessment: enVision assessmentDays: 1 Day Per Lesson, 1 Day for Review, and 1 Day for AssessmentCCSS: 3.NF.1, 3.NF.2.a, 3.NF.2, 3.NF.2.b, 3.OA.3CCSS Mathematical Practices MP.1 Make sense of problems and persevere in solving themMP.2 Reason abstractly and quantitativelyMP.3 Construct viable arguments and critique the reasoning of othersMP.4 Model with mathematicsMP.5 Use appropriate tools strategicallyMP.6 Attend to precisionMP.7 Look for and make use of structureMP.8 Look for and express regularity in repeated reasoning

Lesson 9-1 Dividing Regions into Equal Parts CCSS 3.NF.1I Can I can identify regions that have been divided into equal-sized parts and divide

regions into equal-sized parts. Vocabulary Halves, thirds, fourths, fifths, sixths, eighths, tenths, twelfths Math Practices

2,3,5

Lesson 9-2 Fractions and Regions CCSS 3.NF.1 I Can I can associate the model, symbol, and words used to describe a fractional part of a

whole region. Vocabulary Fraction, unit fraction, numerator, denominator Math Practices

2,3,4


Lesson 9-3 Fractions and Sets CCSS 3.NF.1I Can I can associate the model, symbol, and words used to describe a fractional part of a

set. Vocabulary --Math Practices

3,4,5

Lesson 9-4 Fractional Parts of a Set CCSS 3.NF.1 I Can I can find a fractional part of a set. Vocabulary Unit fraction Math Practices

2,4,5,8

Lesson 9-5 Locating Fractions on the Number LineCCSS 3.NF.2.a, 3.NF.2, 3.NF.2.bI Can I can identify fractional parts and mixed numbers on a number line. Vocabulary Mixed numbers Math Practices

3,5,6

Lesson 9-6 Benchmark Fractions CCSS 3.NF.2.a I Can I can use benchmark fractions to estimate fractional parts. Vocabulary Benchmark fractions Math Practices

2,4

Lesson 9-7 Fractions and Length CCSS 3.NF.2.b I Can I can associate the model, symbol, and words used to describe a fractional part of

the length of an object. Vocabulary --Math Practices

2,3, 5


Lesson 9-8 Problem Solving: Make a Table and Look for a Pattern CCSS 3.OA.3 I Can I can make a table and look for a pattern to solve a problem. Vocabulary --Math Practices

1, 2,3,7



Curriculum Unit

Topic # 10: fraction comparison and equivalence English Translation Translation / Notes

enVision Math & Supplemental Resources CCSS Assessment: enVision assessmentDays: 1 Day Per Lesson, 1 Day for Review, and 1 Day for AssessmentCCSS: 3.NF.2 , 3.NF.3.a, 3.NF.3.b, 3.NF.3.c, 3.NF.3.dCCSS Mathematical Practices MP.1 Make sense of problems and persevere in solving themMP.2 Reason abstractly and quantitativelyMP.3 Construct viable arguments and critique the reasoning of othersMP.4 Model with mathematicsMP.5 Use appropriate tools strategicallyMP.6 Attend to precisionMP.7 Look for and make use of structureMP.8 Look for and express regularity in repeated reasoning

Lesson 10-1 Using Models to Compare Fractions: Same Denominator CCSS 3.NF.3.d, 3.NF.3.a I Can I can use models and quantitative reason to compare fractions with the same

denominator. VocabularyMath Practices 2,5

Lesson 10-2 Using Models to Compare Fractions: Same Numerator CCSS 3.NF.3.d, 3.NF.3.aI Can I can use models and reasoning to compare fractions with the same numerator. Vocabulary --Math Practices 2,3,4


