Mathematics Common Core State Standards Curriculum Map



Mathematics Common Core State Standards Curriculum Map

George County School District…2013-2014

| |Unit 15: Demonstrating computational fluency in problem solving | |

|Grade Level: 3rd Grade |Essential Questions: What strategies help you solve an unknown fact? How can you use known facts to help you find |Suggested Days: 10 |

| |unknown facts? If you don’t know 6x9, how can you use 6x10 to help? What properties help you solve an unknown | |

| |fact? | |

| |How can you explain the patterns observed in multiplication and division combinations/facts? | |

| |How do we utilize place value and properties of operation in order to perform multi-digit arithmetic? | |

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|Vocabulary: | |

|operation, multiply, divide, factor, product, quotient, |Mathematical Practices: Highlighted practices to be assessed. |

|unknown, strategies, reasonableness, mental computation, property |1. Make sense of problems and persevere in solving them. |

|(3.OA.7 and 8)) |2. Reason abstractly and quantitatively. |

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

|place value, round, addition, add, addend, sum, subtraction, |4. Model with mathematics. |

|subtract, difference, strategies, (properties)-rules about how |5. Use appropriate tools strategically. |

|numbers work (3.NBT.2) |6. Attend to precision. |

| |7. Look for and make use of structure. |

| |8. Look for and express regularity in repeated reasoning. |

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| Content Standard |Resources |Assessments |

|3.OA.7…Fluently multiply and divide within 100, using strategies |My Math by McGraw Hill…Lessons 5-3, 5-4, 5-5, 5-6,6-2, 6-3, 6-4, 6-5,6-7, 6-8, 6-9, 7-1,7-2, |Pre-test |

|such as the relationship between multiplication and division |7-3, 7-4, 7-5,7-6, 7-7, 7-8, 8-1,8-2, 8-3, 8-4, 8-5,9-1, 9-2, 9-3, 9-4 (3.OA.7) |Formative assessments: |

|(e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or |Lessons 3-1, 3-2, 3-3, 3-4,3-6, 3-7, 4-2, 4-4,4-6, 9-6, 9-7, 9-8,9-9 (3.OA.8) |Observations, anecdotal notes, admit/exit slips, math |

|properties of operations. By the end of Grade 3, know from memory |Lessons 2-1, 2-4, 2-5, 2-6,2-7, 2-8, 2-9, 3-1,3-2, 3-3, 3-4, 3-5,3-6, 3-7 (3.NBT.2) |journals, peer/self assessments, think-pair-share, |

|all products of two one-digit numbers. |EnVision Math…SE/TE: Lessons 5-2, 8-1,8-2, 8-3, 8-4, 8-8 (3.OA.7) |quizzes |

| |SE/TE: Lessons 2-6, 2-7,2-9, 3-3, 3-4, 3-5, 3-7,3-8, 3-10, 5-2, 5-3, 5-4, 5-5, 5-7, 6-2, 6-3, |Post test (summative) |

|3.OA.8… Solve two-step word problems using the four operations. |6-4,6-6, 6-7, 8-5 (3.OA.8) |I Can Statements: |

|Represent these problems using equations with a letter standing |SE/TE: Lessons 1-1, 1-3,1-8, 2-1, 2-2, 2-3, 2-4,2-6, 2-7, 2-8, 2-9, 3-1,3-2, 3-3, 3-4, 3-5, |θ I can multiply and divide within 100 easily and |

|for the unknown quantity. Assess the reasonableness of answers |3-6,3-7, 3-8, 3-9, 3-10 (3.NBT.2) |quickly because I know how multiplication and division |

|using mental computation and estimation strategies including |2012-13 Singapore Math Toolkit…complied |are related. 3.OA.7 |

|rounding. (This standard is limited to problems posed with whole |by Mrs. Cowart |θ I can use addition, subtraction, multiplication and |

|numbers and having whole-number answers; students should know how | |division to solve all kinds of word problems and then |

|to perform operations in the conventional order when there are no | |use mental math to decide if my answers are reasonable.|

|parentheses to specify a particular order (Order of Operations). | |3.OA.8 |

|3.NBT.2… Fluently add and subtract within 1000 using strategies | (3.OA.7) |θ I can add and subtract numbers within 1000. 3.NBT.2 |

|and algorithms based on place value, properties of operations, | (3.OA.8) | |

|adn/or the relationship between addition and subtraction. | |

| |oa-8 | |

|NOTE: Websites: |

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| (assessments) |

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| (free download) |

| (PARCC>.3>OA.8) |

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