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Kirsten Orlovsky Grade 3 Mathematics 2013-2014 Unit 1: Numeration Total Time (with summative assessment): 11 days Performance Assessment: SWBAT use data from a trip to answer questions about planning a vacation. Lesson Topic/ Mastery?

Objective Resources Assessment Standards Unit Concept Timeline

1. Hundreds Master

Students will read and write numbers in the hundreds.

1. enVision Math book (student and teacher editions) 2. Pearson interactive learning videos 3. Math Manipulatives 4. Interactive Center activities

Formative Assessments: - Student responses to teacher questions/problems - In-class assignments and quizzes -Leveled homework Summative Assessment: - Chapter test

Review 2.NBT.1 2- Place Value 1 day

2. Thousands Teach

Students will read and write numbers in the thousands.

(See above) (See above) Prepares for 4.NBT.1 2- Place value 1 day

3. Greater Numbers Teach

Students will read and write numbers in the ten and hundred thousands.

(See above) (See above) Prepares for 3.NBT.1 and 3.NBT.2

2-Place Value 1 day

4. Ways to Name Numbers Master

Students will use ordinal numbers to show the order of people or objects. They will name numbers in different ways.

(See above) (See above) Prepares for 4.NBT.2

2- Place Value 1 day

5. Comparing Numbers Master

Students will compare 3-digit and 4-digit whole numbers.

(See above) (See above) 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.

2-Place Value 1 day

Kirsten Orlovsky Grade 3 Mathematics 2013-2014 6. Ordering Numbers Master

Students will order 3-digit and 4-digit whole numbers.

(See above) (See above) 3.NBT.1 2-Place Value 1 day

7. Counting Money Teach

Students will find the value of money, including $5 and $1 bills, half dollars, quarters, dimes, nickels and pennies.

(See above) (See above) Reviews 2.MD.8

2- Place Value 1 day

8. Making Change Teach

Students will use coins and bills to figure out the change hey should receive after purchasing an item.

(See above) (See above) Reviews 2.MD.8 2- Place Value 1 day

9. Problem Solving: Make an Organized List Teach

Students will make an organized list to represent information given in a problem.

(See above) (See above) 3.NBT.1 2- Place Value 1 day

Unit 2: Adding Whole Numbers Total Time (with summative assessment): 12 days Performance Assessment: SWBAT analyze data and plan a route for the class using a map and distances of routes. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Addition Meaning and Properties.

Students use concrete materials and concepts of addition to model the Communicative, Associative, and Identity

1. enVision Math book (student and teacher editions) 2. Pearson interactive learning videos

Formative Assessments: - Student responses to teacher questions/problems - In-class assignments

3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using

1- Multi-Digit and Multi-Step addition and subtraction.

1 day

Kirsten Orlovsky Grade 3 Mathematics 2013-2014 Master

Properties of Addition. 3. Math Manipulatives 4. Interactive Center activities

and quizzes -Leveled homework Summative Assessment: - Chapter test

properties of operations. 3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

2. Adding on a Hundred Chart Master

Students use a hundred chart to add two-digit numbers and develop mental math strategies.

(See above) (See above) 3.OA.9 1- Multi-Digit and Multi-Step addition and subtraction.

1 day

3. Using Mental Math to Add Teach

Students solve problems by adding with mental math.

(See above) (See above) Prepares for 3.NBT.2 1- Multi-Digit and Multi-Step addition and subtraction.

1 day

4. Rounding Master

Students 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.

(See above) (See above) 3.NBT.1


1 day

5. Estimating Sums Teach

Students solve problems by estimating sums.


1 day

6. Adding 2-Digit Numbers Teach

Students add 2-digit numbers using paper-and-pencil methods and use addition to solve problems.

(See above) (See above) 3.NBT.2 1- Multi-Digit and Multi-Step addition and subtraction.

1 day

7. Models for Adding 3-Digit Numbers

Students add 3-digit numbers using place-value blocks or pictures and record the results using the


1 day

Kirsten Orlovsky Grade 3 Mathematics 2013-2014 Teach

standard addition algorithm.

