# Grade 3 Mathematics Pacing Guide 2012 2013 by p8GrX5P

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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
   Commutative property of addition                           5_Order_of_Operations_an
   Identity property of addition                              d_Basic_Properties.pdf

http://www.ixl.com/math/g

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

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.
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
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
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
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

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