Math - Laurel County Schools

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					                                                                          Laurel County Schools
                                                              Kentucky Core Academic Standards Pacing Guide
                                                                          3rd Grade Mathematics
      Unit 1                        Unit 2                            Unit 3                          Unit 4                        Unit 5                             Unit 6                         Unit 7
                                                                                                                                                                                                          th
  Number and                    Operations and                     Number and                    Measurement and               Measurement and                        Geometry                  Preview 4 Grade
Operations in Base            Algebraic Thinking                   Operations—                        Data                          Data                                                          Number and
       Ten                      & Number and                        Fractions                                                                                                                   Operations in Base
                              Operations in Base                   & Geometry                                                                                                                          Ten
                                      Ten
Instructional Days            Instructional Days                Instructional Days              Instructional Days            Instructional Days               Instructional Days               Instructional Days
       1-15                          16-66                            67-110                          111-125                       126-140                          141-150                          151-177
Use place value               Represent and solve              Develop understanding of         Solve problems involving      Geometric measurement:           Reason with shapes and           Generalize place value
understanding and             problems involving               fractions as numbers.            measurement and               understand concepts of           their attributes.                understanding for multi-
properties of operations      multiplication and               3.NF.1:                          estimation of intervals of    area and relate area to          3.G.1:                           digit whole numbers.
to perform multi-digit        division.                         Understand a fraction          time, liquid volumes, and     multiplication and to             Understand that                4.NBT.1:
arithmetic.                   3.OA.1:                                1/b as the quantity        masses of objects.            addition.                              shapes in different         Recognize that in a
3.NBT1:                        Interpret products of                formed by 1 part when      3.MD.1:                       3.MD.5:                                categories (e.g.,                multi-digit whole
 Use place value                   whole numbers, e.g.,             a whole is partitioned      Tell and write time to      Recognize area as an                   rhombuses,                       number, a digit in one
     understanding to               interpret 5 × 7 as the           into b equal parts;             the nearest minute       attribute of plane figures             rectangles, and                  place represents ten
     round whole numbers            total number of                  understand a fraction           and measure time         and understand concepts of             others) may share                times what it
     to the nearest                 objects in 5 groups of           a/b as the quantity             intervals                area measurement.                      attributes (e.g., having         represents in the
            10 or 100.              7 objects each. For              formed by a parts of            in minutes. Solve         a. A square with side                four sides),                     place to its right. For
3.NBT.2:                            example, describe a              size 1/b.                       word problems                  length 1 unit, called ―a         and that the shared              example, recognize
 Fluently add and                  context in which a         3.NF.2:                               involving addition and         unit square,‖ is said to         attributes can define a          that 700 ÷ 70 = 10 by
     subtract within 1000           total number of            Understand a fraction as a            subtraction of time            have ―one square unit‖           larger category                  applying concepts of
     using strategies and           objects can be             number on the number line;            intervals in minutes,          of area, and can be              (e.g.,quadrilaterals).           place value and
     algorithms based on            expressed as 5 ×7.         represent fractions on a              e.g., by representing          used to measure area.            Recognize                        division.
     place value,             3.OA.2:                          number line diagram.                  the problem on a          b. A plane figure                    rhombuses,                 4.NBT.2:
     properties of             Interpret whole-                a. Represent a                      number line diagram.           which can be covered             rectangles, and             Read and write multi-
     operations, and/or the         number quotients of              fraction 1/b on a          3.MD.2:                             without gaps or                  squares as examples              digit whole numbers
     relationship between           whole numbers, e.g.,             number line diagram         Measure and estimate              overlaps by                      of quadrilaterals, and           using base-ten
     addition and                   interpret 56 ÷ 8 as the          by defining the interval        liquid volumes and             n unit squares is said           draw examples of                 numerals, number
     subtraction.                   number of objects in             from 0 to 1 as the              masses of objects              to have an area of n             quadrilaterals that              names, and expanded
                                    each share when 56               whole and partitioning          using standard units           square units.                    do not belong to any             form. Compare two
                                    objects are partitioned          it into b equal parts.          of grams (g),            3.MD.6:                                of these                         multi-digit numbers
                                    equally into 8 shares,           Recognize that each             kilograms (kg), and       Measure areas by                     subcategories.                   based on meanings of
                                    or as a number of                part has size 1/b and           liters (l).6 Add,              counting unit squares                                             the digits in each
                                    shares when 56                   that the endpoint of            subtract, multiply, or         (square cm, square m,                                             place, using >, =, and
                                    objects are partitioned          the part based at 0             divide to solve one-           square in, square ft,                                             < symbols to record
                                    into equal shares of 8           locates the number              step word problems             and improvised units).                                            the results of
                                    objects each. For                1/b on the number               involving masses or      3.MD.7:                                                                 comparisons.
                                    example, describe a              line.                           volumes that are         Relate area to the                                                4.NBT.3:
                                    context in which a          b. Represent a                      given in the same        operations of multiplication                                       Use place value
                                    number of shares or a            fraction a/b on a               units, e.g., by using    and addition.                                                           understanding to
      number ofgroups can               number line diagram             drawings (such as a          a. Find the area of a     round multi-digit whole
      be expressed as 56 ÷              by marking off                  beaker with a                 rectangle with whole-     numbers to any place.
