Third Grade - Grade Level Overview - Georgia Standards
Georgia
Standards of Excellence
Grade Level
Curriculum Overview
Mathematics
GSE Third Grade
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infringement.
Georgia Department of Education
TABLE OF CONTENTS
Curriculum Map ............................................................................................................................ 4
Unpacking the Standards .............................................................................................................. 5
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Standards for Mathematical Practice ............................................................................. 5
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Content Standards ............................................................................................................ 7
Mindset and Mathematics ..................................................................................................37
Vertical Understanding of the Mathematics Learning Trajectory .....................................38
Research of Interest to Teachers ........................................................................................39
GloSS and IKAN ...............................................................................................................39
Fluency ......................................................................................................................................... 40
Arc of Lesson/Math Instructional Framework ........................................................................ 40
Unpacking a Task ........................................................................................................................ 41
Routines and Rituals ................................................................................................................... 42
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Teaching Math in Context and Through Problems .................................................... 42
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Use of Manipulatives ..................................................................................................... 43
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Use of Strategies and Effective Questioning .............................................................. 44
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Number Lines ................................................................................................................ 45
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Math Maintenance Activities ........................................................................................ 46
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Number Corner/Calendar Time...............................................................................48
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Number Talks¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡.¡49
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Estimation/Estimation 180¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡¡...50
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Mathematize the World through Daily Routines ....................................................... 54
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Workstations and Learning Centers ............................................................................. 54
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Games .............................................................................................................................. 55
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Journaling ........................................................................................................................ 55
General Questions for Teacher Use .......................................................................................... 57
Questions for Teacher Reflection .............................................................................................. 58
Depth of Knowledge ................................................................................................................... 58
Depth and Rigor Statement ........................................................................................................ 60
Additional Resources .................................................................................................................. 61
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3-5 Problem Solving Rubric (creation of Richmond County Schools) ..................... 61
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Literature Resources ...................................................................................................... 62
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Technology Links ........................................................................................................... 62
Resources Consulted ................................................................................................................... 65
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Georgia Department of Education
Georgia Standards of Excellence
Third Grade
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Click on the link in the table to view a video that shows instructional strategies for teaching the specified standard.
GSE Third Grade Curriculum Map
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Numbers and
Operations in
Base Ten
The Relationship
Between
Multiplication
and Division
Patterns in
Addition and
Multiplication
Geometry
Representing and
Comparing
Fractions
Measurement
Show What We
Know
MGSE3.NBT.1
MGSE3.NBT.2
MGSE3.MD.3
MGSE3.MD.4
MGSE3.OA.1
MGSE3.OA.2
MGSE3.OA.3
MGSE3.OA.4
MGSE3.OA.5
MGSE3.OA.6
MGSE3.OA.7
MGSE3.NBT.3
MGSE3.MD.3
MGSE3.MD.4
MGSE3.OA.8
MGSE3.OA.9
MGSE3.MD.3
MGSE3.MD.4
MGSE3.MD.5
MGSE3.MD.6
MGSE3.MD.7
MGSE3.G.1
MGSE3.G.2
MGSE3.MD.3
MGSE3.MD.4
MGSE3.MD.7
MGSE3.MD.8
MGSE3.NF.1
MGSE3.NF.2
MGSE3.NF.3
MGSE3.MD.3
MGSE3.MD.4
MGSE3.MD.1
MGSE3.MD.2
MGSE3.MD.3
MGSE3.MD.4
ALL
These units were written to build upon concepts from prior units, so later units contain tasks that depend upon the concepts addressed in earlier units.
All units include the Mathematical Practices and indicate skills to maintain. However, the progression of the units is at the discretion of districts.
Note: Mathematical standards are interwoven and should be addressed throughout the year in as many different units and tasks as possible in order to stress the natural connections that exist among mathematical
topics.
Grades 3-5 Key: G= Geometry, MD=Measurement and Data, NBT= Number and Operations in Base Ten, NF = Number and Operations, Fractions, OA = Operations and Algebraic Thinking.
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Georgia Department of Education
STANDARDS FOR MATHEMATICAL PRACTICE
Mathematical Practices are listed with each grade¡¯s mathematical content standards to reflect
the need to connect the mathematical practices to mathematical content in instruction.
The Standards for Mathematical Practice describe varieties of expertise that mathematics
educators at all levels should seek to develop in their students. These practices rest on important
¡°processes and proficiencies¡± with longstanding importance in mathematics education.
The first of these are the NCTM process standards of problem solving, reasoning and proof,
communication, representation, and connections. The second are the strands of mathematical
proficiency specified in the National Research Council¡¯s report Adding It Up: adaptive
reasoning, strategic competence, conceptual understanding (comprehension of mathematical
concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly,
accurately, efficiently and appropriately), and productive disposition (habitual inclination to see
mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one¡¯s
own efficacy).
Students are expected to:
1. Make sense of problems and persevere in solving them.
In third grade, students know that doing mathematics involves solving problems and discussing
how they solved them. Students explain to themselves the meaning of a problem and look for
ways to solve it. Third graders may use concrete objects or pictures to help them conceptualize
and solve problems. They may check their thinking by asking themselves, ¡°Does this make
sense?¡± They listen to the strategies of others and will try different approaches. They often will
use another method to check their answers.
2. Reason abstractly and quantitatively.
Third graders should recognize that a number represents a specific quantity. They connect the
quantity to written symbols and create a logical representation of the problem at hand,
considering both the appropriate units involved and the meaning of quantities.
3. Construct viable arguments and critique the reasoning of others.
In third grade, students may construct arguments using concrete referents, such as objects,
pictures, and drawings. They refine their mathematical communication skills as they participate
in mathematical discussions involving questions like ¡°How did you get that?¡± and ¡°Why is that
true?¡± They explain their thinking to others and respond to others¡¯ thinking.
4. Model with mathematics.
Students experiment with representing problem situations in multiple ways including numbers,
words (mathematical language), drawing pictures, using objects, acting out, making a chart, list,
or graph, creating equations, etc. Students need opportunities to connect the different
representations and explain the connections. They should be able to use all of these
representations as needed. Third graders should evaluate their results in the context of the
situation and reflect on whether the results make sense.
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