3rd Grade Math - Cicero Public School District 99...SAB p. 24 3rd Grade Math Unit 1: Trading...

Session Essential QuestionsContent

StandardsPractices Assessments

Sample

Lessons/ActivitiesVocabulary Resources

Interdisciplinary

Connections

Prior

Knowledges

1.1 How do you recognize and

represent place value of each digit

in 2&3 digit numbers?

3.NBT.2 MP4: Model with

mathematics

MP5: Use appropriate

tools strategically

MP7: Look for and make

use of structure

Observing students at

work: pg. 32

M4-100s chart

T2-stickers, strips, and

singles

Class Pocket Chart

digit

sum

degree

Fahrenheit

Celsius

Student Activity Book

1-7

Student handbook 6-8

Family letter

Smart Notebook

1.2 How do you solve a set of problems

that involve adding and subtracting

2 digit numbers?

3.OA.9

NBT.2

MP4: Model with

mathematics


tools strategically


use of structure

Observing Students at

work: pg.42

equations

tens place

ones place

difference


11-12

Student Handbook 6,

12-15, 30, 36

Family Letter

Smart Notebook

Writing About

Mathematical

Thinking: Session 1.2

SAB p. 11

1.3 How do you solve problems that

involve ones digits with sums

greater than 10?

3.OA.8

3.NBT.2

MP4: Model with

mathematics


tools strategically


use of structure


work: pg. 49

Class number line adding by place

adding one

number in parts

number line


13-14

Student Math

Handbook 12-14

Family Letter

1.4 How do you solve missing addend

problems in which they find the

difference between a 2 digit number

and 100?

3.OA.8

3.OA.9

3.NBT.2

MP4: Model with

mathematics


tools strategically


use of structure


work: pg. 55

M12 100s grids unmarked

number line

Student Activity book

15-18

Student Math

Handbook 29-30

1.5 How do you add and subtract

multiples of 10?

3.NBT.2 MP2: Reason abstractly

and quantitatively


tools strategically


use of structure


work: pg. 63

M13-Capture 5 game

M14-M16-Change cards


19-20

Student Math

Handbook G3

1.6 How do you find the difference

between 2 digit numbers and 100

and adding and subtracting tens and

ones?

3.OA.8

3.NBT.2

MP2: Reason abstractly

and quantitatively


use of structure


work: pg. 69-70

M3-assessment checklist

M17 Collect $2.00

Pennies, dimes, & dollar

sets

M18 200 chart

Penny

Dime

Dollar


21-25

Student Math

Handbook 36, 37-38,

G6

Writing About

Mathematical


SAB p. 24

3rd Grade Math

Unit 1: Trading Stickers, Combining Coins

Investigation 1: Hundreds, Tens, & Ones1. place value to

10's and 1's

2. magnitude and

sequence of

numbers to 100

3. addition

combinations to

10+10

4. understand the

relationship

between addition

and subtraction

5. write addition

and subtraction

equations

6. strategies for

addition of 2-digit

numbers

7. finding the

missing part of a

subtraction

problem

8. Use a 100 chart

Unit 1



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Hundreds, Tens, & Ones1.7 How do you find the difference

between a number and 100 or 200?

3.OA.8

3.OA.9

3.NBT.2


and quantitatively

MP3: construct viable

arguments and critique

the reasoning of others


use of structure


work: pg. 75


27-30

Student Math

Handbook 36-38, G3

1.8 How do you find different

combinations of hundreds, tens,

and ones for a number and

recognize their equivalence?

3.OA.8

3.NBT.2

MP1: Make sense of

problems and persevere

in solving them


tools strategically


use of structure


work: pg. 80


31-34

Student Math

Handbook 7-8, 9

1.9 How do you find the difference

between a 2 digit number and 100?

How do you represent a 2 digit

number with equivalent

combinations of tens and ones?

3.NBT.2 MP1: Make sense of


in solving them

MP3: Construct viable




work page 89

Assessment M21-M22

M12 M18

cubes in towers of ten

pennies, dimes, and

dollar sets


pg. 35

Invest

igatio2.1 How do you solve addition

combinations up to 10+10 and

identify combinations that are not

yet fluent?


work page 100

M23-M28 Addition

cards

M31-M32 Family letter

Chart: Addition Card

Strategies

addition

combinations


pg. 36-38

Student Math

Handbook 16-19

2.2 How do you use knowledge of place

value and known combinations with

sums of 100 to find pairs of 2-digit

numbers that add up to or close to

100?

3.OA.9

3.NBT.2


and quantitatively


tools strategically


use of structure


work page 107

M30: Close to 100

M33-M35 Digit Cards

M36: Recording Sheet

Student Activity book:

39-40

Student Math

Handbook 13-15

Writing About

Mathematical


SAB p. 40

1. place value to

10's and 1's

2. magnitude and

sequence of

numbers to 100

3. addition

combinations to

10+10

4. understand the

relationship

between addition

and subtraction

5. write addition

and subtraction

equations

6. strategies for

addition of 2-digit

numbers

7. finding the

missing part of a

subtraction

problem

8. Use a 100 chart

Unit 1



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Hundreds, Tens, & Ones2.3 How do you use different strategies

to find pairs of 2-digit numbers that

add to 100?

3.OA.8

3.OA.9

3.NBT.2

MP1: Make sense of


in solving them





use of structure


work pages 112-113


pg. 41-44

Student Math

Handbook page 13-15

& 20-24

Writing About

Mathematical


SAB p. 41-42

2.4 How do you find coin equivalencies

and combinations of coins that

equal $1.00?

3.NBT.2 MP1: Make sense of


in solving them





use of structure


work pages 118-119

M4: 100 chart

M38: Make a dollar

M39-M42: Coin Cards

M43: Make a Dollar

Recording Sheet

T11-T14: Coin Cards

Coin and Dollar sets

quarter

nickel


45-48

Student Math

Handbook page 37-38

2.6 How do students use strategies to

solve story problems? How do you

find combinations if 100 and $1.00?

3.OA.9

3.NBT.2

MP1: Make sense of


in solving them




MP6: Attend to

precision


work page 131

M29: Addition

combinations Practice


pg. 7-8

Student Math

Handbook 7-8, 13-15,

36

2.7 How do you find the equivalence of

different combinations of hundreds,

tens, and ones for the same

number?

3.OA.8

3.NBT.2

MP1: Make sense of


in solving them





use of structure


work page 136

M12: 100s grids

M18: 200 chart

Coin and Dollar Sets

Materials for :Capture 5,

Make a Dollar, and

Close to 100


55-57

Student Math

handbook 7-8, 9

Writing About

Mathematical


SAB p. 55-56

1. place value to

10's and 1's

2. magnitude and

sequence of

numbers to 100

3. addition

combinations to

10+10

4. understand the

relationship

between addition

and subtraction

5. write addition

and subtraction

equations

6. strategies for

addition of 2-digit

numbers

7. finding the

missing part of a

subtraction

problem

8. Use a 100 chart

Unit 1



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Hundreds, Tens, & Ones2.8 How do you use solve problems that

focus on addition, combinations

that make 100, and place value?

3.OA.8

3.NBT.2

MP1: Make sense of


in solving them





use of structure


work page 140

End of unit assessment

M46-M48

M46-M48 End of Unit

Assessment


59

Student Math

Handbook 7-8, 20-24,

36

Unit 1



Sample


Interdisciplinary

Connections

Prior

Knowledges

1.1 How can you classify and organize

categorical data?

Can you organize categorical data in

different ways?

1. make sense of


in solving them

2.Reason abstractly and

quantitatively

4.Model with

mathematics

Observe students at work

on page 30

data

categories


1-2

Student Handbook 88,

90-91

M1-M4

Smart Notebook

lesson

Writing About

Mathematical


SAB p. 1

1.2 How can you classify and organize

categorical data?

Can you organize categorical data in

different ways?

Can you represent categorical data

by using a picture graph?

3.MD.3 1. make sense of


in solving them


quantitatively

4.Model with

mathematics


on page 37


1, 3-4

Student Handbook 90-

91

M2, M5-M6, M16

Smart book Lesson

1.3 Can you represent data by using a

describe and picture or graph?

How can you describe and interpret

categorical data?

How well does your data

representation communicate to an

audience?



in solving them


quantitatively

8. Look for and express

regularity and express

regularity in repeated

reasoning.


on page 33

data Student Activity book

5-6

Student Handbook 88

Smart book Lesson

1.4 Can you read and interpret bar

graphs?

Can you read a scale on a graph

with intervals larger than 1?

How can you use data to compare

groups?



in solving them


quantitatively


regularity and express


reasoning.


on page 54

bar graph,

scale,

double bar graph,

interval,

key


7-11

Student Handbook

92,94

M7

Smart book Lesson

3rd Grade Math

Unit 2: Surveys & Line Plots

Investigation 1: Representing & Describing Categorical Data Using and

creating bar

graphs and line

plots

Unit 2



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Representing & Describing Categorical Data1.5 How can you develop and revise a

survey question?

Can you use data to compare

groups?

Can you read and interpret graphs?



in solving them


quantitatively

3. Construct viable



Assessment Activity:

Interpreting Bar Graphs


on page 60

survey Student Activity book

13-16

Student Handbook

88,89,92

M8,M9

Smart book Lesson

Writing About

Mathematical


SAB p. 14

1.6 Can you Use data to compare

groups?

Can you read and interpret bar

graphs?

Can you use summaries such as:

almost all, very few, half, or more

than half?

3.MD.3 2.Reason abstractly and

quantitatively

3. Construct viable





reasoning

Assessment Activity:

Interpreting Bar Graphs


on page 70, 72

double bar graph,

less than half,

more than half,

compare,

mode


13-14,17

Student Handbook

93,94

M9

Smart book Lesson

1.7 Can you develop classifications to

organize categorical data?

