Third Grade - Grade Level Overview - Georgia Standards

Georgia

Standards of Excellence

Grade Level

Curriculum Overview

Mathematics

GSE Third Grade

These materials are for nonprofit educational purposes only. Any other use may constitute copyright

infringement.

Georgia Department of Education

TABLE OF CONTENTS

Curriculum Map ............................................................................................................................ 4

Unpacking the Standards .............................................................................................................. 5

?

Standards for Mathematical Practice ............................................................................. 5

?

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

?

Teaching Math in Context and Through Problems .................................................... 42

?

Use of Manipulatives ..................................................................................................... 43

?

Use of Strategies and Effective Questioning .............................................................. 44

?

Number Lines ................................................................................................................ 45

?

Math Maintenance Activities ........................................................................................ 46

o

Number Corner/Calendar Time...............................................................................48

o

Number Talks¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­.¡­49

o

Estimation/Estimation 180¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­¡­...50

?

Mathematize the World through Daily Routines ....................................................... 54

?

Workstations and Learning Centers ............................................................................. 54

?

Games .............................................................................................................................. 55

?

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

Georgia Department of Education

July 2021 ¡ñ Page 2 of 66

All Rights Reserved

Georgia Department of Education

?

3-5 Problem Solving Rubric (creation of Richmond County Schools) ..................... 61

?

Literature Resources ...................................................................................................... 62

?

Technology Links ........................................................................................................... 62

Resources Consulted ................................................................................................................... 65

Georgia Department of Education

July 2021 ¡ñ Page 3 of 66

All Rights Reserved

Georgia Department of Education

Georgia Standards of Excellence

Third Grade

**NEW

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.

Georgia Department of Education

July 2021 ¡ñ Page 4 of 66

All Rights Reserved

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.

Georgia Department of Education

July 2021 ¡ñ Page 5 of 66

All Rights Reserved

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download