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Canton Public School District Office of Curriculum and Instruction Grade 3 Mathematics Pacing Guide 2012-2013 Common Core Term 1 State Standards Objectives/Standards Instructional Resources Alignment August 8th- Screening days have been allotted for the first few days of school. The Mississippi 31st (3OA.9) Curriculum Framer (First Term 1a) Compose and decompose four-digit whole numbers with “The Power of Place Mid-term representations in words, physical models, and expanded and Value” Unit Pacing) standard forms. (DOK 1) “When is a 2 Not a 2?” Lesson 1 1b) Compare and order four-digit numbers using >, <, and =, and “Sorting Numbers” Lesson justify reasoning. (DOK 2) 2 2e) Create models for the concept of equality, recognizing that the The Mississippi equal sign (=) denotes equivalent terms such that 4 + 3= 7, 4 + 3 = Curriculum Framer 6 + 1 or 7 = 5 + 2. (DOK 1) “Sum it Up” Unit “The Millionaire’s Club” Lesson 4 (3NBT.2) 2c) Use real number properties to develop multiple algorithms and http://www.elemedu.ccs.k1 to solve problems. (DOK 2) 2.nc.us/Resources/Math_N Associative property of addition ewsletters/Grades_3- Commutative property of addition 5_Order_of_Operations_an Identity property of addition d_Basic_Properties.pdf http://www.ixl.com/math/g rade-3/solve-using- properties-of-addition School Year 2012-2013 Page 1 of 12 Canton Public School District Office of Curriculum and Instruction Grade 3 Mathematics Pacing Guide 2012-2013 Common Core Term 1 State Standards Objectives/Standards Instructional Resources Alignment 3.OA.8. Solve two-step word problems using the four operations. http://www.readtennessee. Represent these problems using equations with a letter standing for org/math/teachers/k- the unknown quantity. Assess the reasonableness of answers using 3_common_core_math_sta mental computation and estimation strategies including rounding.3 ndards/third_grade/operati ons_algebraic_thinking/3o a8.aspx http://www.mathplaygroun d.com/common_core_state _standards_for_mathemati cs_grade_3.html September First Nine Weeks Mid-Term Assessments 4th-7th September (3 OA.5) 1e) Add (up to three addends) and subtract four-digit whole http://illuminations.nctm.or 10th- (3. MD.8) numbers with and without regrouping. (DOK 1) g/LessonDetail.aspx?id=U September 48 28th (First Term http://www.lessonpathway Pacing) 1c) Estimate sums and differences of whole numbers to include s.com/Pathways/Detail?pat strategies such as rounding. (DOK 2) h=%2F05_Math%2FYear_ (3 NBT.1) 3_Math_Guided_Journey% 2F14Estimating_Sums_and _Differences School Year 2012-2013 Page 2 of 12 Canton Public School District Office of Curriculum and Instruction Grade 3 Mathematics Pacing Guide 2012-2013 Common Core Term 1 State Standards Objectives/Standards Instructional Resources Alignment October First Nine Weeks Assessments 2nd–5th School Year 2012-2013 Page 3 of 12 Canton Public School District Office of Curriculum and Instruction Grade 3 Mathematics Pacing Guide 2012-2013 Term 2 Common Core State Standards Objectives/Standards Instructional Resources Alignment October 8th- The Mississippi November Curriculum Framer 2nd 1e) Add (up to three addends) and subtract four-digit whole “What’s the Difference?” (Second numbers with and without regrouping. (DOK 1) Unit Term Mid- “Regrouping” Lesson 2 term Pacing) (3 NBT.2) 1c) Estimate sums and differences of whole numbers to include (3 NBT.1) strategies such as rounding. (DOK 2) The Mississippi Curriculum Framer 2d) Model and identify the inverse relationships of “What’s the Difference?” addition/subtraction. (DOK 2) Unit “Fact Families” Lesson 1 November Second Nine Weeks Mid-Term Assessments 6th-9th November 2a) Create, describe, and extend growing and repeating patterns The Mississippi 12th- with physical materials and symbols including numbers. (DOK 2) Curriculum Framer December “Repeat After Me” Unit 14th “Patterns in Counting” (First Lesson 2 (3 OA.9) Semester “Cinquain Poem” Lesson 3 (3 NF.1) Pacing) (3. MD. 4) 1d) Identify and model representations of fractions (halves, thirds, The Mississippi fourths, fifths, sixths, and eighths). (DOK 1) Curriculum Framer “Fractions in Action” Unit “Parts of a Whole” Lesson 4b) Estimate and measure length using fractional parts to the 1 School Year 2012-2013 Page 4 of 12 Canton Public School District Office of Curriculum and Instruction Grade 3 Mathematics Pacing Guide 2012-2013 nearest ½ inch in the English system. (DOK 2) “Parts of a Collection” Lesson 2 “Fraction Flags” Lesson 4 3.G.2. Partition shapes into parts with equal areas. Express the area http://www.readtennessee. of each part as a unit fraction of the whole. For example, partition org/math/teachers/k- a shape into 4 parts with equal area, and describe the area of each 3_common_core_math_sta part as 1/4 of the area of the shape. ndards/third_grade/geomet ry/3g2.aspx Term 2 Common Core State Standards Objectives/Standards Instructional Resources Alignment November 3. NF.2. Understand a fraction as a number on the number line; http://www.readtennessee. 