MA3 Curriculum Map
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Contents |
August
Content and Essential Skills
Skills
Assessment
Resources
Optional
September
Content and Essential Skills
Standard 6:
Students link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper-and-pencil, calculators, and computers, in problem-solving situations and communicate the reasoning used in solving these problems.
Standard 5:
Students use a variety of tools and techniques to measure, apply the results in problem-solving situations, and communicate the reasoning used in solving these problems.
Standard 2:
Students use algebraic methods to explore, model and describe functions involving numbers, data, and graphs in problem-solving situations and communicate the reasoning used in solving these problems.
Standard 3:
Students use data collection and analysis, statistics, and probability in problem-solving situations and communicate the reasoning and processes used in solving these problems.
Standard 1:
Students develop number sense and use numbers and number relationships in problem-solving situations and communicate the reasoning used in solving these problems.
Skills
Basic addition and subtraction
Fact Families
Time, Money , Measurement
Data, Charts, Graphs
6.1 Demonstrating conceptual meanings for the two basic arithmetic operations of addition, subtraction:
- 6.1a using concrete materials, demonstrate and verbally explain addition and subtraction of whole numbers,
- 6.1d using paper-and-pencil, demonstrate the inverse relationship of addition and subtraction of whole numbers.
6.2 Adding and subtracting commonly used decimals using physical models.
Third grade students will:
- 6.2b using coins as models, add and subtract decimals in which sums and differences may exceed $1.00.
6.3 Demonstrating understanding of and proficiency with basic addition, subtraction facts without the use of a calculator.
Third grade students will:
- 6.3c continue automatic recall of basic addition and subtraction facts
6.4 Constructing, using, and explaining procedures to compute and estimate with whole numbers.
Third grade students will:
- 6.4b using paper-and-pencil, demonstrate the four basic operations of whole numbers
including:
- a) addition and subtraction.
6.5 Selecting and using appropriate methods for computing with whole numbers in problem-solving situations from among mental arithmetic, estimation, paper-and-pencil, calculator and computer methods.
Third grade students will:
- 6.5a given a real-world problem-solving situation, use the correct operation (addition or subtraction,) and appropriate method (mental arithmetic, estimation, paper-and-pencil, calculator, or computer) to solve the problem,
- 6.5b determine from real-world problems whether an estimated or exact sum, difference, or product is acceptable.
3.1 Constructing, reading, and interpreting displays of data including tables, charts, pictographs, and bar graphs.
Third grade students will:
- 3.1a select the appropriate type of graph to use in various problem-solving situations,
- 3.1b collect and display data using surveys, tallies, bar graphs, dot plots, pictographs, or tables.
Assessment
Resources
Test for group placement.
Complete Chapter 1: pages 4-33.
Complete corresponding worksheets Practice and Enrichment, Chapter test 1.
Number sense, counting and ordering, problem solving, addition properties, using doubles, using tens, three or more addends, fact families, subtracting .
Begin Chapter 2, Pages 42-59 Place Value: ones, tens, hundreds, value of the digit, thousands, mental math using basic facts, rounding problem solving
Optional
October
Content and Essential Skills
Standard 2:
Students use algebraic methods to explore, model and describe patterns and functions involving numbers, in problem-solving situations and communicate the reasoning used in solving these problems.
Standard 4: Students use geometric concepts, properties, and relationships in problem solving situations and communicate the reasoning used in solving these problems.
Skills
Geometry-2 dimensional shapes, flips, turns, slides, congruent, angles, circles, symmetry
Skip Counting, Patterning
Third grade students will:
- 4.1a compare similarities and differences between the concepts of similarity and congruence,
- 4.1b make a pattern by rotating, flipping, and sliding a two-dimensional figure,
- 4.1c identify lines of symmetry of regular hexagons, pentagons, and octagons.