Lesson 10-3 Comparing Fractions using Benchmarks CCSS 3.NF.3.d I Can I can use benchmark numbers to compare fractions with the same numerator or

the same denominator. VocabularyMath Practices 1,2,3

Lesson 10-4 Comparing Fractions on the Number LineCCSS 3.NF.3.d, 3.NF.3.aI Can I can use number lines to compare fractions with like denominators or like

numerators. Vocabulary --Math Practices 1,2,6,7

Lesson 10-5 Finding Equivalent Fractions CCSS 3.NF.3.a, 3.NF.3.b I Can I can use models to find equivalent fractions. Vocabulary Equivalent fractions, simplest formMath Practices 2,3,5,7,8

Lesson 10-6 Equivalent Fractions and the Number Line CCSS 3.NF.3.a, 3.NF.3.b, 3.NF.3.cI Can I can use number lunes to identify equivalent fractions. Vocabulary --Math Practices 2,4,5,7

Lesson 10-7 Whole Numbers and FractionsCCSS 3.NF.3.cI Can I can use fraction strips and number lines to find fraction names for whole

numbers. VocabularyMath Practices 1,2,3,4,7


Lesson 10-8 Using FractionsCCSS 3.NF.3I Can I can compare and order fractions to solve problems. VocabularyMath Practices 2,3,4,5,7

Lesson 10-9 Problem Solving: Draw a Picture CCSS 3.NF.2 I Can I can draw a picture to solve problems. Vocabulary --Math Practices 1,2,3,4,5

Review Alternate Test Master /Assessment book Topic #10Assessment CSD District Assessment: Unit Test 7: Fractions


Curriculum Unit

Topic # 11: two-dimensional shapes and their attributesEnglish Translation Translation / Notes

enVision Math & Supplemental Resources CCSS Assessment: enVision assessmentDays: 1 Day Per Lesson, 1 Day for Review, and 1 Day for AssessmentCCSS: 3.G.1, 3. G.2CCSS Mathematical Practices MP.1 Make sense of problems and persevere in solving themMP.2 Reason abstractly and quantitativelyMP.3 Construct viable arguments and critique the reasoning of othersMP.4 Model with mathematicsMP.5 Use appropriate tools strategicallyMP.6 Attend to precisionMP.7 Look for and make use of structureMP.8 Look for and express regularity in repeated reasoning

Lesson 11-1 Lines and Line Segments CCSS 3.G.1I Can I can identify lines and line segments and explore their different relationships. Vocabulary Point, line, line segment, intersecting lines, parallel lines Math Practices 3,5,8

Lesson 11-2 Angles CCSS 3.G.1 I Can I can identify and classify angles in relation to right angles. Vocabulary Ray, angle, vertex (of an angle), right angle, perpendicular, acute angle, obtuse

angleMath Practices 2,3,5


Lesson 11-3 Polygons CCSS 3.G.1 I Can I can identify and classify polygons. Vocabulary Polygon, side, vertex (of a polygon), diagonal, triangle, quadrilateral,

pentagon, hexagon, octagon, decagon Math Practices 2,3,4,5,7

Lesson 11-4 Triangles CCSS 3.G.1I Can I can identify and classify triangles. Vocabulary Equilateral triangle, isosceles triangle, scalene triangle, right triangle, acute

triangle, obtuse triangle Math Practices 2,3,7,8

Lesson 11-5 QuadrilateralsCCSS 3.G.1 I Can I can identify and classify quadrilaterals. Vocabulary Trapezoid, parallelogram, rectangle, rhombus, squareMath Practices 2,3,7

Lesson 11-6 Combining and Separating ShapesCCSS 3.G.1, 3. G.2I Can I can create new shapes by combining shapes or by separating shapes. Vocabulary --Math Practices 1,2,7

Lesson 11-7 Making New ShapesCCSS 3.G.1, 3. G.2I Can I can make a new shape by cutting apart a shape and rearranging the pieces. Vocabulary --Math Practices 1,3,4,6


Lesson 11-8 Problem Solving: Solve a Simpler Problem CCSS 3.G.2 I Can I can solve a problem by first solving a simpler problem. Vocabulary --Math Practices 1,2,3,7

