Grade+3

"The learner will . . ." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** || Lessons 1-6 || Read, write, and identify place value of whole numbers through thousands Round numbers to the nearest ten and hundreds || * 3.1.1.e 2,350 is 235 tens; 2,350 is 2,000 + 300 + 50; 2,350 is 23 hundreds and 5 tens) expanded form, place value, standard form, words form || Text book, base-ten blocks, work mats, counters || Represent numbers with base-ten blocks. Putting numbers in place-value charts. Use a number line to practice rounding . Practice with greater/less than signs || Chapter test || Lessons 1-9 || know how to use properties of addition to solve problems Use place value to estimate sums Use place value to add tree and four digit numbers determine whether an answer is reasonable Identify and explain number patterns involving addition || 3.1.3 days || Properties of Addition: Associative, Commutative, Identity
 * Teachers **** : ** Janell Heath
 * Textbook: ** My Math - McGraw-Hill 2013
 * ~ (1) ||~ (2) ||~ (3) ||~ (4) ||~ (5) ||~ (6) ||~ (7) ||~ (8) ||~ (9) ||
 * **Obj #** || **Unit** || **Objective:**
 * 1 || Ch.1
 * 3.1.1.g Compare and order whole numbers through the thousands
 * 3.1.1.i Round a given number to tens, hundreds, or thousands || 11 days || digit,
 * 2 || Ch. 2
 * 3.1.3.b Add and subtract through four-digit whole numbers with regrouping
 * 3.1.3.c Select and apply the appropriate methods of computation when problem solving with four-digit whole numbers through the thousands (e.g., models, mental computation, paper-pencil)MA 3.3.2.a Model situations that involve the addition and subtraction of whole numbers using objects, number lines, and symbol
 * 3.3.2a Model situations that involve the addition and subtraction of whole numbers using objects, number lines, and symbols
 * 3.3.3.a Use symbolic representation of the identity property of addition (e.g., 3 = 0 + 3)
 * 3.3.3.b Solve simple one-step whole number equations involving addition and subtraction (e.g.,  + 2 = 3)
 * 3.3.3.c Explain the procedure(s) used in solving simple one-step whole number equations involving addition and subtraction || 16

mental math, parentheses, estimate, reasonable, regroup, unknown, bar diagram || Text book,number cubes, spinners || Identify properties

Use estimation || Chapter test || Estimate differences using rounding knowledge Determine whether to estimate or find an exact answer Subtract with regrouping up to four-digits Subtract across zeros || 3.1.3 inverse operations || text book base-ten blocks || Determine if answer is reasonable, estimate the difference, subtracting with regrouping || Chapter Test || Lessons 1-6 || Use models to show multiplication Relate multiplication and addition Use arrays to model multiplication and then multiply Use a table strategy to solve problems. Find the total number of combinations that can be made when given two groups of objects || 3.1.2 days || equal groups, multiplication, multiplication sentence, multiply, factors, product, array, Commutative Property of Multiplication, combination, tree diagram || cubes, cups, counters, color tiles, color tiles, || Use arrays to explore and multiply, Use models to explore || Chapter test || Lessons 1-6 || Explore meanings of division. Model division as equal sharing. Use models to relate division and subtraction. Explore how division and multiplication are related. Divide using related multiplication facts. Use models to solve problems. || 3.1.2 days || division, divide, partition, division sentence, repeated subtraction, dividend, divisor, quotient, related facts, fact family || textbook, counters, number lines, connecting cubes, centimeter cubes, || Students will use objects, words, drawings, and symbols to to show division and multiplication || Chapter Test || Lessons 1-9 || Identify and explain patterns in the multiplication table Use arrays and drawings to multiply by 2 Use models and related multiplication facts to divide by 2 Multiply by 5 Divide by 5 Use patterns to solve problems Use patterns and facts to multiply and divide by || * 3.1.2.a Represent multiplication as repeated addition using objects, drawings, words, and symbols (e.g., 3 x 4 = 4 + 4 + 4) days || multiple || work mats number lines counters play money- pennies, nickels,and dimes base-ten blocks || Students will use arrays, drawings and multiplication facts to multiply and divide by 2, by 5, and by 10 || Chapter Test || 1-8 || Use different strategies, such as arrays, equal groups, and properties, to multiply by 3 Use different strategies to divide by 3 Double a known fact to multiply by 4 Use different strategies, including related multiplications facts to divide by 4 Identify extra or missing information and solve the problem Use strategies, such as equal groups, patterns, and properties, to multiply by and 1 Use division rules to divide with 0 and 1 || * 3.1.3.a Compute whole number multiplication facts 0-12 fluently
 * 3 || Ch. 3 Lessons 1-7 || Use strategies to subtract mentally
 * 3.1.3.b Add and subtract through four-digit whole numbers with regrouping
 * 3.1.3.c Select and apply the appropriate methods of computation when problem solving with four-digit whole numbers through the thousands (e.g., models, mental computation, paper-pencil) || 11 days || regroup,
 * 4 || Ch. 4
 * 4 || Ch. 4
 * 3.1.2.a Represent multiplication as repeated addition using objects, drawings, words, and symbols (e.g., 3 x 4 = 4 + 4 + 4)
 * 3.1.2.b Use objects, drawings, words and symbols to explain the relationship between multiplication and division (e.g., if 3 x 4 = 12 then 12 ÷ 3 = 4.)
