Grade 3 Doc Final

Grade 3 Mathematics Pacing Framework
2011-2012
Grade 3
Below and on the following pages are guidelines and information for planning instruction around the NV State standards, Common Core State Standards, and implementing Everyday Math (EM) Lessons in WCSD schools: Nevada Math Standards and Common Core State Standards are listed on the following pages. Standards correlated to the Lesson Focus are those emphasized in Part I of each lesson, or are grade level standards which should be taught within the context of the EM lesson. The correlated standard focused on in the lesson represents the expectation for secure understandings and skills achieved by the end of the school year. Reading Tip: Given the Nevada Standard 1.2.8, this is read as Content Standard 1.0/Grade Level 2/Theme 8." Teachers should look for opportunities to incorporate the Common Core State Standards (CCSS) into planning and instruction where appropriate. "What students can learn at any particular grade level depends upon what they have learned before" (CCSS Introduction, p. 5). Teachers are encouraged to communicate with other grade levels and align practices and goals to support vertical transitions. Review the CCSS critical areas of focus for grades K-6 to assist in planning short and long-range goals for student learning and strengthening teaching of the current Mathematics Standards. Seek to develop mathematical processes and proficiencies in students as described by the "Standards for Mathematical Practice" (CCSS, p.6). Even though every EM lesson is not shown, teaching the EM lessons sequentially will prepare students for instruction in the next grade level and support students in making mathematical connections inherent in the program. On average, 7-8 EM lessons should be completed within a 10-day period, reserving additional days for revising instruction and providing focused intervention/enrichment. Process standards should be integrated into instruction and learning throughout. Students should engage in 60 minutes of daily math instruction (minimum). For each lesson, spend at most, 5-7 minutes per lesson on the EM Mental Math and Reflexes activities and 13-15 minutes per lesson on the EM Math Message and Follow-Up activities for a total of no more than 20 minutes per session. The math games in the EM Ongoing Learning & Practice sections provide concept and skill mastery practice. Remember that not all students need practice in the same way or on the same thing. Following teaching with Part I, use Parts 2 & 3 from each lesson to assist in differentiating instruction. Formatively assess students throughout lessons/teaching to determine student needs for differentiation. Use assessment data to adjust instruction and plan fluid student groupings for differentiated learning opportunities. Reflect on instruction and student achievement following the sequence of the ICEL model (Instruction > Curriculum > Environment/Expectations > Learner).
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Grade 3
Recommended practice for planning a standards based lesson: 1) Look at the lesson focus. All grade level indicators should be secure by the end of the school year. Use the lesson focus/aligned indicators to help create essential understandings for the unit. Remember, students are not expected to be secure in all content presented within the EM lessons. Secure goals should align with the intent of each grade level indicator as defined by NV State Standards and Common Core State Standards. Use district assessment items and other state/local resources to help clarify and target the intent of grade level standard indicators. *Secure - a standard/indicator is considered ""secure"" when a student is able to confidently apply the identified skill or concept in multiple situations, demonstrating understanding of essential mathematical concepts; student has the ability to make connections among ideas and reason, analyze and solve problems 2) Read the ""Learning Goals in Perspective"" section at the beginning of each EM unit to review past, future, and present learning goals and connections. 3) Review the Unit Content Highlights at the beginning of each EM unit to identify major content ideas and instructional strategies for noted unit lessons. Big understandings highlighted in the unit may appear in parts 1, 2, or 3 of any given lesson. 4) Look at all parts of the lesson (1, 2, 3) and consider which activities, practice, and ancillary materials should be used to both get at the intent of the Standards and help students make connections to big understandings.
Grade 3 Area of Focus

Multiplication and Division Represent and solve problems involving multiplication and division. Understand properties of multiplication and the relationship between multiplication and division. Multiply and divide within 100. Solve problems involving the four operations, and identify and explain patterns in arithmetic. Use place value understanding and properties of operations to perform multi-digit arithmetic.

Understand various meanings of multiplication and division. Understand the effects of multiplying and dividing whole numbers. Identify and use relationships between operations, such as division as the inverse of multiplication, to solve problems. Develop fluency with basic number combinations for multiplication and division and use these combinations to mentally compute related problems, such as 30 50. Develop fluency in adding, subtracting, multiplying, and dividing whole numbers. Develop and use strategies to estimate the results of whole number computations and to judge the reasonableness of such results. Identify such properties as commutative, associativity, and distributive and use them to compute with whole numbers. Represent the idea of a variable as an unknown quantity using a letter or a symbol; Express mathematical relationships using equations. Model problem situations with objects and use representations such as graphs, tables, and equations to draw conclusions.
Fractions Develop understanding of fractions as numbers.

Develop understanding of fractions as parts of unit wholes, as parts of a collection, as locations on number lines, and as divisions of whole numbers. Use models, benchmarks, and equivalent forms to judge the size of fractions.
Grade 3 Area of Focus

Measurement Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. Represent and interpret data. Geometric measurement: understand concepts of area and relate area to multiplication and to addition. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
Develop strategies for estimating the perimeters, areas, and volumes of irregular shapes. Select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles. Develop, understand, and use formulas to find the area of rectangles and related triangles and parallelograms.
Two-Dimensional Shapes Reason with shapes and their attributes.

