# Chapter 2 Operation Strategy

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```					                                                                                    ALVORD UNIFIED SCHOOL DISTRICT
2009-2010 PACING GUIDE

Instructional Window (August 12 - October 15): Chapters 1, 2, 3, 4, 5, 6                                                                                        Third Grade
Chapter 1: Understand Place Value                                                                  August                       September                             October
Big Idea: The position of the digit determines the value.                                         M T W Th F                    M T W Th F                           M T W Th F
Lesson 1 - NS 1.1                     Obj: Find number patterns on a hundred chart.                                                 3       4    5     6     7             1        2    3    4                         1       2
Alg: HO: Patterns on a 100 Chart      EQ: What patterns can you find on a hundred chart?                                            10      11   12    13    14      7 H 8          9    10   11       5    6    7      8       9
Lesson 2 - NS 1.3*                    Obj: Use place value to read, write, and represent numbers to 1,000.                          17      18   19    20    21      14    15       16   17   18       12   13   14     15      16
Place Value to 1,000                  EQ: How do you use place value to find the value of a digit?                                  24      25   26    27    28      21    22       23   24   25 N     19   20   21     22      23
Lesson 3 - NS 1.3*                    Obj: Use place value to read, write, and represent numbers to 10,000.                         31                               28    29       30                 26   27   28 #   29      30

Place Value to 10,000                 EQ: What is the value of 3 in 3,146?
Lesson 4 - NS 1.5*                    Obj: Write numbers in expanded form.                                                          Benchmark Testing Window: Oct. 15-28
Expanded Form                         EQ: How do you write numbers in expanded form?                                                    #   Math Data Due Date
Lesson 5 - NS 1.1                     Obj: Solve problems using the strategy logical reasoning.                                             Dates Not Within Instructional Window
PSWS: Use Logical Reasoning           EQ: How can you use organizers to record problem solving clues?                                       Teacher Inservice Day-No Students

Chapter 2: Compare, Order, and Round Numbers                                                                  Teacher Work Day-No Students
Big Idea: Place Value is used to compare, order, and round numbers.                                      N   Notice of Not Achieving Standards
Lesson 1 - NS 1.2                     Obj: Use models, place value, and number lines to compare 3- and 4- digit numbers.                    Minimum Day
Compare Numbers                       EQ: How can you use place value to compare two numbers?                                           H   Holiday
Lesson 2 - NS 1.2                     Obj: Use a number line and place value to order 3- and 4- digit numbers.
Order Numbers                         EQ: How can you use place value to order a set of whole numbers?
Lesson 3 - NS 1.2                     Obj: Solve problems by using the skill use a number line .
PSWS: Use a Model                     EQ: How can you use a number line to solve problems?
Lesson 4 - NS 1.4                     Obj: Use the number line and rounding rules to round 2- and 3- digit numbers to the 10.
Round Numbers to the Nearest Ten      EQ: How does using a number differ from using rules to round?
Lesson 5 - NS 1.4                     Obj: Use the number line and rounding rules to round numbers to the nearest 100.                                            Standards                                                    CST
Blueprint
32 items
Round to the Nearest Hundred          EQ: How does using a number line differ from using rules to round?                                                     Number Sense (NS)                                                (49%)
Lesson 6 - NS 1.4                     Obj: Use the number line and rounding rules to round 4- digit numbers to the neaerst 1,000.   NS 1.1       Count, read, and write whole numbers to 10,000.                             1/2**
Round to the Nearest Hundred          EQ: How does using a number line differ from using rules to round?                            NS 1.2       Compare and order whole numbers to 10,000.                                    1
NS 1.3*      Identify the place value for each digit in numbers to 10,000.                 3
NS 1.4       Round off numbers to 10,000 to the nearest ten, hundred, and
thousand.                                                                   1/2**
NS 1.5*      Use expanded notation to represent numbers
(e.g., 3,206 = 3,000 + 200 + 6).                                              3

*   Key Standard        ** Fractional values indicate rotated standards
Alg: Algebra          HO: Hands On              MM: Mental Math            PSWS: Problem Solving Workshop Strategy                  *** Not assessable in a multiple choice format

ISS / Curriculum and Instruction                                                               work in progress                                                                                 last updated 1/4/2011
ALVORD UNIFIED SCHOOL DISTRICT
2009-2010 PACING GUIDE

Instructional Window (August 12 - October 15): Chapters 1, 2, 3, 4, 5, 6                                                                                          Third Grade
Chapter 3: Addition                                                                    August                         September                              October
Big Idea: Addition of multi-digit numbers is based on single digit addition facts and base ten and place value concepts.         M T W Th F                      M T W Th F                            M T W Th F
Lesson 1 - NS 2.1*                       Obj: Use properties of addition to solve problems.                                          3       4    5     6     7               1         2    3    4                            1       2
Alg: Addition Properties                 EQ: How can each property be used?                                                          10      11   12    13    14        7 H 8           9    10   11       5    6       7      8       9
Lesson 2 - AF 1.2                        Obj: Identify missing addends in addition sentences.                                        17      18   19    20    21        14    15        16   17   18       12   13      14     15      16
Alg: Missing Addends                     EQ: What ways can you find the missing addend?                                              24      25   26    27    28        21    22        23   24   25 N     19   20      21     22      23
Lesson 3 - NS 1.4                        Obj: Estimate sums of 2-, 3-, and 4- digit numbers by using rounding.                       31                                 28    29        30                 26   27      28 #   29      30

Estimate Sums                            EQ: What ways can you estimate sums?                                                        Benchmark Testing Window: Oct. 15-28
Lesson 4 - NS 2.1*                       Obj: Add 2- digit numbers with and without regrouping.                                          #   Math Data Due Date
Add with Regrouping                      EQ: How is mental addition different than paper pencil addition?                                    Dates Not Within Instructional Window
Lesson 5 - NS 2.1*                       Obj: Explore adding 3- digit numbers with and without regrouping.                                   Teacher Inservice Day-No Students
HO: Model 3- Digit Addition              EQ: How do you use base-ten blocks to model 3- digit addition?                                      Teacher Work Day-No Students
Lesson 6 - NS 2.1*                       Obj: Add 3- and 4- digit numbers with and without regrouping.                                   N   Notice of Not Achieving Standards
Add 3- Digit and 4- Digit Numbers        EQ: How do you use regrouping when adding?                                                          Minimum Day
Lesson 7 - NS 2.1*                       Obj: Solve problems that use the strategy predict and test.                                     H   Holiday
PSWS: Predict and Test                   EQ: How can you use an incorrect first prediction?
Chapter 4: Subtraction                                                                                             Standards                                                        CST
Blueprint
Big Idea: Subtraction of multi-digit numbers is based on single digit subtraction facts and base ten and place value concepts.                              Number Sense (NS)                                                  32 items
(49%)
Lesson 1 - NS 1.4                       Obj: Estimate differences of 2-, 3-, and 4- digit numbers by using rounding.                 NS 1.4       Round off numbers to 10,000 to the nearest ten, hundred, and
Estimate Differences                    EQ: When rounding will the whole class have the same answer?                                              thousand.                                                                         1/2**
Lesson 2 - NS 2.1*                      Obj: Subtract 2- digit numbers with and without regrouping.                                  NS 2.1*      Find the sum or difference of two whole numbers between 0
Subtract with Regrouping                EQ: How do the two ways to subtract differ?                                                               and 10,000.                                                                         4
Lesson 3 - NS 2.1*                      Obj: Explore subtracting 3- digit numbers with and without regrouping.                                          Algebra and Functions (AF)                                                 12 items
(18%)
HO: Model 3- Digit Subtraction          EQ: How do you use models to show subtraction?                                               AF 1.1*      Represent relationships of quantities in the form of
Lesson 4 - NS 2.1*                      Obj: Subtract 3- digit numbers with and without regrouping.                                               mathematical expressions, equations, or inequalities.                               4
Subtract 3- and 4- Digit Numbers        EQ: How is the subtraction algorithm extended for larger numbers?                            AF 1.2       Solve problems involving numeric equations or inequalities.                         1
Lesson 5 - NS 2.1*                      Obj: Subtract 3- and 4- digit numbers across zeros.                                          AF 2.2       Extend and recognize a linear pattern by its rules (e.g., for the
Subtract Across Zeros                   EQ: How do you subtract across zeros?                                                                     isosceles triangle, three equal sides for the equilateral triangle,
Lesson 6 - AF 1.1*                      Obj: Solve problems by using the skill choose the operation.                                              right angle for the right triangle.                                                 1
PSWS: Choose the Operation              EQ: How can context clues be used to solve the problem?                                                        Mathematical Reasoning (MR)                                                 embedded

