Grade 3 Q1 Investigations Essentials Guide

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```					Quarter 1

Quarter 1 Common Core Standards                                                                                                                           Grade 3
Unit 1                                                                               Unit 3
Operations and Algebraic Thinking                                                    Operations and Algebraic Thinking
3.OA. 8. Solve two-step word problems using the four operations. Represent these     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     problems using equations with a letter standing for the unknown quantity. Assess the
the reasonableness of answers using mental computation and estimation strategies     reasonableness of answers using mental computation and estimation strategies including
including rounding.3                                                                 rounding.3
3.OA.9. Identify arithmetic patterns (including patterns in the addition table or    3.OA.9. Identify arithmetic patterns (including patterns in the addition table or
multiplication table), and explain them using properties of operations. For          multiplication table), and explain them using properties of operations. For example,
example, observe that 4 times a number is always even, and explain why 4 times a     observe that 4 times a number is always even, and explain why 4 times a number can be
number can be decomposed into two equal addends.                                     decomposed into two equal addends.
Number and Operations in Base Ten                                                    Number and Operations in Base Ten
3.NBT.2. Fluently add and subtract within 1000 using strategies and algorithms       3.NBT.1. Use place value understanding to round whole numbers to the nearest
based on place value, properties of operations, and/or the relationship between      10 or 100.
addition and subtraction.                                                            3.NBT.2. Fluently add and subtract within 1000 using strategies and algorithms based on
Unit 2                                                                               place value, properties of operations, and/or the relationship between addition and
Measurement and Data                                                                 subtraction.
3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set    Measurement and Data
with several categories. Solve one- and two-step “how many more” and “how            3.MD.1. Tell and write time to the nearest minute and measure time intervals in minutes.
many less” problems using information presented in scaled bar graphs. For            Solve word problems involving addition and subtraction of time intervals in minutes, e.g.,
example, draw a bar graph in which each square in the bar graph might represent      by representing the problem on a number line diagram.
5 pets.
3MD.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.
Standards of Mathematical Practice
1. 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.
Quarter 1
Benchmarks for Quarter 1

Unit 1
1.   Demonstrate fluency with the addition combinations up to 10+10
2.   Add multiples of 10 (up to 100) to and subtract them from 2- and small 3-digit numbers.
3.   Solve addition problems with 2-digit numbers using strategies that involve breaking numbers apart by place or adding one number in parts.
4.   Break up 3-digit numbers (less than 200) into 100s, 10s, and 1s in different ways (e.g., 153 equals 1 hundred, 5 tens, and 3 ones; 14 tens and 13 ones, etc.).
5.   Find combinations of 2-digit numbers that add to 100 or \$1.00.
Unit 2
1.   Organize, represent, and describe categorical data, choosing categories that help make sense of the data.
2.   Interpret a bar graph
3.   Make a line plot for a set of numerical data.
4.   Describe the shape of the data for a numerical data set, including where data are concentrated, where there are few data, what the lowest and highest values are, what
the mode is, and where there is an outlier
5.   Summarize a set of data, describing concentrations of data and what those concentrations mean in terms of the situation the data represent.
Unit 3
1. Read, write and sequence numbers up to 1,000
2. Identify the value of each digit in a 3-digit number (100s, 10s, and 1s)
3. Identify how many groups of 10 are in a 3-digit number (e.g., 153 has 15 groups of 10 plus 3 ones).

THIRD GRADE MATHEMATICS AND TECHNOLOGY STANDARDS

o
Represent and interpret data.
            3.MD.3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several                     3.CT.1.1 (Knowledge) Identify parts of an
categories. Solve one- and two-step “how many more” and “how many less” problems using information                            operating system.
presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might                    3.CT.1.2 (Comprehension) Demonstrate use
represent 5 pets.                                                                                                             of home row keyboarding.
   3.CT.1.3 (Comprehension) Demonstrate
proper care in the use of hardware, software,
peripherals, and storage media.
   3.CT.1.4 (Application) Create, save, and
retrieve folders.
   3.CT.2.2 (Application) Develop documents in
design applications.
o
Quarter 1

