FIRST NINE WEEKS MATH PACING STANDARDS 3.4 and 3.8

WEEKS: 1 and 2

3rd Grade Pacing Overview 2007-08

First Nine Weeks / SOL
Weeks 1 - 8 / Concepts to be taught within quarter:
1 / SOL 3.4 (2.10) Relationships/Fact Families;
SOL 3.8 (K.6, 1.7, 1.8, 1.9, 2.6, 2.7, 2.8, 2.9) Addition/Subtraction with/without Regrouping / SOLAR Testing
SOL 3.4 Bullets A, B (Addition/Subtraction only)
SOL 3.8 Bullets A, B, C, D, E, F
SOL 3.1 Bullets A, B, C
SOL 3.2 Bullets A, B
SOL 3.3 Bullets A, B, C, D
SOL 3.21 Bullets A, B, C, D, E
SOL 3.22 Bullets A, B, C, D
2 / SOL 3.4 (2.10) Relationships/Fact Families;
SOL 3.8 (K.6, 1.7, 1.8, 1.9, 2.6, 2.7, 2.8, 2.9) Addition/Subtraction with/without Regrouping
3 / SOL 3.1 (K.2c, 1.2, 1.4, 2.1a) Place Value
SOL 3.2 (2.1b) Rounding
SOL 3.3 (K.1, 2.2) Comparing
4 / SOL 3.1 (K.2c, 1.2, 1.4, 2.1a) Place Value
SOL 3.2 (2.1b) Rounding
SOL 3.3 (K.1, 2.2) Comparing
5 / SOL 3.21 (K.14, K.15, 1.18, 2.23) Graphing;
3.22 (1.19, 2.23) Graphing
6 / SOL 3.21 (K.14, K.15, 1.18, 2.23) Graphing;
3.22 (1.19, 2.23) Graphing
7 / SOL 3.13 (K.7, 1.10, 2.11) Money
8 / SOLAR
SOL 3.13 (K.7, 1.10, 2.11) Money
9 / SOLAR DATA ANALYSIS
SOL 3.13 (K.7, 1.10, 2.11) Money
Second Nine Weeks
Weeks 10 - 18 / Concepts to be taught within quarter:
10 / INTERVENTION
SOL 3.9 Multiplication Facts / SOLAR Testing
SOL 3.13 Bullets A, B, C
SOL 3.9 Bullets A. B
SOL 3.25 Bullets A, B, C (Addition, Subtraction, Multiplication only)
SOL 3.10 Bullets A, C, D (Multiplication only)
11 / SOL 3.9, 3.25 Multiplication Facts/Patterns
12 / SOL 3.9, 3.25 Multiplication Facts/Patterns
13 / SOL 3.9, 3.25 Multiplication Facts/Patterns
14 / SOL 3.9, 3.10, 3.25 (2.26) Multiplication Facts/Patterns
15 / SOL 3.9, 3.10, 3.25 (2.26) Multiplication Facts/Patterns
16 / SOL 3.15 (K.8, K.9, 1.11, 2.16, 2.18), 3.16 (K.8, 2.18) Time
17 / SOLAR
SOL 3.15 (K.8, K.9, 1.11, 2.16, 2.18), 3.16 (K.8, 2.18) Time
18 / SOLAR DATA ANALYSIS
SOL 3.15 (K.8, K.9, 1.11, 2.16, 2.18), 3.16 (K.8, 2.18) Time
Third Nine Weeks
Weeks 19 - 27 / Concepts to be taught within quarter:
19 / INTERVENTION
SOL 3.4, 3.9, 3.10 Basic Division/Relationships / SOLAR Testing
SOL 3.15 Bullets A, B
SOL 3.16 Bullets A, B
SOL 3.4 Bullets A, B
SOL 3.9 Bullets A, B
SOL 3.10 Bullets A, B, C, D
SOL 3.25 Bullets A, B, C
SOL 3.5 Bullets A, B
SOL 3.6 Bullets A, B, C
SOL 3.11 Bullets A, B, C, D
SOL 3.7 Bullets A, B, C
SOL 3.12 Bullets A, B
SOL 3.13 Bullets A, B, C
20 / SOL 3.4, 3.9, 3.10, 3.25
Basic Division/Patterns/Relationships
21 / SOL 3.5 (K.2b, 1.6, 2.4), 3.6, 3.11 Fractions
22 / SOL 3.5 (K.2b, 1.6, 2.4), 3.6, 3.11 Fractions
23 / SOL 3.7, 3.12 Decimals
24 / SOL 3. 7, 3.12, 3.13 Decimals/Money
25 / SOL 3.14 (K.8, K.10, 1.12, 1.13, 1.14, 2.12, 2.15, 2.17) Measurement
26 / SOLAR
SOL 3.14 (K.8, K.10, 1.12, 1.13, 1.14, 2.12, 2.15, 2.17) Measurement
SOL 3.17 (K.8, K.10, 2.19) Temperature
27 / SOLAR
SOL 3.14 (K.8, K.10, 1.12, 1.13, 1.14, 2.12, 2.15, 2.17) Measurement
SOL 3.17 (K.8, K.10, 2.19) Temperature
Fourth Nine Weeks
Weeks 28 - 34 / Concepts to be taught within quarter:
28 / INTERVENTION
SOL 3.18 (K.11, K.12, K.13, 1.16, 1.17, 2.20, 2.22), 3.19, 3.20 (2.21) Geometry
29 / SOL 3.18 (K.11, K.12, K.13, 1.16, 1.17, 2.20, 2.22), 3.19, 3.20 (2.21) Geometry
30 / SOL 3.23 (2.24, K.16) Probability
31 / SOL 3.24 (K.17, K.18, 1.20, 1.21, 2.25) Patterns
32 / REVIEW/EXTEND
33 / REVIEW/EXTEND
34 / REVIEW/EXTEND
35 / REVIEW/EXTEND
36 / REVIEW/EXTEND

