1: OPERATIONS AND ALGEBRAIC THINKING, PART

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1 3 rd GRADE MATH PACING GUIDE: 1 st Nine Weeks UNIT 1: OPERATIONS AND ALGEBRAIC THINKING, PART 1 Week Lesson Standards Learning Target Vocabulary WEEK 1 Aug. 10 Lesson 0 Lessons for the 1 st 5 Days Refer to the Mathematical Practices - Set up rules and expectations - Pre-assessments WEEK 2 Aug. 14 Lesson 1 Understand the Meaning of Multiplication 3.OA.A.1: Interpret the factors and products in whole number multiplication equation (e.g., interpret 4x7 as the total number of objects in 4 groups of 7 objects with a total of 28 objects or 4 strings measuring 7 inches each with a total of 28 inches.) - I can use the X symbol to mean groups of and problems, such as 5x7 refer to 5 groups of 7. - I can interpret a multiplication problem situation using pictures, objects, words, numbers, and equations. - I can understand that repeated addition and skip counting are strategies for finding a product, but the meaning of multiplication is finding numbers of equal groups. Equation Factor Array WEEK 3 Aug. 21 Lesson 2 Use Order and Grouping to 3.OA.B.5: Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) Examples: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known (Commutative property of multiplication). 3 x 5 x 2 can be solved by (3 x 5) x 2 or 3 x (5 x 2) (Associative property of multiplication). One-way to find 8 x 7 is by using 8 x (5 + 2) = (8 x 5) + (8 x 2). By knowing that 8 x 5 = 40 and 8 x 2 = 16, then 8 x 7 = = 56 (Distributive property of multiplication over addition). - I can understand that numbers can be multiplied in any order and the product will be the same commutative property of multiplication. - I can understand that three or more factors in a problem can be grouped in different ways and the product will be the same associative property of multiplication. - I can break apart a factor as a strategy for multiplying distributive property of multiplication. - I can apply the commutative, associative, and distributive properties of multiplication to solve multiplication problems. Array Factor WEEK 4 Aug. 28 Lesson 3 Split Numbers to 3.OA.B.5: Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) Examples: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known (Commutative property of multiplication). 3 x 5 x 2 can be solved by (3 x 5) x 2 or 3 x (5 x 2) (Associative property of multiplication). One-way to find 8 x 7 is by using 8 x (5 + 2) = (8 x 5) + (8 x 2). By knowing that 8 x 5 = 40 and 8 x 2 = 16, then 8 x 7 = = 56 (Distributive property of multiplication over addition). - I can break apart a factor as a strategy for multiplying distributive property of multiplication. - I can apply the commutative, associative, and distributive properties of multiplication to solve multiplication problems. Array Factor

2 WEEK 5 Sept. 5 Lesson 4 Understand the Meaning of Division 3.OA.A.2: Interpret the dividend, divisor, and quotient in whole number division equations (e.g., 28 7 can be interpreted as 28 objects divided into 7 equal groups with 4 objects in each group or 28 objects divided so there are 7 objects in each of the 4 equal groups). - I can understand division as sharing. - I can understand division as separating equal shares or groups and finding the number of shares. Division Divide Array WEEK 6 Sept. 11 Lesson 5 Understand How Multiplication and Division Are Connected 3.OA.B.6: Understand division as an unknown-factor problem. For example, find 32 8 by finding the number that makes 32 when multiplied by 8. - I can understand and demonstrate the relationship between multiplication and division, such as fact families. - I can find the unknown in a multiplication or division problem. Dividend Divisor Quotient Division Fact WEEK 7 Sept. 18 Lesson 6 Multiplication and Division Facts Lesson 7 Understand Patterns 3.OA.A.4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers within 100. For example, determine the unknown number that makes the equation true in each of the equations 8 x? = 48, 5 =? 3, 6 x 6 =?. 3.OA.C.7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8x5 = 40, one knows 40 5=8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. 3.OA.D.9: Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, analyze patterns in the multiplication table and observe that 4 times a number is always even (because 4 x 6 = (2 x 2) x 6 = 2 x (2 x 6), which uses the associative property of multiplication). - I can fluently multiply and divide within I can use fact families and the relationship between multiplication and division to find unknowns in multiplication and division problems. - I can use a variety of methods and strategies to find and explain patterns, such as hundreds charts, addition tables, multiplication tables, number properties, and even and odd numbers. Fact Family Factor Division Dividend Divisor Quotient Pattern Rule Even Number Odd Number

