Grade Three Mathematics Curriculum Map

Course Number: 5012050 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 3 Math Modules – Page 1

Module: 1 Number Operations in Base Ten for Addition and Subtraction

(Approximately 3 weeks)

Highlighted Math Practice

Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources

MAFS.K.12.MP.1.1: Make

sense of problems and

persevere in solving them.

Click here for video

examples from Inside

Mathematics

MAFS.K.12.MP.2.1:

Reason abstractly and

quantitatively. Click here for

video examples from Inside

Mathematics

MAFS.3.NBT.1.1: Use place value understanding to round whole numbers to the nearest 10 or 100.

● Round 2, 3, and 4-digit numbers to the nearest ten or hundred.

● Estimate using rounding.

● Mystery number Rounding Problem

● Rounding to the Nearest 10

● Rounding to the Nearest Hundred

● The Smallest and Largest Numbers Possible

Interactive Student Edition - Go Math ● Go Math – (Lessons 1.2, 1.3,

1.8) ● How Did the Baby Chick

Cross the Road to Rounding? ● Rounding Relay ● What Decade is It? -

Rounding Whole Numbers to the Nearest 10

● Rounding to 50 or 500 ● Perfect Pool Plans - MEA ● Engage NY Module 2, Topic

C, Lessons 12, 13, 14

MAFS.3.NBT.1.2: Fluently add and subtract within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction

● Fluently add and subtract within 1,000. ● Use place value to add and subtract. ● Use properties of addition (commutative

and associative). ● Recognize and apply knowledge of

inverse relationship between addition and subtraction.

● Adding and Subtracting Using Properties

● Addition Within 1000 ● Subtraction Within 1000 ● Wanda’s Method

● Go Math – (Lessons 1.4-1.7, 1.9-1.11)

● Astounding Addition ● Classroom Supplies ● Decoding Decomposing

{Adding two 4-digit Numbers} ● Dining Dilemma! -MEA

Grade Three Mathematics Curriculum Map

Course Number: 5012050 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 3 Math Modules – Page 2

● Study Jam: Property of

Addition ● Brainpop Commutative

Property of Addition ● Brainpop Distributive

Property of Addition ● Brainpop Associative

Property of Addition ● Engage NY Module 2,

Topic D, Lessons 15, 16, 17

● Engage NY Module 2, Topic E, Lessons 18, 19, 20. 21

Module 1 – Key Vocabulary

Compatible Numbers

Difference Estimate Expanded Form Identity Property of Addition

Pattern Place Value

Regroup

Associative Property of

Addition

Round Standard Form Sum Word Form Commutative Property of Addition

Grade Three Mathematics Curriculum Map

Course Number: 5012050 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 3 Math Modules – Page 3

Module: 1 Number Operations in Base Ten for Addition and Subtraction

(Approximately 3 weeks)

Highlighted Math Practice

Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources

MAFS.K.12.MP.3.1:

Construct viable

arguments and

critique the

reasonableness of

others. Click here for

video examples from

Inside Mathematics

MAFS.K.12.MP.4.1:

MAFS.3.OA.4.8: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

● Solve two-step word problems using addition and subtraction.

● Determine when estimating sums and differences is appropriate and use strategies such as compatible numbers and rounding to the nearest 10 and 100.

● Use commutative and associative properties of addition to add more than 2 addends.

● Use place value to add and subtract 3-digit numbers within 1,000.

● Represent word problems using equations with a letter standing for the unknown quantity

● Bake Sale ● Party Beverages ● Zoo Field Trip

● Go Math – (Lessons 1.12) ● Getting the hang of two-step

word problems ● Water Park Fun Day ● Chess Wish List – MEA ● Engage NY Module 7, Topic

A, Lesson 1, 2, 3

Grade Three Mathematics Curriculum Map

Course Number: 5012050 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 3 Math Modules – Page 4

Model with

mathematics. Click

here for video

examples from Inside

Mathematics

MAFS.K.12.MP.5.1:

Use appropriate tools

strategically. Click

here for video

examples from Inside

Mathematics

MAFS.3.OA.4.9: 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.

● Identify patterns on addition table. ● Use properties of addition including the

commutative, identity, and associative properties to explain patterns. For example, to find 5 + 4 = 9, students can start with either the row or the column and still get the same sum of 9.

