Quarter 1 Quarter 2 Quarter 3 Quarter 4 Unit 1  Three-Digit Number Unit 2 Multiplication & Division Unit 3  Multiplication Unit 4 Fractions Unit 5 Measurement Unit 6 Shapes

Unit Themes

What are the math expectations of third grade students?

Operations and Algebraic Thinking

• Interprets multiplication as combining equal groups, e.g. 5 x 7 is the total number of objects in 5 groups of 7 objects each

• Interprets division as separating a total number of objects into equal sized groups, e.g. 56 ÷ 8 is the number of objects in each group when 56 is broken into 8 equal groups or the number of groups when 56 is divided into groups of 8 objects each

• Understands and applies mathematical properties (commutative, associative, and distributive) to multiply

• Multiplies and divides within 100 using various strategies

• Solves two-step word problems involving addition, subtraction, multiplication and division

• Identifies and explains patterns in arithmetic

Numbers and Operation in Base Ten

• Uses place value understanding to round whole numbers

• Fluently add and subtract within 1000 using strategies and algorithms based on place value and properties of operations

Numbers and Operations -- Fractions

• Understands a fraction as a quantity formed of equal parts

• Understands a fraction on a number line has value and can place fractions on a number line

• Compares fractions by reasoning about their size

• Recognizes, creates, and compares equivalent fractions

Measurement and Data

• Solves problems involving measurement and estimation of intervals of time, liquid volume, and  masses of objects

• Tells and writes time to the nearest minute and measures time in intervals.

• Measures and estimates liquid volume and mass of objects

• Interprets data and creates a variety of graphs to represent data

• Understands concepts of area and relates area to multiplication and to addition

• Finds the area of rectangular shapes with whole-number side lengths using tiling, addition, and/or multiplication

• Understands that an area of a shape can result in different perimeters and a given perimeter can result in different areas

Geometry

• Recognizes and describes shapes by their attributes and understands that different shapes can share the same attributes

• Can divide a shape into fractional parts and can name the unit fraction e.g. when a shape is divided into four equal parts, each part is named 1/4

Standards for Mathematical Practice

The eight standards for mathematical practice describe the “know-how” or habits of mind that we seek to develop in students. These practices define important methods and skills that students need to be mathematically proficient.

1. Make sense of problems and persevere in solving them.

Students are able to “stick with” problems and will try multiple methods to reach a solution.

2. Reason abstractly and quantitatively.

Students understand that written numerals represent real world objects and quantities.

3. Construct viable arguments and critique the reasoning  of others.

Students are able to explain their own mathematical ideas and strategies and they respond to the thinking of others.

4. Model with mathematics.

Students represent problem situations in multiple ways including equations, mathematical words, labeled sketches, objects, making a chart, list, or graph.

5. Use appropriate tools strategically.

Students select the appropriate tools and resources to solve a problem.

6. Attend to precision.

Students use detailed and accurate mathematical vocabulary to  communicate mathematical understandings.

7. Look for and make use of structures.

Students notice attributes and structures in mathematics such as: sorts shapes by the number of sides or recognizes that 4 x 7 = 28  and 28 ÷ 7 = 4.

8. Look for and express regularity in repeated reasoning.

Students notice repetitive actions in computation and look for patterns that support computation: 12 x 5 is the same as 10 x 5 and 2 x 5 to arrive at 60.