8. Adding 3-Digit Numbers Teach

Students add 3-digit numbers using paper-and-pencil methods and use addition to solve problems.

(See above) (See above) 3.NBT.1 3.NBT.2 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.


1 day

9. Adding 3 or More Numbers Check

Students add 3 or more 2- and/or 3-digit numbers using paper-and-pencil methods and use addition to solve problems.

(See above) (See above) 3.NBT.2 3.OA.8


1 day

10. Problem Solving: Draw a Picture Teach

Students draw a picture to solve a problem.

(See above) (See above) 3.NBT.2 3.OA.8 3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories Solve one-and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.


1 day

Kirsten Orlovsky Grade 3 Mathematics 2013-2014 Unit 3: Subtraction Number Sense Total Time (with summative assessment): 7 days Performance Assessment: SWBAT examine data in a shopping list and answer questions regarding the supplies needed for the school carnival. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Subtraction Meanings Master

Students recognize situations when subtraction is used to solve a problem and write number sentences.



Reviews 2.OA.5 and 2.NBT.5


1 day

2. Subtracting on a Hundred Chart Master

Students will use a hundred chart to subtract 2-digit numbers and develop mental math strategies.

(See above) (See above) Reviews 2.OA.5 1- Multi-Digit and Multi-Step addition and subtraction.

1 day

3. Using Mental Math to Subtract Teach

Students will solve problems by subtracting with mental math.


1 day

4. Estimating Differences Teach

Students will solve problems by estimating differences.


1 day

5. Problem Solving: Reasonableness Teach

Students will solve word problems and check their answers for reasonableness.


3- Multiplication and Division

1 day

Kirsten Orlovsky Grade 3 Mathematics 2013-2014 Unit 4: Subtracting Whole Numbers to Solve Problems Total Time (including summative assessment): 8 days Performance Assessment: SWBAT examine data given about tickets and prizes at a video arcade, and make a prize log to show the amount of tickets they would have left after purchasing certain prizes. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Models for Subtracting 2-Digit Numbers Teach

Students subtract 2-digit numbers using place-value blocks or pictures and record the results using the standard subtraction algorithm.



3.NBT.2


1 day

2. Subtracting 2-Digit Numbers Teach

Students subtract 2-digit numbers using paper-and-pencil methods and use subtraction to solve problems.


1 day

3. Models for Subtracting 3-Digit Numbers Teach

Students subtract 3-digit numbers using place-value blocks or pictures and record the results using the standard subtraction algorithm .



1 day

4. Subtracting 3-Digit Numbers Teach

Students subtract 3-digit numbers using paper- and- pencil methods and use subtraction to solve problems.



1 day

5. Subtracting Across Zero

Students subtract 3-digit numbers using paper-and-pencil methods and use

(See above) (See above) 3.NBT.2 1- Multi-Digit and Multi-Step addition and

1 day

Kirsten Orlovsky Grade 3 Mathematics 2013-2014

Unit 5: Multiplication Meanings and Facts Total Time (including summative assessment): 12 days Performance Assessment: SWBAT compare data regarding boxes of cards and the price of each box, and use the information to decide how many boxes they need to sell to raise money for the soccer team. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Multiplication as Repeated Addition Teach

Students will write multiplication number sentences for given equal group situations, using the X symbol.

1. nvision Math book (student and teacher editions) 2. Pearson interactive learning videos 3. Math Manipulatives 4. Interactive Center activities


3.OA.1 Interpret products of whole numbers. 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities. 3.OA.5 Apply properties of operations as strategies to multiply and divide.

3- Fluency in Multiplication and Division

1 day

2. Arrays and Multiplication

Students will write multiplication sentences for arrays, use arrays to find products, and use

(See above) (See above) 3.OA.1 3.OA.3


1 day

Teach

subtraction to solve problems.

subtraction.

6. Problem Solving: Draw a Picture and Write a Number Sentence Teach

Students solve problems by writing a number sentence based on a picture they have drawn describing the problem.