 * 3.1.2.c Use drawings, words, and symbols to explain the meaning of the factors and product in a multiplication sentence (e.g., in 3 x 4 = 12, 3 and 4 are factors and 12 is the total or product. The first factor (3) tells how many sets while the second factor tells how many are in each set. Another way to say this is that 3 groups of 4 equals 12 total.)
 * 3.1.2.d Use drawings, words, and symbols to explain the meaning of multiplication using an array (e.g., an array with 3 rows and 4 columns represents the multiplication sentence 3 x 4 = 12)
 * 3.1.3.a Compute whole number multiplication facts 0 – 10 fluently || 10
 * 5 || Ch. 5
 * 5 || Ch. 5
 * 3.1.2.a Represent multiplication as repeated addition using objects, drawings, words, and symbols (e.g., 3 x 4 = 4 + 4 + 4)
 * 3.1.2.b Use objects, drawings, words and symbols to explain the relationship between multiplication and division (e.g., if 3 x 4 = 12 then 12 ÷ 3 = 4.)
 * 3.1.2.c Use drawings, words, and symbols to explain the meaning of the factors and product in a multiplication sentence (e.g., in 3 x 4 = 12, 3 and 4 are factors and 12 is the total or product. The first factor (3) tells how many sets while the second factor tells how many are in each set. Another way to say this is that 3 groups of 4 equals 12 total.)
 * 3.1.2.d Use drawings, words, and symbols to explain the meaning of multiplication using an array (e.g., an array with 3 rows and 4 columns represents the multiplication sentence 3 x 4 = 12) || 10
 * 6 || Ch. 6
 * 3.1.2.b Use objects, drawings, words and symbols to explain the relationship between multiplication and division (e.g., if 3 x 4 = 12 then 12 ÷ 3 = 4.)
 * 3.1.2.c Use drawings, words, and symbols to explain the meaning of the factors and product in a multiplication sentence (e.g., in 3 x 4 = 12, 3 and 4 are factors and 12 is the total or product. The first factor (3) tells how many sets while the second factor tells how many are in each set. Another way to say this is that 3 groups of 4 equals 12 total.)
