# BREATHITT COUNTY SCHOOLS 3 rd Grade Math Curriculum Map Week Standard Key Vocabulary Learning Target Resources Assessment

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1 Number Operations/Fractions/Algebraic Expressions Week 1 Week 2 3.NBT.1: Use place value understanding to round whole numbers to the nearest 10 or NBT.2: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 3.NBT.1: Use place value understanding to round whole numbers to the nearest 10 or NBT.2: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. digits, place value, word form, standard form, expanded form, period, word form, standard form. Expanded form, period, place value chart, number line compare, order, organized list I can write numbers in different ways. I can name numbers in different ways. I can read and write greater numbers. I understand number lines. I can count and find patterns on a number line. I can compare numbers to find which is greater or less. I can order number from least to greatest and greatest to least. I can make an organized list using clues. EnVision Math Core Standards Grade 3 Lessons 1-1 to 1-5 list of technology resources used for each unit. EnVision Lessons 1-6 to 1-8 list of technology resources used for each unit. Summative: Pages Topic 2 Use information in a table. 1

2 Week 3 Week 4 Week 5 3.NBT.2: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 3.NBT.1: Use place value understanding to round whole numbers to the nearest 10 or NBT.2: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 3.NBT.1: Use place value understanding to round whole numbers to the nearest 10 or NBT.2: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. fact family, difference, mental math, estimate equation, reasonablenes s, algorithm, model, place value blocks diagram, algorithm, model, place value I can subtract to find a missing addend. I can use mental math to add. I can use mental math to subtract. I can round numbers to the nearest ten and hundred. I can use rounding to estimate sums. I can make sense of addition and subtraction equations. I can write addition and subtraction equations to answer problems. I can add with an expanded algorithm. I can use a model for adding 3- digit numbers. I can add three digit numbers and use addition to solve problems. I can add 3 or more numbers. I can draw a diagram to solve problems. I can subtract with an expanded algorithm. I can use a model to subtract 3-digit numbers. I can use place value to subtract three digit numbers. I can subtract across zero. EnVision Lessons 2-1 to 2-7 list of technology resources used for each unit. EnVision Lessons 2-8 to 2-9 list of technology resources. EnVision Lessons 3-1 to 3-10 Standardized test with short answer questions formative assessments Summative: Page Topic 2 Summative: Page Topic 3 Use a diagram to solve problems. 2

3 Week 6 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. For example, describe a context in which a total number of objects can be expressed as 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. (Note: See Glossary, Table 2.) diagram, repeated addition array, commutative property of multiplication I can draw a diagram and write a number sentence to solve a problem. I can use repeated addition to multiply. I can use an array to multiply. I can use the commutative property of multiplication. I can write multiplication stories. EnVision Lessons 4-1 to 4-5 Summative: Page Topic 4: Draw a picture & make an arrangement formative assessments 3.OA.5: Apply properties of operations as strategies to multiply and divide. (Note: Students need not use formal terms for these properties.) Examples: If 6 4 = 24 is known, then 4 6 = 24 is also known. (Commutative property of multiplication.) can be found by 3 5 = 15, then 15 2 = 30, or by 5 2 = 10, then 3 10 = 30. (Associative property of multiplication.) Knowing that 8 5 = 40 and 8 2 = 16, one can find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = = 56. (Distributive property.) 3.OA.8: Solve two-step word problems using the four operations. Represent these problems using equations with a letter 3

4 standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (Note: This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order -- Order of Operations.) 3.NBT.2: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 4

5 Week 7 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. For example, describe a context in which a total number of objects can be expressed as 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. (Note: See Glossary, Table 2.) factors, product, sum, equal I can write an explanation to a problem. I can multiply using 2 and 5 as factors. I can use nine as a factor. I can multiply with zero and one. EnVision Lessons 5-1 to 5-5 Week 8 3.OA.9 3.OA.53.OA.5: Apply properties of operations as strategies to multiply and divide. (Note: Students need not use formal terms for these properties.) Examples: If 6 4 = 24 is known, then 4 6 = 24 is also known. (Commutative property of multiplication.) can be found by 3 5 = 15, then 15 2 = 30, or by 5 2 = 10, then 3 10 = 30. (Associative property of multiplication.) Knowing that 8 5 = 40 and 8 2 = 16, one can find 8 7 as 8 (5 + 2) = (8 5) + (8 2) = = 56. (Distributive property.) Multiple, I can find patterns for multiples of 2, 5 and 9. I can use multiples of 10. I can use the distributive property of multiplication. EnVision Lessons 5-6 to 5-7 Manipulatives needed for the lesson- -See Summative: Pages Topic 5 3.OA.9: Identify arithmetic patterns (including patterns in the addition table or 5