(See above) (See above) 3.NBT.1 3.OA.8 3.MD.3


1 day

Kirsten Orlovsky Grade 3 Mathematics 2013-2014 Teach the Commutative

Property of Multiplication.

3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. 3.OA.5 Apply properties of operations as strategies to multiply and divide. 3.OA.9 3.MD.7.b Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

3. Using Multiplication to Compare Teach

Students will use models and write multiplication sentences to compare amounts.



1 day

4. Writing Multiplication Stories Teach

Students will write math stories for given multiplication facts.

(See above) (See above) 3.OA.1 3.OA.3 3.OA.5


1 day

Kirsten Orlovsky Grade 3 Mathematics 2013-2014 5. Problem Solving: Writing to Explain Teach

Students will use objects, words, pictures, numbers, and technology to provide a written explanation reflecting their understanding.

(See above) (See above) 3.OA.1 3.OA.3 3.OA.5 3.OA.9


1 day

6. 2 and 5 as Factors Teach

Students will use patterns to multiply with 2 and 5 as factors.



1 day

7. 10 as a Factor Teach

Students will use patterns to multiply with 10 as a factor.

(See above) (See above) 3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10-90 using strategies based on place value and properties of operations. 3.OA.3 3.OA.8 3.OA.9


1 day


Students will use patterns to multiply with 9 as a factor.

(See above) (See above) 3.OA.3 3.OA.7 Fluently multiply and divide within 100 using strategies such as the relationship between multiplication and division or properties of operations. By the end of grade 3, know from memory all products of two one-digit numbers. 3.OA.8 3.OA.9


1 day

Kirsten Orlovsky Grade 3 Mathematics 2013-2014 9. Multiplying with 0 and 1 Teach

Students will use patterns and properties to multiply with 0 and 1 as factors.



1 day

10. Problem Solving: Two-Question Problems Teach

Students will solve for one problem and use the solution to complete a second problem.



1 day

Unit 6: Multiplication Facts: Use Known Facts Total Time (including summative assessment): 9 days Performance Assessment: SWBAT use bake sale information and apply their knowledge of multiplication to solve problems. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. 3 as a Factor Teach

Students will use known facts to find products with 3 as a factor.



3.OA.3 3.OA.8 3.MD.7.c Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b+c is the sum of axb and axc. Use area models to represent the distributive property in a mathematical reasoning.


1 day

2. 4 as a Factor

Students will use known facts and doubles to find


3- Fluency in Multiplication and

1 day

Kirsten Orlovsky Grade 3 Mathematics 2013-2014 Teach

products with 4 s a factor. 3.OA.8 3.MD.7.c

Division


Students will use known facts to find products with 6 and 7 as factors.

(See above) (See above) 3.OA.3 3.OA.8 3.MD.7.c


1 day


Students will use known facts and doubles to find products with 8 as a factor.

(See above) (See above) 3.OA.3 3.MD.7.c


1 day


Students will use patterns to multiply with 11 and 12 as factors.



1 day

6. Multiplying with 3 Factors Teach

Students will multiply three numbers and use the Associative Property of Multiplication



1 day

7. Problem Solving: Multiple-Step Problems Teach

Students will solve multiple-step problems.

(See above) (See above) 3.OA.3 3.OA.8 3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths finding an unknown side length and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.


1 day

Kirsten Orlovsky Grade 3 Mathematics 2013-2014 Unit 7: Division Meanings Total Time (including summative assessment): 7 days Performance Assessment: SWBAT create a chart using division to display what a rock collection might look like in different scenarios. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Division as Sharing Teach

Students will use models to solve division problems involving sharing and record solutions using division number sentences.



3.OA.2 Interpret whole-number quotients of whole numbers. 3.OA.3 3.OA.4


1 day

2. Understanding Remainders Teach

Students will learn that when dividing, there may be some left over called a remainder.



1 day

3. Division as Repeated Subtraction Teach

Students will use models to solve division problems involving repeated subtraction and record solutions using division number sentences.



