Third Grade Common Core State Standards s1

Wayne County Public Schools Revisions (07/2015) to Pacing Guide are denoted in RED.

2010 NC Standard Course of Study: Mathematics Grade 3 Mathematics Pacing Guide w/Complete Standards

Note: All teachers should have Investigations Teacher Resources; they were part of the enVision Math Textbook Adoption in 2009.

Gr. 3 Domains / First Quarter / Second Quarter / Third Quarter / Fourth Quarter
Operations and Algebraic Thinking
(30% – 35%)
3.OA.1 – 3.OA.4
Represent and solve problems involving multiplication and division.
3.OA.5 - 3.OA6
Understand properties of multiplication and the relationship between multiplication and division.
3.OA.7
Multiply and divide within 100.
Note: By the end of grade 3, know from memory all products of 2 one-digit numbers.
3.OA.8 – 3.OA.9
Solve 2-step word problems using the 4 operations, and identify explain patterns in arithmetic. / 3.OA.8 Solve 2-step word problems; Focus on Addition & Subtraction Word Problems
3.OA.9 Identify arithmetic patterns (including patterns in the addition table); Focus on Addition Patterns; explain patterns using properties of operations; identify arithmetic patterns using input and output tables
3.OA.1 Interpret products of whole numbers.
3.OA.3 Use multiplication within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities – by using drawings and equations with a symbol for the unknown number to represent the problem.– Focus on Multiplication within 100.
Multiplication Symbols: x or *
Division Symbols: ÷ or / / 3.OA.4 Determine the unknown whole number in a multiplication equation relating 3 whole numbers; Focus on Multiplication Equations relating 3 Whole Numbers.
3.OA.5 Apply properties of operations as strategies to multiply; – Focus on Multiplication
(Note: Students do not need to use formal terms for these properties -- commutative, associative, distributive…)
3.OA.7 – Fluently multiply within 100; - Focus on Multiplication within 100.
Note: By the end of grade 3, know from memory all product of 2 one-digit numbers.
3.OA.8
Solve 2-step word problems; Focus on Addition, Subtraction, and Multiplication Word Problems.
3.OA.9
Identify arithmetic patterns (including patterns in the addition table or multiplication table) – Focus on Addition & Multiplication Patterns; explain patterns using properties of operations; identify arithmetic patterns using input and output tables.
Multiplication Symbols: x or *
Division Symbols: ÷ or / / 3.OA.2 – Interpret whole-number quotients of whole numbers; model division with partitioning equally
3.OA.3 Use division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities – by using drawings and equations with a symbol for the unknown number to represent the problem - Focus on Division within 100.
3.OA.8
Solve 2-step word problems using the 4 operations: +, -, X, ÷
Multiplication Symbols: x or *
Division Symbols: ÷ or / / 3.OA.4 Determine the unknown whole number in a division equation relating 3 whole numbers - Focus on Division equations relating 3 whole numbers.
3.OA.5 Apply properties of operations as strategies to divide; – Focus on Division
(Note: Students do not need to use formal terms for these properties -- commutative, associative, distributive…)
3.OA.6 Understand division as an unknown-factor problem.
3.OA.7 – Fluently multiply & divide within 100, using strategies such as the relationship between x and ÷; - Focus on Division within 100.
3.OA.8 Solve 2-step word problems; Focus on Division
Continuously Review:
3.OA.8
Solve 2-step word problems using the 4 operations: +, -, X, ÷
3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities – by using drawings and equations with a symbol for the unknown number to represent the problem