6 multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. 3.NBT.3: Multiply one-digit whole numbers by multiples of 10 in the range (e.g., 9 80, 5 60) using strategies based on place value and properties of operations. 9 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. (Note: See Glossary, Table 2.) Addend, arrays, factor I can use an array to multiply by 3. I can use doubles to multiply by 4. I can use 6 and 7 as factors to multiply. I can use doubles to multiply with eight. EnVision Lessons 6-1 to 6-5 Manipulatives needed for the lesson- -See 10 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. (Note: See Glossary, Table 2.) factors, product I can multiply with three factors. I can use strategies to multiply. I can multiply to find combinations. I can do multiple step multiplication problems. EnVision Lessons 6-6 to 6-9 Manipulatives needed for the lesson- -See Summative: Pages Topic 6 Use a chart to multiply. 6

7 OA.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. For example, describe a context in which a number of shares or a number of groups can be expressed as OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8? = 48, 5 = 3, 6 6 =?. Division, difference, factor, product I can find how many equal groups there are in groups. I can do division as repeated subtraction. I can find missing numbers in a multiplication table. equations I can choose an appropriate equation for division. I can write division stories. I can use objects and draw pictures to solve division problems. EnVision Lessons 7-1 to 7-3 Manipulatives needed for the lesson- -See EnVision Lessons 7-4 to 7-6 Standardized test with short answer questions formative assessments Summative: Pages Topic 7 7

8 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. (Note: See Glossary, Table 2.) 3. OA.7Fluently 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. 3.OA.6: Understand division as an unknown-factor problem. For example, find 32 8 by finding the number that makes 32 when multiplied by 8. dividend, divisor, quotient, fact family dividend, divisor, quotient, fact family multiplication, division I can relate multiplication and division. I can use fact families for division with 2, 3, 4, and 5. I can use fact families with 6 and 7. I can use fact families with 8 and 9. I can solve multiple step problems with division. I can make sense of multiplication and division equations. I can divide by 0 and 1. I can an swer multiplication and division facts. I can draw a picture and write numbers sentences for multiplication and division. EnVision Lessons 8-1 to 8-9 Summative: Pages Topic 8 Arrays Formative: (bell ringers, exit slips, 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. 3.NF.2: Understand a fraction as a number on the number line; represent fractions on a number line diagram. halves, thirds, fourths, fifths, sixths, seventh, eighths, tenth, twelfths, fraction, unit fraction, numerator, denominator, I can divide regions into equal parts. I can show and name the part of a region. I can write a fraction to name the part of a group. I can find the fractional part of a set. I can locate fractions on a number line. EnVision 9-1 to 9-5 Lessons 9-6 to 9-8 Summative: Pages 240-8

9 a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. group, set, mixed numbers benchmark fractions I can estimate fractions with a benchmark. I can use a fraction to name part of a length. I can make a table and look for a pattern. Manipulatives 241 Topic 9 Read a map; use a number line. class/homework 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. (Note: See Glossary, Table 2.) 9

10 nf.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. numerator, denominator, equivalent, whole numbers, compare, order I can compare fractions with the same denominator. I can use models to compare fractions. I can compare fractions using a benchmark. I can compare fractions on a number-line. I can find equivalent fractions. I can see what equivalent fractions look like on the number line. I can name fractions using a whole number. I can compare and order fractions. I can draw a picture to show fractions. EnVision 10-1 to 10-9 Summative: Pages Topic 10 Read a chart with fractions. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. 10