Can you represent categorical data



quantitatively

3. Construct viable





reasoning


on page 86


18


94

Smart book Lesson

1.8 Can you represent categorical data




than half?

Can you use data to compare

groups?


quantitatively

3. Construct viable





reasoning


on page 91

data Student Activity book

19-20


94

Smart book Lesson

Using and

creating bar

graphs and line

plots

Unit 2



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Representing & Describing Categorical Data2.1 Can you use a line plot, bar graph,

or other representation to represent

ordered, numerical data?

Can you describe the shape of

numerical data?

Can you interpret what the numbers

and symbols on a line plot mean?

3.MD.3 2.Reason abstractly

and quantitatively

3. Construct viable



7. Look for and make

use of structure


on page 100


21-24


98

M16

Smart book Lesson

2.2 3.MD.3 2.Reason abstractly and

quantitatively

3. Construct viable




use of structure


on page 105

line plot,

data,

category,

mode,

range,

outlier,

survey


25-29


98

M16

Smart book Lesson

Writing About

Mathematical


SAB p. 91

3.1 How can you measure in inches?



Can you interpret what the numbers

and symbols on a line plot mean?


quantitatively

4. Model with

mathematics

6. Attend to precision


on page 127, 128, 130

distance,

U.S. standard

system,

metric system,

inch,

feet,

data,

line plot,

range,

length


44-46


107

Smart book Lesson

3.2 Can you measure lengths longer

than the measuring tool?

Do you understand the relationship

between feet and yards?

Can you combine feet and inches to

get a total measurement?


quantitatively

3. Construct viable



4. Model with

mathematics



on page 134, 135, 138

yard Student Activity book

44, 47-48


109

Smart book Lesson

Writing About

Mathematical


SAB p. 48

Investigations 2: Representing and Describing Numerical Data

Investigations 3: Collecting and Analyzing Measurement Data

Using and

creating bar

graphs and line

plots

Unit 2



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Representing & Describing Categorical Data3.3 Do you understand the relationship

between feet and inches?

Can you use the correct notation to

write a measurement in feet and

inches?

Can you describe what values are


quantitatively

4. Model with

mathematics



on page 144


44, 49-54


98, 105-109

Smart book Lesson

3.4 Can you measure lengths longer

than the measuring tool?




typical and atypical in a data set?



in solving them


quantitatively

3. Construct viable




on page 151


44, 55-56


98, 107-109

Smart book Lesson

Writing About

Mathematical


SAB p. 55

3.5 Can you describe the shape of




than half?


typical and atypical in a data set?

Can you develop classifications to

organize categorical data?

Can you describe and interpret

categorical data?



in solving them


quantitatively

3. Construct viable



End of Unit Assessment Student Activity book

57


91, 93, 95-98

M16, M19-M20

Smart book Lesson

Writing About

Mathematical


SAB p. M19-M20, End-

of-the -Unit-

Assessment

Using and

creating bar

graphs and line

plots

Unit 2



Sample


Interdisciplinary

Connections

Prior

Knowledges

1.1 Making a 1000 chart

Can students construct a 1,000

chart from groups of 100.

Can students locate numbers on

their 1,000 charts?

3.OA.9

3.NBT.2


and quantitatively





use of structure

Ongoing Assessment:

Observe student at work

pg. 32

Make a 1-1000 chart use

Resource masters M2-

M6

landmark

numbers

Student activity book

1-2

Student Math

Handbook 10-11

Family Letter

Resource masterM7-

M8

Writing About

Mathematical


SAB p. 1

1.2 Collections and Quantities on the

1000 chart

Can students identify the value of

each digit?

3.NBT.2 MP2: Reason abstractly

and quantitatively


use of structure

Ongoing Assessment:


pg. 37

Collection Cards use


M16


3-5

Student Math

Handbook 10-11

Family Letter

Resource master M17-

M18

1.3 Go Collecting Estimating 100s

How can estimating help with the

counting of numbers in the

hundreds?

3.NBT2 MP1 Make sense of


in solving them

MP2 Reason abstractly

and quantitatively

MP8 Look for and

express regularity in

repeated reasoning,

Ongoing Assessment:


pg. 44-45

Go Collecting use


M26

Digit cards Resource

Masters M21-23

Close to 100 Resource

masters M19


3, 7-9

Student Math

Handbook 7-8,10-

11,20-24,:

G5,G13-G14

1.4 How many is 10?

Can students identify how many

groups of 10 are in a 3-digit

number? (e.g., 153 has 15 groups of

10 plus 3 ones)

3.OA.8

3.NBT.2

MP1 Make sense of


in solving them


and quantitatively




MP8 Look for and


repeated reasoning

Ongoing Assessment:


pg. 49


10-13

Student Math

Handbook 7-8, 9:

G5, G13-G14

Writing About

Mathematical


SAB p. 10-11

3rd Grade Math

Unit 3: Collections & Travel Stories

Investigation 1: Building 1,0001. add and

subtract 2-digit

numbers

2. understand

place value to the

third digit

3. add and

subtract by

multiples of 10

4. addition

strategies with 2-

digit numbers

5. addition

combinations of

100

6. find the

difference

between 2 and 3-

digit numbers

between 200

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Building 1,0001.5 How many is 100s?

How can students recognize and

represent the groups of 10s in 3-

digit numbers?

Can Students estimate the sum of 2

and 3 digit numbers using

knowledge of place values and

known combinations?

3.OA.8

3.OA.9

3.NBT.2


and quantitatively





use of structure

MP8: Look for and


repeated reasoning

Ongoing Assessment:


pg. 54

Class Collection use

Resource Masters M27-

M28


10-11, 15-20

Student Math

Handbook 9, 20-24:

G13-G14

Writing About

Mathematical


SAB p. 19

1.6 Representing how many 10s?

Can students find the difference

between 2 digit numbers?

What are pairs of numbers that add

to 100?

Can students find and represent

groups of 10's in 3-digit numbers?

3.OA.9

3.NBT.2


and quantitatively


use of structure

MP8: Look for and


repeated reasoning


10-11, 15-17, 21

Student Math

Handbook 7-8, 20-24:

G5, G13-G14

1.7A

Appendix

lesson see

p.CC14

Rounding whole numbers 3.NBT.1

3.MD.1

MP4: Model with

Mathematics





use of structure

MP8 Look for and


repeated reasoning


Student Math

Handbook

2.1 How many stickers?

Are students able to break apart

numbers in order to solve addition

problems with 2 and 3 digit

numbers up to 400?

Can students represent different

addition strategies?

3.0A.8

3.NBT.2


and quantitatively




MP4: Model with

Mathematics

MP6: Attend to

precision

Ongoing Assessment:


pg. 71

Student activity book:

22-24

Student Math

Handbook 6, 7-8, 13-

15, 20-24

Investigations 2: Addition

1. add and

subtract 2-digit

numbers

2. understand

place value to the

third digit

3. add and

subtract by

multiples of 10

4. addition

strategies with 2-

digit numbers

5. addition

combinations of

100

6. find the

difference

between 2 and 3-

digit numbers

between 200

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Building 1,0002.2 Combining Collections

Can students estimate the sum of 2

and 3 digit numbers using

knowledge of place value and

known combinations?

How do students represent addition

strategies?

3.NBT.2 MP2 Reason abstractly

and quantitatively




MP4: Model with

Mathematics

MP6: Attend to

precision

Ongoing Assessment:


pg. 77


25-29

Student Math

Handbook 7-8, 20-24

2.3 Assessment Numbers on the 1000

chart

Do students mentally add and

subtract multiples of ten knowing

that the ones digit will stay the

same?

3.OA.8

3.OA.9

3.NBT.2

MP1 Make sense of


in solving them


and quantitatively




MP6: Attend to

precision

Ongoing Assessment:


pg. 83

Assessment: Use

Resource master M35-

M36

Assessment Activity

Numbers on the 1000

chart.

Check list available.

Resource master M39

300 Chart use Resource

Masters M30-M32

Plus/Minus Cards use


M34


31-33

Student Math

Handbook 36 and G4

2.4 How did you start?

Do students have at least one

strategy that they can use

effectively, such as adding by place

or keeping one number whole and

adding the other on in parts?

Can they apply this to 3 digit

numbers?

3.OA.8

3.OA.9

3.NBT.2


and quantitatively




MP8: Look for and


repeated reasoning,

Ongoing Assessment:


pg. 86


35-37

Student Math

Handbook 20-24, 36

and G4

2.5 Addition starter problems

Can students solve the Starter

problems mentally?

Do students choose one of the

starts to solve the final problem?

3.OA.9

3.NBT.2


and quantitatively




MP8 Look for and


repeated reasoning

Ongoing Assessment:


pg. 93


39-42

Student Math

Handbook 20-24

1. add and

subtract 2-digit

numbers

2. understand

place value to the

third digit

3. add and

subtract by

multiples of 10

4. addition

strategies with 2-

digit numbers

5. addition

combinations of

100

6. find the

difference

between 2 and 3-

digit numbers

between 200

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Building 1,0002.6 Solving Addition problems


strategy they can use effectively,

such as adding by place value or

keeping one number whole and


3.OA.9

3.NBT.2

MP1 Make sense of


in solving them


and quantitatively




MP8 Look for and


repeated reasoning

Ongoing Assessment:


pg. 96

Collections Match use


M41


43-44

Student Math

Handbook 20-24, 36:

G4, G8, G13-G14

2.7 Assessment: Addition Strategies


strategy they can use effectively,

such as adding by place value or

keeping one number whole and


3.OA.9

3.NBT.2

MP1: Make sense of


in solving them


and quantitatively

MP6: Attend to

precision

MP8 Look for and


repeated reasoning

Assessment activity

Addition strategies use

Resource Masters M42


45-46

Student Math

Handbook 7-8, 20-

24,36:

G4,G8, G13-G14

3.1

(LESSON

Can be

skipped)

Subtraction Facts

Do students know all the addition

combinations up to 10 + 10?

