3rd Grade: Unit 2



3rd Grade: Unit 2

Curriculum Map: October 28th – January 3rd

Common Core Standards

|REVIEW OF GRADE 2 FLUENCIES |

|2.OA.2 | |

| |Fluently add and subtract within 20 using mental strategies.2 By end of |

| |Grade 2, know from memory all sums of two one-digit numbers. |

|2.NBT.5 | |

| |Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship |

| |between addition and subtraction. |

|EXPECTED GRADE 3 FLUENCIES |

|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. |

|3.NBT.2 |Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the |

| |relationship between addition and subtraction. |

| |

|GRADE 3 OPERATIONS AND ALGEBRAIC THINKING |

|3.OA.1 |Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For |

| |example, describe a context in which a total number of objects can be expressed as 5 × 7. |

|Students recognize multiplication as a means to determine the total number of objects when there are a specific number of groups with the same number of|

|objects in each group. Multiplication requires students to think in terms of groups of things rather than individual things. Students learn that the |

|multiplication symbol ‘x’ means “groups of” and problems such as 5 x 7 refer to 5 groups of 7. |

| |

|To further develop this understanding, students interpret a problem situation requiring multiplication using pictures, objects, words, numbers, and |

|equations. Then, given a multiplication expression (e.g., 5 x 6) students interpret the expression using a multiplication context. (See Table 2) They |

|should begin to use the terms, factor and product, as they describe multiplication. |

| |

|Students may use interactive whiteboards to create digital models. |

| |Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects |

|3.OA.2 |are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects |

| |each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. |

| |

|Students recognize the operation of division in two different types of situations. One situation requires determining how many groups and the other |

|situation requires sharing (determining how many in each group). Students should be exposed to appropriate terminology (quotient, dividend, divisor, and|

|factor). |

| |

|To develop this understanding, students interpret a problem situation requiring division using pictures, objects, words, numbers, and equations. Given a|

|division expression (e.g., 24 ÷ 6) students interpret the expression in contexts that require both interpretations of division. |

| |Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine |

| |the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = ������ ÷ 3, 6 × 6 = ?. |

|3.OA.4 | |

| | |

|This standard is strongly connected to 3.OA.3 where students solve problems and determine unknowns in equations. Students should also experience |

|creating story problems for given equations. When crafting story problems, they should carefully consider the question(s) to be asked and answered to |

|write an appropriate equation. Students may approach the same story problem differently and write either a multiplication equation or division equation.|

| |

|Students apply their understanding of the meaning of the equal sign as ”the same as” to interpret an equation with an unknown. When given 4 x ? = 40, |

|they might think: |

| |

|4 groups of some number is the same as 40 |

|4 times some number is the same as 40 |

|I know that 4 groups of 10 is 40 so the unknown number is 10 |

|The missing factor is 10 because 4 times 10 equals 40. |

| |

|Equations in the form of a x b = c and c = a x b should be used interchangeably, with the unknown in different positions. |

| |

|Examples: |

|Solve the equations below: |

|24 = ? x 6 |

|72 ÷ Δ = 9 |

|Rachel has 3 bags. There are 4 marbles in each bag. How many marbles does Rachel have altogether? 3 x 4 = m |

| |

|Students may use interactive whiteboards to create digital models to explain and justify their thinking. |

| |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 |

|3.OA.7 |of two one-digit numbers. |

| | |

|By studying patterns and relationships in multiplication facts and relating multiplication and division, students build a foundation for fluency with |

|multiplication and division facts. Students demonstrate fluency with multiplication facts through 10 and the related division facts. Multiplying and |

|dividing fluently refers to knowledge of procedures, knowledge of when and how to use them appropriately, and skill in performing them flexibly, |

|accurately, and efficiently. Strategies students may use to attain fluency include: |

| |

|• Multiplication by zeros and ones |

|• Doubles (2s facts), Doubling twice (4s), Doubling three times (8s) |

|• Tens facts (relating to place value, 5 x 10 is 5 tens or 50) |

|• Five facts (half of tens) |

|• Skip counting (counting groups of __ and knowing how many groups have been counted) |

|• Square numbers (ex: 3 x 3) |

|• Nines (10 groups less one group, e.g., 9 x 3 is 10 groups of 3 minus one group of 3) |