Identify, compare, and analyze attributes of two- and three-dimensional shapes and develop vocabulary to describe the attributes. Classify two- and three-dimensional shapes according to their properties and develop definitions of classes of shapes such as triangles and pyramids. Investigate, describe, and reason about the results of subdividing, combining, and transforming shapes.
Grade 3 Pacing
Quarter 1: Grade 3 Mathematics Area of Focus and Resources
Common Core State Standard Area of Focus
Multiplication and Division
Represent and solve problems involving multiplication and division. Understand properties of multiplication and the relationship between multiplication and division. Multiply and divide within 100. Solve problems involving the four operations, and identify and explain patterns in arithmetic. Use place value understanding and properties of operations to perform multi-digit arithmetic.
Measurement
Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. Represent and interpret data. Geometric measurement: understand concepts of area and relate area to multiplication and to addition. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
Standards
NVSS 3.3.2 Select and use appropriate units of measure. Measure to a required degree of accuracy (to the nearest unit). CCSS 3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters. NVSS 3.3.6.1 Tell time to the nearest minute, using analog and digital clocks. NVSS 4.3.1 Describe, sketch, compare, and contrast plane geometric figures.
Tools/Resources
Everyday Math (2001): 1.4 Tools for Mathematics Everyday Math Game: Addition Top-It NCTM Illuminations Activity: Turtle Pond http://illuminations.nctm.org/ActivityDet ail.aspx?ID=83 NCTM Illuminations Lesson: Junior Architects http://illuminations.nctm.org/LessonDetai l.aspx?id=U172 Makeshift Measurement http://illuminations.nctm.org/LessonDetai l.aspx?id=L696 Number Line Dancing http://illuminations.nctm.org/LessonDetai l.aspx?id=L877 Pitching Cards -http://illuminations.nctm.org/LessonDeta il.aspx?id=L188
Notes
-review resources against standard(s); supplement text to meet NV Standards: nearest half inch compare and contrast plane geometric figures -review resources against standard(s); supplement text to meet CCSS Standards: fourths of an inch line plot (whole numbers, halves, quarters)
Grade 3 Pacing
Measurement
Standards
Tools/Resources

Scuba Diving in Belize http://illuminations.nctm.org/LessonDetai l.aspx?id=U173 Shopping Mall Math -http://illuminations.nctm.org/LessonDeta il.aspx?id=U99 Were Going on a Length Measurement Hunt -http://illuminations.nctm.org/LessonDeta il.aspx?id=L873
Notes
NVSS 5.3.1 Pose questions that can be used to guide data collection, organization, and representation. Use graphical representations, including number lines, frequency tables, and pictographs to represent
Everyday Math (2001): 1.5 Analyzing and Displaying Data Everyday Math Game:
-reviewed in Lessons 10.10 (frequency table) & 11.9 -review resources against standard(s); supplement text to meet NV Standards:
Grade 3 Pacing
Measurement
Standards
data.
Tools/Resources
Spinning to Win NCTM Illuminations Activity: Adjustable Spinner http://illuminations.nctm.org/ActivityDet ail.aspx?ID=79 NCTM Illuminations Lesson: Eye to Eye http://illuminations.nctm.org/LessonDetai l.aspx?id=L169 Information Represented Graphically http://illuminations.nctm.org/LessonDetai l.aspx?id=U82 Mathematics and Environmental Concerns http://illuminations.nctm.org/LessonDetai l.aspx?id=U84 Mathematics and Football http://illuminations.nctm.org/LessonDetai l.aspx?id=U85 Numerical and Categorical Data -http://illuminations.nctm.org/LessonDeta il.aspx?id=U116
Notes
number lines pictographs
Grade 3 Pacing
Measurement
Standards
Tools/Resources
Picture This http://illuminations.nctm.org/LessonDetai l.aspx?id=L301 Pizza, Pizza! http://illuminations.nctm.org/LessonDetai l.aspx?id=U87 Planning a Trip -http://illuminations.nctm.org/LessonDeta il.aspx?id=U115 Shopping Mall Math -http://illuminations.nctm.org/LessonDeta il.aspx?id=U99 State Data -http://illuminations.nctm.org/LessonDeta il.aspx?id=L539 State Names -http://illuminations.nctm.org/LessonDeta il.aspx?id=L579 The Beat of Your Heart -http://illuminations.nctm.org/LessonDeta il.aspx?id=U74 What is the Best Chip? -http://illuminations.nctm.org/LessonDeta il.aspx?id=L242
Notes
Grade 3 Pacing
Measurement
Standards
NVSS 1.3.5 Immediately recall and use addition and subtraction facts. Immediately recall multiplication facts (products to 81). CCSS 3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
Tools/Resources
Everyday Math (2001): 1.6 Equivalent Names Everyday Math Game: Name that Number Broken Calculator Musical Name-Collection Boxes NCTM Illuminations Activity: Grouping and Grazing http://illuminations.nctm.org/ActivityDet ail.aspx?ID=218 Concentration http://illuminations.nctm.org/ActivityDet ail.aspx?ID=73 Electronic Abacus http://illuminations.nctm.org/ActivityDet ail.aspx?ID=8 Factor Game http://illuminations.nctm.org/ActivityDet ail.aspx?ID=12 How Many Under the Shell? -
Notes
-review resources against standard(s); supplement text to meet CCSS Standards: strategies and relationships properties
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Grade 3 Pacing
Measurement
Standards
Tools/Resources