12th- represent fractions on a number line diagram.5 org/math/teachers/k- December a. Represent a fraction 1/b on a number line diagram by deﬁning 3_common_core_math_sta 14th the interval from 0 to 1 as the whole and partitioning it into b equal ndards/third_grade/number (First (3 OA.9) parts. Recognize that each part has size 1/b and that the endpoint of _operationsfractions/3nf2.a Semester the part based at 0 locates the number 1/b on the number line. spx Pacing) b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. (3 NF.1) School Year 2012-2013 Page 5 of 12 Canton Public School District Office of Curriculum and Instruction Grade 3 Mathematics Pacing Guide 2012-2013 3.NF.3. Explain equivalence of fractions in special cases, and http://www.readtennessee. compare fractions by reasoning about their size.5 org/math/teachers/k- a. Understand two fractions as equivalent (equal) if they are the 3_common_core_math_sta same size, or the same point on a number line. ndards/third_grade/number b. Recognize and generate simple equivalent fractions, e.g., 1/2 = _operationsfractions/3nf3.a 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by spx using a visual fraction model. c. Express whole numbers as fractions, and recognize fractions that http://www.mathplaygroun are equivalent to whole numbers. Examples: Express 3 in the form d.com/common_core_state 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point _standards_for_mathemati of a number line diagram. cs_grade_3.html d. 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. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. December District-Level Semester Benchmark Assessments 17th-21st School Year 2012-2013 Page 6 of 12 Canton Public School District Office of Curriculum and Instruction Grade 3 Mathematics Pacing Guide 2012-2013 Common Core Term 3 State Standards Objectives/Standards Instructional Resources Alignment January 7th- (3 OA. 1) 1f) Model multiplication using arrays, equal-sized groups, area The Mississippi February 1st (3. OA. 2) models, and equal-sized moves on the number line. Curriculum Framer (3.OA. 3) (Third (3. OA. 6) (DOK 2) “Multiplication Mania” Term Mid- (3. OA.7) Unit term Pacing (3. NBT. 3) “Repeated Addition and Outfits” Lesson 3 http://illuminations.nctm.or g/ActivityDetail.aspx?ID= 3 3.OA.4. Determine the unknown whole number in a multiplication http://www.readtennessee. or division equation relating three whole numbers. For example, org/math/teachers/k- determine the unknown number that makes the equation true in 3_common_core_math_sta each of the equations 8 × ? = 48, 5 = ? ÷ 3, ndards/third_grade/operati 6 × 6 = ?. ons_algebraic_thinking/3o a4.aspx 3.MD.5. Recognize area as an attribute of plane ﬁgures, and http://www.readtennessee. understand concepts of area measurement. org/math/teachers/k- a. A square with side length 1 unit, called “a unit square,” is said to 3_common_core_math_sta have “one square unit” of area, and can be used to measure area. ndards/third_grade/measur b. A plane ﬁgure which can be covered without gaps or overlaps by ement_data/3md5.aspx n unit squares is said to have an area of n square units. http://www.readtennessee. 3.MD.6. Measure areas by counting unit squares (square cm, square org/math/teachers/k- m, square in, square ft, and improvised units). 3_common_core_math_sta ndards/third_grade/measur January 7th- (3. OA. 1) ement_data/3md6.aspx School Year 2012-2013 Page 7 of 12 Canton Public School District Office of Curriculum and Instruction Grade 3 Mathematics Pacing Guide 2012-2013 Common Core Term 3 State Standards Objectives/Standards Instructional Resources Alignment February 1st (3. OA. 2) 5b) Analyze, predict, and model the number of different (Third (3. OA. 3) combinations of two or more objects and relate to multiplication. (3. OA. 6) Term Mid- (3. OA. 7) (DOK 2) term Pacing 3.MD.7. Relate area to the operations of multiplication and addition. http://www.readtennessee. a. Find the area of a rectangle with whole-number side lengths by org/math/teachers/k- tiling it, and show that the area is the same as would be found by 3_common_core_math_sta multiplying the side lengths. ndards/third_grade/measur b. Multiply side lengths to ﬁnd areas of rectangles with whole- ement_data/3md7.aspx number side lengths in the context of solving real-world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. 