      8.                                a lengths 1/b from 0.           measurement scale)            number side lengths
Multiply and divide within              Recognize that the              to represent                  by tiling it, and show
100.                                    resulting interval has          the problem.7                 that the area is the
3.OA.7:                                 size a/b and that its     Represent and interpret             same as would be
 Fluently multiply and                 endpoint locates the      data.                               found by
      divide within 100,                number a/b on the         3.MD.3:                             multiplying the side
      using strategies such             number line.               Draw a scaled picture             lengths.
      as the relationship        Reason with shapes and                 graph and a scaled         b. Multiply side
      between multiplication     their attributes.                      bar graph to represent        lengths to find areas
      and division (e.g.,        3.G.2:                                 a data set with several       of rectangles with
      knowing that 8 × 5 =        Partition shapes into                categories. Solve one-        whole number side
      40, one knows 40 ÷ 5              parts with equal                and two-step ―how             lengths in the context
      = 8) or properties of             areas. Express the              many more‖ and ―how           of solving real world
      operations. By the                area of each part as a          many less‖ problems           and
      endof Grade 3, know               unit fraction of the            using information             mathematical
      from memory all                   whole. For example,             presented in scaled           problems, and
      products of two one-              partition a shape into          bar graphs. For               represent whole-
      digit numbers.                    4 parts with equal              example, draw a bar           number products as
Understand properties of                area, and describe the          graph in which each           rectangular areas in
multiplication and the                  area of each part as            square in the bar             mathematical
relationship between                    1/4 of the area of the          graph might represent         reasoning.
multiplication and                      shape.                          5 pets.                    c. Use tiling to show in
division.                        Develop understanding of         3.MD.4:                             a concrete case that
3.OA.5:                          fractions as numbers.             Generate                          the area of a rectangle
 Apply properties of            3.NF.3:                                measurement data by           with whole-number
      operations as              Explain equivalence of                 measuring lengths             side lengths a and b +
      strategies to multiply     fractions in special cases,            using rulers marked           c is the sum of a × b
      anddivide.2                and compare fractions by               with halves and               and a × c. Use area
      Examples: If 6 × 4 =       reasoning about their size.            fourths of an inch.           models to represent
      24 is known, then 4 ×       a.Understand two                     Show the data by              the distributive
      6 = 24 is also known.             fractions as equivalent         making a line plot,           property in
      (Commutative                      (equal) if they are the         where the horizontal          mathematical
      property of                       same size, or the               scale is marked off in        reasoning.
      multiplication.) 3 × 5 ×          same point on a                 appropriate units—         d. Recognize area as
      2 can be found by 3×              number line.                    whole numbers,                additive. Find areas of
      5 = 15, then 15 × 2 =       b. Recognize and                     halves, or quarters.          rectilinear figures by
      30, or by 5 × 2 = 10,             generate simple                                               decomposing them
      then 3 × 10 = 30.                 equivalent fractions,                                         into non-overlapping
      Associative property              e.g., 1/2 = 2/4, 4/6 =                                        rectangles and adding
      of multiplication.)               2/3). Explain why the                                         the areas of the non-
      Knowing that 8 × 5 =              fractions are                                                 overlapping parts,
      40 and 8 × 2 = 16,                equivalent, e.g., by                                          applying this
      one can find 8 × 7 as             using a visual fraction                                       technique to solve real
      8 × (5 + 2) = (8 × 5) +           model.                                                        world problems.
      (8 × 2) = 40 + 16 = 56.     c. Express whole                                               Geometric measurement:
      (Distributive                 numbers as fractions,     recognize perimeter as an
      property.)                    and recognize             attribute of plane figures
3.OA.6:                             fractions that are        and distinguish between
 Understand division               equivalent to whole       linear and area measures.
      as an unknown-factor          numbers. Examples:        3.MD.8:
      problem. For example,         Express 3 in the form      Solve real world and
      find                          3 = 3/1; recognize that         mathematical
      32 ÷ 8 by finding the         6/1 = 6; locate 4/4 and         problems involving
      number that makes 32          1 at the same point of          perimeters of
      when multiplied by 8.         a number line                   polygons, including
Represent and solve                 diagram.                        finding the perimeter
problems involving                 d. Compare two                  given the side lengths,
multiplication and                  fractions with the              finding an unknown
division.                           same numerator or               side length, and
3.OA.4:                             the same denominator            exhibiting rectangles
 Determine the                     by reasoning about              with the same
      unknown whole                 their size. Recognize           perimeter and
      number in a                   that                            different areas or with
      multiplication or             comparisons are valid           the same area and
      division equation             only when the two               different perimeters.
      relating three whole          fractions refer to the
      numbers. For                  same whole. Record
      example, determine            the results of
      theunknown number             comparisons with the
      that makes the                symbols >, =, or <,
      equation true in each         and justify the
      of the equations 8× ?         conclusions, e.g., by
      = 48, 5 = �� ÷ 3, 6 × 6        using a visual fraction
      = ?.                          model.
3.OA.3:
 Use multiplication and
      division within 100 to
      solve word problems
      in situations involving
      equal groups, arrays,
      and measurement
      quantities,e.g., by
      using drawings and
      equations with a
      symbol for the
      unknown number to
      represent the
      problem.1
Solve problems involving
the four operations, and
identify and explain
patterns in arithmetic.
3.OA.9:
 Identify arithmetic
     patterns (including
     patterns in the
     addition table or
     multiplication table),
     and explain them
     using properties of
     operations. For
     example, observe that
     4 times a number is
     always even, and
     explain
     why 4 times a number
     can be decomposed
     into two equal
     addends.
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.3
Use place value
understanding and
properties of operations
to perform multi-digit
arithmetic.
3.NBT.3:
 Multiply one-digit
     whole numbers by
     multiples of 10 in the
     range 10–90 (e.g., 9 ×
     80, 5 × 60) using
     strategies based on
     place value and
     properties of
     operations.

				
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posted:11/21/2011
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