Lesson 7 - AF 2.2                       Obj: Describe, extend, create, and predict addition and subtraction patterns.                MR 2.5       Identify, describe, and classify common three-dimensional
Number Patterns                         EQ: How can you create and extend patterns?                                                               geometric objects (e.g., cube, rectangular solid, sphere, prism,
Lesson 8 - MR 2.5                       Obj: Solve problems by using the skill estimate or exact answer .                                         pyramid, cone, cylinder).                                                    embedded
PSWS: Estimate or Exact Answer          EQ: When would you use an estimate rather than an exact answer?
*   Key Standard        ** Fractional values indicate rotated standards
Alg: Algebra           HO: Hands On              MM: Mental Math            PSWS: Problem Solving Workshop Strategy                  *** Not assessable in a multiple choice format
ISS / Curriculum and Instruction                                                              work in progress                                                                                      last updated 1/4/2011
ALVORD UNIFIED SCHOOL DISTRICT
2009-2010 PACING GUIDE

Instructional Window (August 12 - October 15): Chapters 1, 2, 3, 4, 5, 6                                                                                           Third Grade
Chapter 5: Understand Multiplication                                                                 August                       September                           October
Big Idea: Multiplication is related to repeated addition and tells how many in equal groups.                         M T W Th F                    M T W Th F                         M T W Th F
Lesson 1 - NS 2.2*                       Obj: Relate addition to multiplication.                                                        3       4    5     6    7              1     2     3    4                            1       2
Alg: Relate Addition to Multiplication   EQ: How is addition related to multiplication?                                                 10      11   12    13   14       7 H 8       9     10   11       5     6      7      8       9
Lesson 2 - NS 2.2*                       Obj: Use arrays to understand multiplication and the Commutative Property of Multiplication.   17      18   19    20   21       14    15    16    17   18       12    13     14     15      16
Model with Arrays                        EQ: How can arrays show multiplication and the Commutative Property of Multiplication?         24      25   26    27   28       21    22    23    24   25 N     19    20     21     22      23
Lesson 3 - NS 2.2*                       Obj: Multiply with the factor 2.                                                               31                               28    29    30                  26    27     28 #   29      30

Multiply with 2                          EQ: How can you multiply with the factor 2?
Lesson 4 - NS 2.2*                       Obj: Mutiply with 4.                                                                           Benchmark Testing Window: Oct. 15-28
Multiply with 4                          EQ: How is multiplying by 4 like/different than multiplying by 2?                                  #   Math Data Due Date
Lesson 5 - NS 2.6                        Obj: Multiply with the factors 1 and 0.                                                                Dates Not Within Instructional Window
Alg: Multiply with 1 and 0               EQ: What rules can you make about multiplying by 1 or 0?                                               Teacher Inservice Day-No Students
Lesson 6 - NS 2.2*                       Obj: Solve problems by using the draw a picture strategy.                                              Teacher Work Day-No Students
PSWS: Draw a Picture                     EQ: How can drawing a picture help you solve problems?                                             N   Notice of Not Achieving Standards

Chapter 6: Multiplication Facts                                                                    Minimum Day
Big Idea: Basic facts strategies for multiplication are based on properties, patterns, and number relationships.               H   Holiday
Lesson 1 -NS 2.2*                        Obj: Multiply with factors 5 and 10.
Multiply with 5 and 10                   EQ: What ways can you multiply with factors 5 and 10?
Lesson 2 - NS 2.2*                       Obj: Multiply with factor 3.
Multiply with 3                          EQ: What ways can you multiply with factor of 3?
Lesson 3 - NS 2.2*                       Obj: Mutiply with 6.
Multiply with 6                          EQ: How is multiplying by 6 like/different than multiplying by 3?
Lesson 4 - NS 2.2*                       Obj: Practice multiplication facts with factors, 0, 1, 2, 3, 4, 5, 6, and 10.
Alg: Practice the Facts                  EQ: What ways can you multiply?
Lesson 5 - NS 2.2*                       Obj: Solve problems by using the act it out strategy.
PSWS: Act It Out                         EQ: What different models can you act out a problem with?
Standards                                                     CST
Blueprint
32 items
Number Sense (NS)                                                 (49%)
NS 2.2*      Memorize to automaticity the multiplication table for numbers
between 0 and 10.                                                            NA***
NS 2.6       Understand the special properties of 0 and 1 in multiplication
and division.                                                                  1

*   Key Standard        ** Fractional values indicate rotated standards
Alg: Algebra              HO: Hands On             MM: Mental Math              PSWS: Problem Solving Workshop Strategy                 *** Not assessable in a multiple choice format
ISS / Curriculum and Instruction                                                                   work in progress                                                                               last updated 1/4/2011
ALVORD UNIFIED SCHOOL DISTRICT
2009-2010 PACING GUIDE

Instructional Window (October 16 - January 6): Chapters 7, 8, 9, 10, 11, 12                                                                                            Third Grade
Chapter 7: Facts and Strategies                                                                    October                        November                          December
Big Idea: Basic Facts strategies for multiplication are based on properties, patterns, and number relationships.               M T W Th F                     M T W Th F                        M T W Th F
Lesson 1 - NS 2.2*                      Obj: Multiply with the factor of 8.                                                                              1    2        2       3    4     5     6              1       2    3       4
Multiply with 8                         EQ: What ways can you multiply by a factor of 8?                                                5    6    7      8    9        9       10 G 11 H 12     13       7     8       9    10      11
Lesson 2 - NS 2.2*                      Obj: Multiply with the factor of 9.                                                             12   13   14     15   16       16      17   18    19    20       14    15      16   17      18
Alg: Patterns with 9                    EQ: How can you use patterns or related facts to multiply by a factor of 9?                     19   20   21     22   23       23      24   25    26 H 27 H      21 H 22 H 23 H 24 H 25 H

Lesson 3 - NS 2.2*                      Obj: Multiply with the factor of 7.                                                             26   27   28     29   30       30                                28    29      30   31 H

