Grade 3 Mathematics Pacing Guide 2012 2013 by p8GrX5P

VIEWS: 12 PAGES: 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


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

								
To top