http://illuminations.nctm.org/ActivityDet ail.aspx?ID=198 Times Table http://illuminations.nctm.org/ActivityDet ail.aspx?ID=155 Multiplication: Its in the Cards http://illuminations.nctm.org/LessonDetai l.aspx?id=U110
Notes
NCTM Illuminations Lesson: Multiply and Conquer http://illuminations.nctm.org/LessonDetai l.aspx?id=L858 Factor Trail Game http://illuminations.nctm.org/LessonDetai l.aspx?id=L719 Six and Seven as Factors -http://illuminations.nctm.org/LessonDeta il.aspx?id=U150 The Product Game -http://illuminations.nctm.org/LessonDeta il.aspx?id=U100 NVSS 2.3.1 Recognize, describe, and create Everyday Math (2001): -review resources against standard(s); supplement
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Grade 3 Pacing
Measurement
Standards
patterns using objects and numbers found in tables, number charts, and charts. Record results of patterns created using manipulatives, pictures, and numeric representations and describe how they are extended. CCSS 3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.
Tools/Resources
1.11 Patterns Everyday Math Games: Tic-Tac-Toe Addition Whats My Rule? Fishing NCTM Illuminations Activity: Paper Pool http://illuminations.nctm.org/ActivityDet ail.aspx?ID=28 Patch Tool http://illuminations.nctm.org/ActivityDet ail.aspx?ID=27 NCTM Illuminations Lesson: Multiply and Conquer http://illuminations.nctm.org/LessonDetai l.aspx?id=L858 What Comes Nex_? http://illuminations.nctm.org/LessonDetai l.aspx?id=L286 Patterns the Grow -http://illuminations.nctm.org/LessonDeta il.aspx?id=U103
Notes
text to meet NV Standards: Record results of patterns created using manipulatives, pictures, and numeric representations and describe how they are extended. -review resources against standard(s); supplement text to meet CCSS Standards: patterns in the addition table or multiplication table properties of operations
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Grade 3 Pacing
Measurement
Standards
Tools/Resources
Petals Around the Rose -http://illuminations.nctm.org/LessonDeta il.aspx?id=L576 Everyday Math (2001): 2.1 Fact Families Everyday Math Games: Addition Top-It Less Than You Memory Addition/Subtraction Missing Terms Multiplication Bingo Multiplication Draw Multiplication Top-It Subtraction Top-It NCTM Illuminations Activity: Grouping and Grazing http://illuminations.nctm.org/ActivityDet ail.aspx?ID=218 Electronic Abacus http://illuminations.nctm.org/ActivityDet ail.aspx?ID=8
Notes
NVSS 1.3.5.1 Immediately recall and use addition and subtraction facts. CCSS 3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
- Incorporate into Lesson/Practice: NVSS 2.3.2 Model, explain, and solve open number sentences involving addition, subtraction, and multiplication facts. Use variables and open sentences to express relationships. CCSS 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. CCSS 3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. CCSS 3.OA.6 Understand division as an unknown-factor problem. CCSS 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental
13
Grade 3 Pacing
Measurement
Standards
Tools/Resources

Factor Game http://illuminations.nctm.org/ActivityDet ail.aspx?ID=12 How Many Under the Shell? http://illuminations.nctm.org/ActivityDet ail.aspx?ID=198 Times Table http://illuminations.nctm.org/ActivityDet ail.aspx?ID=155
Notes
computation and estimation strategies including rounding. -review resources against standard(s); supplement text to meet NV Standards: multiplication -review resources against standard(s); supplement text to meet CCSS Standards: multiplication and division word problems
NCTM Illuminations Lesson: Multiply and Conquer http://illuminations.nctm.org/LessonDetai l.aspx?id=L858 Factor Trail Game http://illuminations.nctm.org/LessonDetai l.aspx?id=L719 Exploring Krypto http://illuminations.nctm.org/LessonDetai l.aspx?id=L803 Six and Seven as Factors -http://illuminations.nctm.org/LessonDeta il.aspx?id=U150
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Grade 3 Pacing
Measurement
Standards
Tools/Resources

The Product Game -http://illuminations.nctm.org/LessonDeta il.aspx?id=U100 The Variable Machine http://illuminations.nctm.org/LessonDetai l.aspx?id=L291
Notes
NVSS 2.3.2 Model, explain, and solve open number sentences involving addition, subtraction, and multiplication facts. Use variables and open sentences to express relationships. CCSS 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. CCSS 3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. CCSS 3.OA.6 Understand division as an unknown-factor problem. CCSS 3.OA.8 Solve two-step word problems
Everyday Math (2001): 2.3 Review: What's My Rule? and Math Boxes Everyday Math Game: Whats My Rule? Fishing NCTM Illuminations Activity: How Many Under the Shell? http://illuminations.nctm.org/ActivityDet ail.aspx?ID=198 NCTM Illuminations Lesson: Multiply and Conquer http://illuminations.nctm.org/LessonDetai l.aspx?id=L858 Balancing Act http://illuminations.nctm.org/LessonDetai
- Incorporate into Lesson/Practice: NVSS 2.3.3 Complete number sentences with the appropriate words and symbols (=,-,>,<,=). -review resources against standard(s); supplement text to meet NV Standards: multiplication -review resources against standard(s); supplement text to meet CCSS Standards: multiplication and division word problems
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Grade 3 Pacing
Measurement
Standards
using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Tools/Resources

l.aspx?id=L166 Exploring Krypto http://illuminations.nctm.org/LessonDetai l.aspx?id=L803 Multiplication: Its in the Cards -http://illuminations.nctm.org/LessonDeta il.aspx?id=U110 Numbers and Language -http://illuminations.nctm.org/LessonDeta il.aspx?id=U86 Six and Seven as Factors -http://illuminations.nctm.org/LessonDeta il.aspx?id=U150 The Product Game -http://illuminations.nctm.org/LessonDeta il.aspx?id=U100 The Variable Machine http://illuminations.nctm.org/LessonDetai l.aspx?id=L291
Notes
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Grade 3 Pacing
Measurement
Standards
NVSS 2.3.2 Model, explain, and solve open number sentences involving addition, subtraction, and multiplication facts. Use variables and open sentences to express relationships. CCSS 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. CCSS 3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. CCSS 3.OA.6 Understand division as an unknown-factor problem. CCSS 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Tools/Resources
Everyday Math (2001): 2.4 Parts-and-Total Number Stories Everyday Math Game: Two-Fisted Penny Addition NCTM Illuminations Activity: How Many Under the Shell? http://illuminations.nctm.org/ActivityDet ail.aspx?ID=198 NCTM Illuminations Lesson: Multiply and Conquer http://illuminations.nctm.org/LessonDetai l.aspx?id=L858 Balancing Act http://illuminations.nctm.org/LessonDetai l.aspx?id=L166 Exploring Krypto http://illuminations.nctm.org/LessonDetai l.aspx?id=L803 Multiplication: Its in the Cards -http://illuminations.nctm.org/LessonDeta il.aspx?id=U110
Notes
- Incorporate into Lesson/Practice: NVSS 2.3.3 Complete number sentences with the appropriate words and symbols (=,-,>,<,=). -review resources against standard(s); supplement text to meet NV Standards: multiplication -review resources against standard(s); supplement text to meet CCSS Standards: multiplication and division word problems
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Grade 3 Pacing
Measurement
Standards
Tools/Resources