|• Decomposing into known facts (6 x 7 is 6 x 6 plus one more group of 6) |

|• Turn-around facts (Commutative Property) |

|• Fact families (Ex: 6 x 4 = 24; 24 ÷ 6 = 4; 24 ÷ 4 = 6; 4 x 6 = 24) |

|• Missing factors |

|General Note: Students should have exposure to multiplication and division problems presented in both vertical and horizontal forms. |

| |

|GRADE 3 NUMBERS AND OPERATIONS IN BASE TEN |

| |Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a |

|3.MD.4 |line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters. |

|Students in second grade measured length in whole units using both metric and U.S. customary systems. It’s important to review with students how to read|

|and use a standard ruler including details about halves and quarter marks on the ruler. Students should connect their understanding of fractions to |

|measuring to one-half and one-quarter inch. Third graders need many opportunities measuring the length of various objects in their environment. |

| |

|Some important ideas related to measuring with a ruler are: |

|The starting point of where one places a ruler to begin measuring |

|Measuring is approximate. Items that students measure will not always measure exactly ¼,½ or one whole inch. Students will need to decide on an |

|appropriate estimate length. |

|Making paper rulers and folding to find the half and quarter marks will help students develop a stronger understanding of measuring length |

| |

| |

|Students generate data by measuring and create a line plot to display their findings. An example of |

|a line plot is shown below: |

| |

| |

| |

|[pic] |

|3.MD.5 |Recognize area as an attribute of plane figures and understand concepts of area measurement. |

| |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. |

| |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. |

|Students develop understanding of using square units to measure area by: |

| |

|Using different sized square units |

|Filling in an area with the same sized square units and counting the number of square units |

|An interactive whiteboard would allow students to see that square units can be used to cover a plane figure. |

| |

|[pic] |

|3.MD.6 |Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). |

|Using different sized graph paper, students can explore the areas measured in square centimeters and square inches. An interactive whiteboard may also |

|be used to display and count the unit squares (area) of a figure. |

|3.MD.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. |

|Students develop an understanding of the concept of perimeter by walking around the perimeter of a room, using rubber bands to represent the perimeter |

|of a plane figure on a geoboard, or tracing around a shape on an interactive whiteboard. They find the perimeter of objects; use addition to find |

|perimeters; and recognize the patterns that exist when finding the sum of the lengths and widths of rectangles. |

| |

|Students use geoboards, tiles, and graph paper to find all the possible rectangles that have a given perimeter (e.g., find the rectangles with a |

|perimeter of 14 cm.) They record all the possibilities using dot or graph paper, compile the possibilities into an organized list or a table, and |

|determine whether they have all the possible rectangles. |

| |

|Given a perimeter and a length or width, students use objects or pictures to find the missing length or width. They justify and communicate their |

|solutions using words, diagrams, pictures, numbers, and an interactive whiteboard. |

| |

|Students use geoboards, tiles, graph paper, or technology to find all the possible rectangles with a given area (e.g. find the rectangles that have an |

|area of 12 square units.) They record all the possibilities using dot or graph paper, compile the possibilities into an organized list or a table, and |

|determine whether they have all the possible rectangles. Students then investigate the perimeter of the rectangles with an area of 12. |

| |

| |

|[pic] |

| |

|The patterns in the chart allow the students to identify the factors of 12, connect the results to the commutative property, and discuss the differences|

|in perimeter within the same area. This chart can also be used to investigate rectangles with the same perimeter. It is important to include squares in |

|the investigation. |

| |

|GRADE 3 OPERATIONS AND ALGEBRAIC THINKING |

| |Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four |

|3.G.1 |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. |

|In second grade, students identify and draw triangles, quadrilaterals, pentagons, and hexagons. Third graders build on this experience and further |

|investigate quadrilaterals (technology may be used during this exploration). Students recognize shapes that are and are not quadrilaterals by examining |

|the properties of the geometric figures. They conceptualize that a quadrilateral must be a closed figure with four straight sides and begin to notice |

|characteristics of the angles and the relationship between opposite sides. Students should be encouraged to provide details and use proper vocabulary |

|when describing the properties of quadrilaterals. They sort geometric figures (see examples below) and identify squares, rectangles, and rhombuses as |

|quadrilaterals. |

|[pic] |

Model Curriculum Student Learning Objectives

|# |STUDENT LEARNING OBJECTIVES |CORRESPONDING CCSS/NJCCCS |

|1 |Interpret products of whole numbers as repeated addition or equal groups of objects (up to 100). |3.OA.1 |

|2 |Explain division as a set of objects partitioned equally into a number of shares (up to 100). |3.OA.2 |