4.2 Identifying, describing, drawing, comparing, classifying, and building physical models of geometric figures.
Third grade students will:
- 4.2b recognize and identify hexagons, pentagons, and octagons
- 4.2c classify angles as obtuse, acute, or right
- 4.2d draw obtuse, acute, and right angles
3.1 Constructing, reading, and interpreting displays of data including tables, charts, pictographs, and bar graphs.
Third grade students will:
- 3.1a select the appropriate type of graph to use in various problem-solving situations,
- 3.1b collect and display data using surveys, tallies, bar graphs, dot plots, pictographs, or tables.
2.1 Reproducing, extending, creating, and describing patterns and sequences using a variety of materials (for example, beans, toothpicks, pattern blocks, calculators, unifix cubes, colored tiles).
Third grade students will:
- 2.1a reproduce, extend, create, and describe patterns, such as in geometric shapes, money, addition, & subtraction,
- 2.2b find missing elements of patterns.
2.3 Recognizing when a pattern exists and using that information to solve a problem.
Third grade students will:
- 2.3a identify a rule using addition or subtraction and solve a problem using the rule
Assessment
Resources
Play the Place Value game with numbers to the millions.
Continue Chapter 2 Pages 60-77 Chapter 2 test.
Comparing, coins, dollars and cents, making change, telling time, A.M.and P.M., problem solving.
Chapter 3 Pages 86-109
Regrouping for addition, adding 2 nad 3 digit numbers, estimating sums, three or more addends,regrouping for subtraction, subtracting from 2 or 3 digit numbers,estimating differences, problem solving.
Optional
November
Content and Essential Skills
Standard 1: Students develop number sense and use numbers and number relationships in problem-solving situations and communicate the reasoning used in solving these problems.
Standard 6: Students link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper-and-pencil, calculators, and computers, in problem-solving situations and communicate the reasoning used in solving these problems.
Skills
Place Value
Addition & Subtraction (up to 4 digit)
Rounding 10's & 100's
1.2 Reading and writing whole numbers and knowing place-value concepts and numeration through their relationships to counting, ordering, and grouping.
Third grade students will:
- 1.2a read and write numerals from 0 to 10,000 in meaningful contexts,
- 1.2b read and write the number words for selected numbers from zero to one thousand,
- 1.2e order according to place value (for example, given 9 ones, 5 tens, 4 hundreds, and 7 thousands, the student can write the number 7,459; given the number 7,459, the student can show 7 thousands, 4 hundreds, 5 tens, and 9 ones),
- 1.2f identify place value through ten thousands (for example, in 86,243, ‘6’ is in the thousands place),
- 1.2g write four-digit numbers in expanded form (for example, 7,459 = 7,000+400 50 +9).
1.5 Using number sense to estimate and justify the reasonableness of solutions to problems involving whole numbers.
Third grade students will:
- 1.5a estimate sums and differences first by rounding to the nearest ten and hundred prior to performing the operation and, then, using the estimate to determine the reasonableness of the solution.
6.1 Demonstrating conceptual meanings for the two basic arithmetic operations of addition & subtraction.
Third grade students will:
- 6.1a using concrete materials, demonstrate and verbally explain addition and subtraction of whole numbers with regrouping for up to four-digit numbers,
- 6.1d using paper-and-pencil, demonstrate the inverse relationship of addition and subtraction of whole numbers.
6.3 Demonstrating understanding of and proficiency with basic addition & subtraction.
Third grade students will:
- 6.3c continue automatic recall of basic addition and subtraction facts
6.4 Constructing, using, and explaining procedures to compute and estimate with whole numbers.
Third grade students will:
- 6.4a use estimation techniques such as rounding and compatible numbers (numbers whose sum is 10, 100, 1,000..) before performing operations,
- 6.4b using paper-and-pencil, demonstrate the four basic operations of whole numbers including:
- a) addition and subtraction of four digits.
6.5 Selecting and using appropriate methods for computing with whole numbers in problem-solving situations from among mental arithmetic, estimation, paper-and-pencil, calculator and computer methods.
Third grade students will:
- 6.5a given a real-world problem-solving situation, use the correct operation (addition & subtraction) and appropriate method (mental arithmetic, estimation, paper-and-pencil, calculator, or computer) to solve the problem,
- 6.5b determine from real-world problems whether an estimated or exact sum, difference, or product is acceptable.