Multiply with 7                         EQ: What ways can you multiply by a factor of 7?
Lesson 4 - NS 2.2*                      Obj: Practice multiplication facts with factors 0-10.                                                 January                  Benchmark Testing Window: Jan. 6-20
Alg: Practice with the Facts            EQ: What ways can you multiply?                                                                     M T W Th F                     #   Math Data Due Date
Lesson 5 - AF 2.1*                      Obj: Use the strategy make as table to solve.                                                                         1 H              Dates Not Within Instructional Window
PSWS: Make a Table                      EQ: How can a table help solve problems?                                                        4    5    6      7    8                Teacher Work Day-No Students

Chapter 8: Algebra: Facts and Properties                                                          11   12   13     14   15 N         N   Notice of Not Achieving Standards
Big Idea: Basic Facts strategies for multiplication are based on properties, patterns, and number relationships.            18 H 19   20 #   21   22           G   Grade Report (Last Day)
Lesson 1 - AF 2.1*                      Obj: Find a rule for a numerical pattern shown on a function table.                             25   26   27     28   29               Minimum Day
Find a Rule                             EQ: How can you use find the rule shown on a function table?                                                                       H   Holiday
Lesson 2 - AF 1.1*                      Obj: Use an array and a multiplication table to find missing factors.
HO: Missing Factors                     EQ: How can you use arrays or multiplication tables to find missing factors?                                                 Standards                                                     CST
Blueprint
32 items
Lesson 3 - AF 1.5                       Obj: Multiply with three factors using the Associative (grouping) Property of Multiplication.                          Number Sense (NS)                                                  (49%)
Multiply 3 Factors                      EQ: How can you use the Associative Property to multiply three numbers?                         NS 2.2*   Memorize to automaticity the multiplication table for numbers
Lesson 4 - AF 1.5                       Obj: Use the Identity, Zero, Commutative, & Associative Properties of Mult. to find products.             between 0 and 10.                                                              NA***
Multiplication Properties               EQ: How can you use the properties to solve problems?                                           NS 2.8    Solve problems that require two or more of the skills mentioned
Lesson 5 - NS 2.8                       Obj: Solve problems by using the skill multistep problems .                                               above.                                                                           1
12 items
PSWS: Multistep Problems                EQ: How do you determine what to do in each step?                                                                     Algebra and Functions                                              (18%)
AF 1.1*   Represent relationships of quantities in the form of
mathematical expressions, equations, or inequalities.                            4
AF 1.5    Recognize and use the commutative and associative properties
of multiplication (e.g., if 5 × 7 = 35, then what is 7 × 5? and if
5 × 7 × 3 = 105, then what is 7 × 3 × 5?).                                       1
AF 2.1*   Solve simple problems involving a functional relationship
between two quantities (e.g., find the total cost of multiple
items given the cost per unit).                                                  3

*   Key Standard        ** Fractional values indicate rotated standards
Alg: Algebra           HO: Hands On               MM: Mental Math            PSWS: Problem Solving Workshop Strategy                    *** Not assessable in a multiple choice format
ISS / Curriculum and Instruction                                                                work in progress                                                                                  last updated 1/4/2011
ALVORD UNIFIED SCHOOL DISTRICT
2009-2010 PACING GUIDE

Instructional Window (October 16 - January 6): Chapters 7, 8, 9, 10, 11, 12                                                                                        Third Grade
Chapter 9: Understand Division                                                                October                        November                          December
Big Idea: Division tells how many groups or how many in each group & is related to repeated subt. & is the inverse of mult.       M T W Th F                     M T W Th F                        M T W Th F
Lesson 1 - NS 2.0                      Obj: Use models to explore the meaning of division.                                                           1    2        2       3    4     5    6              1    2    3       4
HO: Model Division                     EQ: How can models help you understand division?                                             5    6    7      8    9        9       10 G 11 H 12    13        7    8    9    10      11
Lesson 2 - NS 2.0                      Obj: Relate division to repeated subtraction.                                                12   13   14     15   16       16      17   18    19   20        14   15   16   17      18
Relate Division and Subtraction        EQ: How is division related to subtraction?                                                  19   20   21     22   23       23      24   25    26 H 27 H      21 H 22 H 23 H 24 H 25 H

Lesson 3 - NS 2.0                      Obj: Model division by using arrays.                                                         26   27   28     29   30       30                                28   29   30   31 H

HO: Model with Arrays                  EQ: How can you use multiplication arrays to find quotients?
Lesson 4 - NS 2.3*                     Obj: Relate multiplication and division.                                                           January                  Benchmark Testing Window: Jan. 6-20
Alg: Multiplication and Division       EQ: How can you use arrays to find fact families?                                                M T W Th F                     #   Math Data Due Date
Lesson 5 - NS 2.3*                     Obj: Use multiplication and division fact families.                                                                1 H              Dates Not Within Instructional Window
Alg: Fact Families                     EQ: What ways can you divide by 2 and 5?                                                     4    5    6      7    8                Teacher Work Day-No Students
Lesson 6 - AF 1.1*                     Obj: Solve problems by using the strategy write a number sentence.                           11   12   13     14   15 N         N   Notice of Not Achieving Standards
PSWS: Write a Number Sentence          EQ: What kind of number sentences can you use to solve problems?                             18 H 19   20 #   21   22           G   Grade Report (Last Day)
Chapter 10: Division Facts                                                          25   26   27     28   29               Minimum Day
Big Idea: The primary strategy for learning division is using a related multiplication fact.                                                    H   Holiday
Lesson 1 - NS 2.3*                      Obj: Divide by 2 and 5.
Divide by 2 and 5                       EQ: What ways can you divide by 2 and 5?
Lesson 2 - NS 2.3*                      Obj: Divide by 3 and 4.
Divide by 3 and 4                       EQ: What ways can you divide by 3 and 4?
Lesson 3 - NS 2.6                       Obj: Divide using rules for 0 and 1.                                                                                     Standards                                                 CST
Blueprint
32 items
Division Rules for 1 and 0              EQ: What rules can you use to divide using 0 and 1?                                                                Number Sense (NS)                                              (49%)
Lesson 4 - NS 2.3*                      Obj: Practice division facts through 5 using various strategies.                            NS 2.0    Students calculate and solve problems involving addition,
Alg: Practice with the Facts            EQ: What strategies can you use to divide?                                                            subtraction, multiplication, and division.
Lesson 5 - AF 1.1*                      Obj: Solve problems by using the skill choose the operation .                               NS 2.3*   Use the inverse relationship of multiplication and division to
PSWS: Choose the Operation              EQ: What is the appropriate operation for a problem?                                                  compute and check results.                                                   3
NS 2.6    Understand the special properties of 0 and 1 in multiplication
and division.                                                                1
12 items
Algebra and Functions                                          (18%)
AF 1.1*   Represent relationships of quantities in the form of
mathematical expressions, equations, or inequalities.                        4

*   Key Standard        ** Fractional values indicate rotated standards
Alg: Algebra           HO: Hands On               MM: Mental Math            PSWS: Problem Solving Workshop Strategy                *** Not assessable in a multiple choice format

ISS / Curriculum and Instruction                                                                work in progress                                                                             last updated 1/4/2011
ALVORD UNIFIED SCHOOL DISTRICT
2009-2010 PACING GUIDE

