Daily Schedule
8:30-10:00 Math 10:00-10:15 Snack/Bathroom 10:15-11:45 Reading 11:50-12:35 Specials 12:40-12:55 Read Aloud 12:55-1:25 Lunch 1:30-2:00 Recess 2:00-2:45 Science/Social Studies 2:50 Dismissal |
Addition and Subtraction
Common Core State Standards:
3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Unit Overview:
In this unit students are working on addition and subtraction algorithms and strategies. The word algorithm in this unit means a set of steps or procedures students take to solve an addition or subtraction problem. The students will learn a variety of different algorithms and strategies in this unit, including traditional algorithms. The students should solve addition and subtraction problems with fluency. This means that students should solve addition and subtraction problems accurately and efficiently. Students will also be asked to explain their math thinking and show that the algorithms and strategies they used make sense and are reasonable.
Video Support:
· http://tinyurl.com/WCPSSAcademicsYouTube
ES 3 Math Whole Number Place Value Addition without Regrouping (three digit numbers)
ES 3 Math Whole Number Place Value Addition with Regrouping (two digit numbers)
ES 3 Math Whole Number Place Value Addition with Regrouping (three digit numbers)
ES 3 Math Whole Number Show All Totals Addition
ES 3 Math Whole Number Addition on the Number Line
ES 3 Math Whole Number Place Value Subtraction without Ungrouping
ES 3 Math Whole Number Place Value Subtraction with Ungrouping
ES 3 Math Whole Number Expanded Form Subtraction
ES 3 Math Whole Number Subtraction on the Number Line
Video support can be found on LearnZillion:
· https://learnzillion.com/
Subtraction Using a Number Line
· https://learnzillion.com/lessons/1583-solve-subtraction-problems-using-a-number-line
Addition Using Partial Sums
· https://learnzillion.com/lessons/1584-solve-addition-problems-using-the-partial-sums-method
NCDPI Unpacking Document: 3rd Grade Unpacking Document
3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
Unit Overview:
In this unit students are working on addition and subtraction algorithms and strategies. The word algorithm in this unit means a set of steps or procedures students take to solve an addition or subtraction problem. The students will learn a variety of different algorithms and strategies in this unit, including traditional algorithms. The students should solve addition and subtraction problems with fluency. This means that students should solve addition and subtraction problems accurately and efficiently. Students will also be asked to explain their math thinking and show that the algorithms and strategies they used make sense and are reasonable.
Video Support:
· http://tinyurl.com/WCPSSAcademicsYouTube
ES 3 Math Whole Number Place Value Addition without Regrouping (three digit numbers)
ES 3 Math Whole Number Place Value Addition with Regrouping (two digit numbers)
ES 3 Math Whole Number Place Value Addition with Regrouping (three digit numbers)
ES 3 Math Whole Number Show All Totals Addition
ES 3 Math Whole Number Addition on the Number Line
ES 3 Math Whole Number Place Value Subtraction without Ungrouping
ES 3 Math Whole Number Place Value Subtraction with Ungrouping
ES 3 Math Whole Number Expanded Form Subtraction
ES 3 Math Whole Number Subtraction on the Number Line
Video support can be found on LearnZillion:
· https://learnzillion.com/
Subtraction Using a Number Line
· https://learnzillion.com/lessons/1583-solve-subtraction-problems-using-a-number-line
Addition Using Partial Sums
· https://learnzillion.com/lessons/1584-solve-addition-problems-using-the-partial-sums-method
NCDPI Unpacking Document: 3rd Grade Unpacking Document
Rounding
Common Core State Standards:
3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
Unit Overview:
In this unit students will explore different ways to round numbers to the nearest ten and hundred. The primary strategy used in this rounding unit is the number line. Students will use the number line to round numbers to the nearest ten and hundred. Rounding and other estimating strategies, such as benchmarking, will help students have a better understanding of the reasonableness of their final answers when finding a solution to a math problem.
Video Support:
Rounding to the Nearest Hundred Using a Number Line
· https://learnzillion.com/lessons/1788-round-to-the-nearest-hundred-using-a-number-line
Rounding to the Nearest Hundred Using Base Ten Blocks
Rounding to the Nearest Ten or Hundred in the Real World Situations
Rounding to the Nearest Ten Using a Number Line
· NCDPI Unpacking Document: 3rd Grade Unpacking Document
3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
Unit Overview:
In this unit students will explore different ways to round numbers to the nearest ten and hundred. The primary strategy used in this rounding unit is the number line. Students will use the number line to round numbers to the nearest ten and hundred. Rounding and other estimating strategies, such as benchmarking, will help students have a better understanding of the reasonableness of their final answers when finding a solution to a math problem.