(Revised 7/09/07)

WEEKS: 1 and 2

FIRST NINE WEEKS MATH PACING – STANDARDS 3.4 and 3.8

3.4The student will recognize and use the inverse relationships between addition/subtraction and multiplication/division to complete basic fact sentences. Students will use these relationships to solve problems such as 5 + 3 = 8 and 8 – 3 = ___.

3.8The student will solve problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping, using various computational methods, including calculators, paper and pencil, mental computation, and estimation.

ESSENTIAL QUESTIONS: How are addition and subtraction related? Why do people choose to estimate rather than +/- to solve problems?

3.4 and 3.8

Unit 2
Addition and Subtraction
Chapter 4: Add Whole Numbers (pgs. 74-105)
Subtract Whole Numbers (pgs. 106-133) / 3.4 and 3.8
Place Value and Multi-Digit Addition and Subtraction
-Group to Add (pgs. 37-70)
-pg. 56 in Volume 1, Unit 1, Lesson 6, “Sums to 10,000”
-Ungroup to Subtract (pgs. 71-124)
-pg. 100 in Volume 1, Unit 1, Lesson 13, “Relate Addition and subtraction methods”
Addition and Subtraction Word Problems
-Solve Word Problems (pgs. 163-200)
-pg. 164 in Volume 1, Unit 2, Lesson 1 “MathMountains”
-pg. 174 in Volume 1, Unit 2, Lesson 2, “Addition and Subtraction Undo”
-pg. 177 in Volume 1, Unit 2, Lesson 2, “Find the Errors”
-Solve Multi-Digit Word Problems (Pgs. 201-228)
-pg. 270 in Volume 1, Unit 3, Lesson 1, “Sums to 10,000”
-pg. 278 in Volume 1 Unit 3, Lesson 2, “Estimation Methods” /
Refer to “I Can”
Statements for
First Nine Weeks.

Refer to Common Assessmentfor 3.4 and 3.8

WEEKS: 3 and 4

FIRST NINE WEEKS MATH PACING – STANDARDS 3.1, 3.2, and 3.3

3.1The student will read and write six-digit numerals and identify the place value for each digit.

3.2The student will round a whole number, 9,999 or less, to the nearest ten, hundred, and thousand.

3.3The student will compare two whole numbers between 0 and 9,999, using symbols (<, >, or =) and words (greater than, less than, or equal to).

ESSENTIAL QUESTIONS: Why are commas so important when writing numbers? Why is it important to be able to estimate the price of an item? Why do we compare numbers?