Instructional Window (October 16 - January 6): Chapters 7, 8, 9, 10, 11, 12                                                                                           Third Grade
Chapter 11: Facts through 10                                                                   October                        November                          December
Big Idea: Fluency with division basic facts is based upon patterns and the inverse relationship to recall quotients.           M T W Th F                     M T W Th F                        M T W Th F
Lesson 1 - NS 2.3*                       Obj: Divide by 6.                                                                                              1     2       2       3    4     5    6              1    2    3       4
Divide by 6                              EQ: What ways can you divide by 6?                                                            5    6    7      8     9       9       10 G 11 H 12    13        7    8    9    10      11
Lesson 2 - NS 2.3*                       Obj: Divide by 7 and 8.                                                                       12   13   14     15    16      16      17   18    19   20        14   15   16   17      18
Divide by 7 and 8                        EQ: What ways can you divide by 7 and 8?                                                      19   20   21     22    23      23      24   25    26 H 27 H      21 H 22 H 23 H 24 H 25 H

Lesson 3 - MR 1.1                        Obj: Solve problems using the strategy work backward .                                        26   27   28     29    30      30                                28   29   30   31 H

PSWS: Work Backward                      EQ: How can you work backward to solve problems?
Lesson 4 - NS 2.3*                       Obj: Divide by 9 and 10.                                                                            January                  Benchmark Testing Window: Jan. 6-20
Divide by 9 and 10                       EQ: What ways can you divide by 9 and 10?                                                         M T W Th F                     #   Math Data Due Date
Lesson 5 - NS 2.3*                       Obj: Practice division facts through 10 using various strategies.                                                    1 H             Dates Not Within Instructional Window
Alg: Practice the Facts                  EQ: What ways can you practice division facts?                                                4    5    6      7     8               Teacher Work Day-No Students
Lesson 6 - NS 2.7                        Obj: Use multiplication and division to find the cost of items.                               11   12   13     14    15 N        N   Notice of Not Achieving Standards
Alg: Find the Cost                       EQ: How can you use multiplication and division to find the cost of items?                    18 H 19   20 #   21    22          G   Grade Report (Last Day)
Lesson 7 - AF 1.1*                       Obj: Write expression & equations that represent situations & find missing operation signs.   25   26   27     28    29              Minimum Day
Alg: Expressions and Equations           EQ: How do you know what operations to use when writing expressions and equations?                                               H   Holiday

Standards                                                CST
Blueprint
32 items
Number Sense (NS)                                             (49%)
NS 2.3*   Use the inverse relationship of multiplication and division to
compute and check results.                                                   3
NS 2.7    Determine the unit cost when given the total cost and number
of units.                                                                    1
12 items
Algebra and Functions                                          (18%)
AF 1.1*   Represent relationships of quantities in the form of
mathematical expressions, equations, or inequalities.
Mathematical Reasoning                                        embedded

MR 1.1    Analyze problems by identifying relationships, distinguishing
relevant from irrelevant information, sequencing and prioritizing
information, and observing patterns.                                   embedded

*   Key Standard        ** Fractional values indicate rotated standards
Alg: Algebra           HO: Hands On               MM: Mental Math           PSWS: Problem Solving Workshop Strategy                    *** Not assessable in a multiple choice format
ISS / Curriculum and Instruction                                                              work in progress                                                                                  last updated 1/4/2011
ALVORD UNIFIED SCHOOL DISTRICT
2009-2010 PACING GUIDE

Instructional Window (October 16 - January 6): Chapters 7, 8, 9, 10, 11, 12                                                                           Third Grade
Chapter 12: Plane Figures                                                     October                        November                           December
Big Idea: Two-dimensional figures can be classified according to geometric properties.              M T W Th F                     M T W Th F                         M T W Th F
Lesson 1 - MG 2.4                      Obj: Identify points, lines, line segments, rays, and angles.                                    1    2        2       3    4     5      6              1      2      3       4
HO: Line Segments and Angles           EQ: How are points, lines, and line segmentsrelated?                            5    6    7      8    9        9       10 G 11 H 12      13       7     8      9      10      11
Lesson 2 - MG 2.0                      Obj: Identify and classify lines as intersecting or parallel.                   12   13   14     15   16       16      17   18    19     20       14    15     16     17      18
Types of Lines                         EQ: How do you classify lines?                                                  19   20   21     22   23       23      24   25    26 H 27 H       21 H 22 H 23 H 24 H 25 H

Lesson 3 - MG 2.1*                     Obj: Identify, classify, and describe plane figures.                            26   27   28     29   30       30                                 28    29     30     31 H

Identify Plane Figures                 EQ: How are plane figures classified?
Lesson 4 - MG 2.2*                     Obj: Identify, describe, and classify triangles.                                      January                  Benchmark Testing Window: Jan. 6-20
Triangles                              EQ: What ways can you classify triangles?                                           M T W Th F                     #   Math Data Due Date
Lesson 5 - MG 2.3*                     Obj: Identify, describe, and classify quadrilaterals.                                                 1 H              Dates Not Within Instructional Window
Quadrilaterals                         EQ: What ways can you classify quadrilaterals?                                  4    5    6      7    8                Teacher Work Day-No Students
Lesson 6 - MG 2.3*                     Obj: Compare plane figures.                                                     11   12   13     14   15 N         N   Notice of Not Achieving Standards
Compare Plane Figures                  EQ: What ways can you compare polygons?                                         18 H 19   20 #   21   22           G   Grade Report (Last Day)
Lesson 7 - AF 2.2*`                    Obj: Solve problems by using the strategy find a pattern .                      25   26   27     28   29               Minimum Day
PSWS: Find a Pattern                   EQ: What types of patterns help you solve problems?                                                                H   Holiday

Standards                                                       CST
Blueprint
16 items
Measurement and Geometry (MG)                                                 (25%)
MG 2.0    Students describe & compare the attributes of plane & solid geometric
figures & use their understanding to show relationships & solve
problems.
MG 2.1*   Identify, describe, and classify polygons (including pentagons,
hexagons, and octagons).
2
Identify attributes of triangles (e.g., 2 equal sides for the isosceles
MG 2.2*
triangle, 3 equal sides for the equilateral triangle, right angle for the
right triangle).                                                                   2
Identify attributes of quadrilaterals (e.g., parallel sides for the
MG 2.3*
parallelogram, right angles for the rectangle, equal sides & right angles
for the square).                                                                   2
MG 2.4    Identify right angles in geometric figures or in appropriate objects and
determine whether other angles are greater or less than a right angle.
2/3**
12 items
Algebra and Functions                                                (18%)
Extend and recognize a linear pattern by its rules (e.g., the number of
AF 2.2
legs on a given number of horses may be calculated by counting by 4s
or by multiplying the number of horses by 4).                                      1

*   Key Standard        ** Fractional values indicate rotated standards
Alg: Algebra          HO: Hands On              MM: Mental Math             PSWS: Problem Solving Workshop Strategy    *** Not assessable in a multiple choice format
ISS / Curriculum and Instruction                                                               work in progress                                                                   last updated 1/4/2011
ALVORD UNIFIED SCHOOL DISTRICT
2009-2010 PACING GUIDE

Instructional Window (January 7-March 15): Chapters 13, 14, 15, 16, 17, 18                                                                                                 Third Grade
Chapter 13: Solid Figures                                                                     January                           February                           March
Big Idea: Three-dimensional figures can be classified according to geometric properties.                               M T W Th F                        M T W Th F                        M T W Th F
Lesson 1 - MG 2.5                       Obj: Identify, describe, and classify solid figures.                                                                      1 H      1     2      3     4     5        1     2      3    4       5
Identify Solid Figures                  EQ: How are solid figures classified?                                                            4       5    6     7     8        8H    9      10    11    12       8     9 G    10   11      12
Lesson 2 - MG 2.5                       Obj: Identify faces, vertices, edges, and vertices in solid figures.                             11      12   13    14    15 N     15 H 16      17    18    19       15    16     17   18      19
Faces, Edges, and Vertices              EQ: How can the number of faces, vertices, edges, & vertices help you identify a solid figure?   18 H 19      20    21    22       22    23     24    25    26       22    23     24   25      26#
Lesson 3 - MG 2.5                       Obj: Identify and make a model a solid figure from a net.                                        25      26   27    28    29                                         29    30     31