Lesson 11-9 Problem Solving: Make and Test Generalizations CCSS 3.G.1 I Can I can identify commonalities among objects or situations to make and test

generalizations. Vocabulary --Math Practices 1,3,8

Review Alternate Test Master /Assessment book Topic #11Assessment CSD District Assessment: Unit Test 9: Geometric Figures


Curriculum Unit

Topic # 13: perimeter English Translation Translation / Notes

enVision Math & Supplemental Resources CCSS Assessment: enVision assessmentDays: 1 Day Per Lesson, 1 Day for Review, and 1 Day for AssessmentCCSS: 3.MD.8 CCSS Mathematical Practices MP.1 Make sense of problems and persevere in solving themMP.2 Reason abstractly and quantitativelyMP.3 Construct viable arguments and critique the reasoning of othersMP.4 Model with mathematicsMP.5 Use appropriate tools strategicallyMP.6 Attend to precisionMP.7 Look for and make use of structureMP.8 Look for and express regularity in repeated reasoning

Lesson 13-1 Understanding PerimeterCCSS 3.MD.8I Can I can use standard units to find the perimeter of a shape. Vocabulary Perimeter Math Practices 1,2,3,5,6

Lesson 13-2 Tools and Units for Perimeter CCSS 3.MD.8I Can I can select appropriate tools and units to find perimeter. Vocabulary MileMath Practices 2,3,5

Lesson 13-3 Perimeter of Common Shapes CCSS 3.MD.8I Can I can use standard units to find the perimeter of a common shape. VocabularyMath Practices 1,4,8


Lesson 13-4 Different Shapes with the Same Perimeter CCSS 3.MD.8I Can I can match shapes to a given perimeter and learn that different shapes can have

the same perimeter. Vocabulary --Math Practices 3,4,5,7

Lesson 13-5 Problem Solving: Try, Check, and Revise CCSS 3.MD.8I Can I can solve a problem through the process of try, check, and revise. VocabularyMath Practices 1,2,3



Curriculum Unit

Topic # 14: Area English Translation Translation / Notes

enVision Math & Supplemental Resources CCSS Assessment: enVision assessmentDays: 1 Day Per Lesson, 1 Day for Review, and 1 Day for AssessmentCCSS: 3.MD.5., 3.MD.6, 3.MD.7, 3.G.2CCSS Mathematical Practices MP.1 Make sense of problems and persevere in solving themMP.2 Reason abstractly and quantitativelyMP.3 Construct viable arguments and critique the reasoning of othersMP.4 Model with mathematicsMP.5 Use appropriate tools strategicallyMP.6 Attend to precisionMP.7 Look for and make use of structureMP.8 Look for and express regularity in repeated reasoning

Lesson 14-1 Covering Regions CCSS 3.MD.5, 3.MD.6 I Can I can measure the area of a shape by counting the number of square units that

cover a region. Vocabulary areaMath Practices 1,2,3,4

Lesson 14-2 Area and Units CCSS 3.MD.5.a, 3.MD.5.bI Can I can use square units to make figures with given areas. Vocabulary Square units Math Practices 1,3,5


Lesson 14-3 Standard Units CCSS 3.MD.6 I Can I can use standard units of area and counting to measure the area of a shape. VocabularyMath Practices 2,3,5,6

Lesson 14-4 Area of Squares and Rectangles CCSS 3.MD.7.a, 3.MD.7.b I Can I can find the area of rectangles by counting square units or by using a formula. Vocabulary --Math Practices 2,3,5,8

Lesson 14-5 Area and the Distributive Property CCSS 3.MD.7.c I Can I can use the areas of rectangles to model the Distributive Property. Vocabulary --Math Practices 4,5,8

Lesson 14-6 Problem Solving: Solve a Simpler Problem CCSS 3.MD.6, 3.MD.7, 3.MD.5.a I Can I can solve complex problems asking for the area of irregular shapes. Vocabulary --Math Practices 1,2,3,4,7

