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 | |
| | |
|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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