3.OA.4 Determine the unknown whole number in a multiplication or division equation relating 3 whole numbers.
3.OA.5 Apply properties of operations as strategies to multiply &divide.
(Note: Students do not need to use formal terms for these properties -- commutative, associative, distributive…)
Multiplication Symbols: x or *
Division Symbols: ÷ or /
Number and Operations in Base Ten
(5% - 10%)
3.NBT.1 – 3.NBT3
Use place value understanding and properties of operations to perform multi-digit arithmetic. / 3.NBT.1 Use place value understanding to round whole numbers to nearest 10 or 100.
3.NBT.2 - Fluently add & subtract within 1000 using computation strategies and computation algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction; Problem solve with + & - within 1,000
Note: A range of algorithms may be used. / 3.NBT.3 - Multiply 1–digit whole numbers by multiples of 10 in the range 10 – 90 using strategies based on place value and properties of operations.
Focus on the special role of 10 in the base-ten system.
Note: A range of algorithms may be used.
Gr. 3 Domains / First Quarter / Second Quarter / Third Quarter / Fourth Quarter
Number and Operations – Fractions
(20% – 25%)
Note: Grade 3 expectations are limited to fractions with denominators 2, 3, 4, 6, and 8.
3.NF.1 – 3.NF.3
Develop understanding of fractions as numbers. / 3.NF.1 Understand a fraction of the form 1/b (unit fraction -- has a numerator of 1) as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction of the form a/b as a quantity formed by a parts of size 1/b. Fractions: parts of a whole; parts of a set; partitioning into equal parts.
Students express fractions as fair sharing, parts of a whole.
Note: Students will build fractions from unit fractions. There is no need to introduce “improper fractions” initially.
Note: Teach this standard with 3.G.2. / 3.NF.2 Understand a fraction as a number on a number line; represent fractions on a number line diagram –-- represent a fraction 1/b on a number line diagram by defining the interval 0 to 1 as the whole and partitioning it into b equal parts; represent the fraction a/b on a number line diagram by marking off a lengths of size 1/b from 0.
3.NF.3 - Explain equivalence of fractions; compare fractions (with the same denominator) by reasoning about their size. Understand equality and inequality.
Note: Recognize that comparisons are valid only when the 2 fractions refer to the same whole. Record the results of comparisons with the symbols; >, =. <; justify the conclusions using a visual fraction model.
Measurement and Data
(22% – 27%)
3.MD.1 – 3.MD.2
Solve problems involving measurement & estimation of intervals of time, liquid volumes, and masses of objects.
Note: In 3rd grade, students are expected to tell time within the hour; in 4th grade, students are expected to tell time over the hour.
3.MD.3 – 3.MD.4
Represent & interpret data.
3.MD.5 – 3.MD.7
Geometric measurement: understand concept of area and relate area to multiplication and to addition.
3.MD. 8
Geometric measurement: recognize perimeter as an attribute of plane figures distinguish between linear and area measures. / 3.MD.3 - Draw a scaled picture graph and a scaled bar-graph to represent a data set with several categories.
Solve one- & two-step word problems asking How many more? and How many less? using information presented in scaled bar graphs. / 3.MD.1 – Tell and write time to the nearest minute and measure time intervals in minutes;
Solve word problems involving additions & subtraction of time intervals in minutes using a number line diagram --- represent elapsed time on a number line diagram.
Note: In 3rd grade, students are expected to tell time within the hour; in 4th grade, students are expected to tell time over the hour. / 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.