Numbers and Language -http://illuminations.nctm.org/LessonDeta il.aspx?id=U86 Six and Seven as Factors -http://illuminations.nctm.org/LessonDeta il.aspx?id=U150 The Product Game -http://illuminations.nctm.org/LessonDeta il.aspx?id=U100
Notes
NVSS 1.3.8 Generate and solve two-step addition and subtraction problems and one-step multiplication problems based on practical situations. Model addition, subtraction, multiplication, and division in a variety of ways. CCSS 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. CCSS 3.0A.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of objects in each share when 56
Everyday Math (2001): 2.5 Change Number Stories NCTM Illuminations Activity: Factor Game http://illuminations.nctm.org/ActivityDet ail.aspx?ID=12 NCTM Illuminations Lesson: Balancing Act http://illuminations.nctm.org/LessonDetai l.aspx?id=L166
- Incorporate into Lesson/Practice: NVSS 2.3.3 Complete number sentences with the appropriate words and symbols (=,-,>,<,=). -review resources against standard(s); supplement text to meet NV Standards: multiplication and division model in a variety of ways -review resources against standard(s); supplement text to meet CCSS Standards: multiplication and division
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Grade 3 Pacing
Measurement
Standards
objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. CCSS 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. CCSS 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. NVSS 1.3.8.2 Model addition, subtraction, multiplication, and division in a variety of ways. CCSS 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. CCSS 3.0A.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or
Tools/Resources

Exploring Krypto http://illuminations.nctm.org/LessonDetai l.aspx?id=L803 Long Distance Airplanes http://illuminations.nctm.org/LessonDetai l.aspx?id=L323
Notes
two-step word problems variables mental computation and estimation
Everyday Math (2001): 2.6 Comparison Numbers Stories Everyday Math Games: Penny Grab Less Than You NCTM Illuminations Activity:
- Incorporate into Lesson/Practice: NVSS 2.3.3 Complete number sentences with the appropriate words and symbols (=,-,>,<,=). -review resources against standard(s); supplement text to meet NV Standards: multiplication and division model in a variety of ways
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Grade 3 Pacing
Measurement
Standards
as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. CCSS 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. CCSS 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Tools/Resources