1 day

4. Writing Division Stories Teach

Students will write and solve number stories involving division.



1 day

5. Problem Solving: Use Objects and Draw a Picture Teach

Students will solve problems by using objects and drawing a picture.

(See above) (See above) 3.OA.3 3.OA.8 3.MD.8


1 day

Kirsten Orlovsky Grade 3 Mathematics 2013-2014 Unit 8: Division Facts Total time (including summative assessment): 8 days Performance Assessment: SWBAT use division to organize data about putting stamps in an album for display. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Relating Multiplication and Division Teach

Students will give a multiplication fact, state a related division fact and vice versa.



3.OA.3 3.OA.4 3.OA.7

4- Relationship between multiplication and division

1 day

2. Fact Families with 2, 3, 4 and 5 Teach

Students will give quotients for division facts with divisors of 2, 3, 4 or 5.

(See above) (See above) 3.OA.2 3.OA.3 3.OA.4 3.OA.6 Understand division as an unknown- factor problem. 3.OA.7


1 day

3. Fact Families with 6 and 7 Teach

Students will give quotients for division facts with divisors of 6 and 7.



1 day

4. Fact Families with 8 and 9 Teach

Students will give quotients for division facts with divisors of 8 and 9.



1 day

Kirsten Orlovsky Grade 3 Mathematics 2013-2014 3.OA.7 5. Dividing with 0 and 1 Teach

Students will use patterns and fact families to find answers to division facts with 0 and 1.



1 day

6. Problem Solving: Draw a Picture and Write a Number Sentence Teach

Students will solve division problems involving sharing and repeated subtraction by drawing a picture and writing a number sentence.

(See above) (See above) 3.OA.3 4- Relationship between multiplication and division

1 day

Unit 9: Patterns and Relationships Total Time (including summative assessment): 10 days Performance Assessment: SWBAT create a tower using pattern blocks. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Repeating Patterns Teach

Students will identify and extend repeating geometric or repeating number patterns.



3.OA.9

1- Multi-Digit and Multi-Step addition and subtraction

1 day

2. Number Sequences Teach

Students will identify and extend whole-number patterns involving addition and subtraction.

(See above) (See above) 3.OA.9 1- Multi-Digit and Multi-Step addition and subtraction

1 day

3. Extending Students will extend tables (See above) (See above) 3.OA.9 1- Multi-Digit and 1 day

Kirsten Orlovsky Grade 3 Mathematics 2013-2014 Tables Teach

of ordered airs for situations involving multiplication, addition, or subtraction.

Multi-Step addition and subtraction

4. Writing Rules for Situations Teach

Students will find a rule and extend the table, given a table of number pairs.

(See above) (See above) Extends 3.OA.9 1- Multi-Digit and Multi-Step addition and subtraction

1 day

5. Translating Words to Expressions Teach

Students will translate words or situations to expressions.

(See above) (See above) Extends 3.OA.9 1- Multi-Digit and Multi-Step addition and subtraction

1 day

6. Geometric Patterns Teach

Students will extend patterns of cubes or tiles.

(See above) (See above) 3.OA.9 1- Multi-Digit and Multi-Step addition and subtraction 5- Geometry

1 day

7. Equal or Unequal Teach

Students will compare expressions to determine if they are equal or unequal.

(See above) (See above) 1- Multi-Digit and Multi-Step addition and subtraction

1 day

8. Problem Solving: At It Out and Use Reasoning Teach

Students will use the strategies Act It Out and Use Reasoning to solve problems.

(See above) (See above) 1- Multi-Digit and Multi-Step addition and subtraction

1 day

Kirsten Orlovsky Grade 3 Mathematics 2013-2014 Unit 10: Solids and Shapes Total time (including summative assessment): 10 days Performance Assessment: SWBAT use their knowledge of 3 dimensional shapes in order to create a chart describing the amount of flat surfaces, edges, and vertices in each solid figure contained in the diagram. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Solid Figures Check

Students will identify solid figures by name and describe their attributes.