Can they use these to solve related

subtraction problems?

Ongoing Assessment:


pg. 112

Subtractions cards use


M50

subtraction facts Student activity book

47-48

Student Math

Handbook pg. 31

1. add and

subtract 2-digit

numbers

2. understand

place value to the

third digit

3. add and

subtract by

multiples of 10

4. addition

strategies with 2-

digit numbers

5. addition

combinations of

100

6. find the

difference

between 2 and 3-

digit numbers

between 200

Investigations 3: Finding the Difference

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Building 1,0003.2 Over and under 100

Are students finding the 2-3 digit

numbers at given distances from

100?

Are they able to represent these

numbers and their distances

from100 on the number line?

3.OA.9

3.NBT.2

3.MD.1


and quantitatively




MP4: Model with

Mathematics


use of structure

Ongoing Assessment:


pg. 118

Introducing Distance

Riddles use Resource

masters M52

200 Chart Resource

masters M53

Practicing with

subtraction Cards use

Resource masters M51

difference Student activity book

49-51

Student Math

Handbook 29-30

3.3 How far from 100?

Are students accurately determining

the difference between each

number and 100 and identifying the

one that is closer?

3.OA.9

3.NBT.2

3.MD.1


and quantitatively




MP4: Model with

Mathematics


use of structure

Ongoing Assessment:


pg. 124

How far from 100 use

Resources Masters M54

How far from 100?

Recording sheet


52-53

Student Math

Handbook 29-30,

G15

3.4 Travel problems crossing over 100


between two numbers by either

adding or subtracting?

3.OA.9

3.NBT.2

3.MD.1

MP1: Make sense of


in solving them


and quantitatively




MP4: Model with

Mathematics

Ongoing Assessment:


pg. 131


Student Math

Handbook

Writing About

Mathematical


SAB p. 56

1. add and

subtract 2-digit

numbers

2. understand

place value to the

third digit

3. add and

subtract by

multiples of 10

4. addition

strategies with 2-

digit numbers

5. addition

combinations of

100

6. find the

difference

between 2 and 3-

digit numbers

between 200

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Building 1,0003.5 Finding the difference between

two numbers

Can students solve subtraction


numbers (up to 300) by using

strategies that involve either

subtracting one number in pairs,

adding up or subtracting down?

3.OA.8

3.OA.9

3.NBT.2

MP1 Make sense of


in solving them


and quantitatively

MP4: Model with

Mathematics


use of structure

Ongoing Assessment:


pg. 139


Student Math

Handbook

3.6 Assessment: How far did they

travel?

3.OA.9

3.NBT.2

3.MD.1

MP1: Make sense of


in solving them


and quantitatively

MP4: Model with

Mathematics


use of structure

Ongoing assessment:


work pg142

Assessment Activity How

far did they travel? Use

resource masters M61-

M62


Student Math

Handbook

3.7 The trip home

Can students solve subtractions

problems that involve fining a

missing part?

3.OA.9

3.NBT.2

3.MD.1

MP1: Make sense of


in solving them


and quantitatively

MP4: Model with

Mathematics


use of structure

Ongoing Assessment:


pg. 148 & 151

Assessment Activity: Use


M62

The trip home use


M60


Student Math

Handbook

1. add and

subtract 2-digit

numbers

2. understand

place value to the

third digit

3. add and

subtract by

multiples of 10

4. addition

strategies with 2-

digit numbers

5. addition

combinations of

100

6. find the

difference

between 2 and 3-

digit numbers

between 200

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Building 1,0004.1 Compare lengths and heights

Can students solve subtraction story

problems in contexts that include

removing a part from a whole,

comparing 2 quantities, or finding

the missing part?

3.0A.8

3.NBT.2

3.MD.1

MP1: Make sense of


in solving them




MP4: Model with

Mathematics

Ongoing Assessment:


pg161


pg.64-66

Student Math

Handbook pg. 26-28,

29-30, 32-35

4.2 Comparing quantities


problems in contexts that include

removing a part from a whole,

comparing 2 quantities, or finding

the missing part?

3.0A.8

3.NBT.2

3.MD.1

MP1 Make sense of


in solving them




MP4: Model with

Mathematics

Ongoing Assessment:


pg. 167

add up

subtract back


pg. 68-69

Student Math

Handbook pg. 13-15,

26-28, 29-30, 32-35

4.3 Who has more?


problems that involve comparison?


between 2-3 digit numbers and

100?

3.0A.8

3.NBT.2

3.MD.1

MP1: Make sense of


in solving them




MP8 Look for and


repeated reasoning

Ongoing Assessment:


pg. 173 & 174


pg. 71-74

Student Math

Handbook pg. 26-28,

32-35 and G15

Writing About

Mathematical


SAB p. 72

1. add and

subtract 2-digit

numbers

2. understand

place value to the

third digit

3. add and

subtract by

multiples of 10

4. addition

strategies with 2-

digit numbers

5. addition

combinations of

100

6. find the

difference

between 2 and 3-

digit numbers

between 200

Investigations 4: Subtraction Stories

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Building 1,0004.4 How many are left?







3.0A.8

3.0A.9

3.NBT.2

3.MD.1

MP1: Make sense of


in solving them




MP4: Model with

Mathematics


use of structure

Ongoing Assessment:


pg. 180


pg75-78

Student Math

Handbook pg. 32-35

4.5 Solving subtraction problems







3.NBT.2

3.MD.1

MP3: Connect viable



MP4: Model with

Mathematics


tools strategically

MP8: Look for and


repeated

Ongoing Assessment:


pg. 184


pg. 79-81

Student Math

Handbook pg. 26-28,

29-30, 32-35,

4.6 End-of-unit assessment 3.NBT.2

3.MD.1

MP1: Make sense of


in solving them


and quantitatively

MP6: Attend to

precision

Ongoing Assessment:

Observing student at

work pg189

End of the Unit

Assessment Resource

masters M64-M65


Student Math

Handbook

1. add and

subtract 2-digit

numbers

2. understand

place value to the

third digit

3. add and

subtract by

multiples of 10

4. addition

strategies with 2-

digit numbers

5. addition

combinations of

100

6. find the

difference

between 2 and 3-

digit numbers

between 200

Unit 3



Sample


Interdisciplinary

Connections

Prior

Knowledges

1.1 How do you identify U.S. standard

and metric measurement units and

the tools used to measure these

units?

3.NBT.1

3.NBT.2

MP1: Make sense of



tools strategically


use of structure


work pg. 26

Family Letter M7-M8

Chart Paper

Measurement

Benchmark

Student Math

Handbook pgs. 104-

108


pgs. 5-6, 9-11

Writing About

Mathematical


SAB p. 3-4

1.2 How do you measure the

perimeters of shapes and the 2-D

faces of objects in the classroom?

3.NBT.1

3.NBT.2

3.MD.8

MP1: Make sense of



tools strategically


use of structure


work pgs.31&35

perimeter Student Math

Handbook pages. 110-

113


pgs. 5-8

1.3 How do you solve story problems

about perimeter and assess as you

measure?

3.NBT.1

3.NBT.2

3.MD.8

MP1: Make sense of



tools strategically


use of structure


work pgs. 40-41

Assessment M15:

Measuring Perimeter

Logo paths Software

installed

Student Math

Handbook pgs. 108,

110-113


5-6, 9-11

Writing About

Mathematical


SAB p. 9-10

1.4 How do you put in order a set of

shapes by perimeter?

3.NBT.1

3.NBT.2

3.MD.8

MP1: Make sense of


MP4: Model with

mathematics


tools strategically


use of structure


work pgs. 48-49

Student Math

Handbook pgs. 110-

113


pgs. 9-10, 12-16

1.5 How do you compare the

perimeters of shapes with different

numbers of sides?

3.NBT.1

3.NBT.2

3.MD.8

MP1: Make sense of


MP4: Model with

mathematics


tools strategically


use of structure

T52-T54 Quick images 2-

D

Student Math

Handbook pgs. 110-

113


pgs. 9-10, 12-13, 17

3rd Grade Math

Unit 4: Perimeter, Angles, & Area

Investigation 1: Linear MeasurementU.S. Standard

measurement

(inches, feet,

yards)

Metric

Measurement

(centimeters,

meters)

Unit 4



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Linear Measurement2.1 How do you find all possible

arrangements of four squares,

called tetrominoes, and use

transformations to prove whether

or not one shape is the same as

another.

3.MD5.b

3.MD.6

MP1: Make sense of


in solving them

MP4: Model with

mathematics

MP6: Attend to

precision


use of structure


work pgs. 64 & 67

T55 8x10 rectangle

connecting cubes

tetromino

flip

turn

slide

congruent

Student Math

Handbook 114, 116,

117


18-21

Writing About

Mathematical


SAB p. 20

2.2 How do you find the area of an 8 by

10 rectangle?

3.MD.5.a

3.MD.5.b

3.MD.6


and quantitatively

MP4: Model with

mathematics


tools strategically


use of structure


work pg. 72

area Student Math

Handbook 114, 116


18-20, 22-23

2.3 How do you use squares and

triangles to make shapes with an

area of four square units?