● Adding Odd Numbers

● Adding Odds and Evens

● Decomposing Into Equal Addends

● Multiplication of Even Numbers ● Patterns Within the

Multiplication Table

● Go Math – (Lessons 1.1) ● The Power of Patterns ● Tricky Rice Math Patterns ● Patterns in the multiplication

table ● Engage NY Module 3, Topic

E, Lesson 16, 17, 18

Module: 1 Perimeter

(Approximately 2 weeks – broken apart) Perimeter is to be taught prior to multiplication with the addition and subtraction module. Area is to be taught in conjunction with arrays at the beginning of the multiplication unit.

Highlighted Math Practice

Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources

Grade Three Mathematics Curriculum Map

Course Number: 5012050 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 3 Math Modules – Page 5

MAFS.K.12.MP.2.1:

Reason abstractly

and quantitatively.

Click here for video

examples from Inside

Mathematics

MAFS.3.MD.4.8: 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 different perimeters.

● Find perimeter of polygons by counting units on grid paper

● Find the perimeter given the side lengths ● Find an unknown side length when the

perimeter is given ● Estimate and measure perimeter of

polygons using inch and centimeter rulers ● Reconstruct rectangles with the same

perimeter to have different areas ● Reconstruct rectangles with the same area

to have different perimeters

● Find All the Possible Rectangles

● Finding the Perimeter of a Polygon with Missing Sides

● Perimeters of Polygons with All Sides Known

● Rectangles with the Same Perimeter

● What is the Missing Length?

● *Ch. 11 Lessons 9 and 10 will need to be completed after students have learned both perimeter and area. It is suggested that you teach these lessons after.

● Go Math Lessons 11.1, 11.2, 11.3, 11.9, 11.10

● Go Math Animated Math Models Skill 44

● A Table For 36 Please ● Area and Perimeter of

Rectangles Investigations ● Finding Perimeter ● Junior Architechts:

Finding Perimeter and Area

● Make a Mighty Monster: Practice With Area and Perimeter

● Engage NY Module 7, Topic C, Lessons 10-17

● Study Jams Perimeter ● BrainPopJr.Perimeter

Module 1 - Key Vocabulary

Perimeter Square Unit (sq.un.) Unit Square Meter (m) Centimeter (cm) Polygon Length

Grade Three Mathematics Curriculum Map

Course Number: 5012050 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 3 Math Modules – Page 6

Assessment Resources

PARCC NBT.1.1 pg. 43-44

PARCC NBT.1.2 pg. 45-46

PARCC OA.4.8 pg. 39-40

PARCC OA.4.9 pg. 41-42

PARCC MD.4.8 pg. 85-86

Module 1 Test 1: NBT 1.1 & 1.2

Module 1 Test 2: OA 4.8, 4.9 & MD 4.8

Module 1 Overall Test

Ch. 1 MAFS Test

Module: 2 - Operations and Algebraic Thinking – Multiplication & Division

Grade Three Mathematics Curriculum Map

Course Number: 5012050 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 3 Math Modules – Page 7

(Approximately 6 weeks)

Highlighted Math Practice

Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources

MAFS.K.12.MP.1.1: Make sense of problems and persevere in solving them. Click here for video examples from Inside Mathematics MAFS.K.12.MP.2.1: Reason abstractly and quantitatively. Click here for video examples from Inside Mathematics MAFS.K.12.MP.3.1: Construct viable arguments and critique the reasonableness of others. Click here for video examples from

MAFS.3.OA.1.1: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.

● Make equal groups representing the problem using equal groups, arrays, and repeated addition

● Explain that 5 x 7 is equal to 7 objects in 5 groups

● Interpret Multiplication ● Multiplication on a Number Line ● What Does the 21 Mean? ● Writing Multiplication Word

Problems

Interactive Student Edition - Go Math ● Go Math Lessons 3.1, 3.2 ● All About Multiplication: Modeling

Multiplication With Streets and Avenues

● Product Productions ● Study Jams - Multiplication ● Arrays ● Engage NY Module 1, Topic A,

Lessons 1-3

MAFS.3.OA.1.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.

● Use models to demonstrate partitive (how many in each group) division.

● Use models to demonstrate quotative (how many equal groups) division.

● Interpreting Division ● What Does Six Mean ● Using A Number Line to

Solve Division Problems

● Florida Fish Aquarium Lesson

● Intro to Division ● Airplane Group Game ● Khan Academy Video ● Interpretation of Division ● Go Math Lessons: 6.2-6.4

Grade Three Mathematics Curriculum Map

Course Number: 5012050 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 3 Math Modules – Page 8

Inside Mathematics MAFS.3.OA.1.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.

● Use drawings and equations, with a symbol for the unknown number, to represent a problem.

● Use repeated subtraction and a number line to relate subtraction and division.