Reviews 1.G.2

5- Geometry 1 day

2. Relating Solids and Shapes Teach

Students will identify shapes related to given solids.

(See above) (See above) Reviews 1.G.2

5- Geometry 1 day

3. Lines and Line Segments Check

Students will identify lines and line segments and explore their different relationships.

(See above) (See above) Prepares for 4.G.1 5- Geometry 1 day

4. Angles Teach

Students will identify and classify angles in relation to right angles.

(See above) (See above) Prepares for 4.G.1 5- Geometry 1 day

5. Polygons Check

Students will identify and classify polygons.

(See above) (See above) 3.G.1 Understand that shapes in different categories may share attributes and that the shared

5- Geometry 1 day


attributes can define a larger category. Recognize rhombuses, rectangles, and squares as examples of quadrilaterals that do not belong to any of these subcategories.

6. Triangles Teach

Students will identify and classify triangles.

(See above) (See above) 3.G.1 5- Geometry 1 day

7. Quadrilaterals Teach

Students will identify and classify quadrilaterals.


8. Problem Solving: Make and Test Generalizations Teach

Students will identify commonalities among objects or situations to make and test generalizations.


Unit 12: Understanding Fractions Total time (including summative assessment): 12 days Performance Assessment: SWBAT create tile designs using their knowledge of fractions.

Kirsten Orlovsky Grade 3 Mathematics 2013-2014 Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Dividing Regions into Equal Parts Teach

Students will identify regions that have been divided into equal-sized parts and divide regions into equal-sized parts.



3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. 3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.

7- Fractions 1 day

2. Fractions and Regions Teach

Students will associate the model, symbol and words used to describe a fractional part of a whole region.

(See above) (See above) 3.NF.1

7- Fractions 1 day

3. Fractions and Sets Teach

Students will associate the model, symbol and words used to describe a fractional part of a set.

(See above) (See above) 3.NF.1 7- Fractions 1 day

4. Benchmark Fractions Teach

Students use benchmark fractions to estimate fractional parts.

(See above) (See above) 3.NF.2.a Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.

7- Fractions 1 day

5. Finding Equivalent Fractions Teach

Students will use models to find equivalent fractions.

(See above) (See above) 3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

7- Fractions 1 day


3.NF.3.a Understand two fractions as equivalent if they are the same size, or the same point on a number line. 3.NF.3.b Recognize and generate simple equivalent fractions. Explain why the fractions are equivalent.

6. Using Models to Compare Fractions Teach

Students will use models to compare fractions.

(See above) (See above) 3.NF.3 3.NF.3.a 3.NF.3.b

7- Fractions 1 day

7. Fractions on the Number Line Check

Students will find and write fractions and mixed numbers on a number line. Students will compare and order fractions and mixed numbers.

(See above) (See above) 3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram. 3.NF.2.a 3.NF.2.b Represent a fraction a/b on a number line diagram by making off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/n on the number line. 3.NF.3.a

7- Fractions 1 day

8. Using Models to Add Fractions Teach

Students will add fractions with like denominators, using models.

(See above) (See above) Prepares for 4.NF.3.a 7- Fractions 1 day

9. Using Models to Subtract

Students will subtract fractions with like

(See above) (See above) Prepares for 4.NF.3.a 7- Fractions 1 day

Kirsten Orlovsky Grade 3 Mathematics 2013-2014 Fractions Teach

denominators, using models.

10. Problem Solving: Make a Table and Look for a Pattern Teach

Students will make a table and look for a pattern to solve a problem.

(See above) (See above) 3.OA.3 7- Fractions 1 day

Unit 14: Customary Measurement Total time (including summative assessment): 8 days Performance Assessment: SWBAT analyze questions involving customary measurement using real-life examples of construction and cooking. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Understanding Measurement Teach

Students will understand the measurement process and the need for standard units. Students learn to measure length with nonstandard units and to the nearest inch.