Model Solid Figures                     EQ: How do you use nets to model solid figures?
Lesson 4 - MG 2.6                       Obj: Identify commom solid figures in complex solid figures.                                     Benchmark Testing Window: March 15-26
Combine Solid Figures                   EQ: How do you create complex solid figures?                                                         #   Math Data Due Date
Lesson 5 - MG 2.5                       Obj: Solve problems by using the skill identify relationships .                                          Dates Not Within Instructional Window
PSWS: Identify Relationships            EQ: How can you identify the relationship between a solid figure and a plane figure?                 N   Notice of Not Achieving Standards

Chapter 14: Perimeter, Area, and Volume                                                                G   Grade Report (Last Day)
Big Idea: Attributes of two- and three- dimensional figures can be measured.                                     H   Holiday
Lesson 1 - MG 1.3*                      Obj: Find the perimeter of a shape.
HO: Perimeter                           EQ: What can you use to find perimeter?
Lesson 2 - MG 1.3*                      Obj: Estimate and measure perimeter.
Estimate and Measure Perimeter          EQ: How can you find perimeter of a shape?
Lesson 3 - MG 1.2*                      Obj: Estimate and measure the area of a plane figure.
Area of Plane Figures                   EQ: How do you estimate the area of a plane figure?
Lesson 4 - MG 1.2*                      Obj: Use a net to find the area of solid figures.
Area of Solid Figures                   EQ: How can you use a net to find surface area?
Lesson 5 - MG 1.2*                      Obj: Estimate and find volume.
Estimate and Find Volume                EQ: How is counting the cubes related to multiplying to find volume?
Lesson 6 - MG 1.2*                      Obj: Solve problems by using the skill use a model .                                                                             Standards                                                    CST
Blueprint
16 items
PSWS: Use a Model                       EQ: How can you model volume to solve problems?                                                                     Measurement and Geometry                                                 (25%)
Estimate or determine the area and volume of solid figures by covering
MG 1.2*
them with squares or by counting the number of cubes that would fill
them.                                                                           3
MG 1.3*      Find the perimeter of a polygon with integer sides.                             3
Identify, describe, and classify common 3-dimensional geometric
MG 2.5
objects (e.g., cube, rectangular solid, sphere, prism, pyramid, cone,
cylinder).                                                                    2/3**

*   Key Standard        ** Fractional values indicate rotated standards
Alg: Algebra          HO: Hands On                MM: Mental Math              PSWS: Problem Solving Workshop Strategy                   *** Not assessable in a multiple choice format
ISS / Curriculum and Instruction                                                                   work in progress                                                                                   last updated 1/4/2011
ALVORD UNIFIED SCHOOL DISTRICT
2009-2010 PACING GUIDE

Instructional Window (January 7-March 15): Chapters 13, 14, 15, 16, 17, 18                                                                                                  Third Grade
Chapter 15: Multiply by 1-Digit                                                                  January                           February                            March
Big Idea: Multiplication of multi-digit whole numbers is based on place value and the basic multiplication facts.                M T W Th F                        M T W Th F                         M T W Th F
Lesson 1 - NS 2.4*                       Obj: Use basic facts and patterns to multiply multiples of 10 and 100.                                                    1 H      1      2     3     4      5        1     2      3       4       5
Alg: Multiples of 10 and 100             EQ: How can you use basic facts to multiply bigger numbers?                                      4       5    6     7     8        8H     9     10    11     12       8     9 G    10      11      12
Lesson 2 - NS 2.4*                       Obj: Model multiplication using arrays with base-ten blocks.                                     11      12   13    14    15 N     15 H 16      17    18     19       15    16     17      18      19
HO: Arrays with Tens and Ones            EQ: How can you use arrays to show multiplication?                                               18 H 19      20    21    22       22     23    24    25     26       22    23     24      25      26#
Lesson 3 - NS 2.4*                       Obj: Model 2-digit mult. w/ base-ten blocks using place value (partial products) & regrouping.   25      26   27    28    29                                          29    30     31

HO: Model 2-Digit Multiplication         EQ: How does multiplying using place value differe from multiplying using regrouping?
Lesson 4 - NS 2.4*                       Obj: Ue estimation to find a product.                                                            Benchmark Testing Window: March 15-26
Estimate Products                        EQ: How do you use estimate to find products?                                                        #   Math Data Due Date
Lesson 5 - NS 2.4*                       Obj: Multiply 2- digit numbers using an algorithm.                                                       Dates Not Within Instructional Window
Multiply 2-Digit Numbers                 EQ: How can you describe the regrouping and place value algorithms for multiplication?               N   Notice of Not Achieving Standards
Lesson 6 - NS 2.4*                       Obj: Solve problems by using the strategy solve a simpler problem .                                  G   Grade Report (Last Day)
PSWS: Solve a Simpler Problem            EQ: What ways can you make multiplication problems simpler?                                          H   Holiday

Chapter 16: Multiply Greater Numbers
Big Idea: Multiplication of multi-digit whole numbers is based on place value and the basic multiplication facts.
Lesson 1 - NS 2.4*                        Obj: Use basic facts and patterns to multiply multiples of 10, 100, and 1000.
Multiples of 10, 100, 1000                EQ: How can you use basic factors and patterns to multiply bigger numbers?
Lesson 2 - NS 2.4*                        Obj: Use the strategy find a pattern to solve problems.
PSWS: Find a Pattern                      EQ: How can you use multiplication patterns to solve problems?
Lesson 3 - NS 2.4*                        Obj: Multiply 3- digit numbers using an algorithm.
Multiply 3-Digit Numbers                  EQ: How can the multiplication algorithm be applied to larger numbers?
Lesson 4 - NS 2.4*                        Obj: Multiply 4- digit numbers using an algorithm.
Multiply 4-Digit Numbers                  EQ: How can the multiplication algorithm be applied to larger numbers?
Lesson 5 - NS 3.3*                        Obj: Multiply money amounts using an algorithm.                                                                                 Standards                                                        CST
Blueprint
32 items
Multipy Money Amounts                     EQ: How is multiplying money like/different from multiplying whole numbers?                                               Number Sense (NS)                                                     (49%)
NS 2.4*      Solve simple problems involving multiplication of multidigit
numbers by one-digit numbers (3,671 × 3 = ___).                                     5
NS 3.3*      Solve problems involving addition, subtraction, multiplication, & division
of money amounts in decimal notation & multiply & divide money
amounts in decimal notation by using whole-number multipliers &
divisors.                                                                           4

*   Key Standard        ** Fractional values indicate rotated standards
Alg: Algebra            HO: Hands On                MM: Mental Math             PSWS: Problem Solving Workshop Strategy                   *** Not assessable in a multiple choice format
ISS / Curriculum and Instruction                                                                   work in progress                                                                                     last updated 1/4/2011
ALVORD UNIFIED SCHOOL DISTRICT
2009-2010 PACING GUIDE