3.MD.5 – Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.MD.6– Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.7– Relate concept of area to the operations of x & +.
(use tiling; recognize area as additive by decomposing rectilinear figures into non-overlapping rectangles, etc)
3.MD.8 – Solve real world and mathematical problems involving perimeters of polygons -- finding the perimeter given the side lengths. / 3.MD.8 – Solve real world problems involving Perimeter of polygons - may include irregular shapes. Extend the problem solving to include finding an unknown side length and to exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
3.MD.2 - Measure/estimate liquid volumes and masses of objects using standard units of g, kg, ml, and l.
+, -, x, ÷ to solve 1-step word problems involving masses or volumes that are given in the same units by using drawings.
Note; Students are not expected to do conversions between units, but reason as they estimate, using benchmarks to measure weight and capacity.
Note: Standards do not differentiate between weight and mass.
Gr. 3 Domains / First Quarter / Second Quarter / Third Quarter / Fourth Quarter
Geometry
(10% – 15%)
3.G.1. – 3.G.2
Reason with shapes and their attributes. / 3.G.1 Understand that shapes in different categories (rhombuses, rectangles, parallelogram, etc) may share attributes (having 4 sides, vertices, corners, etc), and that the shared attributes can define a larger category (quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories (examples, non-examples). Investigate/ classify 2D shapes and their attributes; recognize examples and non-examples. / 3.G.2 -Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.
Note: Teach this standard with 3.NF.1.
Textbook:
enVision Math, © 2009, Student Textbook and Investigations, Teacher Resources
Primary/Best Resource:
NC DPI’s Grade 3 Math Unpacking Document / Use NC DPI’s Grade 3 Math
Unpacking Document
Supplement with Textbook as Appropriate.
3.OA.1; 3.OA.3
Topic 5: Lessons: 5-1, 5-2, 5-3, 5-4, 5-5, 5-6,
5-7, 5-8, 5-9, 5-10
Topic 6: Lessons: 6-1, 6-2, 6-3, 6-4, 6-5, 6-6,
6-7
Topic 12: Lesson: 12-10
3.NBT.1
Topic 1: Lessons: 1-1, 1-5, 1-6
Topic 2: Lessons: 2-4, 2-8
3.NBT.2:3.OA.8; 3.OA.9
Topic 2: Lessons: 2-1, 2-2, 2-5, 2-6, 2-7,
2-8, 2-9, 2-10
Topic 3: Lessons: 3-1, 3-4, 3-5
Topic 4: Lessons: 4-1, 4-2, 4-3, 4-4, 4-5, 4-6
Topic 16: Lesson: 16-4
3.MD.3
Topic 20: Lessons: 20-1, 20-2, 20-3, 20-4,
20-9
3.G.1
Topic 10: Lessons: 10-5, 10-6, 10-7, 10-8 / Use NC DPI’s Grade 3 Math Unpacking Document
Supplement with Textbook as Appropriate.
3OA.4; 3.OA.5; 3.OA.7; 3.OA.8; 3.OA.9
Topic 5: Lessons: 5-1, 5-2, 5-3, 5-4, 5-5,
5-6, 5-7, 5-8, 5-9, 5-10
Topic 6: Lessons: 6-1, 6-2, 6-3, 6-4, 6-5,
6-6, 6-7
Topic 9: Lessons: 9-1, 9-2, 9-3, 9-6
Topic 12: Lesson: 12-10
Topic 18: Lesson: 18-1, 18-4
3.NF.1
Topic 12: Lessons: 12-2, 12-3
3.MD.1
Topic 17: Lessons: 17-1, 17-2, 17-3, 17-4
3.G.2
Topic 12: Lesson: 12-1 / Use NC DPI’s Grade 3 Math Unpacking Document
Supplement with Textbook as Appropriate.
3.OA.2; 3.OA.3; 3.OA.8
Topic 7: Lessons: 7-1, 7-3, 7-4, 7-5
Topic 8: Lessons: 8-1, 8-2, 8-3, 8-4,
8-5, 8-6
3.NF.2; 3.NF.3
Topic 12: Lessons: 12-2, 12-3, 12-4,
12-5, 12-6, 12-7
3.MD.4
Topic 14: Lessons: 14-1,14-2
Topic 20: Lesson: 20-8
3.MD.5; 3.MD.6; 3.MD.7; 3.MD.8
Topic 16: Lessons: 16-1, 16-2, 16-3,
16-5, 16-6, 16-8
/ Use NC DPI’s Grade 3 Math Unpacking Document
Supplement with Textbook as Appropriate.
3.MD.2
Topic 15: Lessons: 15-3, 15-4
3.MD.8
Topic 16: Lessons: 16-1, 16-2, 16-3,
16-5, 16-6, 16-8
3.OA.3; 3.OA.4; 3.OA.5; 3.OA.6; 3.OA.7; 3.OA.8
Topic 7: Lessons: 7-1, 7-3, 7-4, 7-5
Topic 8: Lessons: 8-1, 8-2, 8-3, 8-4, 8-5,
8-6

Note regarding Fluency: By the end of Grade 3, students should know from memory all products of two 1-digit numbers. Rev. 07/2015