Essential Knowledge and Skills
The student should be able to: / Verbs / Alignment with
Houghton Mifflin / Alignment with
Houghton Mifflin Expressions / Instructional Activities / Evidence of Mastery
(Assessment Methods) / Suggested Resources
3.1
A. Investigate and identify the place value for each digit in a six-digit numeral, using base-10 manipulatives (e.g., base-10 blocks).
B. Read six-digit numerals orally.
C. Write six-digit numerals that are stated verbally or written in words.
3.2
A. Round a given whole number, 9,999 or less, to the nearest ten, hundred, and thousand.
B. Solve problems, using rounding of numbers, 9,999 or less, to the nearest ten, hundred, and thousand.
3.3
A. Describe the meaning of the terms greater than, less than, and equal to.
B. Determine which of two whole numbers between 0 and 9,999 is greater.
C. Determine which of two whole numbers between 0 and 9,999 is less.
D. Compare two whole numbers between 0 and 9,999, using the symbols <, >, or =. / Investigate
Identify
Read
Write
Round
Solve
Describe
Determine
Determine
Compare / 3.1, 3.2, and 3.3
Unit 1
Place Value and Money
Chapter 1: Place Value (pgs. 2-25))
Chapter 2: Compare, Order, and Round Whole Numbers (pgs. 26-43) / 3.1, 3.2, and 3.3
Place Value and Multi-Digit Addition and Subtraction
-Understand Place Value (pgs. 1-36)
-pgs. 12-14 in Volume 1, Unit 1, Lesson 2, “Secret Code Cards”
Use Addition and Subtraction
-Round, Estimate, and Compare (pgs. 265-288)
-pgs. 266-268 in Volume 1, Unit 3, Lesson 1, “Round Up or Down using Secret Code Cards”
-pg. 282 in Volume 1, Unit 3, Lesson 3, “Compare and Order Whole Numbers”
-pg. 287 in Volume 1, Unit 3, Lesson 3, “Comparison Toss”
-pg. 8 in Volume 1, Unit 1, Lesson 1, “Compare Numbers Using Place Value” /
Refer to “I Can”
Statements for
First Nine Weeks. / Expressions Manual

WEEKS: 5 and 6

FIRST NINE WEEKS MATH PACING – STANDARDS 3.21 and 3.22

3.21The student, given grid paper, will

a)collect and organize data on a given topic of his/her choice, using observations, measurements, surveys, or experiments; and

b)construct a line plot, a picture graph, or a bar graph to represent the results. Each graph will include an appropriate title and key.

3.22The student will read and interpret data represented in line plots, bar graphs, and picture graphs and write a sentence analyzing the data.

ESSENTIAL QUESTIONS: How are line plots and graphs used to organize information? Why is looking at a graph or line plot easier to understand than explaining all the pieces of information?

Essential Knowledge and Skills
The student should be able to: / Verbs / Alignment with
Houghton Mifflin / Alignment with
Houghton Mifflin Expressions / Instructional Activities / Evidence of Mastery
(Assessment Methods) / Suggested Resources
3.21a
A. Formulate questions to investigate.
B. Design data investigations to answer formulated questions, limiting the number of categories for data collection to four.
C. Collect data, using surveys, polls, questionnaires, scientific experiments, and observations.
3.21b
D. Organize data and construct a bar graph on grid paper representing 16 or fewer data points for no more than four categories.
E. Label bar graphs with a title, a description of each axis, and a key where appropriate. Limit increments on the numerical axis to whole numbers representing multiples of 1, 2, 5, or 10.
3.22
A. Read the information presented on a simple bar or picture graph (e.g., the title, the categories, the description of the two axes, the key).
B. Read information presented in line plots.
C. Analyze and interpret information from simple picture and bar graphs, with data points limited to 16 and categories to 4, by writing at least one statement.
D. Select a correct interpretation of a graph from a set of interpretations of the graph, where one is correct and the remaining three are incorrect. For example, a bar graph containing data on four types of eggs- scrambled, fried, hard boiled, and egg salad-eaten by students shows that more students prefer scrambled eggs. A correct answer response, if given, would be that more students prefer scrambled eggs than any other type of eggs. / Formulate
Design
Collect
Organize
Construct
Label
Read
Read
Analyze
Interpret
Select / 3.21 and 3.22
Unit 3
Data and Probability
Chapter 6: Graph and Analyze Data (pgs. 146-173) / 3.21 and 3.22
Use Addition and Subtraction
-Tables, Complex Word Problems, and Bar Graphs (pgs. 317-394)
-pg. 374 in Volume 1, Unit 3, Lesson 15, “Take a Survey”
- pg. 375 in Volume 1, Unit 3, Lesson 15, “Team Totals”
-pgs. 372-373 in Volume 1, Unit 3, Lesson 15, “Create Bar Graphs”
-pgs. 370-371 in Volume 1, Unit 3, Lesson 15, “Read Bar Graphs”
-pg. 387 in Volume 1, Unit 3, Lesson 17,“Line It Up”
-pg. 388 in Volume 1, Unit 3, Lesson 17,“Key Information” pictograph /
Refer to “I Can”
Statements for
First Nine Weeks.