Instructional Window (January 7-March 15): Chapters 13, 14, 15, 16, 17, 18                                                                                              Third Grade
Chapter 17: Divide by 1-Digit                                                                 January                           February                            March
Big Idea: Division of multi-digit whole numbers is based on place value and the basic multiplication facts.                M T W Th F                        M T W Th F                         M T W Th F
Lesson 1 - NS 2.5                      Obj: Divide 2-digit numbers without remainders.                                                                         1 H      1      2     3     4      5        1     2      3       4       5
HO: Model Division                     EQ: What ways can you model 2-digit division?                                                  4       5    6     7     8        8H     9     10    11     12       8     9 G    10      11      12
Lesson 2 - NS 2.5                      Obj: Use basic facts and patterns to divide multiples of 10, 100, 1000.                        11      12   13    14    15 N     15 H 16      17    18     19       15    16     17      18      19
Alg: Division Patterns                 EQ: How can basic facts and patterns help divide larger numbers?                               18 H 19      20    21    22       22     23    24    25     26       22    23     24      25      26#
Lesson 3 - NS 2.5                      Obj: Use compatible numbers to estimate a quotient.                                            25      26   27    28    29                                          29    30     31

Estimate Quotients                     EQ: How do you estimate to find quotients?
Lesson 4 - NS 2.5                      Obj: Divide 2- and 3-digit numbers without remainders.                                         Benchmark Testing Window: March 15-26
Divide 2 and 3-Digit Numbers           EQ: How can base-ten blocks show the algorithm for long division?                                  #   Math Data Due Date
Lesson 5 - NS 2.5                      Obj: Solve problems by using the strategy solve a simpler problem .                                    Dates Not Within Instructional Window
PSWS: Solve a Simpler Problem          EQ: What are some examples of simpler problems?                                                    N   Notice of Not Achieving Standards
Lesson 6 - NS 3.3*                     Obj: Divide money amounts.                                                                         G   Grade Report (Last Day)
Divide Money Amounts                   EQ: How is dividing money like/different from dividing whole numbers?                              H   Holiday
Lesson 7 - NS 2.0                      Obj: Use counters to model division with remainders.
Model Division with Remainders         EQ: What does a remainder represent when modeling division?
Chapter 18: Understand Fractions
Big Idea: Fractional parts are equal shares or equal-sized portions of a whole or group and can be expressed in equivalent forms.
Lesson 1 - NS 3.0                      Obj: Read, write, and model fractional parts of a whole.                                                                       Standards                                                        CST
Blueprint
32 items
Model Part of a Whole                  EQ: How can you show a fraction as part of a whole?                                                                      Number Sense (NS)                                                     (49%)
Lesson 2 - NS 3.0                      Obj: Read, write, and model fractional parts of a group.                                       NS 2.0       Students calculate and solve problems involving addition,
Model Part of a Group                  EQ: How can you show a fraction as part of a group?                                                         subtraction, multiplication, and division.
Lesson 3 - NS 3.1                      Obj: Model and write equivalent fractions.                                                     NS 2.5       Solve division problems in which a multidigit number is evenly
Model Equivalent Fractions             EQ: How can you model 2/4 and 1/2 using fraction bars?                                                      divided by a one-digit number (135 5 = ___).                                        1
Lesson 4 - NS 3.1                      Obj: Compare and order fractions.                                                              NS 3.0       Students understand the relationship between whole numbers,
Compare and Order Fractions            EQ: How do you use fraction bars, tiles, and number lines to compare fractions?                             simple fractions, and decimals.
Lesson 5 - NS 3.1                      Obj: Solve problems by using the strategy make a model .                                       NS 3.1       Compare fractions represented by drawings or concrete materials to
show equivalency & to add & subtract simple fractions in context (e.g.,
PSWS: Make a Model                     EQ: What are different ways you can model fractions?                                                        ½ of a pizza is the same amount as 2/4 of another pizza that is the
same size; show that 3/8 is larger than ¼).                                         1
NS 3.3*      Solve problems involving addition, subtraction, multiplication, & division
of money amounts in decimal notation & multiply & divide money
amounts in decimal notation by using whole-number multipliers &
divisors.                                                                           4

*   Key Standard        ** Fractional values indicate rotated standards
Alg: Algebra           HO: Hands On               MM: Mental Math            PSWS: Problem Solving Workshop Strategy                  *** Not assessable in a multiple choice format
ISS / Curriculum and Instruction                                                               work in progress                                                                                     last updated 1/4/2011
ALVORD UNIFIED SCHOOL DISTRICT
2009-2010 PACING GUIDE

Instructional Window (March 16 - June 3): Chapters 19, 20, 21, 22, 23, 24                                                                                  Third Grade
Chapter 19: Add and Subtract Like Fractions                                                         March                        April                             May
Big Idea: Addition and subtraction of like fractions can be solved using models, visuals, and number sentences.       M T W Th F                   M T W Th F                        M T W Th F
Lesson 1 - NS 3.1                      Obj: Add like fractions by usign fraction bars.                                        1    2     3     4     5                           1     2        3 4 5 6 7
HO: Add Like Fractions                 EQ: What happens to numerators and denominators when adding fractions?                 8    9 G   10    11    12       5 H   6     7      8     9        10     11   12     13   14
Lesson 2 - NS 3.2*                     Obj: Add like fractions and write the sum in simplest form.                            15   16    17    18    19       12    13    14     15    16       17     18   19     20   21
Add Like Fractions                     EQ: What happens to numerators and denominators when adding fractions?                 22   23    24    25    26       19    20    21     22    23N      24     25   26     27   28G

Lesson 3 - NS 3.1                      Obj: Subtract like fractions by using fraction bars.                                   29   30    31                   26 27 28 29 30               31 H

HO: Subtract Like Fractions            EQ: What happens to numerators and denominators when subtracting fractions?
Lesson 4 - NS 3.2*                     Obj: Subtract like fractions and write the difference in simplest form.                       June                     Benchmark Testing Window: May 20 - June 3
Subtract Like Fractions                EQ: What happens to numerators and denominators when subtracting fractions?                M T W Th F                    #   Math Data Due Date
Lesson 5 - MR 1.1                      Obj: Solve problems using the skill too much/too little information .                       1     2     3#    4              Dates Not Within Instructional Window
PSWS : Too Much/Too Little Information EQ: How does having too much/too little information affect your answer?                7    8     9     10    11             Teacher Work Day-No Students

Chapter 20: Understand Decimals                                                      14   15    16    17    18        N    Notice of Not Achieving Standards
Big Idea: The place value to the right of the decimal point in the base-ten system name numbers less than one.     21   22    23    24    25             Minimum Day
Lesson 1 - NS 3.4                      Obj: Model and write fractions and decimals in tenths.                                 28   29    30                    H    Holiday
HO: Model Tenths                       EQ: How are decimals od tenths place value related to fractions?                                                            STAR Testing
Lesson 2 - NS 3.4                      Obj: Model and write fractions and decimals in hundredths.                                                              G    Grade Report (Last Day)
HO: Model Hundredths                   EQ: How are decimals of hundredths place value related to fractions?
Lesson 3 - NS 3.4                      Obj: Read and write decimals greater than one.                                                                      Standards                                                   CST
Blueprint
32 items
Decimals Greater Than One              EQ: What is the value of each digit in the number 4.37?                                                        Number Sense (NS)                                               (49%)
Lesson 4 - NS 3.4                      Obj: Relate fractions, decimals, and money.                                            NS 3.1     Compare fractions represented by drawings or concrete materials to
show equivalency & to add & subtract simple fractions in context (e.g.,
Relate Fractions, Decimals, & Money    EQ: How can two dollars and forty-two cents be written as a fraction and decimal?                 1/2 of a pizza is the same amount as 2/4 of another pizza that is the
Lesson 5 - NS 3.3*                     Obj: Add and subtract decimal amounts.                                                            same size; show that 3/8 is larger than 1/4).                                  1
Add and Subtract Decimals & Money      EQ: How does the paper and pencil methhod of adding represent the model?               NS 3.2*    Add and subtract simple fractions (e.g., determine that
Lesson 6 - NS 3.3*                     Obj: Solve problems by using the strategy make a model .                                          1/8 + 3/8 is the same as 1/2).                                                 2
PSWS: Make a Model                     EQ: How can you make a model to solve problems?                                        NS 3.4     Know and understand that fractions and decimals are two
different representations of the same concept (e.g., 50 cents is
½ of a dollar, 75 cents is ¾ of a dollar).                                     1
Mathematical Reasoning                                          embedded