Video Support:
Rounding to the Nearest Hundred Using a Number Line
· https://learnzillion.com/lessons/1788-round-to-the-nearest-hundred-using-a-number-line
Rounding to the Nearest Hundred Using Base Ten Blocks
Rounding to the Nearest Ten or Hundred in the Real World Situations
Rounding to the Nearest Ten Using a Number Line
· NCDPI Unpacking Document: 3rd Grade Unpacking Document
Geometry
Common Core State Standards: 3.G.1 Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
Unit Overview: In second grade the students were able to identify and draw triangles, quadrilaterals, pentagons and hexagons. In third grade the students will continue to work with quadrilaterals. The students will discuss the sides and angles found on a quadrilateral. Other shapes like squares, rectangles and rhombus will be sorted according to attributes, properties and features. The vocabulary similar and congruent may be part of the classroom conversation, but is not a standard taught until middle school. This unit is heavy with vocabulary. Students should have lots of experiences with working with shapes and using the vocabulary to discuss the shapes attributes, properties, and features.
Strategies/Skills: The 2D geometry unit is heavy with vocabulary. It is important that the students make written and spoken connections between the visual representations of geometric shapes and the vocabulary word. The students should also be able to represent the shapes in a drawing that they create. Students are expected to sort the different shapes that are part of the unit. They should also be able to identify the shapes that go not belong in the sort of group. The shapes that do not fit are considered non-examples.
Video Support:
Video support can be found on The WCPSS Academics YouTube Channel.
· http://tinyurl.com/WCPSSAcademicsYouTube
LearnZillion Videos About 2D Shapes
· https://learnzillion.com/lessons/3307-recognize-shape-attributes
· https://learnzillion.com/lessons/3376-identifying-trapezoids-and-parallellograms
· https://learnzillion.com/lessons/3308-identify-rhombuses-rectangles-and-squares
· https://learnzillion.com/lessons/3479-sort-quadrilaterals-by-their-attributes
Unit Overview: In second grade the students were able to identify and draw triangles, quadrilaterals, pentagons and hexagons. In third grade the students will continue to work with quadrilaterals. The students will discuss the sides and angles found on a quadrilateral. Other shapes like squares, rectangles and rhombus will be sorted according to attributes, properties and features. The vocabulary similar and congruent may be part of the classroom conversation, but is not a standard taught until middle school. This unit is heavy with vocabulary. Students should have lots of experiences with working with shapes and using the vocabulary to discuss the shapes attributes, properties, and features.
Strategies/Skills: The 2D geometry unit is heavy with vocabulary. It is important that the students make written and spoken connections between the visual representations of geometric shapes and the vocabulary word. The students should also be able to represent the shapes in a drawing that they create. Students are expected to sort the different shapes that are part of the unit. They should also be able to identify the shapes that go not belong in the sort of group. The shapes that do not fit are considered non-examples.
Video Support:
Video support can be found on The WCPSS Academics YouTube Channel.
· http://tinyurl.com/WCPSSAcademicsYouTube
LearnZillion Videos About 2D Shapes
· https://learnzillion.com/lessons/3307-recognize-shape-attributes
· https://learnzillion.com/lessons/3376-identifying-trapezoids-and-parallellograms
· https://learnzillion.com/lessons/3308-identify-rhombuses-rectangles-and-squares
· https://learnzillion.com/lessons/3479-sort-quadrilaterals-by-their-attributes
Multiplication and Division
Common Core State Standards: 3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. 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.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 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ? 3.OA.5 Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) 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 8.3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. 3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. 3.NBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
Unit Overview: In this unit students will learn different strategies that will help them to understand the concepts of multiplication and division. The students will think of multiplication as groups of things. Fact families will help to emphasize the connection between multiplication and division. Students will learn the ideas behind the commutative, associative and distributive properties of multiplication. Over the course of the school year the students will internalize math facts to 9 x 9. Through discussions about multiplication and division the students will gain a better understanding of place value and the base ten system.
Strategies/Skills:The students will learn how to use arrays, number lines, fact families and drawings to help explain the concepts of both multiplication and division. Multiplying and dividing fluently, flexibly and efficiently will help students learn to internalize multiplication facts. Repeated practice with different multiplication and division strategies will also help to internalize multiplication facts. Students need lots of experiences with all different types of strategies.
Video Support:
Video support can be found on The WCPSS Academics YouTube Channel.
· http://tinyurl.com/WCPSSAcademicsYouTube
ES 3 Math Whole Number Multiplication Arrays
ES 3 Math Whole Number Discovering Division
LearnZillion Videos About Multiplication
· https://learnzillion.com/lessons/2488-multiply-by-multiples-of-10-with-base-ten-blocks
· https://learnzillion.com/lessons/2652-multiply-by-multiples-of-10-using-number-lines
· https://learnzillion.com/lessons/2760-multiply-by-mutliples-of-10-using-arrays
· https://learnzillion.com/lessons/2761-multiply-by-mutliples-of-10-by-breaking-apart-the-multiple-of-ten-into-2-factors
o ES 3 Math Whole Number Area as Multiplication
o ES 3 Math Whole Number Multiplication Using the Number Line
o ES 3 Math Whole Number Partition Model as Division
o ES 3 Math Whole Number Multiplication Using Equal Groups
Video support can be found on Learn Zillion.