Refer to Common Assessmentfor 3.21and 3.22
(Note: Includes open-ended activity/students choose graphing topic)

WEEKS: 7, 8, and 9

FIRST NINE WEEKS MATH PACING – STANDARDS 3.13

3.13The student will determine by counting the value of a collection of bills and coins whose total value is $5.00 or less, compare the value of the coins or bills, and make change.

ESSENTIAL QUESTION: What kinds of jobs do people have where they need to make change?

WEEK: 9 Review

FIRST NINE WEEKS REVIEW

SOLs For Review / Verbs
3.1The student will read and write six-digit numerals and identify the place value for each digit.
3.2The student will round a whole number, 9,999 or less, to the nearest ten, hundred, and thousand.
3.3The student will compare two whole numbers between 0 and 9,999, using symbols (<, >, or =) and words (greater than, less than, or equal to).
3.4The student will recognize and use the inverse relationships between addition/subtraction and multiplication/division to complete basic fact sentences. Students will use these relationships to solve problems such as 5 + 3 = 8 and 8 – 3 = ___.
3.8The student will solve problems involving the sum or difference of two whole numbers, each 9,999, with or without regrouping, using various computational methods, including calculators, paper and pencil, mental computation, and estimation.
3.13The student will determine by counting the value of a collection of bills and coins whose total value is $5.00 or less, compare the value of the coins or bills, and make change.
3.21The student, given grid paper, will
a) collect and organize data on a given topic of his/her choice, using observations, measurements, surveys, or experiments; and
b) construct a line plot, a picture graph, or a bar graph to represent the results. Each graph will include an appropriate title and key.
3.22The student will read and interpret data represented in line plots, bar graphs, and picture graphs and write a sentence analyzing the data. / Read
Write
Identify
Round
Compare
Recognize
Solve
Solve
Compute
Estimate
Determine
Count
Compare
Make
Collect
Organize
Construct
Represent
Read
Interpret
Write

“I Can” Statements – First Nine Weeks

Math “I Can” Statements

Grade 3

Pacing Guide - First Nine Weeks

Basic Addition and Subtraction
Weeks 1 and 2
SOL 3.4
SOL 3.8 / 1. Use the inverse relationships between addition/subtraction to solve related basic fact sentences. For example, 5 + 3 = 8 and 8 – 3 = ___. (3.4)

I can use fact families to help me see the relationship between addition/ subtraction.

2. Write three related basic fact sentences when given one basic fact sentence for addition/subtraction. For example, given 3 + 2 = 5, write ___ + 3 = 5, 5 - 3 = ___, and 5 - ___ = 3. (3.4)

I can write three related basic fact sentences when given one basic fact sentence for addition/ subtraction.

3. Add or subtract two whole numbers, each 9,999 or less. (3.8)

I can add two whole numbers, each less than 10,000, without regrouping.
I can add two whole numbers, each less than 10,000, with regrouping.
I can subtract two whole numbers, each less than 10,000, without regrouping.
I can subtract two whole numbers, each less than 10,000, with regrouping.

4. Estimate and find the sum of two whole numbers, each 9,999 or less, with or without regrouping, using calculators, pencil and paper, or mental computation. (3.8)

I can round any number less than 10,000 to the nearest ten or hundred or thousand.
I can solve problems that ask me to round any number less than 10,000 to the nearest ten or hundred or thousand.

5. Estimate and find the difference of two whole numbers, each 9,999 or less, with or without regrouping, using calculators, pencil and paper, or mental computation. (3.8)

I can estimate and find the difference of two whole numbers, each less than 10,000 without regrouping.
I can estimate and find the difference of two whole numbers, each less than 10,000 with regrouping.

6. Solve problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping. (3.8)

I can solve word problems using addition or subtraction of two whole numbers, each less than 10,000, without regrouping.
I can solve word problems using addition or subtraction of two whole numbers, each less than 10,000, with regrouping.

7. Determine whether to add or subtract in problem situations. (3.8)

I can choose the right operation when given a word problem to solve.

8. Determine whether an estimate is an appropriate solution for addition and subtraction problems. (3.8)

I can decide if my estimate is reasonable in trying to solve an addition and subtraction word problem.

Place Value
Weeks 3 and 4
SOL 3.1
SOL 3.2
SOL 3.3 / 1. Read six-digit numerals orally. (3.1)

I can say the words for any number less than 1,000,000.

2. Write six-digit numerals that are stated verbally or written in words. (3.1)

I can write any number less than 1,000,000 if I see or hear the words.

