3rd Math Grade Level Overview - Georgia Standards

Georgia Standards of Excellence

Grade Level Curriculum Overview

Mathematics

GSE Third Grade

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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

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Georgia Department of Education ? 3-5 Problem Solving Rubric (creation of Richmond County Schools) ..................... 61 ? Literature Resources ...................................................................................................... 62 ? Technology Links........................................................................................................... 62 Resources Consulted ................................................................................................................... 65

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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

Numbers and Operations in

Base Ten

MGSE3.NBT.1 MGSE3.NBT.2 MGSE3.MD.3 MGSE3.MD.4

Unit 2

The Relationship Between

Multiplication and Division

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

Unit 3

Patterns in Addition and Multiplication

MGSE3.OA.8 MGSE3.OA.9 MGSE3.MD.3 MGSE3.MD.4 MGSE3.MD.5 MGSE3.MD.6 MGSE3.MD.7

Unit 4 Geometry

MGSE3.G.1 MGSE3.G.2 MGSE3.MD.3 MGSE3.MD.4 MGSE3.MD.7 MGSE3.MD.8

Unit 5

Representing and Comparing Fractions

MGSE3.NF.1 MGSE3.NF.2 MGSE3.NF.3 MGSE3.MD.3 MGSE3.MD.4

Unit 6 Measurement

MGSE3.MD.1 MGSE3.MD.2 MGSE3.MD.3 MGSE3.MD.4

Unit 7 Show What We

Know

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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