3 WEEK 8 Sept. 25 Lesson 8 Use Place Value to Round Numbers 3.NBT.A.1: Round whole numbers to the nearest 10 or 100 using understanding of place value. UNIT 2: NUMBERS AND OPERATIONS IN BASE TEN - I can round two- and three- digit numbers to the nearest 10 and I can explain how to round numbers to the nearest 10 and 100. Round To Estimate An Estimate WEEK 9 Oct. 2 FLEX WEEK - Review Units 1 and 2 - Tasks: Kitchen Floor Tiling, Soccer Goals, Name that Number, Surprise Birthday Party, Pin the Numbers, Musical Chairs

4 3 rd GRADE MATH PACING GUIDE: 2 nd Nine Weeks Week Lesson Standards Learning Target Vocabulary 3.NBT.A.2: Fluently add and subtract within 1000 using - I can use a variety of strategies to add and subtract up to Sum strategies and algorithms based on place value, properties three-digit numbers. Difference of operations, and/or the relationship between addition - I can estimate to determine if an answer is reasonable. Place Value and subtraction. Regroup WEEK 10 Oct. 16 WEEK 10 Oct. 23 Lesson 9 Use Place Value to Add and Subtraction Lesson 10 Use Place Value to 3.NBT.A.3: one-digit whole numbers by multiples of 10 in the range (e.g., 9 80, 5 60) using strategies based on place value and properties of operations. - I can understand the meaning of a multiplication expression. - I can use place value understanding to multiply a one-digit number by multiples of I can use properties of operations to multiply a one-digit number by multiples of 10. Review Properties of Multiplication Factor Review Properties of Multiplication WEEK 11 Oct. 30 Lesson 11 Solve One-Step Word Problems Using Multiplication and Division UNIT 3: OPERATIONS AND ALGEBRAIC THINKING, PART 2 3.OA.A.3: and divide within 100 to solve contextual problems, with unknowns in all positions, in situations involving equal groups, arrays, and measurement quantities using strategies based on place value, the properties of operations, and the relationship between multiplication and division (e.g., contexts including computations such as 3 x? = 24, 6 x 16 =?,? 8 = 3, or 96 6 =?) (See Table 2 - Multiplication and Division Situations). - I can solve multiplication and division word problems involving equal groups, arrays, and area models. Array Division Equation Review the relationship between multiplication and Division WEEK 12 Nov. 6 Lesson 12 Model Two-Step Word Problems Using the Four Operations 3.OA.D.8: Solve two-step contextual 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 (See Table 1 - Addition and Subtraction Situations and Table 2 - Multiplication and Division Situations). - I can determine the operations needed to solve two-step word problems. - I can model and solve two-step problems with four operations. Operation Equation Review fluently multiply and divides within 100.

5 3.OA.D.8: Solve two-step contextual problems using the four - I can determine the operations needed to solve twostep Round operations. Represent these problems using equations with a word problems. To Estimate letter standing for the unknown quantity. Assess the - I can model and solve two-step problems with four An Estimate reasonableness of answers using mental computation and operations. Equation estimation strategies including rounding (See Table 1 - Addition and Subtraction Situations and Table 2 - Review arithmetic Multiplication and Division Situations). patterns WEEK 13 Nov. 13 Lesson 13 Solve Two-Step Word Problems Using the Four Operations WEEK 15 Nov. 27 Lesson 14 Understand What a Fraction Is UNIT 4: NUMBER AND OPERATIONS FRACTIONS 3.NF.A.1: Understand a fraction,, as the quantity formed by 1 part when a whole is partitioned into b equal parts (unit fraction); understand a fraction as the quantity formed by a parts of size. For example, represents a quantity formed by 3 parts of size. - I can understand that a fraction is a whole divided into equal parts. - I can understand and recognize the parts of a fraction. Denominator Numerator Fraction Unit Fraction Review rounding WEEK 16 Dec. 4 Lesson 15 Understand Fractions on a Number Line 3.NF.A.2a: Understand a fraction as a number on the number line; represent fractions on a number line diagram. a. Represent a fraction 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 and that the endpoint locates the number on the number line. For example, on a number line from 0 to 1, students can partition it into 4 equal parts and recognize that each part represents a length of and the first part has an endpoint at on the number line. b. Represent a fraction on a number line diagram by marking off a lengths from 0. Recognize that the resulting interval has size and that its endpoint locates the number on the number line. For example, is the distance from 0 when there are 5 iterations of. - I can understand that number lines can show equal parts of a whole or fractions. - I can understand that fractions are numbers on a number line. - I can understand how to use number lines to count and identify fractional parts. - I can represent fractions on a number line that are less than, equal to, or greater than one. Denominator Numerator Fraction Unit Fraction Review addition and Subtraction within 1000.