Grouping and Grazing http://illuminations.nctm.org/ActivityDet ail.aspx?ID=218 Electronic Abacus http://illuminations.nctm.org/ActivityDet ail.aspx?ID=8 Factor Game http://illuminations.nctm.org/ActivityDet ail.aspx?ID=12 How Many Under the Shell? http://illuminations.nctm.org/ActivityDet ail.aspx?ID=198 Times Table http://illuminations.nctm.org/ActivityDet ail.aspx?ID=155 Multiplication: Its in the Cards -http://illuminations.nctm.org/LessonDeta il.aspx?id=U110 Numbers and Language http://illuminations.nctm.org/LessonDetai l.aspx?id=U86 Six and Seven as Factors -http://illuminations.nctm.org/LessonDeta il.aspx?id=U150
Notes
-review resources against standard(s); supplement text to meet CCSS Standards: multiplication and division two-step word problems variables mental computation and estimation
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Grade 3 Pacing
Measurement
Standards
Tools/Resources
The Product Game -http://illuminations.nctm.org/LessonDeta il.aspx?id=U100
Notes
NCTM Illuminations Lesson: Balancing Act http://illuminations.nctm.org/LessonDetai l.aspx?id=L166 Exploring Krypto http://illuminations.nctm.org/LessonDetai l.aspx?id=L803 NVSS 1.3.8 Generate and solve two-step addition and subtraction problems and one-step multiplication problems based on practical situations. Model addition, subtraction, multiplication, and division in a variety of ways. CCSS 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. CCSS 3.0A.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the Everyday Math (2001): 2.9 Addition with Three or More Addends Everyday Math Games: Three Addends Tic-Tac-Toe Addition NCTM Illuminations Activity: Times Table http://illuminations.nctm.org/ActivityDet ail.aspx?ID=155 -review resources against standard(s); supplement text to meet NV Standards: multiplication model in a variety of ways -review resources against standard(s); supplement text to meet CCSS Standards: multiplication and division two-step word problems variables mental computation and estimation
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Grade 3 Pacing
Measurement
Standards
number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. CCSS 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. CCSS 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. NVSS 3.3.2 Select and use appropriate units of measure. Measure to a required degree of accuracy (to the nearest half unit). CCSS 3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is
Tools/Resources
NCTM Illuminations Lesson: Balancing Act http://illuminations.nctm.org/LessonDetai l.aspx?id=L166 Exploring Krypto http://illuminations.nctm.org/LessonDetai l.aspx?id=L803
Notes
Everyday Math (2001): 3.2 Measuring with a Ruler NCTM Illuminations Activity: Turtle Pond http://illuminations.nctm.org/ActivityDet ail.aspx?ID=83
-review resources against standard(s); supplement text to meet CCSS Standards: line plot
22
Grade 3 Pacing
Measurement
Standards
marked off in appropriate units whole numbers, halves, or quarters.
Tools/Resources
NCTM Illuminations Lesson: Competing Coasters http://illuminations.nctm.org/LessonDetai l.aspx?id=L241 Body Measurements http://illuminations.nctm.org/LessonDetai l.aspx?id=L659 How Long? How Wide? How Tall? How Deep? http://illuminations.nctm.org/LessonDetai l.aspx?id=L635 Makeshift Measurements http://illuminations.nctm.org/LessonDetai l.aspx?id=L696 Number Line Dancing http://illuminations.nctm.org/LessonDetai l.aspx?id=L877 Everyday Math (2001): 3.3 Standard Linear Units NCTM Illuminations Activity: Turtle Pond http://illuminations.nctm.org/ActivityDet
Notes
NVSS 3.3.2 Select and use appropriate units of measure. Measure to a required degree of accuracy (to the nearest half unit). CCSS 3.MD.4 Generate measurement data by measuring lengths using rulers marked with
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Grade 3 Pacing
Measurement
Standards
halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters.
Tools/Resources
ail.aspx?ID=83 NCTM Illuminations Lesson: Competing Coasters http://illuminations.nctm.org/LessonDetai l.aspx?id=L241 Body Measurements http://illuminations.nctm.org/LessonDetai l.aspx?id=L659 How Long? How Wide? How Tall? How Deep? http://illuminations.nctm.org/LessonDetai l.aspx?id=L635 Makeshift Measurements http://illuminations.nctm.org/LessonDetai l.aspx?id=L696 Number Line Dancing http://illuminations.nctm.org/LessonDetai l.aspx?id=L877 Everyday Math (2001): 3.6 Area Everyday Math Game:
Notes
NVSS 3.3.1 Compare, order, and describe objects by various measurable attributes for area and volume/capacity.
-review resources against standard(s); supplement text to meet NV Standards: compare order
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Grade 3 Pacing
Measurement
Standards
Tools/Resources
Array Bingo NCTM Illuminations Lesson: Four Square Galore http://illuminations.nctm.org/LessonDeta il.aspx?id=L860 Junior Architects -http://illuminations.nctm.org/LessonDet ail.aspx?id=U172
Notes
Everyday Math (2001): 3.7 Number Models for Area Everyday Math Game: Array Bingo NCTM Illuminations Lesson: Four Square Galore http://illuminations.nctm.org/LessonDeta il.aspx?id=L860 Junior Architects http://illuminations.nctm.org/LessonDeta il.aspx?id=U172 Shopping Mall Math
-review resources against standard(s); supplement text to meet NV Standards: compare order
25
Grade 3 Pacing
Measurement
Standards
Tools/Resources
-http://illuminations.nctm.org/LessonDeta il.aspx?id=U99
Notes
26
Grade 3 Pacing
Fractions
Develop understanding of fractions as numbers.
Measurement
Two-Dimensional Shapes
Reason with shapes and their attributes.
Standards
NVSS 1.3.5.2 Immediately recall multiplication facts (products to 81. CCSS 3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. NVSS 1.3.8.1 Generate and solve two-step addition and subtraction problems and one-step multiplication problems based on practical situations. CCSS 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. CCSS 3.0A.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56
Tools/Resources
Everyday Math (2001): 4.2 Multiplication Arrays Everyday Math Games: Array Bingo Multiplication Bingo NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon -review resources against standard(s); supplement text to meet CCSS Standards: properties of operations
Notes
27
Grade 3 Pacing
Fractions
Measurement
Standards
objects are partitioned into equal shares of 8 objects each. CCSS 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. CCSS 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. NVSS 1.3.8.2 Model addition, subtraction, multiplication, and division in a variety of ways. CCSS 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. CCSS 3.0A.2 Interpret whole-number
Tools/Resources
Notes
computation and estimation strategies including rounding.
Everyday Math (2001): 4.3 Equal Shares and Equal Groups Everyday Math Games: Division Arrays NCTM Illuminations Activity: coming soon
-review resources against standard(s); supplement text to meet CCSS Standards: variables estimation
28
Grade 3 Pacing
Fractions
Measurement
Standards
quotients of whole numbers, e.g., interpret 56 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. CCSS 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. CCSS 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Tools/Resources
NCTM Illuminations Lesson: coming soon
Notes
29
Grade 3 Pacing
Fractions
Measurement
Standards
NVSS 1.3.5.2 Immediately recall multiplication facts (products to 81. CCSS 3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. NVSS 1.3.8.2 Model addition, subtraction, multiplication, and division in a variety of ways. CCSS 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. CCSS 3.0A.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.
Tools/Resources
Everyday Math (2001): 4.4 Division Ties to Multiplication Everyday Math Games: Division Arrays NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
-review resources against standard(s); supplement text to meet CCSS Standards: properties of operations estimation
30
Grade 3 Pacing
Fractions
Measurement
Standards
CCSS 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. CCSS 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. NVSS 1.3.5.2 Immediately recall and use multiplication facts (products to 81). CCSS 3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