· https://learnzillion.com
· Multiply by Multiples of Ten Using Arrays
o multiply-by-mutliples-of-10-using-arrays
· Solving Problems using Different Multiplication and Division Strategies
o solve-division-problems-by-drawing-pictures
o divide-using-a-sharing-model
o solve-word-problems-using-the-idea-of-equal-groups
o solve-word-problems-about-equal-groups-by-drawing-a-model
o solve-equal-groups-problems-using-arrays
o find-the-missing-quotient-in-a-division-problem
o understand-the-commutative-property-by-naming-arrays
o understand-the-commutative-property-of-multiplication-in-word-problems
o understand-multiplication-and-division-relationships
o commutative-and-associative-properties-to-solve-3-factor-word-problems
o interpret-division-as-an-unknown-factor-problem-using-arrays
o solving-twostep-word-problems-using-a-model
estimate-solutions-to-twostep-word-problems
Unit Overview: In this unit students will learn different strategies that will help them to understand the concepts of multiplication and division. The students will think of multiplication as groups of things. Fact families will help to emphasize the connection between multiplication and division. Students will learn the ideas behind the commutative, associative and distributive properties of multiplication. Over the course of the school year the students will internalize math facts to 9 x 9. Through discussions about multiplication and division the students will gain a better understanding of place value and the base ten system.
Strategies/Skills:The students will learn how to use arrays, number lines, fact families and drawings to help explain the concepts of both multiplication and division. Multiplying and dividing fluently, flexibly and efficiently will help students learn to internalize multiplication facts. Repeated practice with different multiplication and division strategies will also help to internalize multiplication facts. Students need lots of experiences with all different types of strategies.
Video Support:
Video support can be found on The WCPSS Academics YouTube Channel.
· http://tinyurl.com/WCPSSAcademicsYouTube
ES 3 Math Whole Number Multiplication Arrays
ES 3 Math Whole Number Discovering Division
LearnZillion Videos About Multiplication
· https://learnzillion.com/lessons/2488-multiply-by-multiples-of-10-with-base-ten-blocks
· https://learnzillion.com/lessons/2652-multiply-by-multiples-of-10-using-number-lines
· https://learnzillion.com/lessons/2760-multiply-by-mutliples-of-10-using-arrays
· https://learnzillion.com/lessons/2761-multiply-by-mutliples-of-10-by-breaking-apart-the-multiple-of-ten-into-2-factors
o ES 3 Math Whole Number Area as Multiplication
o ES 3 Math Whole Number Multiplication Using the Number Line
o ES 3 Math Whole Number Partition Model as Division
o ES 3 Math Whole Number Multiplication Using Equal Groups
Video support can be found on Learn Zillion.
· https://learnzillion.com
· Multiply by Multiples of Ten Using Arrays
o multiply-by-mutliples-of-10-using-arrays
· Solving Problems using Different Multiplication and Division Strategies
o solve-division-problems-by-drawing-pictures
o divide-using-a-sharing-model
o solve-word-problems-using-the-idea-of-equal-groups
o solve-word-problems-about-equal-groups-by-drawing-a-model
o solve-equal-groups-problems-using-arrays
o find-the-missing-quotient-in-a-division-problem
o understand-the-commutative-property-by-naming-arrays
o understand-the-commutative-property-of-multiplication-in-word-problems
o understand-multiplication-and-division-relationships
o commutative-and-associative-properties-to-solve-3-factor-word-problems
o interpret-division-as-an-unknown-factor-problem-using-arrays
o solving-twostep-word-problems-using-a-model
estimate-solutions-to-twostep-word-problems
Equalities and Inequalities
Common Core State Standards:
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 8 × ? = 48, 5 = ÷ 3, 6 × 6 = ?.
Unit Overview:The students may have some difficulty with the concept of equality because of their prior ideas about what the equals sign (=) means in a math equation. In this unit the students will learn that the equals sign (=) really shows balance between the different sides of an equation. For example in the equation 7 x 8 = 56. The 7 and the 8 make 56 so the equation is 56 = 56 where both sides of the equation are balanced. The students will also see equations like 4 x 7 = 14 x 2. Both sides of the equation again equal 28. The students will also be asked to find equations that show an inequality such as 8 x 7 = 3 x 9. In this equation 56 does not equal 27. The students will be asked to find out the unknown in an equation. For example in the equation 9 x ? = 27 the students can use their knowledge of multiplication and division to solve this problem with the unknown being 3.
Strategies/Skills:
· Multiplication Arrays
· Area Models
· Relationship between multiplication and division
· Knowledge of the symbols less than (< ) , greater than ( >) , and equal to ( =).