● Use arrays to model division.

● Finding the Number of Groups

● Measurement Problems ● Finding the Group Size

● Division Word Problems - TPT

● Khan Academy Video ● Boxes and Cartons of

Pencils ● Bizz-Buzz-Bazooka Game ● Go Lessons: 6.1, 6.5, 6.6

MAFS.3.OA.1.4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

● Make a model to represent the problem (using equal groups, arrays, number lines)

● Skip Count ● Use fact families ● Create an equation using appropriate

symbols ● Multiply and divide within 100 using an

appropriate strategy (equal groups, arrays, number lines)

● Find the Unknown Number ● Missing Numbers in

Division Equations ● Missing Number in

Multiplication Equations ● Multiplication and Division

Equations

● Discovering the Mystery Factor Through Arrays

● Giddy Up, Round Up: Relating Division to Multiplication

● Tasty Algebra: Using toasted O cereal to find the missing factor in a multiplication equation.

● MEA Field Trip Fundraiser ● Go Math Lessons 5.2, 7.8 ● Go Math Animated Math Models

Skills 22 ● Engage NY Module 1, Topic B,

Lesson 4-6 ● Brain Pop - Associative Property

Module - Key Vocabulary

Distributive Property of Multiplication

Commutative Property of Multiplication

Equal Groups Factor Multiply Multiplication

Product Identity Property of Multiplication

Grade Three Mathematics Curriculum Map

Course Number: 5012050 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 3 Math Modules – Page 9

Zero Property of Multiplication

Distributive Property of

Array Dividend Divisor

Quotient Inverse Operations Related Facts

Module: 2 - Operations and Algebraic Thinking – Multiplication & Division

(Approximately 6 weeks)

Highlighted Math Practice

Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources

MAFS.K.12.MP.4.1: Model with Mathematics. Click here for video examples from Inside Mathematics MAFS.K.12.MP.7.1: Look for and make use of structure. Click here for video examples from Inside Mathematics

MAFS.3.OA.2.5: Apply properties of operations as strategies to multiply and divide.

● Explain the properties of multiplication (Associative, Distributive, Identity, Zero) and how they apply

● Explain inverse operations as they apply to multiplication and division

● Break apart an array to: demonstrate the Distributive Property of Multiplication and solve a division equation

● Break Apart and Put Together

● Does It Work For Division

● Meeting the Reading Goal

● Using the Associative Property of Multiplication

● Candy Apple Fun ● Efficient Multiplication ● Fall Fun and Games! (Exploring the

Commutative Property of Multiplication)

● Go Math Lessons 3.6, 3.7, 4.4, 4.6, and 6.9

● Go Math Animated Math Models Skills 15, 16, 19, and 34

● Engage NY Module 1, Topic F, Lesson 18-21

● Engage NY Module 3, Topic A, Lessons 1-3

● Study Jams Distributive Property

Grade Three Mathematics Curriculum Map

Course Number: 5012050 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 3 Math Modules – Page 10

MAFS.K.12.MP.8.1: Look for and express regularity in repeated reasoning. Click here for video examples from Inside Mathematics

MAFS.3.OA.3.7: 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.

● Fluently multiply and divide within 100 using strategies including but not limited to: mental math, distributive property, associative property, inverse operations, zero property, identity property

● Know from memory all products of two one-digit numbers

● Fluency With Basic Multiplication Facts

● Fluency With Division ● Fluency With Multiplication ● Using Flexible Strategies

Illuminations Lessons ● Lesson 1:

Hopping on the Number Line ● Lesson 2:

Exploring Equal Sets ● Lesson 3:

All About Multiplication: Modeling Multiplication With Streets and Avenues

● Lesson 4: Balance Beam Discoveries

● Go Math Lessons 4.5, 4.8, 4.9, 6.8, 7.2, 7.4, 7.5, 7.6, 7.7, and 7.9

● Go Math Animated Math Models 18,19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29

● Engage NY Module 3 Topic B, Lessons 4-7 Topic C, Lessons 8-11 Topic D, Lessons 12-15 Topic E, Lessons 16-18 Topic F, Lessons 19-21 ● Engage NY Module 1

Topic C, Lessons 7-10 Topic D, Lessons 11-13 Topic E, Lessons 14-17 BrainPop:

● Multiplication

● Distributive Property

Grade Three Mathematics Curriculum Map

Course Number: 5012050 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 3 Math Modules – Page 11

● Associative Property

● Problem Solving Using Tables

● Divison

Module 2 - Operations and Algebraic Thinking – Multiplication & Division

(Approximately 6 weeks)

