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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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