Tools/Resources
Notes
Everyday Math (2001): 4.5 Multiplication Fact Power and Shortcuts Everyday Math Games: Beat the Calculator Multiplication Bingo NCTM Illuminations Activity: coming soon
-review resources against standard(s); supplement text to meet CCSS Standards: relationship between multiplication and division - Incorporate into Lesson/Practice: NVSS 2.3.2 Model, explain, and solve open number sentences involving addition, subtraction, and multiplication facts.
31
Grade 3 Pacing
Fractions
Measurement
Standards
Tools/Resources
Notes
Use variables and open sentences to express relationships. CCSS 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. CCSS 3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. CCSS 3.OA.6 Understand division as an unknown-factor problem. CCSS 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
32
Grade 3 Pacing
Fractions
Measurement
Standards
NVSS 1.3.5.2 Immediately recall and use multiplication facts (products to 81). CCSS 3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
Tools/Resources
Everyday Math (2001): 4.6 The Multiplication/Division Facts Table and Fact Families Everyday Math Games: Beat the Calculator Fact Triangle Flip NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
33
Grade 3 Pacing
Fractions
Measurement
Standards
Tools/Resources
Notes
computation and estimation strategies including rounding.
NVSS 1.3.5.2 Immediately recall and use multiplication facts (products to 81). CCSS 3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. NVSS 2.3.2 Model, explain, and solve open number sentences involving addition, subtraction, and multiplication facts. Use variables and open sentences to express relationships. CCSS 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and
Everyday Math (2001): 4.7 Baseball Multiplication Everyday Math Games: Baseball Multiplication NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
-review resources against standard(s); supplement text to meet CCSS Standards: Two-step word problems
34
Grade 3 Pacing
Fractions
Measurement
Standards
measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. CCSS 3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. CCSS 3.OA.6 Understand division as an unknown-factor problem. CCSS 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. NVSS 1.3.1 Identify, use, and model place value positions of 1's, 10's, 100's, and 1,000's. Identify the value of a given digit in the 1's, 10's, 100's, and 1,000's place.
Tools/Resources
Notes
Everyday Math (2001): 5.1 Place Value Through Ten- Thousands Everyday Math Games: Baseball Multiplication NCTM Illuminations Activity: coming soon
- Incorporate into Lesson/Practice: NVSS 1.3.3.2 Read and write number words to 100.
35
Grade 3 Pacing
Fractions
Measurement
Standards
Tools/Resources
Notes
NVSS 1.3.3 Read, write, compare, and order numbers from 0-9,999. Read and write number words to 100.
Everyday Math (2001): 5.2 Reading, Writing, and Ordering Numbers Everyday Math Games: Number Top-It NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
-review resources against standard(s); supplement text to meet NV Standards: read and write number words to 100
NVSS 3.3.2 Select and use appropriate units of measure. Measure to a required degree of accuracy (to the nearest unit). CCSS 3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units
Everyday Math (2001): 5. 10 Application: Rainfall Everyday Math Games: Number Top-It NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
36
Grade 3 Pacing
Fractions
Measurement
Standards
whole numbers, halves, or quarters. NVSS 4.3.6 Identify, draw, and describe horizontal, vertical, and oblique lines.
Tools/Resources
Everyday Math (2001): 6.2 Parallel and Intersecting Line Segments, Rays, and Lines Emphasize vocabulary from standard - "horizontal" and "vertical" lines NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
-review resources against standard(s); supplement text to meet NV Standards: oblique lines
NVSS 4.3.1 Describe, sketch, compare, and contrast plane geometric figures. CCSS 3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of
Everyday Math (2001): 6.4 Triangles NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
-Recommend incorporating NV 4.3.9 into learning and practice with polygons, Unit 6 (Lessons 4, 5, 6). -review resources against standard(s); supplement text to meet CCSS Standards: quadrilaterals
37
Grade 3 Pacing
Fractions
Measurement
Standards
these subcategories. NVSS 4.3.1 Describe, sketch, compare, and contrast plane geometric figures. CCSS 3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. NVSS 4.3.1 Describe, sketch, compare, and contrast plane geometric figures. CCSS 3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of
Tools/Resources
Everyday Math (2001): 6.5 Quadrangles (Quadrilaterals) Everyday Math Games: Touch-and-Match Quadrangles NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
-Recommend incorporating NV 4.3.9 into learning and practice with polygons, Unit 6 (Lessons 4, 5, 6).
Everyday Math (2001): 6.6 Polygons (N-Gons) Everyday Math Games: Touch-and-Match Quadrangles NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
-Recommend incorporating NV 4.3.9 into learning and practice with polygons, Unit 6 (Lessons 4, 5, 6).
38
Grade 3 Pacing
Fractions
Measurement
Standards
quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
Tools/Resources
Notes
39
Grade 3 Pacing
Measurement
Standards
NVSS 1.3.5.2 Immediately recall multiplication facts (products to 81). CCSS 3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two onedigit numbers. NVSS 2.3.1 Recognize, describe, and create patterns using objects and numbers found in tables, number charts, and charts. Record results of patterns created using manipulatives, pictures, and numeric representations and describe how they are extended. CCSS 3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. NVSS 1.3.5.2 Immediately recall and use multiplication facts (products to 81). CCSS 3.OA.7 Fluently multiply and divide within 100, using strategies such as
Tools/Resources
Everyday Math (2001): 7.1 Patterns in Products Everyday Math Games: Multiplication Baseball NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
Everyday Math (2001): 7.2 Multiplication Facts Survey Everyday Math Games:
- Incorporate into Lesson/Practice: NVSS 2.3.2 Model, explain, and solve open number sentences involving addition, subtraction, and multiplication facts.
40
Grade 3 Pacing
Measurement
Standards
the relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two onedigit numbers.
Tools/Resources
Baseball Multiplication NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
Use variables and open sentences to express relationships. CCSS 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. CCSS 3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. CCSS 3.OA.6 Understand division as an unknown-factor problem. CCSS 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. - Incorporate into Lesson/Practice: NVSS 2.3.2 Model, explain, and solve open number sentences involving addition,
NVSS 1.3.5.2 Immediately recall and use multiplication facts (products to 81). CCSS 3.OA.7 Fluently multiply and
Everyday Math (2001): 7.3 Fact Power
41
Grade 3 Pacing
Measurement
Standards
divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two onedigit numbers.
Tools/Resources
Everyday Math Games: Multiplication Bingo Fact Triangle Flip NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
subtraction, and multiplication facts. Use variables and open sentences to express relationships. CCSS 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. CCSS 3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. CCSS 3.OA.6 Understand division as an unknown-factor problem. CCSS 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental-computation and estimation strategies including rounding. - Incorporate into Lesson/Practice: CCSS 3.NF.2 Understand a fraction as a
NVSS 1.3.2 Identify and model the unit fractions 1/2, 1/3, 1/4, 1/6, and 1/8 as equal
Everyday Math (2001): 8.1 Naming Parts with Fractions
42
Grade 3 Pacing
Measurement
Standards
parts of a whole or sets of objects. Read and write unit fractions with numbers and words. CCSS 3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
Tools/Resources
NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