3.MD.5.a

3.MD.5.b

3.MD.6

3.MD.7.d


and quantitatively




MP4: Model with

mathematics


use of structure


work pg. 77

M17 square and triangle

cut outs

T56 square and triangle

cut outs

Student Math

Handbook 115


25-27

2.4 How do you use squares and

triangles to make shapes with an

area of four square units?

How do you find the area of partially

covered rectangles?

3.MD.5.a

3.MD.5.b

3.MD.6

3.MD.7.a

3.MD.7.b

3.MD.7.d


and quantitatively




MP4: Model with

mathematics


use of structure


work pgs. 84-85

M18 three-fourths inch

grid paper

M19 centimeter grid

paper

Student Math

Handbook 114-115


114-115

Writing About

Mathematical


SAB p. 29-30

U.S. Standard

measurement

(inches, feet,

yards)

Metric

Measurement

(centimeters,

meters)

Investigation 2: Understanding and Finding Area

Unit 4



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Linear Measurement2.5A How do you understand that

rectangles can have the same

perimeter and different areas or the

same area and different

perimeters?

3.MD.5.a

3.MD.5.b

3.MD.6

3.MD.7.d

3.MD.8


and quantitatively





tools strategically


use of structure

row

column

square inches


33A-33B

2.5 How do you find the area of partially

covered rectangles?

How do you find the area and

perimeter of an irregular shape?

3.NBT.1

3.NBT.2

3.MD.5.a

3.MD.5.b

3.MD.6

3.MD.7.d


and quantitatively

MP3:Construct viable



MP6: Attend to

precision


use of structure


work pg. 92

Student Math

Handbook 112-115


28, 29-30, 33-34

Writing About

Mathematical


SAB p. 33

2.6 How do you find area by counting or

calculating whole and partial square

units?

3.MD.5.a

3.MD.5.b

3.MD.6

MP1: Make sense of



and quantitatively


tools strategically


use of structure

Observing students at work

pg. 95

Assessment activity M20

Make a Shape

Student Math

Handbook 112-115


28, 29-30, 33, 35-36

3.1 How do you identify the attributes of

triangles: three sides, vertices, and

angles?

How do you recognize right angles?

3.G.1 MP3: Construct viable



MP4: Model with

mathematics


use of structure

MP8: Look for and


repeated reasoning

Observing Students at work

pgs. 106-107

vertex (vertices)

right angle

Student Math

Handbook 120, 122-123

Student Activity Book 37-

38, 39

Investigation 3:Triangles, Quadrilaterals, and Angles

U.S. Standard

measurement

(inches, feet,

yards)

Metric

Measurement

(centimeters,

meters)

Unit 4



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Linear Measurement3.2 How do you identify the attributes

of triangles: three sides, vertices,

and angles?

3.NBT.1

3.NBT.2

3.G.1


and quantitatively





tools strategically


use of structure


pg. 111

Student Math

Handbook 120


42, 43-44

Writing About

Mathematical


SAB p. 41

3.3 How do you identify the attributes of

quadrilaterals: four sides, vertices, and

angles?

3.G.1 MP2: Reason abstractly

and quantitatively





use of structure

MP8: Look for and


repeated reasoning


pgs. 118-119

quadrilateral

degree

Student Math

Handbook 121, 122-123


46, 47-48

Writing About

Mathematical


SAB p. 45-46

3.4 How do you understand angle size as

the degree of a turn?

3.G.1 MP2: Reason abstractly

and quantitatively





use of structure

MP8: Look for and


repeated reasoning


pg. 127

parallelogram Student Math

Handbook 122-123


50, 51

3.5 How do you compare the sizes of

angles?

3.NBT.1

3.NBT.2

3.G.1


and quantitatively





use of structure

MP8: Look for and


repeated reasoning


work pg. 130

Student Math

Handbook 120, 121, 122-

123


53, 37-38, 45-46, 49-50,

54-55

U.S. Standard

measurement

(inches, feet,

yards)

Metric

Measurement

(centimeters,

meters)

Unit 4



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Linear Measurement3.6 How do you identify the attributes of

triangles?

How do you find area?

3.NBT.1

3.NBT.2

3.MD.5a

3.MD.5.b

3.MD.6

3.G.1

MP1: Make sense of


in solving them.


and quantitatively

MP6: Attend to precision


use of structure


pg. 135

End of Unit Assessment

M22-M24

Student Math

Handbook 115, 120,

121, 122-123 Student

Activity Book pg. 57

U.S. Standard

measurement

(inches, feet,

yards)

Metric

Measurement

(centimeters,

meters)

Unit 4



Sample


Interdisciplinary

Connections

Prior

Knowledges

1.1 Many things come in groups.

Can students make lists of things

that come in groups of2 to 12 and

use the lists to create multiplication

situations?

Can students solve teacher- and

class- generated multiplication

problems?

3.OA.1

3.OA.3

3.MD.1

MP1 Make sense of


in solving them


and quantitatively

MP4:Model with

Mathematics

Ongoing Assessment:


work pg. 26, pg. 27

Construction paper

Connecting cubes

Multiplication Student activity book

pg. 1-2

Student Math

Handbook pg. 39, 40-

41

Family Letter

Resource master M7-

M8

1.2 How many in Several groups

Are students able to recognize and

write sentences about the

mathematical information

contained in the situations they

illustrated?

3.OA.1

3.OA.3

3.MD.1

MP1 Make sense of


in solving them


and quantitatively

MP4:Model with

Mathematics

MP6: Attend to

precision

Ongoing Assessment:


work pg. 30, pg. 33

Pictures of things that

come in groups M6

equation Student activity book

pg. 3

Student Math


42

Family Letter

Resource master M9-

M10

Writing About

Mathematical


SAB p. 3

1.3 Solving multiplication problems

Are students correctly using

multiplication notation for each

problem?

3.OA.1

3.OA.3

3.OA.4

3.0A.9

3.MD.1

MP1 Make sense of


in solving them


and quantitatively

MP4:Model with

Mathematics

MP6: Attend to

precision

Ongoing Assessment:


work pg. 37

Chart Paper

M6 (completed)

product Student activity book

pg. 4-7

Student Math


42

1.4 Assessment : Solving problems

about our pictures

What strategies are students using

to find the product in their

multiplication situations?

3.OA.1

3.OA.3

3.OA.4

3.OA.5

3.MD.1

MP1 Make sense of


in solving them


and quantitatively

MP4:Model with

Mathematics

MP6: Attend to

precision

Ongoing Assessment:


work pg. 41

Class lists (things that

come in groups


pg. 8-9

Student Math


42

3rd Grade Math

Unit 5: Equal Groups

Investigation 1: Things That Come in Groups1. work and count

by groups of ones

2. develop

strategies for

counting by equal

groups

3. counting by

groups of 2, 5, 10.

4. focus on

groups of ten and

on the base ten

structure of our

cumber system

5. began working

with division

situations as they

solved problems

about sharing a

variety of objects

equally and

making equal-size

groups

Unit 5



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Things That Come in Groups2.1 Highlighting multiples on 100 chart

Can students skip count accurately

by 2?

Can students identify the multiples

of 2?

3.OA.1

3.OA.9


and quantitatively


use of structure

MP8: Look for and


repeated

Ongoing Assessment:


work pg. 50, 52

M12, 100 chart with skip

counting circles. (3 per

students plus extras)

multiple Student activity book

pg. 11-12

Student Math

Handbook pg.42, 43,

54-55

2.2 More Multiples

Can students find the multiples of

the numbers 2, 3, 4, 5, 6 and 10 by

skip counting?

3.0A.1

3.0A.5

3.0A.9


and quantitatively




M7: Look for and make

use of structure

MP8: Look for and


repeated

Ongoing Assessment:


work pg. 57





pg. 13

Student Math

Handbook pg.40-41,

42, 43

2.3 Solving related story problems

Are students able to use known

multiplication combinations to

determine the product of ore difficult

combinations?

3.0A.1

3.0A.3

3.0A.5

3.0A.9

MP1 Make sense of


in solving them


and quantitatively




MP8: Look for and


repeated reasoning

Ongoing Assessment:


work p. 62





pg. 14-18

Student Math

Handbook pg.44, 49-51

Writing About

Mathematical


SAB p. 16

2.4 Patterns and relationships

Are students able to describe and

compare characteristics of the

multiples of a number?

3.0A.1

3.0A.3

3.0A.5

3.0A.9

MP1 Make sense of


in solving them


and quantitatively




MP8: Look for and


repeated reasoning

Ongoing Assessment:


work p. 69

Assessment counting

around the class p. 155


counting circles. (Make

copies as needed)


pg. 14-16, 19-21

Student Math

Handbook pg. 42, 43

1. work and count

by groups of ones

2. develop

strategies for

counting by equal

groups

3. counting by

groups of 2, 5, 10.

4. focus on groups

of ten and on the

base ten structure

of our cumber

system

5. began working

with division

situations as they

solved problems

about sharing a

variety of objects

equally and making

equal-size groups

Investigations 2: Skip Counting and 100 Charts

Unit 5



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Things That Come in Groups2.5 Assessment: Counting around the

class

Can students determine how much of

the problem they have solved and

what is left over?

3.0A.1

3.0A.3

3.0A.5

3.0A.9

MP1 Make sense of


in solving them


and quantitatively




MP8: Look for and


repeated reasoning

Ongoing Assessment:


work p. 74


pg. 19-20, 22-24

Student Math


41, 42

Writing About

Mathematical


SAB p. 24

2.6 Using multiplication combinations

Are students able to understand that

doubling (or halving) one factor in a

multiplication expression doubles (or

halves) the product?