Highlighted Math Practice

Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources

Grade Three Mathematics Curriculum Map

Course Number: 5012050 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 3 Math Modules – Page 12

MAFS.K.12.MP.4.1: Model with Mathematics. Click here for video examples from Inside Mathematics MAFS.K.12.MP.7.1: Look for and make use of structure. Click here for video examples from Inside Mathematics MAFS.K.12.MP.8.1: Look for and express regularity in repeated reasoning. Click here for video examples from Inside Mathematics

MAFS.3.OA.4.8: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

● Solve two step word problems involving the four operations

● Represent problems using an equation including letter for unknown quantity

● Evaluate reasonableness of answers using mental math including computations, estimating and rounding

● Bake Sale ● Party Beverages ● Zoo Field Trip

● Getting the hang of two-step word problems

● Mix It Up - Algebraic Thinking Math Project

● MEA Lizard Lights ● MEA Science Space Camp ● Go Math Lessons 3.4, 4.10, 7.10,

7.11 ● Go Math Animated Math Models

Skill 13 ● Study Jams Order of Operations ● BrainPop Two-Step Equations

MAFS.3.OA.4.9: Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.

● Identify arithmetic patterns (including in addition and multiplication tables)

● Explain arithmetic patterns using the properties of operations (Commutative / Associative / Identity / Zero property of addition and multiplication, Distributive property of Multiplication)

● Identify the outcome of and explain the patterns while: adding odd numbers, adding odds and evens together, decomposing into equal addends

● Adding Odd Numbers ● Adding Odds and Evens ● Decomposing Into

Equal Addends ● Multiplication of Even

Numbers ● Patterns Within the

Multiplication Table

● Multiplication - It's in the Cards: Looking for Patterns

● The Power of Patterns ● MEA Tricky Rice Math Patterns ● Go Math Lessons 1.1, 4.7, 5.1 ● Go Math Animated Math Models Skill

21 ● BrainPop: Commutative Property

Study Jams ● Determine the Missing Operation in an

Equation ● Order Whole Numbe

Grade Three Mathematics Curriculum Map

Course Number: 5012050 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 3 Math Modules – Page 13

Module 2 - Area

(Approximately 2 weeks – broken apart) Perimeter is to be taught prior to multiplication with addition and subtraction and Area to be taught in conjunction with arrays at the

beginning of the multiplication unit.

Highlighted Math Practice

Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources

Grade Three Mathematics Curriculum Map

Course Number: 5012050 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 3 Math Modules – Page 14

MAFS.K.12.MP.1.1: Make

sense of problems and

persevere in solving them.

Click here for video

examples from Inside

Mathematics

MAFS.K.12.MP.3.1:

Construct viable

arguments and critique the

reasonableness of others.

Click here for video

examples from Inside

Mathematics

MAFS.3.MD.3.5: Recognize area as an

attribute of plane figures and understand

concepts of area measurement.

a. A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.

b. A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units

● Recognize area as an attribute of plane figures

● Understand that “one square unit” is the same as a “unit square”

● Explain that a plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

● Calculating Area ● Overlapping Tiles ● Unit Square ● Using Tiles of Different

Sizes

● MEA Animal Habitat ● Area Architecht Lesson 1 ● Area Designers ● Go Math Lessons 11.4,

11.5 ● Go Math Animated Math

Models Skill 46 ● Engage NY Module 4, Topic A, Lesson 1-4 Topic B, Lesson 5-8

Module - Key Vocabulary

Area Square Unit Unit Square Multiplication Repeated Addition Pattern Distributive

Property

Module 2 - Area

(Approximately 2 weeks – broken apart) Perimeter is to be taught prior to multiplication with addition and subtraction and Area to be taught in conjunction with arrays at the

beginning of the multiplication unit.

Grade Three Mathematics Curriculum Map

Course Number: 5012050 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 3 Math Modules – Page 15

Highlighted Math Practice

Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources

MAFS.K.12.MP.6.1:

Attend to precision

Click here for video

examples from Inside

Mathematics

MAFS.K.12.MP.7.1:

Look for and make

use of structure. Click

here for video

examples from Inside

Mathematics

MAFS.K.12.MP.8.1:

Look for and express

regularity in repeated

reasoning. Click here

for video examples

from Inside

Mathematics

MAFS.3.MD.3.6: Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

● Estimate area of plane shapes by counting unit squares

● Measure area of plane shapes by counting unit squares

● Use appropriate vocabulary to describe unit squares

● Area of a Right Trapezoid ● Dawn's Vegetable Garden ● Fenced Dog Run ● How Many Square Units