 * 3.1.2.d Use drawings, words, and symbols to explain the meaning of multiplication using an array (e.g., an array with 3 rows and 4 columns represents the multiplication sentence 3 x 4 = 12) || 12
 * 7 || Ch. 7 Lessons
 * 7 || Ch. 7 Lessons
 * 3.1.4.a Estimate the two-digit product of whole number multiplication and check the reasonableness

decompose Identity Property of Multiplication Zero Property of Multiplication || Grid paper number lines or Work Mat Counters Markers or colored pencils Connecting cubes || Students will model division with connecting cubes Practice multiplication with index cards || Chapter Test || Use properties,arrays, decomposing factors, to multiply by 7 Use different strategies, including arrays and repeated subtraction, to divide by 6 and 7 Use different strategies to multiply by 8 and 9 Use different strategies to divide by 8 and 9 Use different strategies to multiply by 11 and 12 Use different strategies to divide by 11 and 12 || 3.1.3.a Compute whole number multiplication facts 0 – 10 fluently crayons, markers, or colored pencils grid paper chart paper egg cartons || Students will use groups or arrays to model fact from 6 to 12. Make lists of their fact families Use index cards to study multiplication facts || Chapter Test || Apply the Distributive Property to find products Explore how to find the product of three factors Apply the Associative Property to find products Write expressions using the four operations Write then find the value of expressions Represent one- and two- step word problems using equations with a variable Use logical reasoning to solve problems. || * 3.1.2.a Represent multiplication as repeated addition using objects, drawings, words, and symbols (e.g., 3 x 4 = 4 + 4 + 4) days || Distributive Property, Associative Property of Multiplication, operations, expression, evaluate, variable, equation || grid paper, markers, color tiles, counters, bag || Have students make four cards for each of the numbers 0-5. Shuffle the cards. Turn them over facing down in a pile. Students will take turns picking three cards. Then they should find the product of the three numbers. Whoever has the greatest numbers wins all the cards. || Chapter Test || as part of a whole Understand using unit fractions to show quantities. Show fractions on a number line or using models. Be able to partitions shapes into parts and express each part as a unit of the whole Understand equivalent fractions and be able to generate simple equivalent fractions. Express whole numbers as fractions. Compare two fractions with the same denominator using comparison symbols || * MA 3.1.1.h Find parts of whole and parts of a set for ½, ⅓, or ¼ markers/ white boards || Students will use fraction tiles to show equivalent fractions, Students will divide fractions into unit fractions. Students will use number lines to show fractions. || Chapter Test || meters, mm, cm, capacity, liquid volume, metric measures, grams, kg, analog clocks, and digital clocks || meter stick, rulers marked with cm and mm, liter container, and eye dropper to show mL, analog clocks || Students will measure using metric measurements to measure actual objects to become familiar with the metric system. They will attend to precision when practicing their measuring. || Chapter Test || Understand concepts of area measurement, Measure area by counting square figures, Find area by multiplying. Relate area to multiplication and addition, Use tiles to demonstrate area. || * 3.2.5.a Select and use appropriate tools to measure perimeter of simple two-dimensional shapes (e.g., triangle, square, rectangle) trapezoid, vertex || Tiles, polygon shapes, Markers, patterns of polygons || Practice finding, drawing, and tracing polygon shapes. Be able to partition shapes into fractions and identify the units. || Chapter Test ||
 * 3.1.2.a Represent multiplication as repeated addition using objects, drawings, words, and symbols (e.g., 3 x 4 = 4 + 4 + 4)
 * MA 3.1.2.b Use objects, drawings, words and symbols to explain the relationship between multiplication and division (e.g., if 3 x 4 = 12 then 12 ÷ 3 = 4.)
 * MA 3.1.2.c Use drawings, words, and symbols to explain the meaning of the factors and product in a multiplication sentence (e.g., in 3 x 4 = 12, 3 and 4 are factors and 12 is the total or product. The first factor (3) tells how many sets while the second factor tells how many are in each set. Another way to say this is that 3 groups of 4 equals 12 total.)
 * MA 3.1.2.d Use drawings, words, and symbols to explain the meaning of multiplication using an array (e.g., an array with 3 rows and 4 columns represents the multiplication sentence 3 x 4 = 12) || 13 days || known fact
 * 8 || Ch. 8 Lesson 1-9 || Use different strategies, including doubling a known fact, to multiply by 6
 * 8 || Ch. 8 Lesson 1-9 || Use different strategies, including doubling a known fact, to multiply by 6
 * 3.1.4.a Estimate the two-digit product of whole number multiplication and check the reasonableness
 * MA 3.1.2.a Represent multiplication as repeated addition using objects, drawings, words, and symbols (e.g., 3 x 4 = 4 + 4 + 4)
 * MA 3.1.2.b Use objects, drawings, words and symbols to explain the relationship between multiplication and division (e.g., if 3 x 4 = 12 then 12 ÷ 3 = 4.)
 * MA 3.1.2.c Use drawings, words, and symbols to explain the meaning of the factors and product in a multiplication sentence (e.g., in 3 x 4 = 12, 3 and 4 are factors and 12 is the total or product. The first factor (3) tells how many sets while the second factor tells how many are in each set. Another way to say this is that 3 groups of 4 equals 12 total.)
 * MA 3.1.2.d Use drawings, words, and symbols to explain the meaning of multiplication using an array (e.g., an array with 3 rows and 4 columns represents the multiplication sentence 3 x 4 = 12) || 14 days || All of the words in this chapter are review words || counters
 * 9 || Ch 9 || Take apart factors to multiply
 * 9 || Ch 9 || Take apart factors to multiply
 * 3.1.2.b Use objects, drawings, words and symbols to explain the relationship between multiplication and division (e.g., if 3 x 4 = 12 then 12 ÷ 3 = 4.)