Lesson 14-7 Area of Irregular Shapes CCSS 3.MD.7.d I Can I can find the area of irregular shapes. Vocabulary --Math Practices 1,2,3,5,7,8

Lesson 14-8 Same Area, Different Perimeter CCSS 3.MD.7.b, 3.MD.8I Can I can compare different rectangles with the same area to discover the change in

perimeter. Vocabulary --Math Practices 2,3,5,7


Lesson 14-9 Equal Areas and Fractions CCSS 3.G.2, 3.MD.5 I Can I can use equal areas of parts of figures to model unit fractions. Vocabulary --Math Practices 1,2,3,4,5

Lesson 14-10 Problem Solving: Selecting Appropriate Measurement Units and Tools CCSS 3.MD.5 I Can I can select appropriate units and tools for measuring the area of given units. Vocabulary --Math Practices 2,5,7

Review Alternate Test Master /Assessment book Topic #Assessment CSD District Assessment: Unit # 10: Length, Area, and Line Plots


Curriculum Unit

Topic # 12: time English Translation Translation / Notes

enVision Math & Supplemental Resources CCSS Assessment: enVision assessmentDays: 1 Day Per Lesson, 1 Day for Review, and 1 Day for AssessmentCCSS: 3.MD.1CCSS Mathematical Practices MP.1 Make sense of problems and persevere in solving themMP.2 Reason abstractly and quantitativelyMP.3 Construct viable arguments and critique the reasoning of othersMP.4 Model with mathematicsMP.5 Use appropriate tools strategicallyMP.6 Attend to precisionMP.7 Look for and make use of structureMP.8 Look for and express regularity in repeated reasoning

Lesson 12-1 Time to the Half Hour and Quarter HourCCSS 3.MD.1I Can I can tell time to the nearest half hour and quarter hour using analog and digital

clocks, and identify times as A.M. and P.M.Vocabulary Hour, half hour, quarter hour, minute, seconds, A.M., P.M. Math Practices 2,3,4,5,7

Lesson 12-2 Time to the MinuteCCSS 3.MD.1I Can I can tell time to the nearest minute using analog and digital clocks. VocabularyMath Practices 2,5


Lesson 12-3 Units of TimeCCSS 3.MD.1I Can I can perform simple conversions for units of time. VocabularyMath Practices 2,3,6,8

Lesson 12-4 Elapsed TimeCCSS 3.MD.1I Can I can find elapsed time in intervals of minutes. Vocabulary Elapsed timeMath Practices 2,4,5

Lesson 12-5 Problem Solving: Work Backward CCSS 3.MD.1I Can I can use the strategy work backward to solve problems. Vocabulary --Math Practices 1,3,4,8



Curriculum Unit

Topic # 15: Liquid volume and massEnglish Translation Translation / Notes

enVision Math & Supplemental Resources CCSS Assessment: enVision assessmentDays: 1 Day Per Lesson, 1 Day for Review, and 1 Day for AssessmentCCSS: 3.MD.2CCSS Mathematical Practices MP.1 Make sense of problems and persevere in solving themMP.2 Reason abstractly and quantitativelyMP.3 Construct viable arguments and critique the reasoning of othersMP.4 Model with mathematicsMP.5 Use appropriate tools strategicallyMP.6 Attend to precisionMP.7 Look for and make use of structureMP.8 Look for and express regularity in repeated reasoning

Lesson 15-1 Customary Units of Capacity CCSS 3.MD.2 I Can I can choose an appropriate unit and tool, estimate, and measure in cups, pints,

quarts, and gallons. I can identify objects, which hold about a cup, a pint, a quart, or a gallon.