6 WEEK 17 Dec. 11 Lesson 16 Understand Equivalent Fractions 3.NF.A.3a: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. - I can understand and explain why two fractions are equivalent by using a fraction model or number line. - I can recognize and generate simple equivalent fractions using fraction models and number lines. Equivalent Fractions Denominator Numerator Fraction Unit Fraction Review addition and subtraction within WEEK 18 Dec 18 FLEX WEEK - Review Units 3 and 4 - Tasks: Kitchen Floor Tiling, Soccer Goals, Name that Number, Surprise Birthday Party, Pin the Numbers, Musical Chairs

7 3 rd GRADE MATH PACING GUIDE: 3 rd Nine Weeks Week Lesson Standards Learning Target Vocabulary WEEK 19 Jan. 8 Lesson 17 Find Equivalent Fractions 3.NF.A.3: Explain equivalence of fractions and compare fractions by reasoning about their size. b. Recognize and generate simple equivalent fractions (e.g., =, = ) and explain why the fractions are equivalent using a visual fraction model. c. Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers. For example, express 3 in the form 3 = ; recognize that = 6; locate and 1 at the same point on a number line diagram - I can use fraction models and number lines to identify and create equivalent fractions. - I can express whole numbers to one whole. - I can identify fractions that are equivalent to whole numbers. Equivalent Fractions Denominator Numerator Fraction Unit Fraction Review multiplication contextual problems WEEK 20 Jan. 15 Lesson 18 Understand Comparing Fractions 3.NF.A.3d: Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Use the symbols >, =, or < to show the relationship and justify the conclusions. - I can compare two fractions through reasoning about the size of unit fractions. - I can analyze the numerators and denominators in fractions to be compared to determine if the fractions have the same numerators or denominators. - I can explain why one fraction is smaller or larger when comparing two fractions using models or number lines. Compare Numerator Denominator Numerator Unit Fraction Review division contextual problems WEEK 21 Jan. 22 Lesson 19 Use Symbols to Compare Fractions 3.NF.A.3d: Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Use the symbols >, =, or < to show the relationship and justify the conclusions. - I can use symbols to record the results of comparing fractions. - I can read comparison statements fluently and accurately. - I can use models and number lines to explain and justify fraction comparisons. Compare Greater than Symbol > Less than Symbol < Unit Fraction Review fluently multiply and divide within 100. WEEK 22 Jan. 29 FLEX WEEK - Review Unit 4 - Tasks: Kitchen Floor Tiling, Soccer Goals, Name that Number, Surprise Birthday Party, Pin the Numbers, Musical Chairs

8 UNIT 5: MEASUREMENT AND DATA Week Lesson Standards Learning Target Vocabulary WEEK 23 Feb. 5 Lesson 20 Tell and Write Time 3.MD.A.1: Tell and write time to the nearest minute and measure time intervals in minutes. Solve contextual problems involving addition and subtraction of time intervals in minutes. For example, students may use a number line to determine the difference between the start time and the end time of lunch. - I can use an analog and digital clock to tell and write time to the nearest minute.. - I can express time as the number of minutes before the hour. Analog Digital Hour Minute Hour Hand Minute Hand AM PM Review recognizing the parts of a fraction WEEK 24 Feb. 12 Lesson 21 Solve Problems about Time 3.MD.A.1: Tell and write time to the nearest minute and measure time intervals in minutes. Solve contextual problems involving addition and subtraction of time intervals in minutes. For example, students may use a number line to determine the difference between the start time and the end time of lunch. - I can measure time intervals in minutes using clock models and number lines. - I can solve word problems involving addition and subtraction of time intervals in minutes. Elapsed Time Review fractions on a number line WEEK 25 Feb. 20 Lessons 22 Liquid Volume Lesson 23 Mass 3.MD.A.2: Measure the mass of objects and liquid volume using standard units of grams (g), kilograms (kg), milliliters (ml), and liters (l). Estimate the mass of objects and liquid volume using benchmarks. For example, a large paper clip is about one gram, so a box of about 100 large clips is about 100 grams. Therefore, ten boxes would be about 1 kilogram. - I can identify items that can be measured in liquid volume and mass units. - I can understand the relative size of a liter and masses of gram and kilogram. - I can use unit size to estimate liquid volume (capacity) and mass. - I can solve one-step word problems involving liquid volume (capacity) and mass. - I can understand the difference between liquid volume and mass. Liquid Volume Litter Gram Kilogram Mass To Estimate An Estimate Measure Review equivalent fractions

9 WEEK 25 Feb. 26 Lessons 24 Solve Problems using Scaled Graphs Lesson 25 Draw Scaled Graphs 3.MD.B.3: Draw a scaled pictograph 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 graphs. - I can interpret data displayed in a multi-unit, multicategory bar graph to solve one and two-step addition and subtraction problems. - I can draw a scaled pictograph and bar graph. Scale Key Data Bar Graph Picture Graph Review comparing fractions WEEK 27 Mar. 5 Lesson 26 Measure Length and Plot Data on Line Plots 3.MD.B.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, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters. - I can use a ruler to measure objects to the nearest ½ inch and ¼ inch. - I can display measurement data in a line plot. - I can answer questions about data in a line plot. Line Plot Data Review addition and subtraction within 1000.