● Count Those Square Units ● Playground Protection ● Shopping Mall Math:

Parking at the Mall (Area) ● Go Math Lessons 11.5 ● Engage NY Module 4, Topic

C, Lessons 9-11

MAFS.3.MD.3.7: Relate area to the operations of

multiplication and addition.

a. Find the area of a rectangle with whole-number

side lengths by tiling it, and show that the area

is the same as would be found by multiplying

the side lengths.

b. Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.

a. Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the

● Explain and demonstrate the relationship between an array, repeated addition and area

● Find a pattern to solve an area problem (e.g. multiplication, repeated addition)

● Explain and demonstrate the relationship between the distributive property of multiplication and the total array

● Decompose a rectilinear figure and add the areas of each non-overlapping rectangle and apply to real world problems

● Area of a Butterfly Garden

● Cover Me ● Decompose Shapes to

Find Area ● Using Arrays to Model

the Distributive Property

● MEA Treehouse Makeover ● Area Architects Lesson 2 ● Area Architects Lesson 3 ● Area Architects Lesson 4 ● Area Architects Lesson 5 ● Go Math Lessons 11.6,

11.7, 11.8 ● Go Math Animated Math

Models Skill 45 ● Engage NY Module 4, Topic

D, Lessons 12-16 ● Study Jams

Area of Irregular Figures

● BrainPop Area of Polygons

Grade Three Mathematics Curriculum Map

Course Number: 5012050 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 3 Math Modules – Page 16

areas of the non-overlapping parts, applying this technique to solve real world problems.

Assessment Resources

PARCC OA.1.1 pg. 25-26 PARCC OA.1.2 pg. 27-28 PARCC OA.1.3 pg. 29-30 PARCC OA.1.4 pg. 31-32

PARCC OA.2.5 pg. 33-34 PARCC OA.3.7 pg. 37-38 PARCC OA.4.8 pg. 39-40 PARCC OA.4.9 pg. 41-42

PARCC MD.3.5 pg. 71-74 PARCC MD.3.6 pg. 75-76 PARCC MD.3.7 pg. 77-80

Ch 3 MAFS Test

Ch 4 MAFS Test

Ch 5 MAFS Test

Ch 6 MAFS Test

Ch 7 MAFS Test

Ch 11 MAFS Test

Module 2 Test 1: OA 1.1, 3.7, 4.9

Module 2 Test 2: OA 1.4, 2.5 & MD 3.5-3.8

Grade Three Mathematics Curriculum Map

Course Number: 5012050 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 3 Math Modules – Page 17

Module 3 - Fractions

(Approximately 5 weeks)

Highlighted Math Practice

Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources

Grade Three Mathematics Curriculum Map

Course Number: 5012050 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 3 Math Modules – Page 18

MAFS.K.12.MP.1.1:

Make sense of problems

and persevere in solving

them. Click here for video

examples from Inside

Mathematics

MAFS.K.12.MP.2.1:

Reason abstractly and

quantitatively. Click here

for video examples from

Inside Mathematics

MAFS.3.NF.1.1: 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 by a parts of size 1/b.

● Identify equal parts of a whole. ● Divide models to make equal

shares. ● Use a fraction to name one part of a

whole that is divided into equal parts.

● Read, write, and model fractions that represent more than one part of a whole that is divided into equal parts.

● Model, read, and write fractional parts of a group.

● Find fractional parts of a group using unit fractions.

● What Does One Fifth Mean?

● Three Quarters of The Race

● Which Shows One Third?

● Painting A Wall

Interactive Student Edition - Go Math ● Fraction Words ● Fun with Fractions ● What's the Part? What's the

Whole? ● Fraction Folding Part 1 ● Fraction Folding Part 2 ● Go Math Lessons 8.1, 8.2, 8.3, 8.4,

8.7, 8.9 ● Go Math Animated Math Models

Skills 30, 31, 32 ● Engage NY Module 5, Topic A,

Lessons 1-4 ● BrainPop Jr.- Equivalent Coins ● BrainPop - Polygons ● BrainPop - Fractions ● Study Jams - Fractions

MAFS.3.G.1.2: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

● Partition shapes into parts with

equal areas and express the area as a unit fraction of the whole. (Ch. 12 Lesson 9)

● Halves of An Irregular Polygon

● Two Equal Parts ● Four Parts of the

Whole ● Unit Fractions

● Geometric Pictures of One Half

● Geoboard ● Fraction-Naming ● Paper Quilts ● Go Math Lessons 12.9 ● Go Math Animated Math