number on the number line; represent fractions on a number line diagram. CCSS 3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. CCSS 3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. -review resources against standard(s); supplement text to meet CCSS Standards: a fraction a/b as the quantity formed by a parts of size 1/b number line equivalence compare fractions unit fractions as part of a whole - Incorporate into Lesson/Practice: CCSS 3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram. CCSS 3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. CCSS 3.G.2 Partition shapes into parts
NVSS 1.3.2 Identify and model the unit fractions 1/2, 1/3, 1/4, 1/6, and 1/8 as equal parts of a whole or sets of objects. Read and write unit fractions with numbers and words. CCSS 3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts;
Everyday Math (2001): 8.2 Explorations: Exploring Fractions, Re-Forming Squares, and Combinations Everyday Math Games: Multiplication Bingo Baseball Multiplication
43
Grade 3 Pacing
Measurement
Standards
understand a fraction a/b as the quantity formed by a parts of size 1/b.
Tools/Resources
Notes
with equal areas. Express the area of each part as a unit fraction of the whole. -review resources against standard(s); supplement text to meet CCSS Standards: number line equivalence compare fractions unit fractions as part of a whole -review resources against standard(s); supplement text to meet NV Standards: division -review resources against standard(s); supplement text to meet CCSS Standards: division variables
NVSS 1.3.8 Generate and solve two-step addition and subtraction problems and onestep multiplication problems based on practical situations. Model addition, subtraction, multiplication, and division in a variety of ways. Use mathematical vocabulary and symbols to describe multiplication and division. CCSS 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. CCSS 3.0A.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of objects in each share when 56 objects are
Everyday Math (2001): 9.2 Use Mental Math to Multiply Everyday Math Games: Multiplication Bingo Baseball Multiplication Fact Triangle Flip NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
44
Grade 3 Pacing
Measurement
Standards
partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. CCSS 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. CCSS 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. NVSS 1.3.8 Generate and solve two-step addition and subtraction problems and onestep multiplication problems based on practical situations. Model addition, subtraction, multiplication, and division in a variety of ways. Use mathematical vocabulary and symbols to
Tools/Resources
Notes
Everyday Math (2001): 9.3 Explorations: Exploring Arrays, Areas, and Fractions Everyday Math Games: Fraction Top-It NCTM Illuminations Activity: coming soon
-review resources against standard(s); supplement text to meet CCSS Standards: variables
45
Grade 3 Pacing
Measurement
Standards
describe multiplication and division. CCSS 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. CCSS 3.0A.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. CCSS 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. CCSS 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of
Tools/Resources
Notes
46
Grade 3 Pacing
Measurement
Standards
answers using mental computation and estimation strategies including rounding. NVSS 1.3.8 Generate and solve two-step addition and subtraction problems and onestep multiplication problems based on practical situations. Model addition, subtraction, multiplication, and division in a variety of ways. Use mathematical vocabulary and symbols to describe multiplication and division. CCSS 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. CCSS 3.0A.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. CCSS 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal
Tools/Resources
Everyday Math (2001): 9.4 A Multiplication Algorithm Everyday Math Games: Name That Number NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
47
Grade 3 Pacing
Measurement
Standards
groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. CCSS 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. NVSS 1.3.8 Generate and solve two-step addition and subtraction problems and onestep multiplication problems based on practical situations. Model addition, subtraction, multiplication, and division in a variety of ways. Use mathematical vocabulary and symbols to describe multiplication and division. CCSS 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. CCSS 3.0A.2 Interpret whole-number quotients of whole numbers, e.g.,
Tools/Resources
Notes
Everyday Math (2001): 9.5 Buying at the Stock-up Sale Everyday Math Games: Name That Number NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
48
Grade 3 Pacing
Measurement
Standards
interpret 56 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. CCSS 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. CCSS 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. NVSS 1.3.8 Generate and solve two-step addition and subtraction problems and onestep multiplication problems based on practical situations. Model addition, subtraction, multiplication,
Tools/Resources
Notes
Everyday Math (2001): 9.6 Factors of Whole Numbers Everyday Math Games: Array Bingo
49
Grade 3 Pacing
Measurement
Standards
and division in a variety of ways. Use mathematical vocabulary and symbols to describe multiplication and division. NVSS 2.3.2 Model, explain, and solve open number sentences involving addition, subtraction, and multiplication facts. Use variables and open sentences to express relationships. CCSS 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. CCSS 3.0A.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. CCSS 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and
Tools/Resources
Factor Bingo NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
50
Grade 3 Pacing
Measurement
Standards
equations with a symbol for the unknown number to represent the problem. CCSS 3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. CCSS 3.OA.6 Understand division as an unknown-factor problem. CCSS 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. NVSS 1.3.8 Generate and solve two-step addition and subtraction problems and onestep multiplication problems based on practical situations. Model addition, subtraction, multiplication, and division in a variety of ways. Use mathematical vocabulary and symbols to describe multiplication and division. CCSS 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total
Tools/Resources
Notes
Everyday Math (2001): 9.7 Sharing Money Everyday Math Games: Factor Bingo NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
51
Grade 3 Pacing
Measurement
Standards
number of objects in 5 groups of 7 objects each. CCSS 3.0A.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. CCSS 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. CCSS 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. NVSS 1.3.8 Generate and solve two-step
Tools/Resources
Notes
Everyday Math (2001):
-review resources against standard(s);
52
Grade 3 Pacing
Measurement
Standards
addition and subtraction problems and onestep multiplication problems based on practical situations. Model addition, subtraction, multiplication, and division in a variety of ways. Use mathematical vocabulary and symbols to describe multiplication and division. CCSS 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. CCSS 3.0A.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. CCSS 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown
Tools/Resources
9.8 Broken Calculator Division Everyday Math Games: Broken Calculator NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
supplement text to meet CCSS Standards: variables
53
Grade 3 Pacing
Measurement
Standards
number to represent the problem. CCSS 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. NVSS 1.3.8 Generate and solve two-step addition and subtraction problems and onestep multiplication problems based on practical situations. Model addition, subtraction, multiplication, and division in a variety of ways. Use mathematical vocabulary and symbols to describe multiplication and division. CCSS 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. CCSS 3.0A.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a