 * 3.1.2.c Use drawings, words, and symbols to explain the meaning of the factors and product in a multiplication sentence (e.g., in 3 x 4 = 12, 3 and 4 are factors and 12 is the total or product. The first factor (3) tells how many sets while the second factor tells how many are in each set. Another way to say this is that 3 groups of 4 equals 12 total.)
 * 3.1.2.d Use drawings, words, and symbols to explain the meaning of multiplication using an array (e.g., an array with 3 rows and 4 columns represents the multiplication sentence 3 x 4 = 12)
 * MA 3.1.4.a Estimate the two-digit product of whole number multiplication and check the reasonableness || 14
 * 10 || Ch 10 || Understand a fractions
 * 10 || Ch 10 || Understand a fractions
 * MA 3.2.2.b Determine the distance between two whole number points on a number line || 17 days || equivalent fractions, fractions,fourths halves, thirds, numerator, denominator, unit fraction || fraction tiles, fraction pies
 * 11 || Ch. 11 || Tell time to the nearest minute using an analog clock, Estimate and measure liquid volume and mass of objects using metric units. Use multiplication and division problems with answers less than 100. to find equal groups or arrays. Write sentences using an equation and an unknown to find the answer. || * 3.2.5.c Identify time of day (e.g., am, pm, noon, midnight)
 * 3.2.5.d State multiple ways for the same time using 15 minute intervals (e.g., 2:15, or quarter past 2, 2:45 or a quarter until 3)
 * 3.2.5.e Identify the appropriate customary unit for measuring length, weight, and capacity/volume
 * 3.2.5.f Measure length to the nearest ½ inch and centimeter (e.g., requires rounding)
 * 3.2.5.g Compare and order objects according to length using centimeters and meters || 11 days || heavier, lighter, hour, minute, second, liter, mL,
 * 3.2.5.g Compare and order objects according to length using centimeters and meters || 11 days || heavier, lighter, hour, minute, second, liter, mL,
 * 12 || Ch. 12 || Draw a scaled picture graph, and scaled bar graph to show difference categories. Do measurement using whole numbers, halves, and quarters. || * 3.3.1.b Identify patterns using words, tables, and graphs || 11 days || analyze, bar graph, data, frequency table, interpret, key, line plot, pictograph, picture graph, survey, scale, tally marks and tally marks || Outlines of bar graphs and pictographs || Using graph outlines, fill in graphs using information that is familiar to the students. Answer more than or less than questions from information from the graphs using equations with unknowns. || Chapter Test ||
 * 13 || Ch 13 || Recognize area as an attribute of plane figure,
 * 13 || Ch 13 || Recognize area as an attribute of plane figure,
 * 13 || Ch 13 || Recognize area as an attribute of plane figure,
 * 3.2.3.a Draw all possible lines of symmetry in two-dimensional shapes || 13 days || Area, perimeter, formula, square unit, unit square, composite figure, || Area mats, and tiles Draw polygons and find the perimeters. || Fill area mats with tiles and find area by counting and adding. Find perimeter of areas, such as squares, rectangles, pentagons, hexagons, etc. || Chapter Test ||
 * 14 || Ch. 14 || Recognize rhombuses, squares, and rectangles all belong to the category of quadrilaterals. Understand that shapes may share attributes such as all quadrilaterals have 4 sides. Be able to recognize polygons by the number of sides and other characteristics. || * 3.2.4.a Sketch and label lines, rays, line segments, and angles
 * 3.2.1.a Identify the number of sides, angles, and vertices of two-dimensional shapes
 * 3.2.1.b Identify congruent two-dimensional figures given multiple two-dimensional shapes || 11 days || angle, right angle, right triangle, endpoint, attribute, parallel, rectangle, rhombus, triangle, quadrilateral, hexagon, octagon, pentagon, rhombus, ray, parallelogram,
 * 3.2.1.b Identify congruent two-dimensional figures given multiple two-dimensional shapes || 11 days || angle, right angle, right triangle, endpoint, attribute, parallel, rectangle, rhombus, triangle, quadrilateral, hexagon, octagon, pentagon, rhombus, ray, parallelogram,