|3 |Determine the unknown in a multiplication equation with an unknown relating 3 whole numbers up to 100 |3.OA.4 |

| |(does not require students to solve from memory). | |

|4 |Multiply and divide within 40 using strategies such as the relationship between multiplication and |3.OA.7 |

| |division. | |

|5 |Depict data measured in fourths and halves of an inch with a line plot with scales marked with |3.MD.4 |

| |appropriate units. | |

|6 |A plane figure can be covered without gaps or overlaps by n squares is said to have an area of n square |3.MD.5 a, b |

| |units. Find the area of a plane figure understanding that unit squares are used to measure area of a | |

| |rectilinear drawing. | |

|7 |Measure areas by counting unit squares (square cm, square m, square in, square ft., and improvised |3.MD.6 |

| |units). | |

|8 |Solve real world and mathematical problems involving perimeters of polygons, including finding the |3.MD.8 |

| |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. | |

|9 |Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share |3.G.1 |

| |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. | |

Potential Student Misconceptions

Operations and Algebraic Thinking

Students don’t understand story problems.

Maintain student focus on the meaning of the actions and number relationships, and encourage them to model the problem or draw as needed. Students often depend on key words, a strategy that often is not effective. For example, they might assume that the word left always means that subtraction must be used. Providing problems in which key words are used to represent different operations is essential. For example, the use of the word left in this problem does not indicate subtraction: Suzy took the 28 stickers she no longer wanted and gave them to Anna. Now Suzy has 50 stickers left. How many stickers did Suzy have to begin with? Students need to analyze word problems and avoid using key words to solve them.

Students don’t interpret multiplication by considering one factor as the number of groups and the other factor as the number in each group.

Have students model multiplication situations with manipulatives or pictorially. Have students write multiplication and division word problems.

Students solve multiplication word problems by adding or division problems by subtracting.

Students need to consider whether a word problem involves taking apart or putting together equal groups. Have students model word problems and focus on the equal groups that they see.

Students believe that you can use the commutative property for division.

For example, students think that 3÷15 =5 is the same as 15÷3=5. Have students represent the problem using models to see the difference between these two equations. Have them investigate division word problems and understand that division problems give the whole and an unknown, either the number of groups or the number in each group.

Students don’t understand the relationship between addition/multiplication and subtraction/division.

Multiplication can be understood as repeated addition of equal groups; division is repeated subtraction of equal groups. Provide students with word problems and invite students to solve them. When students solve multiplication problems with addition, note the relationship between the operations of addition and multiplication and the efficiency that multiplication offers. Do the same with division problems and subtraction. .

Students don’t understand the two types of division problems.

Division problems are of two different types--finding the number of groups (“measurement”) and finding the number in each group (“sharing”). Make sure that students solve word problems of these two different types. Have them create illustrations or diagrams of each type, and discuss how they are the same and different. Connect the diagrams to the equations.

Students use the addition, subtraction, multiplication or division algorithms incorrectly.

Remember that the traditional algorithms are only one strategy. Partial sums, partial products and partial quotients are examples of alternative strategies that highlight place value and properties of operations. Have students solve problems using multiple models, including numbers, pictures, and words.

Measurement and Data

Students confuse area and perimeter:

Introduce the ideas separately. Create real world connections for these ideas. For example the perimeter of a white board is illustrated by the metal frame; the area of the floor is illustrated by the floor tiles. Use the vocabulary of area and perimeter in the context of the school day. For example, have students sit on the “perimeter” of the rug.

Students may have difficulty using known side lengths to determine unknown side lengths: Offer these students identical problems on grid paper and without the gridlines. Have them compare the listed lengths to the gridlines that the lines represent. Transition students to problems without gridlines, but have grid paper available for students to use to confirm their answers.

Geometry

Students do not understand the relationship between squares and rectangles.

A square is a rectangle, but a rectangle is not a square. Make a compare/contrast graphic organizer to list the attributes of rectangles and squares. Also have students use the definitions to differentiate between a square and a rectangle.

Students believe that the orientation of a shape changes the shape.

Students may not recognize these as the same shape. Be sure to model, investigate and discuss shapes in a variety of orientations and in contexts.

Students believe that all quadrilaterals have parallel sides and that only regular polygons can be a shape.

Use definitions and models to show that a variety of shapes fit the definition of a quadrilateral or any polygon.