Assessment
Resources
Finish Chapter 3 Pages 110-117 Chapter 3 Test.
Subtracting with zeros,problem solving.
Begin Chapter 4 Pages 124-151 collecting nad recording data, pictographs, bar graphs, line graphs, using temperature data, experimenting with chance, probability, making predictions, problem solving.
Chapter 4 test, performance task of creating a clear, correct pictograph.
Optional
December
Content and Essential Skills
Standard 6:
Students link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper-and-pencil, calculators, and computers, in problem-solving situations and communicate the reasoning used in solving these problems.
Skills
Introduce Multiplication & Division (1-5)
6.1 Demonstrating conceptual meanings for the four basic arithmetic operations of addition, subtraction, multiplication, and division.
Third grade students will:
- 6.1e using paper-and-pencil, demonstrate multiplication of whole numbers as repeated addition
6.3 Demonstrating understanding of and proficiency with basic addition, subtraction, multiplication, and division facts without the use of a calculator.
Third grade students will:
- 6.3a demonstrate understanding of basic multiplication and division facts of 1’s, 2’s, 3’s, 5’s, and 10’s,
- 6.3b demonstrate automatic recall of basic multiplication facts of 1’s, 2’s, 3’s, 5’s, and 10’s,
- 6.3c continue automatic recall of basic addition and subtraction facts,
- 6.3d use a multiplication facts table to locate all factors for a particular product (for example, 6 = 1 x 6, 6 = 2 x 3, . . . ).
Assessment
Resources
Begin Chapter 5 Pages 158-177
Understanding multplication and division, multiplying and dividing by 1,2,3,4, and 5, problem solving, timed multiplication tests, Around the World Students have been given the responsibility of memorizing their facts.
Optional
January
Content and Essential Skills
Standard 1:
Students develop number sense and use numbers and number relationships in problem-solving situations and communicate the reasoning used in solving these problems.
Standard 3:
Students use data collection and analysis, statistics, and probability inproblem-solving situations and communicate the reasoning and processes used in solving these problems.
Standard 4:
Students use geometric concepts, properties, and relationships in problemsolving situations and communicate the reasoning used in solving these problems.
Standard 5:
Students use a variety of tools and techniques to measure, apply the results in problem-solving situations, and communicate the reasoning used in solving these problems.
Skills
Measurement
Capacity
Elasped Time
Temperature
Counting Change
Probability
1.1 Demonstrating meanings for whole numbers, commonly-used fractions and decimals (for example, 0.50, 0.75), and representing equivalent forms of the same number through the use of physical models, drawings, calculators, and computers.
- 1.1d demonstrate different combinations of coins for change (for example, 52¢ = 2 quarters and 2 pennies),
- 1.1e using concrete materials, make change up to $1.00.
5.1 Knowing, using, describing, and estimating measures of length, perimeter, capacity, weight, time, and temperature; and
5.3 Demonstrating the process of measuring and explaining the concepts related to units of measurement.
Third grade students will:
- 5.1/5.3a tell time to the nearest five minutes, using an analog and digital clock,
- 5.1/5.3b estimate how long a minute is,
- 5.1/5.3c estimate and measure the length of objects,
- 5.1/5.3f estimate and measure the capacity of a container in cups, pints, quarts, gallons, and liters,
- 5.1/5.3h measure temperatures in both Fahrenheit and Celsius,
- 5.1/5.3i describe the units for measuring time, length, area, capacity, and temperature,
- 5.1/5.3j know the number of seconds in a minute, hours in a day, days in a month, days in a year, pints in a quart, quarts in a gallon.
3.3 Generating, analyzing, and making predictions based on data obtained from surveys and chance devices.
Third grade students will:
- 3.3a use survey data to make a prediction from various displays of data,
- 3.3b analyze the results of rolling a number cube,
- 3.3c predict the most likely outcome from spinners,
- 3.3d analyze the fairness of different spinners.
3.4 Solving problems using various strategies for making combinations (for example, determining the number of different outfits that can be made using two blouses and three skirts).