MR 1.1     Analyze problems by identifying relationships, distinguishing
relevant from irrelevant information, sequencing and prioritizing
information, and observing patterns.                                      embedded

*   Key Standard        ** Fractional values indicate rotated standards
Alg: Algebra           HO: Hands On              MM: Mental Math           PSWS: Problem Solving Workshop Strategy            *** Not assessable in a multiple choice format

ISS / Curriculum and Instruction                                                             work in progress                                                                            last updated 1/4/2011
ALVORD UNIFIED SCHOOL DISTRICT
2009-2010 PACING GUIDE

Instructional Window (March 16 - June 3): Chapters 19, 20, 21, 22, 23, 24                                                                                               Third Grade
Chapter 21: Data and Probability                                                                        March                          April                              May
Big Idea: Data can be collected, analyzed, and displayed in various graphical formats; probability measures the likelihood of events          M T W Th F                     M T W Th F                         M T W Th F
and provides a basis for making predictions.                                                   1    2     3      4     5                            1     2         3 4 5 6 7

Lesson 1 - SDAP 1.3*                   Obj: Collect, organize, and record data in tally tables.                                            8    9 G   10     11    12        5 H   6     7      8     9         10     11    12     13     14
Record Outcomes                        EQ: Why is a tally table a good way to show data?                                                   15   16    17     18    19        12    13    14     15    16        17     18    19     20     21
Lesson 2 - SDAP 1.3*                   Obj: Solve problems using the strategy make a graph .                                               22   23    24     25    26        19    20    21     22    23N       24     25    26     27     28G

PSWS: Make a Graph                     EQ: How can making a graph help solve problems?                                                     29   30    31                     26 27 28 29 30                31 H

Lesson 3 - SDAP 1.1                    Obj: Decide if an event is likely, unlikely, certain, or impossible.                                       June                       Benchmark Testing Window: May 20 - June 3
Probability: Likelihood of Events      EQ: How can you describe the likelihood of an event occurring?                                          M T W Th F                     #    Math Data Due Date
Lesson 4 - SDAP 1.2*                   Obj: Find the possible outcomes for simple events.                                                       1     2      3#    4               Dates Not Within Instructional Window
Possible Outcomes                      EQ: How can you predict and record the possible outcomes?                                           7    8     9      10    11              Teacher Work Day-No Students
Lesson 5 - SDAP 1.3*                   Obj: Conduct probability experiments, record the results, & describe the probability of outcomes.   14   15    16     17    18         N    Notice of Not Achieving Standards
Experiments                            EQ: What steps do you use to test, record, and display outcomes of experiments?                     21   22    23     24    25              Minimum Day               STAR Testing
Lesson 6 - SDAP 1.3*                   Obj: Read and make line plots.                                                                      28   29    30                      H    Holiday                G   Grade Report (Last Day)
Line Plots                             EQ: How can you find the measures of central tendency from line plots?
Lesson 7 - SDAP 1.4                    Obj: Use the results of probability experiments to make predictions.                                                               Standards                                                      CST
Blueprint
Predict Future Events                  EQ: How can you use probability to predict future events?                                                    Statistics, Data Analysis, and Probability                                      5 items (8%)

Lesson 8 - SDAP 1.2                    Obj: Solve problems by using the strategy make an organized list .                                  SDAP1.1 Identify whether common events are certain, likely, unlikely, or
PSWS: Make an Organized List           EQ: What steps can you take to make an organized list?                                                          improbable.                                                                        1
Chapter 22: Money and Time                                                                    SDAP1.2* Record the possible outcomes for a simple event (e.g., tossing
Big Idea: Money amounts can be added, subtracted, and compared just like whole numbers; time is the duration of an event.                         a coin) and systematically keep track of the outcomes when
Lesson 1 - AF 1.1*                  Obj: Compare money amounts with bills and coins.                                                                   the event is repeated many times.                                                  2
Compare Money Amounts               EQ: How can you use bills and coin to compare money amounts?                                           SDAP1.3* Summarize and display the results of probability experiments
Lesson 2 - NS 3.3*                  Obj: Make change by counting on.                                                                                   in a clear & organized way (e.g., use a bar graph or a line plot).                 2
Model Making Change                 EQ: How can you count on to make change?                                                               SDAP1.4 Use the results of probability experiments to predict future events (e.g.,
use a line plot to predict the temperature forecast for the next day).
Lesson 3 - NS 3.3*                  Obj: Compare different strategies to solve problems.                                                                                                                                                 NA***
12 items
PSWS: Compare Strategies            EQ: How can you use each strategy to solve problems?                                                                          Algebra and Functions                                               (18%)
Lesson 4 - NS 3.3*                  Obj: Add money amounts with and without regrouping.                                                    AF 1.1*     Represent relationships of quantities in the form of
Add Money Amounts                   EQ: How do you use decimals to add money amounts?                                                                  mathematical expressions, equations, or inequalities.                              4
32 items
Lesson 5 - NS 3.3*                  Obj: Subtract money amounts with and without regrouping.                                                                         Number Sense (NS)                                                (49%)
Subtract Money Amounts              EQ: How do you use decimals to subtract money amounts?                                                 NS 3.3*     Solve problems involving addition, subtraction, multiplication, & division
of money amounts in decimal notation & multiply & divide money
Lesson 6 - NS 3.3*                  Obj: Multiply and divide amounts of money.                                                                         amounts in decimal notation by using whole-number multipliers &
Multiply and Divide Money Amounts   EQ: How do you multiply and divide money amounts?                                                                  divisors.                                                                          4
*   Key Standard        ** Fractional values indicate rotated standards
Alg: Algebra            HO: Hands On             MM: Mental Math              PSWS: Problem Solving Workshop Strategy                      *** Not assessable in a multiple choice format
ISS / Curriculum and Instruction                                                                  work in progress                                                                                      last updated 1/4/2011
ALVORD UNIFIED SCHOOL DISTRICT
2009-2010 PACING GUIDE