10 3 rd GRADE MATH PACING GUIDE: 4 th Nine Weeks Week Lesson Standards Learning Target Vocabulary WEEK 28 Mar. 12 Lesson 27 Understand Area 3.MD.C.5 Recognize that plane figures have an area and understand concepts of area measurement. a. Understand that a square with side length 1 unit, called "a unit square," is said to have "one square unit" of area and can be used to measure area. b. Understand that 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.C.6: Measure areas by counting unit squares (square cm, square m, square in, square ft., and improvised units). - I can understand that a square unit is used to measure area by covering a shape with unit squares and counting the squares. - I can find the area of shapes using square units. Area Square Unit Review fluently multiply and divide within 100. WEEK 29 Mar. 19 FLEX WEEK - Review Unit 5 - Tasks: Shares of a Pizza, Shares of Clay, Shares of Fudge, Fraction on a Number Line, Rolls of Bubblegum, Shaded and Un-shaded, Fraction of a Whole. WEEK 30 Apr. 2 Lesson 28 to Find Area 3.MD.C.7 Relate area of rectangles to the operations of multiplication and addition. a. Find the area of a rectangle with whole-number side lengths by tiling it and show that the area is the same as would be found by multiplying the side lengths. b. side lengths to find areas of rectangles with whole number side lengths in the context of solving realworld and mathematical problems and represent wholenumber products as rectangular areas in mathematical reasoning. - I can understand that multiplying side lengths of a rectangle provides the same results as tiling it and counting the units. - I can use the area formula, area models, and the distributive property to solve area problems. Area Square Unit Review solving contextual problems dealing with time.

11 WEEK 31 Apr. 9 Lesson 29 Add Areas 3.MD.C.7c: Relate area to the operations of multiplication and addition. 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 a x b and a x c. Use area models to represent the distributive property in mathematical reasoning. For example, in a rectangle with dimensions 4 by 6, students can decompose the rectangle into 4 x 3 and 4 x 3 to find the total area of 4 x 6. (See Table 3 - Properties of Operations) 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. - I can use area models to show how the distributive property can be used to find the area of combined rectangles. - I can decompose shapes, find the area, and add the areas to find the total are of the shape. Area Square Unit Factor Review area WEEK 32 Apr. 16 Lessons 30 Connect Area and Perimeter 3.MD.D.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. - I can understand the difference between area and perimeter. - I can use side lengths to find the perimeter of a shape. - I can find an unknown side length given the perimeter of a shape. Perimeter Area Review addition and subtraction with WEEK 33 Apr. 23 Lesson 31 Understand Properties of Shapes Lesson 32 Classify Quadrilaterals UNIT 6: GEOMETRY 3.G.A.1: Understand that shapes in different categories may share attributes and that the shared attributes can define a larger category. Recognize rhombuses, rectangles, and squares as examples of quadrilaterals and draw examples of quadrilaterals that do not belong to any of these subcategories. 3.G.A.3 Determine if a figure is a polygon -I can draw and identify two-dimensional shapes and their attributes. - I can categorize, compare, and contrast attributes of two-dimensional shapes. - I can identify and draw quadrilaterals and their attributes. - I can identify shared attributes of different quadrilaterals. - I can categorize quadrilaterals according to attributes. - I can identify and draw quadrilaterals that do not belong to a given category. Venn Diagram Angle Rectangle Rhombus Pentagon Hexagon Attribute Parallel Parallelogram Rectangle Rhombus Quadrilateral Review fluently multiply and divide within 100.

12 3.G.A.2: Partition shapes into parts with equal areas. Area Express the area of each part as a unit fraction of the whole. Rectangle For example, partition a shape into 4 parts with equal area, Fraction WEEK 34 Apr. 30 Lesson 33 Divide Shapes into Parts with Equal Areas and describe the area of each part as of the area of the shape. - I can partition a shape into equal areas. - I can express the area of each equal part as a unit fraction of the whole shape. - I can partition the same shape in different ways. Review measurement WEEK 35 May 7 WEEK 36 May 14 WEEK 36 May 21 FLEX WEEK FLEX WEEK FLEX WEEK - Refer to the Math in Action for Units Tasks: Comparing Backyards, Carpeting Rooms, Figures with the same area, Finding Dimensions of a room part 1, and Finding Dimensions of a Room part 2 - Refer to the Math in Action for Units Refer to the Math in Actions for Units 1 6

Russell County Schools 3rd Grade Math Pacing

Russell County Schools 3rd Grade Math Pacing 06-07 Operations and Algebraic Thinking [OA] Represent and solve problems involving multiplication and division. Understand properties of multiplication and the relationship between multiplication and