Third grade students will:
- 3.4a determine the number of outcomes when rolling a number cube,
- 3.4b using manipulatives or pictures, determine the possible combinations of matching a set containing two elements with a set containing three elements.
Assessment
Resources
Continue Chapter 5
Problem solving, properties of multiplication, Chapter 5 test
Chapter 6 Pages 192-215 More multiplication and division
Division rules, multiplication patterns, multiplying and dividing by 6, 7, 8, 9, division patterns, problem solving, chapter 6 test.
Optional
February
Content and Essential Skills
Standard 2:
Students use algebraic methods to explore, model and describe patterns and functions involving numbers, shapes, data, and graphs in problem-solving situations and communicate the reasoning used in solving these problems.
Standard 4:
Students use geometric concepts, properties, and relationships in problemsolving situations and communicate the reasoning used in solving these problems.
Standard 5:
Students use a variety of tools and techniques to measure, apply the results in problem-solving situations, and communicate the reasoning used in solving these problems.
Skills
Solids
Lines & Segments
Visualization
Area/Perimeter
Ordered pairs
4.2 Identifying, describing, drawing, comparing, classifying, and building physical models of geometric figures.
Third grade students will:
- 4.2a identify points, lines, line segments, and rays,
- 4.2e compare what is the same and what is different between two-dimensional figures and three-dimensional figures,
- 4.2g identify cubes, spheres, cylinders, cones, and pyramids,
- 4.2h build cubes (for example, with marshmallows and toothpicks) and spheres (for example, soap bubbles).
5.1 Knowing, using, describing, and estimating measures of length, perimeter, capacity, weight, time, and temperature; and
5.3 Demonstrating the process of measuring and explaining the concepts related to units of measurement.
- 5.1/5.3d estimate and measure the perimeter of an object with a string measured in U.S. customary and metric units,
- 5.1/5.3e estimate and measure areas using non-standard units.
2.2 Describing patterns and other relationships using tables, graphs, and open sentences.
Third grade students will:
- 2.2a given data, extend a table and plot points on a coordinate plane.
Assessment
Resources
Begin Chapter 7 Pages 226-257 Geometry
Slides, flips, turns, angles, congruence, symmetry, circles, solids, visualization, lines and line segments, ordered pairs, area, problem solving
Create ordered pair pictures, make shape mobiles
Optional
March
Content and Essential Skills
Standard 1:
Students develop number sense and use numbers and number relationships in problem-solving situations and communicate the reasoning used in solving these problems.
Standard 2:
Students use algebraic methods to explore, model and describe patterns and functions involving numbers, shapes, data, and graphs in problem-solving situations and communicate the reasoning used in solving these problems.
Skills
Metric Measurement- 2 weeks
Fractions-2 weeks
Metric Measurement
1.3 Using numbers to count, to measure, to label, and to indicate location
Fractions
- 1.1c using concrete materials (for example, fraction strips), compare and order fractions with like denominators, such as halves, thirds, fourths, eighths, and tenths.
- 1.1h using concrete materials (for example, fraction strips), compare and order fractions with like and unlike denominators, such as halves, thirds, fourths, eighths, and tenths
- 1.1i using concrete materials (for example, base ten blocks), represent the decimal fractions of tenths and hundredths
- 1.1j using concrete materials, equate terminating decimals to their common fraction equivalents (for example, 0.25 = 1/4)
- 1.3d locate and label 1/2?s and multiples of 1/4?s between whole numbers on the number line
1.4 Developing, testing and explaining conjectures about properties of whole numbers, and commonly used fractions and decimals (for example, 1/3, 3/4, 0.5, 0.75).
1.5 Using number sense to estimate and justify the reasonableness of solutions to problems involving whole numbers, and commonly used fractions and decimals (for example, 1/3, 3/4, 0.5, 0.75).