11 20 21 Week 22 3.MD.1: Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram 3.MD.8: Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters half hour, quarter hour, minute, day, hour, week, days, elapsed time, backward Perimeter, equilateral, pentagon, trapezoid MEASUREMENT AND DATA I can tell time to the nearest half hour or quarter hour. I can tell time to the nearest minute. I can change units of time. I can find elapsed time. I can work backward to tell time. I can find elapsed time. I can find the perimeter of a figure. I can use tools to find the perimeter. I can find the perimeter of common shapes. I can make different shapes with the same perimeter. EnVision Math Core Standards Grade 3 Lessons 12-1 to 12-3 Lessons 12-4 to 12-5 EnVision Lessons 13-1 to 13-5 Summative: Topic 12 quick checks, Summative: Pages Topic 13 Find the perimeter. 11

12 MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step how many more and how many less problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. 3.MD.6 Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). 3.MD.5: Recognize area as an attribute of plane figures and understand concepts of area measurement. a. A square with side length 1 unit, called a unit square, is said to have one square unit of area, and can be used to measure area. b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. problem solving, area, square unit, rectangle, square, height, perimeter standard units irregular shapes I can check and revise word problems. I can measure area. I know that units describe area. I can find the area using standard units. I can find the area of a square and rectangle. I can use the distributive property to find area. I can find the area of a space inside a shape. I can find the area of irregular shapes. I know that a shape can have a different area and perimeter. I know that some shapes have the same area and perimeter. I can find area using the appropriate tools. EnVision Lessons 14-1 to 14-2 Lessons 14-3 to 14-6 Lessons 14-7 to Summative: Pages Topic 14 Standardized test with short answer questions formative assessments 3.MD.7: Relate area to the operations of multiplication and addition. a. Find the area of a rectangle with whole-number side lengths by tiling 12

13 it, and show that the area is the same as would be found by multiplying the side lengths. b. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a b and a c. Use area models to represent the distributive property in mathematical reasoning. d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into nonoverlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems MD.2: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (Note: Excludes capacity, cups, pints, quarts, gallons, I can use customary units to know how much a container will hold. EnVision Lessons 15-1 to 15-2 Summative: Pages Topic 13

14 28 29 compound units such as cm3 and finding the geometric volume of a container.) Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. (Note: Excludes multiplicative comparison problems -- problems involving notions of times as much ; see Glossary, Table 2.) 3.MD.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step how many more and how many less problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. 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. milliliters, liters mass, grams, kilograms, weight, ounces, pounds, ton line plots, pictograph, bar graph bar graph, tables, graphs, I can use metric units to know how much a container will hold. I can use metric units to find mass. I can use customary units to find how heavy something is. I can draw a picture to answer problems about weight or mass. I can use a line plot. I can use a line plot to show data collected. I can read pictographs and bar graphs. I can make a pictograph. I can make a bar graph. I can draw conclusions from tables and charts. Lessons 15-3 to 15-4 EnVision Lessons 16-1 to 16-4 Lessons 16-5 to Find the mass of objects; Use a chart to answer questions. Summative: Pages Topic 16 Take a survey; make a bar graph and a line plot. 14

15 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. 3.G.2: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. point, line, line segment, intersecting lines, parallel lines, ray, angles: right, obtuse, acute, vertex polygon, vertex side, diagonal, triangle, pentagon, hexagon octagon, decagon, quadrilateral, triangles: equilateral, isosceles, scalene, right, acute, obtuse trapezoid, parallelogram, rectangle, rhombus, square design GEOMETRY/MONEY I know that lines and parts of lines are used to describe shapes and solid figures. I can describe an angle by the size of its opening. I understand the sides of shapes. I can describe triangles by their sides and angles. I understand the names for quadrilaterals. I can use the parts of a shape to make a new shape. I can find shapes inside other shapes. I can test ideas about shapes. EnVision Lessons 11-1 to 11-2 Lessons 11-3 to 11-4 Lessons 11-5 Lessons 11-6 to 11-9 Summative: Pages 296 to 297 Topic 11 Trace patterns. 15

16 WEEKS 34 3.MD.1: Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. penny, time, nickel, quarter, half dollar, dollar, cent, dollar sign, decimal point I can identify and know the amount of coins. I can order coins from greatest to least or least to greatest. I can count coins. I can give correct change. I know to subtract to figure out how much change. EnVision Standardized test with short answer questions formative assessments All Standards previous vocabulary Comprehensive Review Core Content Review Books ThinkLink class/homework, games for review) 16

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