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 × b and a × c. Use area models to represent the distributive property in mathematical reasoning. d. Recognize area as additive. Find areas of rectilinear ﬁgures by decomposing them into non-overlapping rectangles and adding the The Mississippi areas of the non-overlapping parts, applying this technique to solve Curriculum Framer real-world problems. “Pirate’s Treasure” Unit “How I Became a Pirate” 1g) Model division with successive or repeated subtraction, Lesson 1 partitioning, and sharing. (DOK 2) “The Doorbell Rang” Lesson 2 “Doing and Undoing” Lesson 4 “Division and Repeated Subtraction” Lesson 6 School Year 2012-2013 Page 8 of 12 Canton Public School District Office of Curriculum and Instruction Grade 3 Mathematics Pacing Guide 2012-2013 Common Core Term 3 State Standards Objectives/Standards Instructional Resources Alignment February Third Nine Weeks Mid-term Assessments 5th–8th February 3.OA.6. Understand division as an unknown-factor problem. For http://www.readtennessee. 11th- March example, ﬁnd 32 ÷ 8 by ﬁnding the number that makes 32 when org/math/teachers/k- 1st multiplied by 8. 3_common_core_math_sta (Third ndards/third_grade/operati Term ons_algebraic_thinking/3o Pacing) a6.aspx 2b) Determine the value of missing quantities or variables within http://www.mathplaygroun equations or number sentences, and justify the process used. (DOK d.com/howto_solvevariabl (3 OA. 8) 2) e.html (3 MD. 3) (3 MD. 4) 3.OA.4. Determine the unknown whole number in a multiplication http://www.readtennessee. or division equation relating three whole numbers. For example, org/math/teachers/k- determine the unknown number that makes the equation true in 3_common_core_math_sta each of the equations 8 × ? = 48, 5 = ? ÷ 3, ndards/third_grade/operati 6 × 6 = ?. ons_algebraic_thinking/3o a4.aspx 5a) Compare data and interpret quantities represented on tables and The Mississippi different types of graphs (line plots, pictographs, and bar graphs) Curriculum Framer make predictions, and solve problems based on the information. “And the Survey Says” (DOK 3) Unit “Pictographs” Lesson 1 School Year 2012-2013 Page 9 of 12 Canton Public School District Office of Curriculum and Instruction Grade 3 Mathematics Pacing Guide 2012-2013 Common Core Term 3 State Standards Objectives/Standards Instructional Resources Alignment “Bar Graphs” Lesson 2 “Line Graphs” Lesson 3 3.OA.8. Solve two-step word problems using the four operations. http://www.readtennessee. Represent these problems using equations with a letter standing for org/math/teachers/k- the unknown quantity. Assess the reasonableness of answers using 3_common_core_math_sta mental computation and estimation strategies including rounding.3 ndards/third_grade/operati ons_algebraic_thinking/3o a8.aspx http://www.mathplaygroun d.com/common_core_state _standards_for_mathemati cs_grade_3.html March District Mock MCT2 Assessments 4th – 8th School Year 2012-2013 Page 10 of 12 Canton Public School District Office of Curriculum and Instruction Grade 3 Mathematics Pacing Guide 2012-2013 Common Core Term 4 State Standards Objectives/Standards Instructional Resources Alignment March 11th- (3 G. 1) 3a) Describe, compare, analyze, and classify two-dimensional The Mississippi April 5th (3. G. 2) shapes by sides and angles. (DOK 1) Curriculum Framer (3. MD. 8) (Fourth (3 MD. 2) “Can You Measure Up?” Term Mid- (3 MD. 4) 3b) Explain and describe the process of decomposing, composing, Unit” term and transforming polygons. (DOK 2) “ Inside and Around” Pacing) Lesson 2 3c) Create three-dimensional shapes (prisms and pyramids) from two-dimensional nets, and create two-dimensional nets from prisms and pyramids. (DOK 2) The Mississippi Curriculum 4a) Develop and use methods to find perimeter of polygons and to Framer solve problems involving perimeter. (DOK 2) “Can You Measure Up?” Unit 4b) Estimate and measure length using fractional parts to the “Linear Measure” Lesson 1 nearest ½ inch in the English system. (DOK 2) “Weight and Mass” Lesson 4 4c) Measure capacity, weight/mass, and length in both English and “Capacity” Lesson 5 metric systems of measurement. (DOK 1) April 8th- 3.MD.1. Tell and write time to the nearest minute, and measure http://www.readtennessee. May 17th time intervals in minutes. Solve word problems involving addition org/math/teachers/k- (Second and subtraction of time intervals in minutes, e.g., by representing 3_common_core_math_sta Semester the problem on a number line diagram. ndards/third_grade/measur Pacing) ement_data/3md1.aspx School Year 2012-2013 Page 11 of 12 Canton Public School District Office of Curriculum and Instruction Grade 3 Mathematics Pacing Guide 2012-2013 Common Core Term 4 State Standards Objectives/Standards Instructional Resources Alignment http://www.mathplaygroun d.com/common_core_state _standards_for_mathemati cs_grade_3.html May Second Semester Assessments 20th–24th School Year 2012-2013 Page 12 of 12