3.OA.1

3.OA.3

3.OA.4

3.OA.5

3.OA.9

MP1 Make sense of


in solving them


and quantitatively




MP8 Look for and express


reasoning,


pg. 22, 25

Student Math

Handbook pg. 40-41,

42, 43, 44

3.1A What's the Area?

See CC32

3.MD.1

3.MD.7a-d


and quantitatively




MP4: Model with

Mathematics

MP6: Attend to precision


pg.

Student Math

Handbook pg.

3.1 What's the Area?

What knowledge of equal groups de

they have?

3.0A.1

3.0A.3

3.0A.5

3.0A.9

3.MD.1.

3.MD.7a

3.MD.7b

MP1 Make sense of


in solving them


and quantitatively

MP4:Model with

Mathematics


tools strategically.

Ongoing Assessment:


work p. 85

M14, M15-M16

Number cards for

arranging chairs;

connecting cubes; unlined

colored paper; scissors;

glue stick

dimension Student activity book

pg. 26

Student Math

Handbook pg. 45, 46

Investigations 3: Arrays

1. work and count

by groups of ones

2. develop

strategies for

counting by equal

groups

3. counting by

groups of 2, 5, 10.

4. focus on groups

of ten and on the

base ten structure

of our cumber

system

5. began working

with division

situations as they

solved problems

about sharing a

variety of objects

equally and making

equal-size groups

Unit 5



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Things That Come in Groups3.2 Investigating Arrays

Do they count the squares by 1s or

do they skip count by the number in

a column or row?

Do they use known multiplication

combinations to help them find the

number of squares in each array?

3.OA.9

3.NBT.2

3.MD.1


and quantitatively




MP4: Model with

Mathematics

MP8 Look for and


repeated

Ongoing Assessment:


work p. 90

M17-M24; M25;

Scissor; resalable plastics

bags

array

square number

prime number


pg. 27

Student Math

Handbook pg. 45, 46,

52, 53

3.3 Finding the number of squares in

an array

Do students use arrays to find a

product by skip counting by one of

its dimensions?

3.OA.9

3.NBT.2

3.MD.1


and quantitatively




MP4: Model with

Mathematics



M17-M24; M25;

Scissor; resalable plastics

bags


pg. 28-29

Student Math

Handbook pg. 45, 46

3.4 Array Games - Part 1

How are students figuring out the

products represented by the array

cards?

Are they skip counting?

Are they using multiplication

combinations that they know?

3.OA.9

3.NBT.2

3.MD.1

MP1: Make sense of


in solving them


and quantitatively



MP8: Look for and


repeated

Ongoing Assessment:


work p. 99

M26; M27 (as needed)

Array Cards


pg. 31-33

Student Math

Handbook pg. 45, 46

G10

Writing About

Mathematical


SAB p. 33

3.5A Using what you know

See p.CC37

3.OA.8

3.OA.9

3.NBT.2


and quantitatively



the reasoning of other



MP8: Look for and


repeated

M28-M33; M34-35 Student activity book

pg. 31

Student Math

Handbook pg. 49-51,

G19-G20

1. work and count

by groups of ones

2. develop

strategies for

counting by equal

groups

3. counting by

groups of 2, 5, 10.

4. focus on

groups of ten and

on the base ten

structure of our

cumber system

5. began working

with division

situations as they

solved problems

about sharing a

variety of objects

equally and

making equal-size

groups

Unit 5



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Things That Come in Groups3.5B Learning multiplication

combinations

See p. 42

3.0A.4

3.0A.5

3.0A.7

3.0A.9

3.MD.7a-d


and quantitatively



the reasoning of other



MP8: Look for and


repeated

M28-M33; M34-35 Student activity book

pg. 31

Student Math

Handbook pg. 49-51,

G19-G20

3.6 Array Games - Part 2

With which multiplication

combinations are students developing

fluency?

What strategies are students using to

determine the bigger array when two

arrays appear close in size?

3.OA.1

3.OA.5

3.OA.7

3.OA.9

3.MD.7.b


and quantitatively






MP8: Look for and


repeated

Ongoing Assessment:


work p. 109

M36

Array Cards


pg. 31

Student Math

Handbook pg. 46,49-

51; G9;G10

3.7A Multiples of 10

See p. CC47

3.OA.1

3.OA.5

3.OA.7

3.OA.9

3.NBT.3


and quantitatively





use of structure

MP8: Look for and


repeated

1. work and count

by groups of ones

2. develop

strategies for

counting by equal

groups

3. counting by

groups of 2, 5, 10.

4. focus on groups

of ten and on the

base ten structure

of our cumber

system

5. began working

with division

situations as they

solved problems

about sharing a

variety of objects

equally and making

equal-size groups

Unit 5



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Things That Come in Groups4.1 Solving division problems

Are students able to solve a set of

division story problems and share

their approaches for solving them?

3.0A.2

3.0A.3

3.0A.4

3.0A.6

3.0A.9

3.MD.1

MP1 Make sense of


in solving them




MP4: Model with

mathematics



Ongoing Assessment:


work p. 118

M36

Array Cards


pg. 39-40

Student Math

Handbook pg. 47, 48:G9

4.2 Multiply or divide?

Can students examine the

difference between multiplication

and division situations?

3.0A.2

3.0A.3

3.0A.4

3.0A.6

3.MD.1

MP1 Make sense of


in solving them




MP4: Model with

mathematics


tools strategically

Ongoing Assessment:


work p. 122

M14 , M39, M34-35

Chart Paper


pg. 43-43

Student Math

Handbook pg. 47, 48:

G19-G20

4.3 Writing story problems

Are students able to examine the

relationship between multiplication

and division?

Can they write story problems for a

class multiplication and division

book?

3.0A.2

3.0A.3

3.0A.4

3.0A.6

3.MD.1

MP1 Make sense of


in solving them


and quantitatively

MP4: Model with

mathematics


tools strategically

Ongoing Assessment:


work p. 127

M14, M34-35 Student activity book

pg. 45

Student Math

Handbook pg. 47, 48:

G19-G20

Writing About

Mathematical


SAB p. Writing

Problems from class

book

Investigations 4: Understanding Division

1. work and count

by groups of ones

2. develop

strategies for

counting by equal

groups

3. counting by

groups of 2, 5, 10.

4. focus on

groups of ten and

on the base ten

structure of our

cumber system

5. began working

with division

situations as they

solved problems

about sharing a

variety of objects

equally and

making equal-size

groups

Unit 5



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Things That Come in Groups4.4 Missing factor

Were students able to learn and

play missing factors?

Can they identify the missing

dimension of an array when given

the number of squares and on

dimension?

3.0A.2

3.0A.4

3.0A.6

3.MD.1

MP1 Make sense of


in solving them


and quantitatively

MP4: Model with

mathematics


tools strategically

Ongoing Assessment:


work p. 131

M14, M41-M42

array cards


pg. 47

Student Math

Handbook pg. 39,47-

48, G17-G18

4.5 Solving multiplication and division

problems

Can students accurately solve both

multiplication and division

problems?

3.0A.2

3.0A.3

3.0A.4

3.0A.6

3.0A.7

3.0A.8

3.MD.1

MP1 Make sense of


in solving them


and quantitatively

MP4: Model with

mathematics


tools strategically

Ongoing Assessment:


work p. 136

M14; M27; M34-M35 Student activity book

pg. 48

Student Math

Handbook pg. 39,40-

41, 47,48, 49-51; G17-

G18, G19-G20

4.6 Solving multiplication and division

problems Continued

Are students able to explain their

solutions? Do they include the

proper use of notation?

3.0A.2

3.0A.3

3.0A.4

3.0A.6

3.0A.7

3.MD.1


and quantitatively




MP4: Model with

mathematics


tools strategically

Materials from Sessions

4.4, 4.5, 3.5, 3.6,


pg. 49

Student Math

Handbook pg. 39,40-

41, 47,48, 49-51; G17-

G18, G19-G20

4.7 End-of-unit Assessment

Do students solutions demonstrate

an understanding of multiplication

and division as involving equal size

groups?

Do they know multiplication

combinations to determine the

products of more difficult

combinations?

3.0A.1

3.0A.2

3.0A.3

3.MD.1

MP1 Make sense of


in solving them


and quantitatively

MP4: Model with

mathematics


tools strategically

Ongoing Assessment:


work p. 142

M14; M44 Student activity book

pg. 50

Student Math


41, 47, 48, 49-51

1. work and count

by groups of ones

2. develop

strategies for

counting by equal

groups

3. counting by

groups of 2, 5, 10.

4. focus on

groups of ten and

on the base ten

structure of our

cumber system

5. began working

with division

situations as they

solved problems

about sharing a

variety of objects

equally and

making equal-size

groups

Unit 5



Sample


Interdisciplinary

Connections

Prior

Knowledges

1.1 Can you read and interpret positive

and negative temperatures on a

thermometer and on a line graph?

Can you associate temperatures

with particular activities or clothing?

How can you describe the overall

shape of a line graph?

3.0A.9 2. Reason abstractly and

quantitatively

3. Construct viable





reasoning


on page 28

temperature,

degrees,

negative


1-5

Student Math

Handbook 66-70

M6-M8

1.2 How can you describe the overall


Can you find the difference between

values on a line graph, including the

difference between positive and

negative values?

Are you able to associate a story

with its corresponding graph?

3.0A.9,

3.NBT.2

2. Reason abstractly and

quantitatively

3. Construct viable





reasoning


on page 36


1-3 7-12

Student Math

Handbook 71-72

M9-M10

1.3 Can you plot points on a graph to

represent a situation in which one

quantity is changing in relation to

another?

How can you describe the overall





negative values?