Pacing Guide

|EDM Section |Common Core Standards/SLO |Estimated Time |

|3-1 A “Class Shoe” Unit of Length |3.NBT2 |Mental Math and Reflexes and Part 2 only |

| | |Student Journal p. 56, |

| | |Math Boxes p. 57 # 1-5 |

|3-2 Measuring with a ruler |3.MD.4 |Mental Math and Reflexes |

| | |Part 1, 2, and 3 (Readiness) |

| | |Part 2 |

| | |Student Journal p. 58 |

| | |3-2 Math Boxes |

|3-3 Standard Linear Measures |3.MD.4 |Mental Math and Reflexes, |

| | |Separate Lessons into Customary : Part 1 up to Estimating and|

| | |Measuring Length |

| | |Metric: Begins on page P. 185 |

| | | |

| | |Part 2 |

| | |Student Journal p. 60, 61 |

| | |Math Boxes 1, 3,4,5 |

|3-4 Perimeter |3.MD.8, 3.G1 |Mental Math and Reflexes |

| | |Part 1 only |

| | | |

| | |Student Journal p. 63 |

| | |Math Boxes p. 1-6 |

|3-5 A Pattern Block Toss Experiment |3.MD.4 |Part 2 Only: Displaying Show Lengths on a line plot |

| | |Math Boxes p. 66 # 1-6 |

| | |Math Masters p. 69 |

|3-6 EXPLORATION: Exploring Perimeter and Area |3.MD. 5, 6 & 8 |Mental Math and Reflexes |

| | |Math Message |

| | | |

| | |Part 1 : Exploration A only |

| | | |

| | |Student Journal p. 70 |

| | |Math Boxes p. 71 # 1-4, 6 |

|3-7 Area |3.MD. 5, 6 & 8 |Mental Math and Reflexes |

| | |Math Message |

| | |Part 1, 2 & 3 Readiness and Enrichment |

| | | |

| | |Student Journal p. 68, 72 |

| | |Math Boxes p. 1, 2, 4-6 |

| | |Math Masters p. 72, 73 & 416 |

|3-8 Numbers Models for Area |3.MD.5-8 |Mental math and Reflexes |

| | |Discuss: Using 1-yard squares |

| | | |

| | |Part 1,2 & 3 |

| | |Student Journal p. 74, |

| | |Math Boxes p. 75 #-4, 6 |

| | |Math masters p. 74 % 76 |

|3-9 |Review |ONLY |

| | |Mental Math and Reflexes |

| | |p. 76 # 4-6 |

| | |Math Boxes p. 77 |

| | |Part 3 (Readiness) |

|3-10 Progress Check | | |

|4-1 Multiples of Equal Groups |3.OA1, 3.OA.3, 3.OA.4, 3.OA.7 |Mental Math and Reflexes |

| | |Math Message |

| | |Part 1,2 |

| | |Teaching Aid Masters p. 419 |

| | |Student Journal p.79 |

| | |Math Boxes p. 80 #1-6 |

| | |Math Master p. 86 |

|4-2 Multiplication arrays |3.OA1, 3.OA.3, 3.OA.4, 3.OA.7 |Mental Math Reflexes |

| | |Math Message |

| | |Part 1 , 2 , 3(readiness) |

| | |Teaching Aid Masters p. 419 |

| | |Student Journal p. 81-81 |

| | |Math Boxes p. 83 # 1-6 |

|4-3 Equal Shares and Equal Groups |3.OA1, 3.OA.3, 3.OA.4, 3.OA.6, |Mental Math Reflexes |

| |3.OA.7 |Math Message |

| | |Part 1,2,3(readiness) |

| | | |

| | |Student Journal p.84 |

| | |Math Boxes p. 85 #1-6 |

| | |Teaching Math Master p. 91 |

|4-4 Division Ties to Multiplication |3.OA1, 3.OA.3, 3.OA.4, 3.OA.6, |Mental Math Reflexes |

| |3.OA.7 |Math Message |

| | |Part 1, 2 and 3 (readiness & enrichment) |

| | |Student Journal p. 86 |

| | |Math Boxes p. 87 # 1-6 |

| | |Home Link Master p. 92 |

| | |Teaching Master p. 93 & 94 |

|4-5 Multiplication fact power shortcuts |3.OA.5, 3.OA.7, 3.OA.9 |Mental Math Reflexes |

| | |Math Message |

| | |Part 1,2 |

| | |Student Journal p. 88 |

| | |Math Boxes p. 89#1-6 |

| | |Home Link Master p. 96 |

| | |Teaching Master p. 97 |

|4-6 Multiplication and Division Fact Families |3.OA2, 3.OA.4, 3.OA.5, 3.OA.5, |Mental Math and reflexes |