Models Skills 32 ● Engage NY Module 5, Topic

B, Lessons 5-8 ●

Grade Three Mathematics Curriculum Map

Course Number: 5012050 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 3 Math Modules – Page 19

Module - Key Vocabulary

Equal Parts Halves Thirds Fourths Sixths Eighths Whole

Fraction Unit Fraction Numerator Denominator Fraction Greater

Than 1

Equivalent Equivalent

Fraction

Grade Three Mathematics Curriculum Map

Course Number: 5012050 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 3 Math Modules – Page 20

Module 3 - Fractions

(Approximately 5 weeks)

Highlighted Math Practice

Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources

MAFS.K.12.MP.3.1:

Construct viable

arguments and critique the

reasonableness of others.

Click here for video

examples from Inside

Mathematics

MAFS.K.12.MP.4.1: Model

with mathematics. Click

here for video examples

MAFS.3.NF.1.2: Understand a fraction as a number on the number line; represent fractions on a number line diagram. a. 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.

b. Represent a fraction a/b on a number line diagram by marking off a 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.

● Represent and locate fractions on a number line.

● One-Third on the Number Line

● Three-Fourths on the Number Line

● Five-Eighths on the Number Line

● Four-Sixths on the Number Line

● The Fraction String ● Fractions on a Number Line ● Interactive Fraction Number Lines ● Closest to ½ ● Go Math Lessons 8.5 ● Go Math Animated Math Models

Skills 34 ● Engage NY Module 5, Topic D,

Lessons 14-19 ● BrainPop Jr. - More Fractions

Grade Three Mathematics Curriculum Map

Course Number: 5012050 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 3 Math Modules – Page 21

from Inside Mathematics

MAFS.K.12.MP.6.1:

Attend to precision Click

here for video examples

from Inside Mathematics

MAFS.K.12.MP.7.1: Look

for and make use of

structure. Click here for

video examples from

Inside Mathematics

MAFS.K.12.MP.8.1: Look

for and express regularity

in repeated reasoning.

Click here for video

examples from Inside

Mathematics

MAFS.3.NF.1.3: Explain equivalence of fractions in

special cases, and compare fractions by reasoning about

their size. a. Understand two fractions as equivalent (equal) if

they are the same size, or the same point on a number line.

b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model.

c. 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.

d. Compare two 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.

● Relate fractions and whole numbers by expressing whole numbers as fractions and recognizing fractions that are equivalent to whole numbers.

● Model equivalent fractions by folding paper, using area models, and using number lines.

● Generate equivalent fractions by using models.

● Compare fractions with the same numerator by using models and reasoning strategies.

● Compare fractions with the same denominator by using models and reasoning strategies.

● Compare fractions by using models and strategies involving the size of the pieces in the whole.

● Compare and order fractions by using models and reasoning strategies.

● Equivalent Fractions

● Four Fourths ● Generating

Equivalent Fractions

● How Many Fourths are in Two Wholes?

● The Cake Problem

● Comparing Fractions

● Equivalent Fractions ● Would you Rather Have? ● Go Math Lessons 8.6, 9.1, 9.2, 9.3,

9.4, 9.5, 9.6, 9.7 ● Go Math Animated Math Models

Skills 33, 35, 36, and 37 ● Engage NY Module 5

Topic C, Lessons 10-13 Topic E, Lessons 20-27 ● BrainPop Jr. - Equivalent Fractions

Basic Parts of a Whole ● Study Jams:

Equivalent Fractions ● Compare Fractions and Mixed

Numbers

Grade Three Mathematics Curriculum Map

Course Number: 5012050 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 3 Math Modules – Page 22

Assessment Resources

PARCC NF1.1 pg. 49-50

PARCC NF1.2a pg. 51-52

PARCC NF1.2b pg. 53-54

PARCC NF1.3a pg. 55-56

PARCC NF1.3b pg. 57-58

PARCC NF1.3c pg. 59-60

PARCC NF1.3d pg. 61-61

PARCC G1.2 pg. 89-90

Ch 8 MAFS Test

Ch 9 MAFS Test

Module 3 Test 1 - NF1.1 & G1.2

Module 3 Test 2 - NF 1.2 & 1.3

Module 3 Overall Test

Grade Three Mathematics Curriculum Map

Course Number: 5012050 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 3 Math Modules – Page 23

Module 4 - Data

Data (Approximately 3 weeks)

Highlighted Math Practice

Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources

MAFS.K.12.MP.1.1: Make sense of problems and persevere in solving them.