Video Support:
· No videos referenced for this unit.
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 8 × ? = 48, 5 = ÷ 3, 6 × 6 = ?.
Unit Overview:The students may have some difficulty with the concept of equality because of their prior ideas about what the equals sign (=) means in a math equation. In this unit the students will learn that the equals sign (=) really shows balance between the different sides of an equation. For example in the equation 7 x 8 = 56. The 7 and the 8 make 56 so the equation is 56 = 56 where both sides of the equation are balanced. The students will also see equations like 4 x 7 = 14 x 2. Both sides of the equation again equal 28. The students will also be asked to find equations that show an inequality such as 8 x 7 = 3 x 9. In this equation 56 does not equal 27. The students will be asked to find out the unknown in an equation. For example in the equation 9 x ? = 27 the students can use their knowledge of multiplication and division to solve this problem with the unknown being 3.
Strategies/Skills:
· Multiplication Arrays
· Area Models
· Relationship between multiplication and division
· Knowledge of the symbols less than (< ) , greater than ( >) , and equal to ( =).
Video Support:
· No videos referenced for this unit.
Patterns
Common Core State Standards: 3.OA.9 - Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
Unit Overview: In this unit the students will learn about square numbers and find examples and non-examples of square numbers. A square number is the product of a number and itself. For example 16 is a square number because 4 x 4 = 16. The students will work with numeric and geometric patterns. The students will extend and describe both types of patterns. Students will use tables to help them describe and extend patterns.
Video Support:
LearnZillion Lesson – Identifying Patterns on a Multiplication Chart
· https://learnzillion.com/lessons/1529-identify-patterns-on-a-multiplication-chart
Unit Overview: In this unit the students will learn about square numbers and find examples and non-examples of square numbers. A square number is the product of a number and itself. For example 16 is a square number because 4 x 4 = 16. The students will work with numeric and geometric patterns. The students will extend and describe both types of patterns. Students will use tables to help them describe and extend patterns.
Video Support:
LearnZillion Lesson – Identifying Patterns on a Multiplication Chart
· https://learnzillion.com/lessons/1529-identify-patterns-on-a-multiplication-chart
Graphing
Common Core State Standards: 3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.
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.
Unit Overview:The students will have many opportunities to work with graphs. Multiplication and division strategies will be used to tally up the data contained in different graphs. Students will ask questions, collect, analyze and interpret data with data that has a connection to their lives. The students will work with both vertical and horizontal bar graphs as well as line plots. Using metric and customary U.S. measuring systems will be built upon from second grade.
Video Support:Video support can be found on Learn Zillion
· https://learnzillion.com/lessons/3102-identify-questions-that-can-be-answered-using-graphs
· https://learnzillion.com/lessons/3180-answer-onestep-questions-about-a-bar-graph-by-drawing
· https://learnzillion.com/lessons/3195-answer-twostep-story-problems-about-a-bar-graph-by-drawing
· https://learnzillion.com/lessons/2612-creating-and-reading-a-ruler-to-measure-objects-to-the-nearest-quarter-inch
· https://learnzillion.com/lessons/2773-measure-an-object-to-the-nearest-quarter-inch-using-a-ruler
· https://learnzillion.com/lessons/2668-display-data-in-fractional-amounts-by-creating-a-line-plot
· https://learnzillion.com/lessons/2683-collect-and-show-data-on-a-line-plot
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.
Unit Overview:The students will have many opportunities to work with graphs. Multiplication and division strategies will be used to tally up the data contained in different graphs. Students will ask questions, collect, analyze and interpret data with data that has a connection to their lives. The students will work with both vertical and horizontal bar graphs as well as line plots. Using metric and customary U.S. measuring systems will be built upon from second grade.
Video Support:Video support can be found on Learn Zillion
· https://learnzillion.com/lessons/3102-identify-questions-that-can-be-answered-using-graphs
· https://learnzillion.com/lessons/3180-answer-onestep-questions-about-a-bar-graph-by-drawing
· https://learnzillion.com/lessons/3195-answer-twostep-story-problems-about-a-bar-graph-by-drawing
· https://learnzillion.com/lessons/2612-creating-and-reading-a-ruler-to-measure-objects-to-the-nearest-quarter-inch
· https://learnzillion.com/lessons/2773-measure-an-object-to-the-nearest-quarter-inch-using-a-ruler
· https://learnzillion.com/lessons/2668-display-data-in-fractional-amounts-by-creating-a-line-plot
· https://learnzillion.com/lessons/2683-collect-and-show-data-on-a-line-plot
Area and Perimeter
Common Core State Standards:3.MD.5 Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.MD.6 Measure area by counting unit squares (square cm, square m, square in, square ft., and improvised units).
3.MD.7 Relate area to the operations of multiplication and division.
3.MD.7d Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of non-overlapping parts, applying this technique to solve real world problems.