3.0A.9,

3.NBT.2


quantitatively

3. Construct viable





reasoning


on page 43

Horizontal axis,

vertical axis


5, 7-9, 12-14

Student Math

Handbook 70-72

M12-M14

Writing About

Mathematical


SAB p. 13

1.4 How can you describe the overall





negative values?



3.0A.9,

3.NBT.2

1. Make sense of



quantitatively



reasoning


on page 45, 47


15-21, 23-24

Student Math

Handbook 66-72

Writing About

Mathematical


SAB p. 19-20

3rd Grade Math

Unit 6: Stories, Tables, & Graphs

Investigation 1: Changes in Temperature over Time1. Understands

how one variable

changes in

relation to

another.

2. Read tables

representing 2

variables.

3. Number

patterns and

sequences i.e.

counting by 3's.

4. Make and

interpret graphs.

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Changes in Temperature over Time1.5 How can you describe the overall




3.0A.9 1. Make sense of



quantitatively



reasoning

Assessment Activity: A

Summer Day in Cairo,

Egypt, Problems 1-3


on page 50, 51


13, 19,20

Student Math

Handbook 70-72

M20-M21

Writing About

Mathematical


SAB p. M20

Assessmnet: A

Summer Day in Cairo,

Egypt

2.1 Can you identify the unit of a

repeating pattern?

How can you associate counting

numbers with elements of a

pattern?

Can you determine the element of

an ABC pattern associated with a

particular counting number?

3.0A.5,

3.0A.7,

3.0A.9,

3.NBT.2


quantitatively

4. Model with

mathematics

5. Use appropriate tools

strategically


use of structure


on page 59

repeating

pattern,

unit


27-29

Student Math

Handbook 73-74

2.2 How can you associate counting

numbers with elements of a

pattern?

Can you describe and extend a

number sequence with a constant

increment?




3.0A.5,

3.0A.7,

3.0A.9,

3.NBT.1,

3.NBT.2


quantitatively

3. Construct viable




strategically


use of structure


on page 63, 66

Multiple Student Activity Book

31-37

Student Math

Handbook 73-74

Writing About

Mathematical


SAB p. 31-36

2.3 Can you describe and extend a

number sequence with a constant

increment?




Can you identify numbers that are

multiples of 3, or 1 less or 1 more

than a multiple of 3?

3.0A.5,

3.0A.7,

3.0A.9,

3.NBT.2


quantitatively

3. Construct viable




strategically


use of structure


on page 68, 69


32-36,38-41

Student Math

Handbook 73-74

Writing About

Mathematical


SAB p. 38-39, 41

Investigations 2: Cube Train Patterns

1. Understands

how one variable

changes in

relation to

another.

2. Read tables

representing 2

variables.

3. Number

patterns and

sequences i.e.

counting by 3's.

4. Make and

interpret graphs.

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Changes in Temperature over Time

3.1 Can you describe the relationship

between two quantities in a

situation with a constant rate of

change?

Can you create a representation far

a situation with a constant rate of

change?

How can you compare different

representations that show the same

situation?

3.0A.3,

3.0A.5,

3.0A.7,

3.0A.9,

3.NBT.1,

3.NBT.2

1. Make sense of



quantitatively

4. Model with

mathematics 7. Look

for and make use of

structure


on page 82


43-47

Student Math

Handbook 75-80

3.2 Can you use a table to describe the

relationship between two quantities

in a situation with a constant rate of

change?

How can you interpret numbers in a

table in terms of the situation they

represent?

Can you compare situations by

describing the difference in the

tables that they represent?

3.0A.3,

3.0A.5,

3.0A.7,

3.0A.8,

3.0A.9,

3.NBT.2

1. Make sense of



quantitatively

4. Model with

mathematics 7. Look

for and make use of

structure


on page 89

column,

row,

table


49-52

Student Math

Handbook 81-86

3.3 How can you interpret numbers in a

table in terms of the situation they

represent?

Can you greater a rule that relates

one variable to the other in

situations with a constant rate of

change?

Can you connect the steps of a

general method or rule to the parts

of the situation they represent?

3.0A.3,

3.0A.5,

3.0A.7,

3.0A.8,

3.0A.9,

3.NBT.1

3.NBT.2


quantitatively

3. Construct viable



4. Model with

mathematics


use of structure


on page 93


49, 53-57

Student Math

Handbook 87

Writing About

Mathematical


SAB p. 54-55

1. Understands

how one variable

changes in

relation to

another.

2. Read tables

representing 2

variables.

3. Number

patterns and

sequences i.e.

counting by 3's.

4. Make and

interpret graphs.

Investigations 3: Representing a Constant Rate of Change

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Changes in Temperature over Time3.4 Can you connect the steps of a general

method or rule to the parts of the

situation they represent?

How can you plot points on a graph to

represent a situation in which one

quantity is changing in relation to

another?

How can you identify points on a

graph with corresponding values in a

table and interpreting the numerical

information in terms of the situation

the graph represents?

3.0A.3

3.0A.5,

3.0A.7,

3.0A.9,

3.NBT.1,

3.NBT.2


quantitatively

3. Construct viable



4. Model with

mathematics


use of structure


on page 102


53-55, 59-64

Student Math

Handbook 75-87

M26

Writing About

Mathematical


SAB p. 60 & 63

3.5 How can you identify points on a






describing the difference in their

graphs?

3.0A.3

3.0A.5,

3.0A.8,

3.0A.9


quantitatively

3. Construct viable



4. Model with

mathematics



reasoning


on page 106


53, 59-63, 65-69

Student Math

Handbook 75-86

3.6 How can you identify points on a






describing the difference in their

graphs?

3.0A.3,

3.0A.5,

3.0A.9


quantitatively

3. Construct viable



4. Model with

mathematics



reasoning


on page 110


32-53, 61-63, 65-67,

71-72

Student Math

Handbook 75-86

1. Understands

how one variable

changes in

relation to

another.

2. Read tables

representing 2

variables.

3. Number

patterns and

sequences i.e.

counting by 3's.

4. Make and

interpret graphs.

Unit 6



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Changes in Temperature over Time3.7 Can you read and interpret positive

and negative temperatures on a

thermometer and on a line graph?

Can you use a table to describe the

relationship between two quantities in

a situation with a constant rate of

change?


describing the difference in the tables

that they represent?

3.0A.3,

3.0A.8,

3.0A.9

1. Make sense of



quantitatively

4. Model with

mathematics 7. Look for

and make use of

structure

End-of-Unit-Assessment


on page 114


73

Student Math

Handbook 66-70, 75-86

M30-M36

Writing About

Mathematical


SAB p. M30-M31, M35-

M36, End of the unit

assessment

Unit 6

SessionEssential Questions

Content


Sample


Interdisciplinary

Connections

Prior

Knowledges

1.1 How do you divide rectangles into

equal pieces?

3.OA.3

3.NBT.1

3.NBT.2

3.NF.1

3.NF.3.a

3.G.2

MP1: Make sense of


in solving them

MP2:Reason abstractly

and quantitatively

MP4: Model with

mathematics

MP6: Attend to

precision


work pg. 26

M6 Large Brownies on

colored paper

M7-M8 Family Letter

fraction

denominator

numerator


pgs. 1-3

Student Math

Handbook 56, 57, 58-

59

1.2 How do you make and label fraction

sets consisting of pieces that

represent common unit fractions

and order them by size?

3.OA.5

3.NF.3.d

3.OA.7

3.G.2

3.NBT.1

3.NBT.2

3.NF.1

3.NF.3.a

MP1: Make sense of


in solving them


and quantitatively

MP4: Model with

mathematics

MP6: Attend to

precision


work pgs. 31&&33

M9-M10 Family Letter

Teacher Fraction Set


pgs. 4-5

Student Math

Handbook 57, 58-59

1.3 How do you find different ways to

combine fractions to make one

whole?

3.NBT.1

3.NBT.2

3.NF.1

3.NF.3.c

3.NF.3.d

3.G.2

MP1: Make sense of


in solving them


and quantitatively

MP4: Model with

mathematics

MP6: Attend to

precision


work pgs. 38 & 40


pg. 7

Student Math

Handbook pgs. 58-59

1.4A How do you represent fractions on

a number line?

How do you identify equivalent

fractions?

3.OA.7

3.NF.3.c

3.NBT.1

3.NBT.2

3.NF.2.a

3.NF.2.b

3.NF.3.a


and quantitatively


tools strategically

MP8: Look for and


repeated reasoning


work pg. CC59


8-10

Student Math

Handbook 57, 60

3rd Grade Math

Unit 7: Finding Fair Shares

Investigation 1: Sharing Browniesdifference

between equal

and unequal

amounts

Unit 7


Content


Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Sharing Brownies1.4B How do you represent fractions on a

number line?

How do you compare fractions and

identify equivalent fractions?

3.NBT.1

3.NBT.2

3.NF.2.a

3.NF.2.b

3.NF.3.a

3.NF.3.c

3.NF.3.d


and quantitatively


tools strategically

MP8: Look for and


repeated reasoning


work pg. CC66

greater than

less than

equivalent


8B & 8C

1.4 How do you solve problems to find

fractions of a group of 12 objects?

3.NF.1

3.NF.3.a

3.MD.1

3.G.2

MP1: Make sense of


in solving them


and quantitatively

MP4: Model with

mathematics

MP6: Attend to

precision


work pg. 45


8D-8F

Resource Master C46

1.5 How do you compare equivalent

fractions and fraction expressions?

3.NF.1

3.NF.3.a

3.NF.3.b

3.MD.1

3.G.2

MP1: Make sense of


in solving them


and quantitatively




MP4: Model with

mathematics


work pgs. 49 & 52

M11 Small Brownies

M12 Sharing Several

Brownies

equivalent

fractions


pgs. 11-13

Student Math

Handbook pgs. 57, 61-

62, 63

Writing About

Mathematical


SAB p. 11

1.6 How do you solve problems about

sharing groups of objects?