MAFS.K.12.MP.2.1: Reason abstractly and quantitatively.

MAFS.K.12.MP.4.1: Model with mathematics.

MAFS.K.12.MP.5.1: Use appropriate tools

MAFS.3.MD.2.3: 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.

● Organize data in tables ● Read and interpret data in a scaled picture graph

and use data to draw a scaled picture graph ● Read and interpret data in a scaled bar graph

and use data to draw a scaled bar graph ● Solve one- and two-step compare problems

using data in a scaled bar graph

● Collecting Cans for Recycling

● Flowers in Garden ● Lunch Orders

Interactive Student Edition - Go Math ● MEA Bulletin Board Brainiacs ● Go Math Lessons 2.1, 2.2,

2.3, 2.4, 2.5, 2.6 ● Go Math Animated Math

Model Skills 6, 7, 8, 9 ● BrainPop Jr.:

Pictographs Line Graphs

● Candy Judging ● Graphs Your Way! ● Paper Airplanes Away! ● Go Math – (Lessons 2.1-2.6) ● Engage NY Module 6, Topic

A, Lessons 1-4

Grade Three Mathematics Curriculum Map

Course Number: 5012050 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 3 Math Modules – Page 24

strategically.

MAFS.K.12.MP.6.1: Attend to precision

MAFS.K.12.MP.7.1: Look for and make use of structure.

MAFS.3.MD.2.4: 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.

● Read and interpret data in a line plot and use data to make a line plot

● Measuring our Pencils – Part One

● Measuring our Pencils – Part Two

● The Teacher’s Shoe - Part 1

● The Teacher’s Shoe - Part 2

● Measure Up! Measuring to make a line plot

● Magnified Inches ● Who Lives Next Door? ● Go Math –

(Lessons 2.7) ● Engage NY Module 6,

Topic B, Lessons 5-9

Module - Key Vocabulary

Bar Graph Frequency Table Horizontal Bar Graph Key Line Plot Picture Graph Scale

Vertical Bar Graph

Assessment Resources

PARCC MD2.3 pg. 67-68 (bar graphs)

PARCC MD2.4 pg. 69-70 (line plots and measurement with rulers)

Ch 2 MAFS Test

Grade Three Mathematics Curriculum Map

Course Number: 5012050 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 3 Math Modules – Page 25

Module 5 - Time, Length, Liquid Volume, and Mass

(Approximately 4 weeks)

Highlighted Math Practice

Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources

MAFS.K.12.MP.2.1:

Reason abstractly

and quantitatively.

Click here for video

examples from Inside

Mathematics

MAFS.K.12.MP.4.1:

Model with

mathematics. Click

MAFS.3.MD.1.1: Tell and write time to the nearest minute and measure 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.

● Read, write, and tell time on analog and digital clocks to the nearest minute.

● Decide when to use A.M. and P.M. when telling time to the nearest minute.

● Use a number line to model or an analog clock to measure time intervals in minutes.

● Use a number line or an analog clock to add or subtract intervals to find starting times or ending times.

● Solve problems involving addition and subtraction of time intervals.

● Find the Time ● Telling Time ● What Time is it Now?

Interactive Student Edition - Go Math ● Are We There Yet? Elapsed Time to

the Rescue! ● Cuts in a Rush ● Do You Have a Minute? ● MEA Group Singing Lessons ● Go Math Lessons 10.1, 10.2, 10.3,

10.4, 10.5 ● Go Math Animated Math Models

Skills 38, 39, 40 ● Engage NY Module 2, Topic A,

Grade Three Mathematics Curriculum Map

Course Number: 5012050 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 3 Math Modules – Page 26

here for video

examples from Inside

Mathematicsexample

s from Inside

Mathematics

Lessons 1-5 ● Study jams Telling Time ● Study jams Elapsed Time

BrainPop Jr.: Time to the Minute Time to the Quarter and Half Hour

Module - Key Vocabulary

Minute Half Hour Quarter Hour Hour Noon Midnight A.M. & P.M.

Elapsed Time Liquid Volume Liter (L) Gram (g) Kilogram (kg) Mass

Module 5 - Time, Length, Liquid Volume, and Mass

(Approximately 4 weeks)

Highlighted Math Practice

Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources

Grade Three Mathematics Curriculum Map

Course Number: 5012050 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 3 Math Modules – Page 27

MAFS.K.12.MP.5.1:

Look for and make

use of structure. Click

here for video

examples from Inside

Mathematics

MAFS.K.12.MP.6.1:

Attend to precision

Click here for video

examples from Inside

Mathematics

MAFS.3.MD.2.4: 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.