Vocabulary Capacity, cup, pint, quart, gallon Math Practices 1,2,3,8

Lesson 15-2 Metric Units of Capacity CCSS 3.MD.2 I Can I can choose an appropriate unit and tool, estimate, and measure in milliliters

and liters. I can identify objects that hold about a liter or a milliliter. Vocabulary Milliliter (mL), Liter (L) Math Practices 2,3,8


Lesson 15-3 Units of Mass CCSS 3.MD.2 I Can I can choose an appropriate unit and tool, estimate, and measure in grams and

kilograms. I can identify objects that hold about one gram or one kilogram. Vocabulary Mass, gram (g), kilogram (kg)Math Practices 2,3,5,7,8

Lesson 15-4 Units of WeightCCSS 3.MD.2 I Can I can choose an appropriate unit and tool, estimate, and measure in ounces, pounds, and

tons. I can identify objects that hold about an ounce, a pound, or a ton. Vocabulary Weight, ounce, pound, tonMath Practices 2,3,5,8

Lesson 15-5 Problem Solving: Draw a Picture CCSS 3.MD.2 I Can I can draw a picture to solve a problem involving units of capacity and mass. VocabularyMath Practices 1,3,4,5,6

Review Alternate Test Master /Assessment book Topic #15Assessment CSD District Assessment: Unit Test #*: Volume, Mass and Time


Curriculum Unit

Topic # 16: dataEnglish Translation Translation / Notes

enVision Math & Supplemental Resources CCSS Assessment: enVision assessmentDays: 1 Day Per Lesson, 1 Day for Review, and 1 Day for AssessmentCCSS: CCSS Mathematical Practices MP.1 Make sense of problems and persevere in solving themMP.2 Reason abstractly and quantitativelyMP.3 Construct viable arguments and critique the reasoning of othersMP.4 Model with mathematicsMP.5 Use appropriate tools strategicallyMP.6 Attend to precisionMP.7 Look for and make use of structureMP.8 Look for and express regularity in repeated reasoning

Lesson 16-1 Line Plots CCSS 3.MD.4 I Can I can use a line plot to organize the results of an experiment. Vocabulary Line plotMath Practices 5,6,7

Lesson 16-2 Length and Line Plots CCSS 3.MD.4I Can I can generate data by measuring lengths to the nearest fourth of an inch and make

line plots to organize their data and draw conclusions. VocabularyMath Practices 2,3,5 Give Unit 10 Test after 16-2 Lesson


Lesson 16-3 Reading Pictographs and Bar Graphs CCSS 3.MD.3 I Can I can read and interpret data from a pictograph and a bar graph. Vocabulary Pictograph, key, bar graph, scale Math Practices 1,2,3,4,5,6

Lesson 16-4 Making Pictographs CCSS 3.MD.3I Can I can make a pictograph from a table or tally chart. VocabularyMath Practices 1,2,3,4,5

Lesson 16-5 Making Bar Graphs CCSS 3.MD.3I Can I can make a bar graph to represent the data in a table or tally chart. VocabularyMath Practices 2,3,4,5,7,8

Lesson 16-6 Problem Solving: Using a Table and Graphs to Draw Conclusions CCSS 3.MD.3 I Can I can solve problems by using tables and graphs to draw conclusions. Vocabulary --Math Practices 2,3,4

Review Alternate Test Master /Assessment book Topic #16Assessment CSD District Assessment: Unit Test 6: Patterns, Algebra, and Data


Number Talks- Power Points are located on SharePoint

Number Talks (Select one box per day to cover the number string. Teachers may create their own strings or may refer to the Number Talks book.)Addition Strategies: Making Tens & Making Landmark or Friendly Numbers

Questions to Ask:

Who would like to share their thinking?

Does anyone have questions about this?

Who did it another way? How did you figure that out?