3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and perimeter.
Unit Overview:During this unit the students will have lots of experiences with area and perimeter. Many of these experiences will be hands on activities that are used to build a strong foundation before transitioning to student drawings using graph paper. Students will use tiles to build rectangles. By building rectangles the students get a hands-on experience that will help them to understand area and perimeter on a deeper level. They will form rows and columns when creating the different rectangles. The students will develop the understanding that by multiplying the side lengths of a rectangle is the same thing as counting all the tiles inside the shape. By using tiles and making drawings the students will explore the connection to multiplication. The students will know the difference between area and perimeter. When given a known width or length the students will be able to finding the missing length or width. Throughout the unit the students will solve lots of real world problems.
Video Support:
Video support can be found on The WCPSS Academics YouTube Channel.
· http://tinyurl.com/WCPSSAcademicsYouTube
o ES 3 Math Whole Number Perimeter Drawing
o ES 3 Math Whole Number Area Model
o cover-the-area-of-a-shape-using-square-units
o find-the-area-of-a-shape-using-square-units
o use-equal-square-units-to-find-the-area
o find-the-area-of-a-square-or-rectangle-by-counting-unit-squares
o determine-which-unit-of-measurement-to-use-to-find-the-area
o find-the-area-of-a-shape-using-a-key-to-find-the-unit-of-measure
o find-the-area-of-a-rectangle-using-an-array
o find-the-area-of-a-rectangle-by-multiplying-side-lengths
o find-missing-side-lengths-by-drawing-arrays
o given-the-area-find-missing-side-lengths-of-a-rectangle
o find-the-perimeter-of-a-polygon
o find-the-perimeter-of-a-square-or-rectangle-by-adding-side-lengths
o find-the-perimeter-of-a-polygon-in-real-world-problems
o find-perimeter-with-missing-side-lengths
3.MD.6 Measure area by counting unit squares (square cm, square m, square in, square ft., and improvised units).
3.MD.7 Relate area to the operations of multiplication and division.
3.MD.7d Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of non-overlapping parts, applying this technique to solve real world problems.
3.MD.8 Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and perimeter.
Unit Overview:During this unit the students will have lots of experiences with area and perimeter. Many of these experiences will be hands on activities that are used to build a strong foundation before transitioning to student drawings using graph paper. Students will use tiles to build rectangles. By building rectangles the students get a hands-on experience that will help them to understand area and perimeter on a deeper level. They will form rows and columns when creating the different rectangles. The students will develop the understanding that by multiplying the side lengths of a rectangle is the same thing as counting all the tiles inside the shape. By using tiles and making drawings the students will explore the connection to multiplication. The students will know the difference between area and perimeter. When given a known width or length the students will be able to finding the missing length or width. Throughout the unit the students will solve lots of real world problems.
Video Support:
Video support can be found on The WCPSS Academics YouTube Channel.
· http://tinyurl.com/WCPSSAcademicsYouTube
o ES 3 Math Whole Number Perimeter Drawing
o ES 3 Math Whole Number Area Model
o cover-the-area-of-a-shape-using-square-units
o find-the-area-of-a-shape-using-square-units
o use-equal-square-units-to-find-the-area
o find-the-area-of-a-square-or-rectangle-by-counting-unit-squares
o determine-which-unit-of-measurement-to-use-to-find-the-area
o find-the-area-of-a-shape-using-a-key-to-find-the-unit-of-measure
o find-the-area-of-a-rectangle-using-an-array
o find-the-area-of-a-rectangle-by-multiplying-side-lengths
o find-missing-side-lengths-by-drawing-arrays
o given-the-area-find-missing-side-lengths-of-a-rectangle
o find-the-perimeter-of-a-polygon
o find-the-perimeter-of-a-square-or-rectangle-by-adding-side-lengths
o find-the-perimeter-of-a-polygon-in-real-world-problems
o find-perimeter-with-missing-side-lengths
Understanding Fractions
Common Core State Standards:3.NF.1 Understand a fraction a 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.3.NF.2a Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. 3.NF.2b Represent a fraction a/b on a number line diagram by marking off a length 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. 3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.3.NF.3c Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3=3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.
Essential Vocabulary:
· Partition
· Fraction
· Equal Share
· Denominator
· Numerator
· Whole
· Unit Fraction
· Equivalent
· Number Line
· Equivalence
· Numerator
· Denominator
Unit Overview:
In this unit the students will begin to work with fractions that have a denominator of 2, 3, 4, 6, and 8. The students will begin breaking wholes into fractions. For example representing one whole as 3/3 and then discussing how 3/3 can be broken up into unit fractions 1/3 + 1/3 + 1/3. The denominator will equal the parts that a whole is broken into equally. Fractions strips will be used so that the students can compare the different fractions. Improper fractions will be discussed and the students will work with unit fractions that make improper fractions. The concept of improper fractions created from unit fractions is more important than knowing the word “improper fractions”. The concept of equivalence will be introduced in this unit.