2.1a reproduce, extend, create, and describe patterns, such as in common fractions
5.1 Knowing, using, describing, and estimating measures of length, perimeter, capacity, weight, time, and temperature; and
5.3 Demonstrating the process of measuring and explaining the concepts related to units of measurement.
Third grade students will:
- 5.1/5.3c estimate and measure the length of objects,
- 5.1/5.3d estimate and measure the perimeter of an object with a string and metric units,
- 5.1/5.3e estimate and measure areas using non-standard units,
- 5.1/5.3f estimate and measure the capacity of a container in liters,
- 5.1/5.3g estimate and weigh an object on a balance or scale to the nearest gram,
- 5.1/5.3h measure temperatures in both Fahrenheit and Celsius,
- 5.1/5.3i describe the units for measuring length, area, capacity, and temperature,
- 5.1/5.3j know the number of centimeters in a meter.
Assessment
Resources
inish Chapter 7 pages 256-263
Problem solving, Chapter 7 test
Chapters 8 and 9 Fractions and measuring (to cram for CSAP)
Pages 274-295 Exploring fractions, writing fractions, comparing fractions and equivalent fractions,adding and subtracting fractions, mixed numbers,problem solving.
Chapter 9 pages 304-335 Measuring
Inch, half inch, perimeter, foot, yard and mile; cup, pint, quart and gallon; ounce and pound; centimeter, meter and kilometer; gram and kilogram; heavie aor lighter; measuring temperature
One lesson on decimals and their relationship to our number system and money.
Optional
April
Content and Essential Skills
Standard 2:
Students use algebraic methods to explore, model and describe patterns and functions involving numbers, shapes, data, and graphs in problem-solving situations and communicate the reasoning used in solving these problems.
Standard 3:
Students use data collection and analysis, statistics, and probability in problem-solving situations and communicate the reasoning and processes used in solving these problems.
Skills
Collecting, Organizing, and Using Data - 2 weeks
2.1a reproduce, extend, create, and describe patterns, such as in common fractions
Assessment
Resources
Week 1: Pages 332-339 Time to the minute,elapsed time, problem solving WS 9.15, 9.16, 9.17, 9.18 Review multiplication
Week 2: Pages 142-145 Probability WS 4.9, 4.10
Week 3: Pages 248-253 Geometry WS 7.10, 7.11, 7.12 make a solid figure mobile out of paper
Week 4: Pages 254-255, 258-259 Ordered pairs, Area WS 7.13, 7.15
Optional
May
Content and Essential Skills
Standard 1:
Students develop number sense and use numbers and number relationships in problem-solving situations and communicate the reasoning used in solving these problems.
Standard 2:
Students use algebraic methods to explore, model and describe patterns and functions involving numbers, shapes, data, and graphs in problem-solving situations and communicate the reasoning used in solving these problems.
Standard 3:
Students use data collection and analysis, statistics, and probability in problem-solving situations and communicate the reasoning and processes used in solving these problems.
Standard 4:
Students use geometric concepts, properties, and relationships in problemsolving situations and communicate the reasoning used in solving these problems.
Standard 5:
Students use a variety of tools and techniques to measure, apply the results in problem-solving situations, and communicate the reasoning used in solving these problems.
Standard 6:
Students link concepts and procedures as they develop and use computational techniques, including estimation, mental arithmetic, paper-and-pencil, calculators, and computers, in problem-solving situations and communicate the reasoning used in solving these problems.
Skills
Cummulative Review- 3 weeks
Assessment
Resources
Week 1:
Chapter 7 test, Chapter 8 Fractions Review writing fractions, review comparing fractions, review equivalent fractions, review adding and subtracting fractions, review mixed numbers, problem solving (Drawing a picture,review other strategies), Chapter 8 test, Review Chapter 9 review measuring(foot, yard, mile, cup, pint,gallon,ounce, pound, the metric system) review elapsed time
Week 2:
Problem Solving(Working Backward), Chapter 9 test Chapter 10-Decimals Review tenths and hundredths, compare and order decimals,add and subtract decimals, Problem solving (making and a list and review other strategies) Chapter 10 test Chapter 11 Review Multiplying larger numbers, Problem solving review and working a simpler problem, multiplying money, multiplying with zeros
Week 3:
Chapter 11 test Chapter 12 Dividing by 1-digit numbers, fractional parts of a set, division with remainders, interpreting remainders, estimating quotients, 2-digit quotients
Optional