Have students solve the number sentences mentally: 4 + 6 9 + 4 + 6 7 + 6 + 4 ? = 6 + 1 + 4

Have students solve the number sentences mentally: 2 + 8 8 + 4 6 + 8 ? = 8 + 3


Have students solve the number sentences mentally: 8 + 2 + 4 2 + 7 + 8 5 + 8 + 2 ? = 8 + 9 + 2





Have students solve the number sentences mentally: 23 + 7 14 + 23 23 + 27 ? = 23 + 7 + 10

Have students solve the number sentences mentally: 1+ 9 + 7 + 3 8 + 1 + 2 + 9 5 + 1 + 9 + 5 ? = 7 + 3 + 8 + 3


Have students solve the number sentences mentally: 19 + 1 + 5 19 + 7 + 1 11 + 19 ? = 19 + 21


Have students solve the number sentences mentally: 2 + 6 + 4 + 8 4 + 5 + 6 + 5 5 + 4 + 5 + 6 ? = 6 + 3 + 1 + 9



Have students solve the number sentences mentally: 49 + 1 5 + 49 49 + 2 ? = 1 + 49 + 5




Number Talks (Select one box per day to cover the number string. Teachers may create their own strings or may refer to the Number Talks book.)Addition Strategies: Doubles and Near-Doubles

Questions to Ask:



Who did it another way? How did you figure that

out?





















Number Talks (Select one box per day to cover the number string. Teachers may create their own strings or may refer to the Number Talks book.)Addition Strategies: Breaking Each Number into Place Value & Adding Up in Chunks

Questions to Ask:




out?





















Number Talks (Select one box per day to cover the number string. Teachers may create their own strings or may refer to the Number Talks book.)Subtraction Strategies: Counting Back, Adding Up & Removal

Questions to Ask:




out?

Have students solve the number sentences mentally: 20 – 15 20 – 14 10 – 9 ? = 10 – 8




















Number Talks (Select one box per day to cover the number string. Teachers may create their own strings or may refer to the Number Talks book.)Subtraction Strategies: Place Value and Negative Numbers (Explain to student that negative numbers are frequently used with temperatures.)

Questions to Ask:




out?




Have students solve the number sentences mentally: 5 – 5 5 – 6 5 – 7 ? =5 – 8



Have students solve the number sentences mentally: 20 – 10 5 – 7 25 – 17 ? =24 – 16

Have students solve the number sentences mentally: 20 – 10 2 – 6 26– 16 ? = 25 – 15




Have students solve the number sentences mentally: 40 – 10 2 – 5 42 – 15 ? = 41 - 16








Number Talks (Select one box per day to cover the number string. Teachers may create their own strings or may refer to the Number Talks book.)


Subtraction Strategies: Adjusting One Number to Create an Easier Problem & Keeping a Constant DifferenceQuestions to Ask:




out?




Have students solve the number sentences mentally: 31 – 15 30 – 15 40 – 15 ? = 39 - 15
















Number Talks (Select one box per day to cover the number string. Teachers may create their own strings or may refer to the Number Talks book.)


Multiplication Strategies: Multiplication Making Landmark or Friendly Numbers Questions to Ask:




out?

Have students solve the number sentences mentally: 2 x 5 2 x 10 2 x 20 ? = 2 x 25




















Number Talks (Select one box per day to cover the number string. Teachers may create their own strings or may refer to the Number Talks book.)Multiplication Strategies: Partial Products

Questions to Ask:




out?
















Have students solve the number sentences mentally: 4 x 15 10 x 14 14 x 5 ? =14 x 5





Number Talks (Select one box per day to cover the number string. Teachers may create their own strings or may refer to the Number Talks book.)Multiplication Strategies: Doubling and Halving

Questions to Ask: Who would like to share

their thinking? Does anyone have

questions about this? Who did it another way? How did you figure that

out?


Have students solve the number sentences mentally: 1 x 18 2 x 9 3 x 6 ? =9 x 2


















Number Talks (Select one box per day to cover the number string. Teachers may create their own strings or may refer to the Number Talks book.) Third Grade Curriculum Map ~ 2017-18 90

Multiplication Strategies: Breaking Factors into Smaller Factors Questions to Ask:




out?






Have students solve the number sentences mentally: 3 x 14 4 x 14 6 x 14 ? = 9 x14










Have students solve the number sentences mentally: 4 x 15 10 x 14 14 x 5 ? = 14 15