● Generate data by measuring lengths using halves and fourths of an inch

● Create a line plot, marking the horizontal scale with appropriate units (wholes, halves, quarters)

● Read and interpret data in a line plot

● Measuring Our Pencils Part 1

● Measuring Our Pencils Part 2

● Measuring Teacher's Shoe Part 1

● Measuring Teacher's Shoe Part 2

● Magnified Inches ● Measure Up! Measuring to Make a

Line Plot ● Measurement Fast Track ● Thrift Town Melt-Down- Let's Cool

Up! ● Go Math Lessons 2.7, 10.6 ● Engage NY Module 6, Topic A,

Lessons 1-4 ● Study Jams Line Plots ● Study Jams Tools Of Measurement

Assessment Resources

PARCC MD 1.1 pgs.63-64 (Time/Elapsed Time)

PARCC MD 1.2 pgs. 65-66 (Liquid Volume/Mass)

PARCC MD 2.4 pgs. 69-70 (Measurement - previously covered in Module 5)

Ch 10 MAFS Test

Module 4 Test

Module 6 - Two-Dimensional Shapes

(Approximately 2 weeks)

Grade Three Mathematics Curriculum Map

Course Number: 5012050 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 3 Math Modules – Page 28

Highlighted Math Practice

Florida Math Standard Students should be able to: MFAS Tasks Suggested Instructional Resources

MAFS.K.12.MP.3.1:

Construct viable

arguments and

critique the

reasonableness of

others. Click here for

video examples from

Inside Mathematics

MAFS.K.12.MP.6.1:

Attend to precision

Click here for video

examples from Inside

Mathematics

MAFS.3.G.1.1: 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.

● Identify and describe attributes of plane shapes.

● Describe angles in plane shapes. ● Identify polygons by the number of sides

they have. ● Determine if lines or line segments are

intersecting, perpendicular, or parallel. ● Describe, classify, and compare

quadrilaterals based on their sides and angles.

● Describe and compare triangles based on the number of sides that have equal length and by their angles.

● Drawing Quadrilaterals

● Identifying Polygons ● Identifying

Quadrilaterals – Part One

● Identifying Quadrilaterals - Part Two

Interactive Student Edition - Go Math ● Go Math Lessons 12.1, 12.2, 12.3,

12.4, 12.5, 12.6, 12.7, 12.8 ● Go Math Animated Math Models Skills

47, 48, 49, 50 ● 2D Discoveries ● Its All About the Shapes ● Hoops for Quadrilaterals ● Pretzel Quadrilaterals ● Study Jams - Types of Lines ● Quadrilaterals ● BrainPopJr. Points Lines Segments

and Rays ● Brain Pop - Geometry ● Engage NY Module 7Topic B, Lesson 4-9

MAFS.3.G.1.2: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

● Partition shapes into parts with equal areas and express the area as a unit fraction of the whole.

● Four Parts of the Whole

● Halves of an Irregular Polygon

● Two Equal Parts ● Unit Fractions

● Go Math Lesson 12.9 ● Go Math Animated Math Model

Skill 32 ● Frank and Fran's Fabulous

Fractions ● Fractions Meet Pattern Blocks ● Fun With Pattern Block Fractions:

Expanding Our Pattern Block Fraction Repertoire

● Fun With Pattern Block Fractions: Exploring the Value of the Whole

Module - Key Vocabulary

Grade Three Mathematics Curriculum Map

Course Number: 5012050 The intention of the Curriculum Map is to provide a consistent scope and sequence for the course across the district. While the instruction and resources will be based on the needs of the students, the expectation is that every student enrolled in the course will learn the standards in each module.

Grade 3 Math Modules – Page 29

Open Shape Closed Shape

Plane Shape Two-Dimensional Shape

Point Endpoint

Line Line Segment

Ray Vertex

Angle Side

Right Angle Polygon

Hexagon Rectangle

Quadrilateral Rhombus

Triangle Square

Pentagon Trapezoid

Intersecting Lines Octagon

Parallel Lines Decagon

Perpendicular Lines

Assessment Resources

PARCC G.1.1 pg. 87-88

PARCC G.1.2 pg. 89-90

Module 6 Test

Ch 12 MAFS Test

40 Day Countdown to FSA (start in January): https://docs.google.com/document/d/1nu1jMgiqyCqXOk3y9y3vR0gM8YKFtAlvkPd2Kl1nSqI/edit?usp=sharing