3. Investigate and identify the place value for each digit in a six-digit numeral, using base-10 manipulatives (e.g., base-10 blocks). (3.1)

I can show the place value of a number less than one million using base-10 blocks.

4. Round a given whole number, 9,999 or less, to the nearest ten, hundred and thousand. (3.2)

I can round any number less than 10,000 to the nearest ten or hundred or thousand.

5. Solve problems, using rounding of numbers, 9,999 or less, to the nearest ten, hundred, and thousand. (3.2)

I can solve problems that ask me to round any number less than 10,000 to the nearest ten or hundred or thousand.

6. Describe the meaning of the terms greater than, less than, and equal to. (3.3)

I can tell what equal to means and give an example and a non-example.
I can tell what greater than and less than mean and give examples and non-examples.

7. Determine which of two whole numbers between 0 and 9,999 is greater. (3.3)

I can give an example of one number that is “greater than” another.
I can give an example of one number that is “less than” another.

8. Determine which of two whole numbers between 0 and 9,999 is less. (3.3)

I can compare any two whole numbers that are less than 10,000 and tell which is larger and which is smaller.

9. Compare two whole numbers between 0 and 9,999, using the symbols >, <, or =. (3.3)

I can write a number sentence using >, < or = for any two numbers less than 10,000.

Graphing
Weeks 5 and 6
SOL 3.21
SOL 3.22 / 1. Formulate questions to investigate. (3.21)

I can create questions for investigation of my experiences, interests, or environment, such as “What are the favorite books of my classmates?”

2. Design data investigations to answer formulated questions, limiting the number of categories or data collection to four. (3.21)

I can plan the procedures I will use to answer my questions.
I can select the appropriate graph to display the data.

3. Collect data, using surveys, polls, questionnaires, scientific experiments, and observations. (3.21)

I can organize and gather data, using appropriate surveys, polls, questionnaires, experiments, and observations.

4. Organize data and construct a bar graph on grid paper representing 16 or fewer data points for no more than four categories. (3.21)

I can organize data and construct a bar graph on grid paper representing 16 or fewer data points for no more than four categories.

5. Label bar graphs with a title, a description of each axis, and a key where appropriate. Limit increments on the numerical axis to whole numbers representing multiples of 1, 2, 5 or 10. (3.21)

I can label bar graphs with a title, description of each axis, key, and scale with increments of 1, 2, 5, or 10.

6. Read the information presented on a simple bar or picture graph (e.g., the title, the categories, the description of the two axes, the key). (3.22)

I can read the information on a bar or picture graph.

7. Read information presented in line plots. (3.22)

I can read information presented in line plots.

8. Analyze and interpret information from simple picture and bar graphs, with data points limited to 16 and categories to 4, by writing at least one statement. (3.22)

I can ask and answer questions about picture graphs.
I can write a statement about picture graphs.
I can ask and answer questions about bar graphs.
I can write a statement about bar graphs.

9. Analyze and interpret information from line plots, with data points limited to 16, by writing at least one statement. (3.22)

I can ask and answer questions about line plots.
I can write a statement about line plots.

10. Describe the categories of data and the data as a whole (e.g., data were collected on four types of eggs—scrambled, fried, hard boiled, and egg salad—eaten by students). (3.22)

I can sort data into groups with special attributes.

11. Identify parts of the data that have special characteristics, including categories with the greatest, the least, or the same (e.g., most students prefer scrambled eggs). (3.22)

I can make observations and brainstorm types of questions that could be asked about the data.

12. Select a correct interpretation of a graph from a set of interpretations of the graph, where one is correct and the remaining three are incorrect. For example, a bar graph containing data on four types of eggs—scrambled, fried, hard boiled, and egg salad—eaten by students shows that more students prefer scrambled eggs. A correct answer response would be that more students prefer scrambled eggs than any other type of eggs. (3.22)

When I am given different conclusions about data from a graph, I can select the one that is accurate.

Money
Weeks 7, 8, and 9
SOL 3.13 / 1. Count the value of collections of coins and bills up to $5.00. (3.13)

I can count the value of coins and bills up to $5.00.

2. Compare the values of two sets of coins or bills, up to $5.00, using the terms greater than, less than, and equal to. (3.13)

I can compare two sets of coins or bills up to $5.00 and decide which is smaller, larger, or if they are equal.

3. Make Change from $5.00 or less. (3.13)

When I’m making change, I can:
Provide appropriate change up to $5.00 by “counting on.”
Calculate the amount of change I would receive using mental math.
Use coins and bills.

Week 9 / Review and Reteach