| |3.OA.6, 3.OA.7, 3.OA.9 |Math Message |

| | |Part 1 & 2 |

| | |Student Journal Activity Sheet 1 |

| | |Math Boxes p. 90 # 1,2,4-6 |

| | |Math Masters p. 100 |

|4-7 Baseball Multiplication |3.OA.5, 3.OA.7 |Mental Math and Reflexes |

| | |Math Message |

| | |Part 1, 2 & 3 (Readiness, Enrichment and Extra Practice) |

| | |Math Boxes p. 91 # 1-6 |

|4-8 EXPLORATIONS: Exploring Array and Facts |3.OA.7 |Mental Math and Reflexes |

| | |Math Message |

| | |Skip exploration A and B, do exploration C and Part 2 |

| | |Optional Part 3 (Enrichment) |

| | |Student Journal p. 94 #1, 3-6 |

|4-9 Estimating Distances with a Map Scale |3.MD.7b, 3.MD.7d |Mental Math and Reflexes |

| | |Part 2 Only |

| | |Student journal p. 96B |

| | |Math boxes p. 97 #1-6 |

| | |Mental Math and Reflexes from 4-10 |

| | |Math Boxes p. 100# 1, 3-6 |

|4-11 Progress Check | | |

Supplemental Activities:

|U 5 1.3 |Solving Multiplication Problems |

|U 5 1.4 |Solving Problems about our pictures |

|U5 3.1 |Arranging Chairs |

|U5 3.2 |Investigating arrays |

|U 5 3.3 |Finding the Number of Squares in an array |

|U5 3.5 |Learning Multiplication Combinations |

|U 5 4.1 |Solving Division Problems |

|P. 79-88 |Line Plots |

Assessment Checks

3.OA.1

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3.OA.2

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3.OA.4

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3.OA.7

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3.MD.4

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3.MD.5a

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3.MD.5b

[pic]

3.MD.6

[pic]

3.MD.8

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3.G.1

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Extensions

Online Resources

3.OA.2

Fish Tanks



Markers in Boxes



3.MD.6

Halves, Thirds and Sixths



Finding the Area of Polygons



Assessment Resources

3.OA.1

• Multiplication: Multiplication sentences (Third grade - E.1)

• Properties: Relate addition and multiplication (Third grade - J.7)

3.OA.2

• Division: Division word problems - facts to 10 (Third grade - G.3)

• Division: Complete the division table (Third grade - G.13)

3.OA.4

• Multiplication: Missing factors - facts to 12 (Third grade - E.4)

• Division: Complete the division sentence - facts to 10 (Third grade - G.4)

3.OA.7

• Multiplication: Multiplication - facts to 12 (Third grade - E.2)

• Multiplication: Squares up to 20 (Third grade - E.6)

• Multiplication - skill builders: Multiply by 0 (Third grade - F.1)

• Multiplication - skill builders: Multiply by 1 (Third grade - F.2)

• Multiplication - skill builders: Multiply by 2 (Third grade - F.3)

• Multiplication - skill builders: Multiply by 3 (Third grade - F.4)

• Multiplication - skill builders: Multiply by 4 (Third grade - F.5)

• Multiplication - skill builders: Multiply by 5 (Third grade - F.6)

• Multiplication - skill builders: Multiply by 6 (Third grade - F.7)

• Multiplication - skill builders: Multiply by 7 (Third grade - F.8)

• Multiplication - skill builders: Multiply by 8 (Third grade - F.9)

• Multiplication - skill builders: Multiply by 9 (Third grade - F.10)

• Multiplication - skill builders: Multiply by 11 (Third grade - F.12)

• Multiplication - skill builders: Multiply by 12 (Third grade - F.13)

• Division: Division facts to 5 (Third grade - G.1)

• Division: Division facts to 10 (Third grade - G.2)

• Division: Division facts to 12 (Third grade - G.5)

• Division - skill builders: Divide by 1 (Third grade - H.1)

• Division - skill builders: Divide by 2 (Third grade - H.2)

• Division - skill builders: Divide by 3 (Third grade - H.3)

• Division - skill builders: Divide by 4 (Third grade - H.4)

• Division - skill builders: Divide by 5 (Third grade - H.5)

• Division - skill builders: Divide by 6 (Third grade - H.6)