Instructional Window (March 16 - June 3): Chapters 19, 20, 21, 22, 23, 24                                                                                                      Third Grade
Chapter 22: Money and Time (Cont.)                                                                            March                        April                              May
Big Idea: Money amounts can be added, subtracted, and compared just like whole numbers; time is the duration of an event.                          M T W Th F                   M T W Th F                         M T W Th F
Lesson 7 - MG 1.4                   Obj: Read, write, & tell time to the nearest 1/2 hour, 1/4 hour, & minute shown on analog and digital clocks.   1    2     3     4     5                          1       2        3 4 5 6 7
Tell Time                           EQ: What would 7:33 look like on digital and analog clock?                                                      8    9 G   10    11    12       5 H   6     7     8       9        10     11   12   13   14
Lesson 8 - MG 1.4                   Obj: Read write and tell time in a.m. and p.m.                                                                  15   16    17    18    19       12    13    14    15      16       17     18   19   20   21
A.M. and P.M.                       EQ: What activities do you like to do in the a.m. and p.m?                                                      22   23    24    25    26       19    20    21    22      23N      24     25   26   27   28G

Lesson 9 - MG 1.4                   Obj: Use a clock to measure elapsed time.                                                                       29   30    31                   26 27 28 29 30                31 H

Model Elapsed Time                  EQ: How is finding elapsed time different from subtraction?
Lesson 10 - MG 1.4                  Obj: Use a calendar to determine elapsed time.                                                                         June                     Benchmark Testing Window: May 20 - June 3
Use a Calendar                      EQ: How is finding elapsed time different from subtraction?                                                         M T W Th F                   #    Math Data Due Date
Lesson 11 - MR 1.1                  Obj: Use a clock, a calendar, and a time line to determine a sequence of events.                                     1     2     3#    4              Dates Not Within Instructional Window
Sequence of Events                  EQ: What ways can you use sequence of events?                                                                   7    8     9     10    11             Teacher Work Day-No Students

Chapter 23: Customary Measurement                                                                        14   15    16    17    18        N    Notice of Not Achieving Standards
Big Idea: Measurement involves a comparison of an attribute of an object with a unit that has the same attribute.                       21   22    23    24    25             Minimum Day
Lesson 1 - MG 1.1                           Obj: Introduce customary units of length.                                                               28   29    30                    H    Holiday
Length                                      EQ: When can you use each customary unit of length?                                                                                          STAR Testing
Lesson 2 - MG 1.1                           Obj: Estimate and measure length to the nearest inch and half inch.                                                                      G    Grade Report (Last Day)
HO: Estimate and Measure Inches             EQ: When would an estimate be better than an actual measurement?
Lesson 3 - MG 1.1                           Obj: Estimate and measure length to the nearest foot and yard.
HO: Estimate & Measure Feet & Yards         EQ: When would an estimate be better than an actual measurement?
Lesson 4 - MG 1.1                           Obj: Estimate and measure capacity.                                                                                                  Standards                                                  CST
Blueprint
16 items
HO: Capacity                                EQ: How are cups, pints, quarts, and gallons related?                                                                   Measurement and Geometry                                               (25%)
Lesson 5 - MG 1.1                           Obj: Estimate and measure weight.                                                                       MG 1.0     Students choose and use appropriate units and measurement
HO: Weight                                  EQ: How are ounces and pounds related?                                                                             tools to quantify the properties of objects.
Lesson 6 - MG 1.1                           Obj: Know when to estimate or when to measure.                                                          MG 1.1     Choose the appropriate tools & units (metric and U.S.) and estimate &
Estimate or Measure                                                                                                                                            measure the length, liquid volume, & weight/ mass of given objects.
EQ: When would an estimate be better than an actual measurement?                                                                                                                                 1
Lesson 7 - MG 1.4                           Obj: Use rules to change units of measure.                                                              MG 1.4     Carry out simple unit conversions within a system of
Alg: Rules for Changing Units               EQ: How do you use rules to change units of measure?                                                               measurement (e.g., centimeters & meters, hours and minutes).                  1
Lesson 8 - MG 1.1                           Obj: Solve problems by using the skill choose a unit .                                                                        Mathematical Reasoning                                         embedded

PSWS: Choose a Unit                         EQ: What question(s) can you ask to help choose a unit?                                                 MR 1.1     Analyze problems by identifying relationships, distinguishing
Lesson 9 - MG 1.0                           Obj: Use a thermometer to estimate and measure temperature in degrees Fahrenheit.                                  relevant from irrelevant information, sequencing and prioritizing
Use a Thermometer                           EQ: What information can be found in a Fahrenheit thermometer?                                                     information, and observing patterns.                                     embedded

*   Key Standard        ** Fractional values indicate rotated standards
Alg: Algebra              HO: Hands On                 MM: Mental Math              PSWS: Problem Solving Workshop Strategy                         *** Not assessable in a multiple choice format

ISS / Curriculum and Instruction                                                                        work in progress                                                                                        last updated 1/4/2011
ALVORD UNIFIED SCHOOL DISTRICT
2009-2010 PACING GUIDE

Instructional Window (March 16 - June 3): Chapters 19, 20, 21, 22, 23, 24                                                                                  Third Grade
Chapter 24: Metric Measure                                                              March                        April                            May
Big Idea: Measurement involves a comparison of an attribute of an object with a unit that has the same attribute.       M T W Th F                   M T W Th F                       M T W Th F
Lesson 1 - MG 1.1                    Obj: Introduce metric units of length.                                                    1    2     3    4      5                         1     2        3 4 5 6 7
Length                               EQ: How are metric units of length related?                                               8    9 G   10   11     12      5 H   6     7     8     9        10     11   12     13   14
Lesson 2 - MG 1.1                    Obj: Estimate and measure length to the nearest centimeter and decimeter.                 15   16    17   18     19      12    13    14    15    16       17     18   19     20   21
HO: Centimeters and Decimeters       EQ: When would you use each unit of measure?                                              22   23    24   25     26      19    20    21    22    23N      24     25   26     27   28G

Lesson 3 - MG 1.1                    Obj: Measure longer lengths in meters and kilometers.                                     29   30    31                  26 27 28 29 30              31 H

HO: Meters and Kilometers            EQ: When would you use each unit of measure?
Lesson 4 - MG 1.1                    Obj: Estimate and measure capacity.                                                              June                    Benchmark Testing Window: May 20 - June 3
HO: Capacity                         EQ: How can you compare liters and mililiters?                                                M T W Th F                   #   Math Data Due Date
Lesson 5 - MG 1.1                    Obj: Estimate and measure mass.                                                                1     2    3#     4             Dates Not Within Instructional Window
HO: Mass                             EQ: How can you compare grams and kilograms?                                              7    8     9    10     11            Teacher Work Day-No Students
Lesson 6 - MG 1.4                    Obj: Use rules to change units of measure.                                                14   15    16   17     18        N   Notice of Not Achieving Standards
Alg: Rules for Changing Units        EQ: How do you use rules for changing metric units?                                       21   22    23   24     25            Minimum Day
Lesson 7 - MG 1.4                    Obj: Compare different strategies to solve problems.                                      28   29    30                    H   Holiday
PSWS: Compare Strategies             EQ: How can you solve a problem by making a table or by acting it out?                                                        STAR Testing

Standards                                                 CST
Blueprint
16 items
Measurement and Geometry                                              (25%)
MG 1.1     Choose the appropriate tools & units (metric and U.S.) and estimate &
measure the length, liquid volume, & weight/ mass of given objects.
1
MG 1.4     Carry out simple unit conversions within a system of
measurement (e.g., centimeters & meters, hours and minutes).                 1

*   Key Standard        ** Fractional values indicate rotated standards
Alg: Algebra           HO: Hands On              MM: Mental Math            PSWS: Problem Solving Workshop Strategy            *** Not assessable in a multiple choice format

ISS / Curriculum and Instruction                                                             work in progress                                                                           last updated 1/4/2011

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Description: Chapter 2 Operation Strategy document sample