First Nine Weeks

Pacing

Essential
Questions

10 days
(August 19th
September
2nd)

How can
numbers be
expressed,
ordered, and
compare?

Standards

SMP

Resources

Assessment

Bold Standards indicate Power

Standards
Other standards listed are
Support Standards
3.NBT.1 Use place value
understanding to round whole
numbers to the nearest 10 or 100.

5 Use
appropriate
tools
strategically
7 Look for
and make use of
structure

My Math Chapter 1
See After Spring Assessment at
the end of the document for
Engage NY and Georgia Unit
resources

8 Look for
and express
regularity in
repeated
reasoning

After finished with third

chapter:
My Math Benchmark Test #
1:
Chapters 1-3
Multiple Choice and
Extended Response Teacher
Edited from MyMath
website
Individual Chapter Tests
(chapters 1-5 give test 2A)
Dropbox link:
https://www.dropbox.com/s/j
sfscvuc5ywkzmi/3rd%20gra
de%2020142015%20Benchmark%201%
20Chapters%201-3%20.docx

20 days
rd

(September 3
September
30th)

How can place

value help me
add larger
numbers?
How are the
operations of
subtraction and

3.NBT.2 Fluently add and subtract

within 1,000 using strategies and
algorithms based on place value,
properties of operations, and/or the
relationship between addition and
subtraction.

2 Reason
abstractly and
quantitatively
7 Look for and
make use of
structure
8 Look for and
express regularity

My Math :
Chapter 2 8 days
Chapter 3 12 days
Modeling Addition with virtual place value
blocks

addition related?

15 days
(October 1st
October 21st)

What does
multiplication
mean?

3.OA.1 Interpret products of whole

numbers, eg., interpret 5x7 as the
total number of objects in 5 groups of
7 objects each. For example, describe
the context in which a total number of
objects can be expressed as 5 x7.
3.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 8x?=48, 5={} / 3, 6x6=?

What does
division mean?

3.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 56/8.
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.

What strategies
can be used to
solve
multiplication
and division
word problems?

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.

in repeated
reasoning

Modeling Subtraction with virtual place

value blocks
SuperTeacher

1 Make sense
of problems and
persevere in
solving them

My Math
Chapter 4 7 days
Chapter 5 8 days

4 Model with
Mathematics

7 Look for
and make use of
structure

Chapters 4-9 need to be

taught consecutively (teach
all lessons in each chapter) in
order to cover all of the
multiplication standards
Visualize multiplication of two
numbers with areas. (arrays)
(http://nlvm.usu.edu/en/nav/frame
s_asid_192_g_2_t_1.html?from=t
opic_t_1.html)

Problem solving with all

operations
www.mathcats.com

Learning Objectives:
Students will be able to interpret products of whole numbers.
Students will be able to fluently add within 100
Students will be able to use place value to round whole numbers to the nearest 10 and 100
Interpret whole-number quotients of whole numbers
Students will be able to use multiplication and division within 100 to solve word problems
Students will be able to understand equal groups, arrays, and measurement quantities.
Students will be able fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or
the relationship between addition and subtraction
This math unit took place from August until mid-October. This math unit will focus on addition, subtraction and multiplication. The common core
standards that are addressed are listed below.

3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100,
3.NBT.2 Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the
relationship between addition and subtraction
3.OA.1 Interpret products of whole numbers, eg., interpret 5x7 as the total number of objects in 5 groups of 7 objects each. For example, describe
the context in which a total number of objects can be expressed as 5 x7
3.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
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.

This math unit will be taught for the first nine weeks of school and each standard above will be addressed. Before beginning the unit, students will be pre
assessed on their knowledge retained from second grade. Students will be given the common core aligned Am I Ready assessment to see what they already
know. Students will develop the ability to add and interpret products through various strategies including cooperative learning, using base ten blocks,
regrouping, estimating, mental math, rounding and the use of a number line. Each strategy will be presented separately and taught in depth. The strategies
will then be connected to show students that each strategy is correct and can arrive at the same answer. This helps students obtain a deeper understanding
of the concepts. Word problems and hands-on explorations will come from the student provided math book. Students progress will be monitored
throughout the unit with various assessments to monitor their progress.

Speaking and listening skills are continuously implemented in the lessons in this unit. Whole group and small group discussion will take place during this
unit. Each type of discussion will either be teacher-led or student-led. Various instructional strategies will be implemented during these lessons. These
lessons correlate with the EEDA performance standard 6 which highlight cooperative learning. Students will also have the chance to become the teacher
and help explain and guide activities during this unit. Students will often find themselves working in small groups with other students. Students will know
expectations that are expected when working with other students. Overall, the unit provides for an in depth understanding of the Lange Range Objectives

and makes connections with students everyday lives.

This nine week unit will also be aligned with common core ELA standards. Students will have the opportunity to collaborate and communicate with their
peers in order to understand the content. Content specific read alouds will be conducted during this unit to help students gain a deeper understanding of
the topics. These read alouds will be used to provide examples of word problems to solve which will lead into the students creating their own. Students
will be able to incorporate writing skills when creating words problems using math curriculum they have learned. Students must read carefully and figure
out the meaning of words problems throughout the implementation of this unit. Common core standards that are addressed for ELA are listed below.
ELA Standards Addressed:
CCSS 3.SL.1: Engage effectively in a range of collaborative discussions (one-on-one, in group, and teacher-led) with diverse partners on grade 3
topics and texts, building on others ideas and expressing their own clearly.
CCSS 3.RI.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject
area.

To begin the unit, students will begin working with place value. Students were introduced to place value in second grade and should have previous prior
knowledge. By starting with place value students will be able to build off of the place value knowledge and move into addition. The various strategies
addressed in these lessons will allow students to use place value to solve basic addition properties. After completing addition we will move onto
subtraction. Addition and subtraction are inverse operations so they build off of each other. Students will implement the same strategies learned with
addition and apply them to subtraction. Students will be given tests to assess their knowledge gained throughout the chapters. Students will also complete
the state benchmark once they finish up with the first three chapters. After wrapping up the chapters on addition and subtraction, students will move into
multiplication. Multiplication is a more complex topic that builds off of addition. By teaching addition first, students will be able to use the same
strategies learned during the addition chapter to comprehend multiplication. Standards in third grade call for students to use the four major operations to
solve word problems. This unit is a stepping-stone on the way to understanding each of the four operations. Students will understand all of the operations
and how to use them. This unit is designed to help students succeed in math and allows them to comprehend complex topics.