• Division - skill builders: Divide by 7 (Third grade - H.7)

• Division - skill builders: Divide by 8 (Third grade - H.8)

• Division - skill builders: Divide by 9 (Third grade - H.9)

• Properties: Solve using properties of multiplication (Third grade - J.6)

• Properties: Relate multiplication and division (Third grade - J.8)

3.MD.5a

• Geometry: Area of figures made of unit squares (Third grade - R.9)

3.MD.5b

• Geometry: Area of figures made of unit squares (Third grade - R.9)

3.MD.6

• Geometry: Area of figures made of unit squares (Third grade - R.9)

3.MD.8

• Geometry: Perimeter (Third grade - R.7)

• Geometry: Perimeter: find the missing side length (Third grade - R.8)

• Geometry: Compare area and perimeter of two figures (Third grade - R.13)

• Geometry: Use area and perimeter to determine cost (Third grade - R.14)

• Geometry: Relationship between area and perimeter (Third grade - R.15)

3.G.1

• Geometry: Identify planar and solid shapes (Third grade - R.1)

• Geometry: Which 2-dimensional shape is being described? (Third grade - R.2)

• Geometry: Count and compare sides, edges, faces, and vertices (Third grade - R.3)

• Geometry: Classify quadrilaterals (Third grade - R.22)

District Approved

Common Core Resources

General Resources

Where’d the Standards originate?



Common Core Tools







Manipulatives







Problem Solving Resources

Illustrative Math Project





The site contains sets of tasks that illustrate the expectations of various CCSS in grades K–8 grade and high school. More tasks will be appearing over the coming weeks. Eventually the sets of tasks will include elaborated teaching tasks with detailed information about using them for instructional purposes, rubrics, and student work.

Inside Mathematics



Inside Mathematics showcases multiple ways for educators to begin to transform their teaching practices. On this site, educators can find materials and tasks developed by grade level and content area.

Mathematics Assessment Project (MAP)

Shell Centre/Mathematics Assessment Resource Services (MARS), University of Nottingham & UC Berkley

MAP formative assessment are anchored in the content described in the standards, focusing on the mathematical practices that are the major new challenge in the CCSS. The two complementary types are concept-focused lessons and problem-focused lessons. These lessons are designed to assess and develop students’ capacity to apply their mathematics flexibly to non-routine unstructured problems, both from the real world and within pure mathematics.

Formative Assessment Lessons (High School)





IXL



Sample Balance Math Tasks



New York City Department of Education



NYC educators and national experts developed Common Core-aligned tasks embedded in units of study to support schools in implementation of the CCSSM.

Gates Foundations Tasks



Minnesota STEM Teachers’ Center



Singapore Math Tests K-12



Math Score:

Math practices and assessments online developed by MIT graduates.



Massachusetts Comprehensive Assessment System

doe.mass.edu/mcas/search

Performance Assessment Links in Math (PALM)

PALM is currently being developed as an on-line, standards-based, resource bank of mathematics performance assessment tasks indexed via the National Council of Teachers of Mathematics (NCTM).



Mathematics Vision Project



Assessment Resources

o Illustrative Math:

o PARCC:

o NJDOE: (username: model; password: curriculum)

o DANA:

o New York:

o Delaware:

|PARCC Prototyping Project |

|Elementary Tasks (ctrl+click) |Middle Level Tasks (ctrl+click) |High School Tasks (ctrl+click) |

|Flower gardens (grade 3) |Cake weighing (grade 6) |Cellular growth |

|Fractions on the number line (grade 3) |Gasoline consumption (grade 6) |Golf balls in water |

|Mariana’s fractions (grade 3) |Inches and centimeters (grade 6) |Isabella’s credit card |

|School mural (grade 3) |Anne’s family trip (grade 7) |Rabbit populations |

|Buses, vans, and cars (grade 4) |School supplies (grade 7) |Transforming graphs of quadratic functions |

|Deer in the park (grade 4) |Spicy veggies (grade 7) | |

|Numbers of stadium seats (grade 4) |TV sales (grade 7) | |

|Ordering juice drinks (grade 4) | | |

Professional Development Resources

Edmodo



Course: iibn34

Clark County School District Wiki Teacher



Learner Express Modules for Teaching and Learning

 

Additional Videos

;

Mathematical Practices

Inside Mathematics



Also see the Tools for Educators

Mathematics Assessment Project



The Teaching Channel



Learnzillion



Engage NY

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