3.NF.1

3.NF.3.a

3.MD.1

3.G.2

MP1: Make sense of


in solving them


and quantitatively




MP4: Model with

mathematics


work pgs. 54 & 56

M13 Assessment-Sharing

Four Brownies


pgs. 15-17

Student Math

Handbook pgs. 56, 57,

60, 61-62

Writing About

Mathematical


SAB p. M13

Assessment: Sharing

Four Brownies

difference

between equal

and unequal

amounts

Unit 7


Content


Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Sharing Brownies2.1 How do you make one whole with

combinations of halves, thirds, and

sixths by using pattern blocks?

3.OA.3

3.NBT.1

3.NBT.2

3.NF.1

3.NF.3.a

3.NF.3.b

3.NF.3.c

3.G.2


and quantitatively




MP4: Model with

mathematics


tools strategically


work pgs. 63 & 65

M16 Hexagon Cookies Student Activity Book

pgs. 18-19

Student Math

Handbook pgs. 63-64

2.2 How do you combine fractional

parts to create wholes and find

fraction equivalencies?

3.NBT.1

3.NBT.2

3.NF.1

3.NF.3.a

3.NF.3.b

3.NF.3.c

3.G.2


and quantitatively




MP4: Model with

mathematics


tools strategically


work pgs. 71-72

Fraction Number Cubes equivalent

fractions


pgs. 20-21

Student Math

Handbook pgs. 63-64,

G11-g12

Writing About

Mathematical


SAB p. 21

2.3 How do you know if two fractions

equals a half ?

How do you find equivalencies for a

variety of fractions?

3.NBT.1

3.NBT.2

3.NF.1

3.NF.3.a

3.NF.3.b

3.NF.3.c

3.G.2

MP1: Make sense of


in solving them


and quantitatively





tools strategically


work pg.78

M17-Assessment

Checklist

M11 Small Brownies Student Activity Book

pgs. 23-24

Student Math

Handbook 58-59, 63,

G11-G12

2.4 How do you find equivalencies of

fractions?

3.OA.5

3.OA.7

3.NBT.1

3.NBT.2

3.NF.1

3.NF.3.a

3.NF.3.b

3.NF.3.c

3.G.2


and quantitatively




MP4: Model with

mathematics


tools strategically


work pg. 84

M18 Triangle Paper Student Activity Book

pgs. 23, 25-27

Student Math

Handbook pgs. 63, 64,

G11-G12

difference

between equal

and unequal

amounts

Investigation 2: Ways to Make a Share

Unit 7


Content


Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Sharing Brownies3.1 How do you identify equivalent

fractions and decimals for values

involving halves and fourths?

3.NF.1

3.NF.3.a

3.NF.3.b

3.MD.1

3.G.2

MP1: Make sense of


in solving them


and quantitatively

MP4: Model with

mathematics

MP8: Look for and


repeated reasoning


work pgs. 92 & 95

M11 Small Brownies decimal point

decimal


pgs. 29-32

Student Math

Handbook pg. 65

3.2 How do you read, write, and interpret

the meaning of the decimal numbers

0.50, 0.25, and numbers greater than

1?

3.NF.1

3.NF.3.a

3.NF.3.b

3.MD.1

3.G.2


and quantitatively





tools strategically

MP8: Look for and


repeated reasoning


pgs. 100-101

calculators Student Activity Book

pgs. 30, 33-37

Student Math

Handbook pg. 65

Writing About

Mathematical


SAB p. 35

3.3 How do you compare the value of

landmark decimals and fractions?

3.NF.1

3.NF.3.a

3.NF.3.b

3.MD.1

3.G.2

Mp2: Reason abstractly

and quantitatively





tools strategically

MP8: Look for and


repeated reasoning


pgs. 33-35, 39

Student Math

Handbook pg. 65

3.4 How do you find equal parts of a

whole and name them with fractions?

How do you divide an area into equal

parts and identify equivalent

fractions?

3.NF.1

3.NF.3.a

3.NF.3.b

3.NF.3.c

3.MD.1

3.G.2

MP1: Make sense of

problems and persevere in

solving them

MP2: Reason abstractly and

quantitatively

MP5: Use appropriate tools

strategically

MP8: Look for and express


reasoning


pg. 108

M19 End of Unit

Assessment


pg. 40

Student Math

Handbook pgs. 57, 58-

59, 63, 64

Writing About

Mathematical


SAB p. M19, End of the

unit assessment

difference

between equal

and unequal

amounts

Investigation 3: Introduction to Decimals

Unit 7



Sample


Interdisciplinary

Connections

Prior

Knowledges

1.1 Do you know how to combine

numbers above 1,000?

Can you subtract from multiples of

100?

Are you able to read and write

numbers in the thousands?

3.0A.8,

3.0A.9,

3.NBT.2

1. Make sense of


3. Construct viable




strategically



reasoning


on page 30, 34


1-5

Student Math

Handbook 32-35

M1-M8

1.2 Can you subtract from multiples of

100?

Are you able to add multiples of 10

and 100 to and subtraction them

from, 3-digit numbers?

3.0A.8,

3.0A.9,

3.NBT.2

1. Make sense of



quantitatively


strategically



reasoning


on page 39

positive,

negative


2-4, 6-9

Student Math

Handbook G1-G2

M10-M18

1.3 Are you able to add multiples of 10

and 100 to and subtraction them

from, 3-digit numbers?

Can you estimate answers to

subtraction problems with 3-digit

numbers?

How can you use the relationship of

numbers in a subtraction expression

to multiples of 100 to solve


3.0A.8,

3.0A.9,

3.NBT.2

1. Make sense of


3. Construct viable




strategically



reasoning


on page 44-45

hundreds Student Activity Book

11-13

Student Math

Handbook 32-35, G1-

G2

M 17, M19-M20

Writing About

Mathematical


SAB p. 11

3rd Grade Math

Unit 8: How Many Hundreds? How Many Miles?

Investigation 1: Numbers in the Hundreds1. solve addition

and subtraction

problems with 2

and 3 digit

numbers under

400

2. addition

combinations to

10 + 10 fluently

and can use them

to solve addition

and subtraction

Unit 8



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Numbers in the Hundreds1.4 How can changing a number in a

subtraction problem affect the

difference?





Can you fluently solve multiplication

combinations with products to 50?

3.0A.7,

3.0A.8,

3.0A.9,

3.NBT.2

1. Make sense of



quantitatively


strategically



reasoning

Multiplication

Combinations Check


on page 53, 54


11, 15-17

Student Math

Handbook 32-35, 49-

51

M 9, M21-M22

1.5 Are you able to subtract multiples of

100?

Can you add multiples of 10 and 100

to and subtract them from 3-digit

numbers?





3.0A.8,

3.0A.9,

3.NBT.2

1. Make sense of



quantitatively


strategically



reasoning

Assessment: Problems

About Capture 300-600


on page 59


15-16, 18-19

Student Math

Handbook 32-35

M9, M 23-M24

2.1 How can you change numbers to

create an equivalent problem that is

easier to solve?

Can you use story contexts and

representations to support

explanations about equivalent

addition expressions?

3.0A.9,

3.NBT.2


quantitatively

3. Construct viable



4. Model with

mathematics



reasoning


on page 68

repeating

pattern,

unit


21

Student Math

Handbook 20-24

M9

Investigations 2: Addition Strategies

1. solve addition

and subtraction

problems with 2

and 3 digit

numbers under

400

2. addition

combinations to

10 + 10 fluently

and can use them

to solve addition

and subtraction

Unit 8



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Numbers in the Hundreds2.2 Can you solve addition problems

with 3-digit numbers?

How can you estimate and solve

addition problems with sums

greater than 1,000?

Can you identify addition strategies

by focusing on how each strategy

starts?

3.0A.9,

3.NBT.2


quantitatively

3. Construct viable




strategically



reasoning


on page 76


22-26

Student Math

Handbook 20-24

M9, M25-M29

1. solve addition

and subtraction

problems with 2

and 3 digit

numbers under

400

2. addition

combinations to

10 + 10 fluently

and can use them

to solve addition 2.3 Can you solve addition problems


Can you identify addition strategies

by focusing on how each strategy

starts?

3.0A.8,

3.0A.9,

3.NBT.2


quantitatively

3. Construct viable






reasoning


on page 80

Multiple Student Activity Book

27-29

Student Math

Handbook 20-24

2.4 Can you solve addition problems


How do you solve addition problems

with mare than 2 addends?

3.0A.9,

3.NBT.2


quantitatively

3. Construct viable






reasoning


on page 87, 88, 90


30-35

Student Math

Handbook 20-25, G8

M30 - M39

2.5 Can you solve addition problems


How do you solve addition problems

with mare than 2 addends?

3.0A.9,

3.NBT.2

1. Make sense of



quantitatively

3. Construct viable




Assessment: Addition

Strategies


30-33, 37

Student Math

Handbook 20-25

M39-M40

Writing About

Mathematical


SAB p. 37

Unit 8



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math




How can you solve subtraction

problems that involve comparison?

Can you estimate which of two

sums is greater?

3.0A.9,

3.NBT.2


quantitatively

4. Model with

mathematics



reasoning


on page 105


38-40 Student

Math Handbook 20-

24, G7 M41-M42

3.2 How can you solve subtraction

problems with missing parts?