Prepares for 3.MD.2 6- Measurement 1 day

2. Fractions of an Inch Teach

Students will measure length to the nearest ½ inch and to the nearest ¼ inch.

(See above) (See above) 3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot,

6- Measurement 1 day


where the horizontal scale is marked off in appropriate units- whole numbers, halves, or quarters

3. Using Inches, Feet, Yards and Miles Teach

Students will choose an appropriate unit, estimate, and measure in feet, yards, and miles. Students will convert units among inches, feet and yards.

(See above) (See above) 3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams, kilograms, and liters. Add, subtract, multiply or divide to solve one-step word problems involving masses or volumes that are given in the same units.


4. Customary Units of Capacity Teach

Students will choose an appropriate unit and tool, estimate, and measure in cups, pints, quarts and gallons. Students will identify objects that hold about a cup, a pint, a quart, or a gallon.

(See above) (See above) 3.MD.2 6- Measurement 1 day

5. Units of Weight Teach

Students will choose an appropriate unit and tool, estimate, and measure in ounces, pounds and tons. Students identify objects that weigh about an ounce, a pound or a ton.


6. Problem Solving: Act it Out and Use Reasoning Teach

Students will solve problems by acting out the information given by using their reasoning skills.


Kirsten Orlovsky Grade 3 Mathematics 2013-2014 Unit 15: Metric Measurement Total time (including summative assessment): 7 days Performance Assessment: SWBAT analyze data about metric measurements in order to answer questions about making jewelry. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Using Centimeters and Decimeters Teach

Students will estimate and measure lengths in centimeters.



3.MD.2 6- Measurement 1 day

2. Using Meters and Kilometers Teach

Students will choose an appropriate unit, estimate and measure in meters and kilometers. Students convert units among kilometers, meters, centimeters and millimeters.

(See above) (See above) 3.MD.2


3. Metric Units of Capacity Teach

Students will choose an appropriate unit and tool, estimate and measure in millimeters and liters. Students identify objects that hold about a liter or a milliliter.


4. Units of Mass Teach

Students choose appropriate unit and tool, estimate and measure in grams and kilograms. Students identify objects



with a mass of about one gram or one kilogram.

5. Problem Solving: Make a Table and Look for a Pattern Teach

Students make a table and look for a pattern in order to solve a problem.


Unit 16: Perimeter, Area and Volume Total time (including summative assessment): 10 days Performance Assessment: SWBAT design a rug based on criteria given, using their knowledge of area and perimeter. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Understanding Perimeter Teach

Students will use standard units to find the perimeter of a shape.



3.MD.8


2. Perimeter of Common Shapes Teach

Students will use standard units to find the perimeter of a shape.



3. Different Shapes with the Same Perimeter Teach

Students will match shapes to a given perimeter and learn that different shapes can have the same perimeter.


Kirsten Orlovsky Grade 3 Mathematics 2013-2014 4. Problem Solving: Try, Check, Revise Teach

Students will solve a problem through the process of try, check and revise.

(See above) (See above) 3.NBT.2 4- Measurement 1 day

5. Understanding Area Check

Students will use concrete and pictorial models of square units to determine the area of two-dimensional surfaces.

(See above) (See above) 3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement. 3.MD.5.a A square with side length 1 unit, called “a square unit,” of area, and can be used to measure area. 3.MD.5.b A plane figure, which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. 3.MD.6 Measure areas by counting unit squares. 3.MD.7 Relate area to the operations of multiplication and addition. 3.MD.8


6. Estimating and Measuring Area Check

Students will estimate and find the area of irregular shapes drawn on a grid or with square units shown.

(See above) (See above) 3.MD.6 3.MD.7


7. Volume Check

Students will find the volume of solid figures constructed of cubes.

(See above) (See above) Previews 5.MD.3


8. Problem Solving: Solve a

Students will solve complex problems asking



Kirsten Orlovsky Grade 3 Mathematics 2013-2014 Simpler Problem Teach

for the area of irregular shapes.

3.MD.7.b 3.MD.7.d Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.

