Mathematics Common Core State Standards Curriculum Map



Mathematics Common Core State Standards Curriculum Map

George County School District…2013-2014

| |Unit 1: Exploring equal groups as a foundation for multiplication and division. | |

|Grade Level: 3rd grade |Essential Questions: How can I use repeated addition and equal groups to find the total number of objects to find the |Suggested Days: 10 |

| |sum? | |

| |What are the different strategies that can be used to solve multiplication or division problems? | |

| |What is the relationship between multiplication and division? | |

|Vocabulary: | |

|Review Vocabulary |Mathematical Practices: Highlighted practices to be assessed. |

|Skip counting, Groups of, Number lines, | |

|Fact Families, Repeated addition |1. Make sense of problems and persevere in solving them. |

|New Vocabulary |2. Reason abstractly and quantitatively. |

|-Equal groups |3. Construct viable arguments and critique the reasoning of others. |

|-Multiply |4. Model with mathematics. |

|-Equation (Number Sentence) |5. Use appropriate tools strategically. |

|-Multiplication/Factors/Product |6. Attend to precision. |

|-Array/Column/Row |7. Look for and make use of structure. |

|-Divide/Quotient |8. Look for and express regularity in repeated reasoning. |

|-Inverse | |

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|Content Standard |Resources |Assessments |

|3.OA.1. Interpret products of whole numbers, e.g., |Resources in folder |Pre-test |

|interpret 5 × 7 as the total number of objects in 5 |EnVision Math book- pgs. 100-01 Meaning of Multiplication; 102-03 Array; 104-05 |Informal assessments |

|groups of 7 objects each. For example, describe a |Comm. Property; 106-07 Word Problems |Post test |

|context in which a total number of objects can be |McGraw Hill book: pgs 183-218 ( some parts of this) | |

|expressed as 5 × 7. | |I Can Statements: |

|3.OA.2. Interpret whole-number quotients of whole |Website Resources |θ I can understand multiplication by thinking about groups of objects. 3.OA.1 |

|numbers, e.g., interpret 56 ÷ 8 as the number of | |θ I can understand division by thinking about how one group can be divided |

|objects in each share when 56 objects are partitioned | |into smaller groups. 3.OA.2 |

|equally into 8 shares, or as a number of shares when 56| |θ I can use what I know about multiplication and division to solve word |

|objects are partitioned into equal shares of 8 objects | |problems. 3.OA.3 |

|each. For example, describe a context in which a number| |θ I can multiply and divide within 100 easily and quickly because I know how |

|of shares or a number of groups can be expressed as 56 | |multiplication and division are related. 3.OA.7 |

|÷ 8. | | |

|3.OA.3. Use multiplication and division within 100 to | | |

|solve word problems in situations involving equal |? | |

|groups, arrays, and measurement quantities, e.g., by | | |

|using drawings and equations with a symbol for the | |

|unknown number to represent the problem.1 |rkeys.pdf | |

|3.OA.7. Fluently multiply and divide within 100, using | | |

|strategies such as the relationship between | | |

|multiplication and division (e.g., knowing that 8 ×5 = | | |

|40, one knows 40 ÷ 5 = 8) or properties of operations. | | |

|By the end of Grade 3, know from memory all products of| | |

|two one-digit numbers. | | |

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|NOTE: Websites: |

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