Tools/Resources
Notes
Everyday Math (2001): 9.9 Lattice Multiplication Everyday Math Games: Name That Number NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
54
Grade 3 Pacing
Measurement
Standards
number of shares when 56 objects are partitioned into equal shares of 8 objects each. CCSS 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. CCSS 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. NVSS 1.3.8 Generate and solve two-step addition and subtraction problems and onestep multiplication problems based on practical situations. Model addition, subtraction, multiplication, and division in a variety of ways. Use mathematical vocabulary and symbols to describe multiplication and division.
Tools/Resources
Notes
Everyday Math (2001): 9.10 Explorations: Exploring Arrays, Equilateral Triangles, and Strength of Paper Everyday Math Games: Factor Bingo NCTM Illuminations Activity: coming soon
55
Grade 3 Pacing
Measurement
Standards
CCSS 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. CCSS 3.0A.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. CCSS 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. CCSS 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and
Tools/Resources
Notes
56
Grade 3 Pacing
Measurement
Standards
estimation strategies including rounding. NVSS 1.3.8 Generate and solve two-step addition and subtraction problems and onestep multiplication problems based on practical situations. Model addition, subtraction, multiplication, and division in a variety of ways. Use mathematical vocabulary and symbols to describe multiplication and division. CCSS 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. CCSS 3.0A.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. CCSS 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement
Tools/Resources
Everyday Math (2001): 9.11 Products of 2-Digit Numbers, Part 1 Everyday Math Games: Angle Race NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
57
Grade 3 Pacing
Measurement
Standards
quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. CCSS 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. NVSS 1.3.8 Generate and solve two-step addition and subtraction problems and onestep multiplication problems based on practical situations. Model addition, subtraction, multiplication, and division in a variety of ways. Use mathematical vocabulary and symbols to describe multiplication and division. CCSS 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. CCSS 3.0A.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number of objects
Tools/Resources
Notes
Everyday Math (2001): 9.12 Products of 2-Digit Numbers, Part 2 Everyday Math Games: Name That Number NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
58
Grade 3 Pacing
Measurement
Standards
in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. CCSS 3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. CCSS 3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. NVSS 3.3.2 Select and use appropriate units of measure. Measure to a required degree of accuracy (to the nearest half unit). CCSS 3.MD.4 Generate measurement data by measuring lengths using rulers
Tools/Resources
Notes
Everyday Math (2001): 9.13 Positive and Negative Numbers NCTM Illuminations Activity: Volt Meter http://illuminations.nctm.org/ActivityDetail.aspx?
-Emphasize temperature -review resources against standard(s); supplement text to meet CCSS Standards: line plot
59
Grade 3 Pacing
Measurement
Standards
marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters.
Tools/Resources
ID=152 NCTM Illuminations Lesson:
Notes
60
Grade 3 Pacing
Measurement
Standards
NVSS 3.3.2.2 Measure to a required degree of accuracy (to the nearest half unit). CCSS 3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters.
Tools/Resources
Everyday Math (2001): 10.1 Review: Length NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
-Note for Lessons 10.1-10.3, 10.5-10.6 students should be familiar with the 3-d shapes of a Sphere and Cube as well as basic rectangular prisms when exploring volume capacity; prisms can be constructed out of cubes to create a cubic volume - Incorporate into Lesson/Practice: CCSS 3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram. CCSS 3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. -review resources against standard(s); supplement text to meet CCSS Standards: number line equivalent compare fractions
Everyday Math (2001): 10.2 Volume NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Everyday Math (2001): 10.3 Explorations: Exploring Volume
61
Grade 3 Pacing
Measurement
Standards
Tools/Resources
Notes
NVSS 3.3.2 Select and use appropriate units of measure. Measure to a required degree of accuracy (to the nearest half unit). CCSS 3.MD.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units whole numbers, halves, or quarters. NVSS 3.3.1 Compare, order, and describe objects by various measurable attributes for area and volume/capacity.
Everyday Math (2001): 10.4 Weight NCTM Illuminations Lesson: In Balance http://illuminations.nctm.org/LessonDetail.aspx? id=L561
-Emphasize weight -review resources against standard(s); supplement text to meet CCSS Standards: line plot
Everyday Math (2001): 10.5 Weight and Volume NCTM Illuminations Activity: coming soon
NCTM Illuminations Lesson: coming soon Everyday Math (2001): 10.6 Capacity NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
NVSS 5.3.1 Pose questions that can be used to guide data collection, organization, and representation.
Everyday Math (2001): 10.10 Frequency Distributions
-review resources against standard(s); supplement text to meet NV Standards: pose questions
62
Grade 3 Pacing
Measurement
Standards
Use graphical representations, including number lines, frequency tables, and pictographs to represent data.
Tools/Resources
Everyday Math Games: The Block-Drawing Game Spinning to Win NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
number lines pictographs
NVSS 5.3.5 Use informal concepts of probability (certain, likely, unlikely, impossible) to make predictions about future events
Everyday Math (2001): 11.1 The Language of Chance Events Everyday Math Game: The Block-Drawing Game NCTM Illuminations Activity: Adjustable Spinner http://illuminations.nctm.org/ActivityDetail.aspx? ID=79 NCTM Illuminations Lesson:
-Emphasize use of vocabulary from standard (certain, likely, unlikely, impossible)
NVSS 5.3.1 Pose questions that can be used to guide data collection, organization, and representation. Use graphical representations, including number lines, frequency tables, and pictographs to represent data.
Everyday Math (2001): 11.8 The Length-of-Day Project Revisited Everyday Math Games: The Block-Drawing Game Spinning to Win NCTM Illuminations Activity: coming soon
-review resources against standard(s); supplement text to meet NV Standards: pictographs
63
Grade 3 Pacing
Measurement
Standards
NVSS 5.3.1 Pose questions that can be used to guide data collection, organization, and representation. Use graphical representations, including number lines, frequency tables, and pictographs to represent data.
Tools/Resources
NCTM Illuminations Lesson: coming soon Everyday Math (2001): 11.9 National High/Low Temperature Summaries Everyday Math Games: Memory Addition/Subtraction The Block-Drawing Game Spinning to Win NCTM Illuminations Activity: coming soon NCTM Illuminations Lesson: coming soon
Notes
-review resources against standard(s); supplement text to meet NV Standards: pictograph
64

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Grade 3 Mathematics Pacing Framework

Grade 3 Area of Focus

Fractions Develop understanding of fractions as numbers.

Grade 3 Area of Focus

Two-Dimensional Shapes Reason with shapes and their attributes.

The Product Game -http://illuminations.nctm.org/LessonDeta il.aspx?id=U100

Everyday Math (2001): 7.3 Fact Power

Everyday Math (2001): 8.1 Naming Parts with Fractions

Everyday Math (2001):

-review resources against standard(s);

Everyday Math (2001): 10.3 Explorations: Exploring Volume

Everyday Math (2001): 10.10 Frequency Distributions

-Emphasize use of vocabulary from standard (certain, likely, unlikely, impossible)

-review resources against standard(s); supplement text to meet NV Standards: pictographs

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