Unit 17: Time and Temperature Total time (including summative assessment): 8 days Performance Assessment: SWBAT use their knowledge of time and temperature to apply to scenarios of elapsed time, and temperature. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Time to the Half Hour and Quarter Hour Teach

Students will tell time to the nearest half hour and quarter hour using analog and digital clocks, and identify times as A.M. or P.M.



3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes.


2. Time to the Minute Teach

Students will tell time to the nearest minute using analog and digital clocks.



3. Units of Time Teach

Students will perform simple conversions for units of time.


Kirsten Orlovsky Grade 3 Mathematics 2013-2014 4. Elapsed Time Teach

Students will find elapsed time in intervals of minutes.



5. Temperature Teach

Students will read temperatures on Fahrenheit and Celsius thermometers, and determine appropriate temperatures for given activities.


6. Problem Solving: Work Backward Teach

Students will use the strategy work backward to solve problems.


Unit 19: Dividing with 1-Digit Numbers Total time (including summative assessment): 8 days Performance Assessment: SWBAT analyze data in a chart and use division to solve problems about a making jewelry. Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Mental Math Teach

Students will use known multiplication patterns to divide multiples of 10,100 and 1,000 by a 1-digit number.



3.OA.6 Understand division as an unknown factor problem.


1 day

2. Estimating Students will use (See above) (See above) Prepares for 3.OA.7 3- Fluency in 1 day

Kirsten Orlovsky Grade 3 Mathematics 2013-2014 Quotients Check

compatible numbers to estimate quotients.

Multiplication and Division

3. Connecting Models and Symbols Teach

Students will use place-value blocks and an algorithm to divide 2-digit numbers by 1-digit numbers.

(See above) (See above) 3.OA.2 3- Fluency in Multiplication and Division

1 day

4. Dividing 2-Digit Numbers Teach

Students will divide 2-digit numbers by 1-digit numbers using paper and pencil.


1 day

5. Dividing with Remainders Teach

Students will use arrays and the division algorithm to divide numbers with a remainder.

(See above) (See above) Prepares for 4.OA.3 3- Fluency in Multiplication and Division

1 day

6. Problem Solving: Multiple-Step Problems Teach

Students will use previously learned skills to solve multiple-step problems.


1 day

Unit 20: Data, Graphs and Probability Total time (including summative assessment): 11 days Performance Assessment: SWBAT poll their classmates about a question and make a graph based on their results.

Kirsten Orlovsky Grade 3 Mathematics 2013-2014 Lesson Topic Objective Resources Assessment Standards Unit Concept Timeline 1. Organizing Data Teach

Students will use tally charts to record and organize survey data.




2. Reading Pictographs and Bar Graphs Master

Students will read and interpret data from a pictograph and a bar graph.


3. Making Pictographs Master

Students will make a pictograph from a table or tally chart.


4. Making Bar Graphs Master

Students will make a bar graph to represent the data in a table or tally chart.


5. Ordered Pairs and Line Graphs Check

Students will locate points on a coordinate grid and read and use line graphs.

(See above) (See above) 6- Measurement 1 day

6. How Likely? Teach

Students will describe events as likely, unlikely, impossible, or certain. Students will compare the likelihood of events using the terms for likely, less likely, equally likely, and least likely.


7. Outcomes and Experiments

Students will predict the results of a probability experiment, conduct the


Kirsten Orlovsky Grade 3 Mathematics 2013-2014 Teach experiment, and compare

the results to the prediction.

8. Line Plots and Probability Teach

Students will use a line plot to organize the results of a probability experiment and to predict future events.

(See above) (See above) Extends 3.MD.4 6- Measurement 1 day

9. Problem Solving: Use Tables and Graphs to Draw Conclusions Teach

Students will solve problems by using tables and graphs to draw conclusions.


***Units 11, 13, and 18 will be included if time permits in the school year. None of the standards are covered in these chapters that have not already been learned in previous units.***

unit 1: numeration total time (with summative … maps/math 3rd grade 2013.pdfkirsten orlovsky grade...

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