            3.MD.4. Generated measurement data by measuring lengths, using rulers marked with halves and                        3.CT.1.1 (Knowledge) Identify parts of an
fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate              operating system.
units – whole numbers, halves, and quarters.                                                                                 3.CT.1.2 (Comprehension) Demonstrate use
of home row keyboarding.
   3.CT.1.3 (Comprehension) Demonstrate
proper care in the use of hardware, software,
peripherals, and storage media.
   3.CT.1.4 (Application) Create, save, and
retrieve folders.
   3.CT.2.2 (Application) Develop documents in
design applications.
o

Investigations Unit 1
Standards:
Operations and Algebraic Thinking
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
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.
Number and Operations in Base Ten
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.
Mathematical Practice:
1. 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.
Session Number and Page             I Can statement                                                Vocabulary                      Resources
Number
Investigations 1                    Investigation 1                                                Investigation 1

Pg 21-90                            I can represent the place value of numbers by using a        Digit
model.                                                       Sum
Degree
1.1 and 1.2 Family Letters          I can add and subtract multiples of 10.                      Fahrenheit
Quarter 1
found in Common Core Book                                                                    Celsius
page C2-C3 and C4.                I can use place value to find combinations with a sum of   Equation
100 and 200.                                               Tens place
Ones place
Difference
Adding one number in parts
Number line
Unmarked number line
Penny
Dime
Investigations 2                                                                             Dollar
Pg 91-95                          Investigations 2                                           Investigations 2

Skip 96-101                       I can solve addition and subtraction equations that        Addition combinations
involve combinations with a sum of 100.                    Quarter
Pg 102-141                                                                                   Nickel
I can use coins to make combinations that equal \$1.00.
Benchmark Assessment
Session 1.6-1.7 Adding and Subtracting 10s
Session 1.9 Hundreds, Tens, and Ones Problem 1, Part A
Session 1.9 Hundreds, Tens, and Ones Problem 2
Session 1.9 Hundreds, Tens, and Ones Problem 1, Part B
Session 2.8 End of Unit Assessment Problem 1
Session 2.8 End of Unit Assessment Problem 2
Session 2.8 End of Unit Assessment Problem 3
Assessments for Unit 1 found on page 15-16
Quarter 1
Investigations Unit 2
Measurement and Data
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. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
3MD.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.

Mathematical Practice:
1. 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.
Session Number and Page          I Can statement                                    Vocabulary               Resources
Number
Investigations 1                 Investigations 1                                   Investigations 1

Pg 19-76                       I can classify and organize data.                    Data
Categories
I can represent, describe, and interpret data in a   Bar graph
1.1 Family Letters found       bar graph, and pictograph.                           Scale
in Common Core Book                                                                 Double bar graph
page C5-C6.                                                                         Interval
Key
Survey
Less than half
Compare
More than half
Mode

Investigations 2               Investigations 2                                     Investigations 2

Pg 77-96                       I can use line plots, bar graphs and pictographs     Numerical
2.3A found in Common           to interpret describe and justify data.              Atypical
Core Book page CC5                                                                  Line plot
Data
Category
Mode
Range
Quarter 1
Outlier
Survey
median
Pictograph
Key

Investigations 3               Investigations 3                                  Investigations 3

Pg 121-156                     I can measure in inches and feet.                 Distance
US standard system
I can understand the relationship of inches to    Metric system
feet.                                             Inch
Feet
Data
Line plot
Range
Length
Yard

Benchmark Assessment
Session 1.5-1.6 Interpreting Bar Graphs
Session 3.5 End of Unit Assessment Problem 1
Session 3.5 End of Unit Assessment Problem 2

Investigations Unit 3
Operations and Algebraic Thinking
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
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.
Number and Operations in Base Ten
3.NBT.1. Use place value understanding to round whole numbers to the nearest
10 or 100.
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.
Measurement and Data
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, e.g., by representing the problem on a number line diagram.
Quarter 1
Mathematical Practice:
1. 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.

NOTE: Unit 3 - Investigations 1 will begin in quarter 1 but will possibly go into quarter 2.

Session Number and       I Can statement                                     Vocabulary         Resources
Page Number
Investigations 1         Investigations 1                                    Investigations 1

Pg 23-61                 I can read, write, describe, and sequence numbers   Landmark Numbers
1.7A found in            to 1,000                                            Nearest 10
Common Core Book                                                             Nearest 100
page CC14-18             I can use my understanding of place value to        Expanded Form
estimate the sums of 2 and 3 digit numbers.         Estimation
Sequence
Place Value

Benchmark Assessment

No Benchmark Assessment for Unit 3 Session 1

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