Strategies/Skills:
· Number Lines
· Drawing parts of a whole
· Unit Fractions
Video Support:
Video support can be found on The WCPSS Academics YouTube Channel.
· http://tinyurl.com/WCPSSAcademicsYouTube
o ES 3 Math Fractions of the Number Line
Video support can be found on Learn Zillion
· https://learnzillion.com/
o understand-fractions-as-fair-shares
o write-fractions-with-numerator-and-denominator
o plot-a-unit-fraction-on-a-number-line
o identify-a-fraction-as-a-point-on-a-number-line-by-dividing-the-number-line-into-equal-parts
Essential Vocabulary:
· Partition
· Fraction
· Equal Share
· Denominator
· Numerator
· Whole
· Unit Fraction
· Equivalent
· Number Line
· Equivalence
· Numerator
· Denominator
Unit Overview:
In this unit the students will begin to work with fractions that have a denominator of 2, 3, 4, 6, and 8. The students will begin breaking wholes into fractions. For example representing one whole as 3/3 and then discussing how 3/3 can be broken up into unit fractions 1/3 + 1/3 + 1/3. The denominator will equal the parts that a whole is broken into equally. Fractions strips will be used so that the students can compare the different fractions. Improper fractions will be discussed and the students will work with unit fractions that make improper fractions. The concept of improper fractions created from unit fractions is more important than knowing the word “improper fractions”. The concept of equivalence will be introduced in this unit.
Strategies/Skills:
· Number Lines
· Drawing parts of a whole
· Unit Fractions
Video Support:
Video support can be found on The WCPSS Academics YouTube Channel.
· http://tinyurl.com/WCPSSAcademicsYouTube
o ES 3 Math Fractions of the Number Line
Video support can be found on Learn Zillion
· https://learnzillion.com/
o understand-fractions-as-fair-shares
o write-fractions-with-numerator-and-denominator
o plot-a-unit-fraction-on-a-number-line
o identify-a-fraction-as-a-point-on-a-number-line-by-dividing-the-number-line-into-equal-parts
Equivalent Fractions
Common Core State Standards:3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts ; understand a fraction a/b as the quantity formed when by parts of size 1/b. 3.NF.2 Understand a fractions as a number on the number line; represent fractions a number line diagram.3.NF.2b Represent a fraction a/b number line diagram by marking off lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. 3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.3.NF.3a Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. 3.NF.3b Recognize and generate simple equivalent fractions, e.g. ½ = 2/4, 4/6 = 2/3) Explain why the fractions are equivalent, e.g., by using a visual model fraction model. 3.NF.3c Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.3.NF.3d Compare fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Essential Vocabulary:
· Number Line
· Equivalent Fractions
· Fraction
· Denominator
· Numerator
· Fraction Strips
Unit Overview:
In this unit the students will compare equivalent fractions using number lines, fraction bar models, fractions strips and comparing equivalent fractions using greater than (>), less than (<), and equal to (=). The students will have lots of hands on activities to help them with the idea of equivalence. They will make connections to the different ways of representing fractions – number lines, fraction bar models, and fraction strips.
Strategies/Skills:
· Number Lines
· Fraction Strips
Video Support:
Video support can be found on The WCPSS Academics YouTube Channel.
Video support can be found Learn Zillion
· https://learnzillion.com/
o equivalent-fractions-using-fraction-models
o equivalent-fractions-using-a-number-line
o equivalent-fractions-using-fraction-strips
o equivalent-fractions-using-fraction-models
o use-fraction-strips-to-generate-equivalent-fractions
Essential Vocabulary:
· Number Line
· Equivalent Fractions
· Fraction
· Denominator
· Numerator
· Fraction Strips
Unit Overview:
In this unit the students will compare equivalent fractions using number lines, fraction bar models, fractions strips and comparing equivalent fractions using greater than (>), less than (<), and equal to (=). The students will have lots of hands on activities to help them with the idea of equivalence. They will make connections to the different ways of representing fractions – number lines, fraction bar models, and fraction strips.
Strategies/Skills:
· Number Lines
· Fraction Strips
Video Support:
Video support can be found on The WCPSS Academics YouTube Channel.