Can you use the relationship of




3.0A.9,

3.NBT.2


quantitatively

3. Construct viable




strategically



reasoning


on page 111


41-44 Student

Math Handbook 32-35

M43-M51

3.3 Can you solve subtraction problems with

3-digit numbers by using strategies that

involve either subtracting one number in

parts, adding up, or subtracting back?

How can you solve subtracting problems

that involve comparison, removal, or

finding a missing part?

Can you represent solutions to

subtraction problems with number lines,

1,000 charts, and/or story contexts?

3.0A.9,

3.NBT.2

1. Make sense of



quantitatively


strategically



reasoning

Subtraction Strategies,

Problem 2


on page 117, 122

column,

row,

table


47 Student Math

Handbook 32-35

M52

Writing About

Mathematical


SAB p. 45

1. solve addition

and subtraction

problems with 2

and 3 digit

numbers under

400

2. addition

combinations to

10 + 10 fluently

and can use them

to solve addition

and subtraction

Investigations 3: Subtraction

Unit 8



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 1: Numbers in the Hundreds3.4 How can you solve subtracting problems

that involve comparison, removal, or

finding a missing part?

How can knowing and using subtraction

problems related to the addition

combinations to 10+10 with fluency?

Can you use story contexts and

representations to support explanations

about how changing a number in a

subtraction problem affects the

difference?

3.0A.9,

3.NBT.2

1. Make sense of



quantitatively

4. Model with

mathematics



reasoning

Subtraction Facts Student Activity Book 49-

53 Student

Math Handbook 31-35

M53

Writing About

Mathematical


SAB p. 52

3.5 When subtracting, how can

changing one number make it easier

to solve a problem?

How can you solve subtracting

problems that involve comparison,

removal, or finding a missing part?

How can knowing and using

subtraction problems related to the

addition combinations to 10+10

with fluency?

Can you solve addition and

subtraction problems in the context

of money?

3.0A.3

3.0A.9,

3.NBT.2


quantitatively

3. Construct viable



4. Model with

mathematics



reasoning

Subtraction Facts Student Activity Book

49-51, 55

Student Math

Handbook 32-35

M42, M53

3.6 How can you solve subtracting

problems that involve comparison,

removal, or finding a missing part?

Can you subtract 3-digit numbers by

using strategies that involve either

subtracting one number in parts,

adding up, or subtracting back?

Can you represent solutions to

subtraction problems with number

lines, 1,000 charts, and/or story

contexts?

3.0A.8,

3.0A.9,

3.NBT.2


quantitatively

3. Construct viable



4. Model with

mathematics



reasoning


on page 133


59 Student Math

Handbook 32-35

1. solve addition

and subtraction

problems with 2

and 3 digit

numbers under

400

2. addition

combinations to

10 + 10 fluently

and can use them

to solve addition

and subtraction

1. solve addition

and subtraction

problems with 2

and 3 digit

numbers under

400

2. addition

combinations to

10 + 10 fluently

and can use them

to solve addition

and subtraction

Unit 8



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math



with 2 or mare addends?

How can you determine

combinations of addends for a given

sum?

Can you solve addition and

subtraction problems with more

than one step?

3.0A.8,

3.0A.9,

3.NBT.2


quantitatively

3. Construct viable



4. Model with

mathematics



reasoning


on page 139, 140


61-66 Student

Math Handbook 20-

24, 32-35

Writing About

Mathematical


SAB p. 61 & 65-66

3.8 Can you solve addition problems with

2 or mare addends?

How can you determine combinations

of addends for a given sum?

Can you solve addition and subtraction

problems with more than one step?

3.0A.8,

3.0A.9,

3.NBT.2


quantitatively

3. Construct viable



4. Model with

mathematics



reasoning


on page 147


64, 67 Student

Math Handbook 20-24,

32-35

3.9 Can you solve addition problems with

2 or mare addends?

Can you solve addition and subtraction

problems with more than one step?

Can you solve addition problems with

3-digit numbers?

Can you subtract 3-digit numbers by

using strategies that involve either

subtracting one number in parts,

adding up, or subtracting back?

3.0A.8,

3.0A.9,

3.NBT.2

1. Make sense of



quantitatively



reasoning

End-of-Unit-Assessment Student Activity Book 68-

69 Student Math

Handbook 20-24, 32-35

M54-M55

Writing About

Mathematical


SAB p. M54, End of the

unit assessment

1. solve addition

and subtraction

problems with 2

and 3 digit

numbers under

400

2. addition

combinations to

10 + 10 fluently

and can use them

to solve addition

and subtraction

1. solve addition

and subtraction

problems with 2

and 3 digit

numbers under

400

2. addition

combinations to

10 + 10 fluently

and can use them

to solve addition

and subtraction

Unit 8



Sample


Interdisciplinary

Connections

Prior

Knowledges

2.1 How do you determine the number

of shapes of the faces of cubes and

other rectangular prisms and how

they come together to form a

whole?

3.NBT.1

3.NBT.2

MP1: Make sense of


in solving them


and quantitatively




MP8: Look for and


repeated reasoning


work pgs. 51 & 54

M15 Patterns for Cube

Boxes

M16 One Inch Grid

Paper


pgs. 16-17

Student Math

Handbook p. 131

2.2 How do you design patterns that

make open boxes for 2-cube

rectangular prisms?

3.NBT.1

3.NBT.2


and quantitatively




MP4:Model with

mathematics

MP8: Look for and


repeated reasoning


Work p. 58

pattern Student Activity Book

p.19

Student Math

Handbook p. 131

2.3 How do you determine the number

and shapes of the faces of cubes

and other rectangular prisms and

how they come together to form

the whole?

3.NBT.1

3.NBT.2


and quantitatively




MP4: Model with

Mathematics

MP8: Look for and


repeated reasoning


Work p. 63

M17 Triangle Paper net Student Activity Book

pgs. 20-22

Student Math

Handbook p. 131

3rd Grade Math

Unit 9: Solids & Boxes

Investigation 2: Making Boxesfaces

cubes

rectangular prism

Unit 9



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 2: Making Boxes3.1 How do you communicate about

spatial relationships?

How do you determine the number

of cubes that will fit in the box made

by a given pattern?


and quantitatively





use of structure

MP8: Look for and


repeated reasoning


Work pgs. 70-71

T104-T106 Quick Images

M21-M25 How Many

Cubes?

volume Student Activity Book

pgs. 23-24

Student Math

Handbook pgs. 132-

133

3.2 How do you design patterns for boxes

that will hold a given number of

cubes?


and quantitatively

MP4: Model with

mathematics


use of structure

MP8: Look for and


repeated reasoning

Observing Students at Work

p. 77

M32 Assessment: Writing

About How Many Cubes

M27 Three-Quarter-Inch

Grid Paper


pgs. 25-26

Student Math

Handbook pgs. 132-133

Writing About

Mathematical


SAB p. 25

3.3 How do you design patterns for

boxes that will hold a given number

of cubes?

How do you determine the number

of cubes that will fit in the box made

by a given pattern?

MP1: make sense of



and quantitatively


use of structure

MP8: Look for and


repeated reasoning


Work pgs. 82 & 84


Grid Paper

M28--M31 Making

Boxes from the Bottom

Up

volume Student Activity Book

pgs. 27-28

Student Math

Handbook pgs. 132-

133

Writing About

Mathematical


SAB p. M32,

Assessment: Writing

about how many

cubes

3.4 How do you design patterns for


of cubes?

How do you see that the cubes

filling a rectangular prism can be

decomposed into congruent layers?


and quantitatively





use of structure

MP8: Look for and


repeated reasoning


Work pgs. 87 & 89


Grid Paper

M33-M35 More Boxes

from the Bottom Up


pgs. 29-31

Student Math

Handbook pgs. 132-

133

Writing About

Mathematical


SAB p. 31

faces

cubes

rectangular prism

Investigation 3: How Many Cubes in a Box?

Unit 9



Sample


Interdisciplinary

Connections

Prior

Knowledges

3rd Grade Math


Investigation 2: Making Boxes3.5 How do determine the number of

cubes that will fit in the box made

by a given pattern?

How do you design patterns for


of cubes?

MP1: make sense of



and quantitatively


use of structure

MP8: Look for and


repeated reasoning


Work p. 93

End of Unit Assessment:

M37-M40


pgs. 33-34

Student Math

Handbook 129-130,

132-133

Writing About

Mathematical


SAB p. M35 & M38,

End of unit assessment

4A.1 How do you understand, measure

and estimate liquid volume?

How do you solve story problems

involving liquid volume?

3.NBT.1

3.NBT.2

3.MD.2


and quantitatively

MP4:Model with

mathematics


use of structure

MP8: Look for and


repeated reasoning


Work pgs. CC75-CC76

liquid volume

milliliter (mL)

liter (L)


pgs. 35-37 (C62-C64)

4A.2 How do you understand, measure and

estimate weight and mass?


involving weight and mass?

3.NBT.1

3.NBT.2

3.MD.2


and quantitatively

MP4: Model with

mathematics


use of structure

MP8: Look for and


repeated reasoning.


pgs. CC78-CC80

weight

mass

gram

kilogram


pgs. 38-40 (C65-C67)

4A.3 How do you understand, measure, and

estimate liquid volumes and weight

and mass?


involving liquid volumes and weight

and mass?

3.OA.8

3.NBT.1

3.NBT.2

3.MD.2


and quantitatively

MP4: Model with

mathematics


use of structure

MP8: Look for and


repeated reasoning.


p. CC84


pgs. 41-42 (C68-C69)

faces

cubes

rectangular prism

Investigation 4A: Liquid Volume & Weight & Mass

Unit 9

3rd Grade Math - Cicero Public School District 99...SAB p. 24 3rd Grade Math Unit 1: Trading...

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