Video support can be found Learn Zillion
· https://learnzillion.com/
o equivalent-fractions-using-fraction-models
o equivalent-fractions-using-a-number-line
o equivalent-fractions-using-fraction-strips
o equivalent-fractions-using-fraction-models
o use-fraction-strips-to-generate-equivalent-fractions
Comparing Fractions
Common Core State Standards:3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts ; understand a fraction a/b as the quantity formed when by parts of size 1/b. 3.NF.2 Understand a fractions as a number on the number line; represent fractions a number line diagram.3.NF.2b Represent a fraction a/b number line diagram by marking off lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. 3.NF.2c Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.3.NF.3a Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. 3.NF.3b Recognize and generate simple equivalent fractions, e.g. ½ = 2/4, 4/6 = 2/3) Explain why the fractions are equivalent, e.g., by using a visual model fraction model. 3.NF.3c Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.3.NF.3d Compare fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Essential Vocabulary:
· Fraction
· Denominator
· Numerator
Unit Overview:
In this unit the students will use fraction pieces from a fraction strip to compare fractions. Comparison symbols like greater than (>), less than (<) and equal to (=) will be used when comparing fractions. The students will explore how to compare different sized objects with the same fractional part. For example the students will compare half of a large sandwich to half of a small sandwich. The students will make comparisons between fractional numbers and circle fractions. For example students will compare the fraction ½ and a circle that is half shaded.
Strategies/Skills:
· Use comparison symbols
· Compare fraction numbers to circle fractions
Video Support:
Video support can be found on The WCPSS Academics YouTube Channel.
Video support can be found on Learn Zillion
· https://learnzillion.com/
o use-circle-models-to-find-simple-equivalent-fractions
o use-area-models-to-generate-equivalent-fractions
Essential Vocabulary:
· Fraction
· Denominator
· Numerator
Unit Overview:
In this unit the students will use fraction pieces from a fraction strip to compare fractions. Comparison symbols like greater than (>), less than (<) and equal to (=) will be used when comparing fractions. The students will explore how to compare different sized objects with the same fractional part. For example the students will compare half of a large sandwich to half of a small sandwich. The students will make comparisons between fractional numbers and circle fractions. For example students will compare the fraction ½ and a circle that is half shaded.
Strategies/Skills:
· Use comparison symbols
· Compare fraction numbers to circle fractions
Video Support:
Video support can be found on The WCPSS Academics YouTube Channel.
Video support can be found on Learn Zillion
· https://learnzillion.com/
o use-circle-models-to-find-simple-equivalent-fractions
o use-area-models-to-generate-equivalent-fractions
Partitioning Shapes/Fractions
Common Core State Standards:3.G.2 Partition shapes into parts with equal areas. Express the areas of each part as a unit fraction of the whole. For example, partition a shape into 4 part with equal area, and describe the area of each part as ¼ of the area of the shape. 3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts ; understand a fraction a/b as the quantity formed when by parts of size 1/b. 3.NF.2 Understand a fractions as a number on the number line; represent fractions a number line diagram.3.NF.2b Represent a fraction a/b number line diagram by marking off lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. 3.NF.2c Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.3.NF.3a Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. 3.NF.3b Recognize and generate simple equivalent fractions, e.g. ½ = 2/4, 4/6 = 2/3) Explain why the fractions are equivalent, e.g., by using a visual model fraction model. 3.NF.3c Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.3.NF.3d Compare fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Essential Vocabulary:
· Fraction
· Denominator
· Numerator
· Whole
· Trapezoid
· Rhombus
· Hexagon
· Triangle
· Rectangle
· Partition
· Unit Fraction
Unit Overview:In this unit the students will find the fractional parts of different geometric shapes like the trapezoid, rhombus, hexagon, and triangle. They will also discover how many smaller geometric shapes fit into the bigger geometric shapes. Fraction strips will be used to help make number lines. Equivalent fractions like 3/6 and ½ will be compared on two different number lines. Circles will be used to compare different fractions such as 2/3 and 5/6. At the end of the unit the students will be asked to solve fraction story problems using the different strategies they learned in the unit.
Strategies/Skills:
· Fraction Strips
· Number Line
Video Support:
Video support can be found Learn Zillion
· www.learnzillion.com
o describe-a-fraction-as-an-equal-share-of-a-whole
Essential Vocabulary:
· Fraction
· Denominator
· Numerator
· Whole
· Trapezoid
· Rhombus
· Hexagon
· Triangle
· Rectangle
· Partition
· Unit Fraction
Unit Overview:In this unit the students will find the fractional parts of different geometric shapes like the trapezoid, rhombus, hexagon, and triangle. They will also discover how many smaller geometric shapes fit into the bigger geometric shapes. Fraction strips will be used to help make number lines. Equivalent fractions like 3/6 and ½ will be compared on two different number lines. Circles will be used to compare different fractions such as 2/3 and 5/6. At the end of the unit the students will be asked to solve fraction story problems using the different strategies they learned in the unit.
Strategies/Skills:
· Fraction Strips
· Number Line
Video Support:
Video support can be found Learn Zillion
· www.learnzillion.com
o describe-a-fraction-as-an-equal-share-of-a-whole
Time
Common Core State Standards:3.MD.1 Tell and write time to the nearest minute and measures time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g, by representing the problem on a number line diagram.
Essential Vocabulary:
· A.M.
· P.M.
· Digital Clock
· Analog Clock
· Elapsed Time
Unit Overview:In this unit the students will build on their knowledge of second grade. They will build on the knowledge of knowing how to tell time to 5 minutes and now they will tell time to the exact minute. Half hour, quarter hour and hour will be used as benchmarks on the analog clock to help the students tell time accurately. Elapsed time will be a major part of this unit. Students will use the number line to help solve these problems.
Strategies/Skills:
· Reading a digital and analog clock
· Number Line
Video Support:
Video support can be found on Learn Zillion
· https://learnzillion.com/
o reading-the-exact-minute-on-a-clock
o reading-the-exact-time-on-a-clock
o drawing-the-exact-time-on-a-clock
o solving-elapsed-time-word-problems-to-the-nearest-five-minutes
o solving-elapsed-time-word-problems-to-the-nearest-minute
Essential Vocabulary:
· A.M.
· P.M.
· Digital Clock
· Analog Clock
· Elapsed Time
Unit Overview:In this unit the students will build on their knowledge of second grade. They will build on the knowledge of knowing how to tell time to 5 minutes and now they will tell time to the exact minute. Half hour, quarter hour and hour will be used as benchmarks on the analog clock to help the students tell time accurately. Elapsed time will be a major part of this unit. Students will use the number line to help solve these problems.
Strategies/Skills:
· Reading a digital and analog clock
· Number Line
Video Support:
Video support can be found on Learn Zillion
· https://learnzillion.com/
o reading-the-exact-minute-on-a-clock
o reading-the-exact-time-on-a-clock
o drawing-the-exact-time-on-a-clock
o solving-elapsed-time-word-problems-to-the-nearest-five-minutes
o solving-elapsed-time-word-problems-to-the-nearest-minute
Measurement
Common Core State Standards:3.MD.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g) kilograms (kg) and liters (l). Add, subtract, multiply, or divide to solve one step word problems involving masses or volumes that are given in the same units, e.g. by using drawing (such as a beaker with measurement scale) to represent the problem. 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, and quarters.
Essential Vocabulary:
· Estimate
· Liter
· Capacity
· Gram
· Kilogram
· Liter
· Capacity
· Inch
· Foot
· Line Plot
Unit Overview:In this unit the students will use different containers (liter, ½ liter, and 250 mL). The students will compare different liquid measurements in the different containers. Balances will be used to compare real life objects such as pencils and erasers to 1, 5 and 10 gram cubes. The students will use rulers to measure to the whole, half and fourth. Line plots will be used when gathering measuring data. All four operations (add, subtract, multiply and divide) will be used to solve story problems about measurement.
Strategies/Skills:
· Balance
· Ruler
Video Support:
Video support can be found on Learn Zillion
· https://learnzillion.com/
o understand-volume-and-how-volume-is-measured
o measure-volume-in-liters
o understand-mass-and-how-mass-is-measured
o solve-word-problems-about-mass-by-adding-and-subtracting-on-a-number-line
o solve-word-problems-about-volume-by-adding-and-subtracting-on-a-number-line
o solve-multiplication-and-division-word-problems-about-mass-by-drawing-pictures
o solve-multiplication-and-division-word-problems-about-volume-by-drawing-pictures
o creating-and-reading-a-ruler-to-measure-objects-to-the-nearest-quarter-inch
o measure-an-object-to-the-nearest-quarter-inch-using-a-ruler
o display-data-in-fractional-amounts-by-creating-a-line-plot
o collect-and-show-data-on-a-line-plot
Essential Vocabulary:
· Estimate
· Liter
· Capacity
· Gram
· Kilogram
· Liter
· Capacity
· Inch
· Foot
· Line Plot
Unit Overview:In this unit the students will use different containers (liter, ½ liter, and 250 mL). The students will compare different liquid measurements in the different containers. Balances will be used to compare real life objects such as pencils and erasers to 1, 5 and 10 gram cubes. The students will use rulers to measure to the whole, half and fourth. Line plots will be used when gathering measuring data. All four operations (add, subtract, multiply and divide) will be used to solve story problems about measurement.
Strategies/Skills:
· Balance
· Ruler
Video Support:
Video support can be found on Learn Zillion
· https://learnzillion.com/
o understand-volume-and-how-volume-is-measured
o measure-volume-in-liters
o understand-mass-and-how-mass-is-measured
o solve-word-problems-about-mass-by-adding-and-subtracting-on-a-number-line
o solve-word-problems-about-volume-by-adding-and-subtracting-on-a-number-line
o solve-multiplication-and-division-word-problems-about-mass-by-drawing-pictures
o solve-multiplication-and-division-word-problems-about-volume-by-drawing-pictures
o creating-and-reading-a-ruler-to-measure-objects-to-the-nearest-quarter-inch
o measure-an-object-to-the-nearest-quarter-inch-using-a-ruler
o display-data-in-fractional-amounts-by-creating-a-line-plot
o collect-and-show-data-on-a-line-plot