Ganado Unified School District (MATH/3rd Grade) 1 Quarter

[Pages:23]Ganado Unified School District (MATH/3rd Grade)

1st Quarter

PACING Guide SY 2022-2023

RESOURCES

Foldable Graphic Organizer

Work Mat 1/2 Base-ten blocks Number cubes Newspapers/magazine Scissors, Tape, Glue Construction paper Online presentation Academic vocabulary cards

Timeline & Resources

1st QUARTER

Week 1 August 2-5

CHAPTER 1

Lesson 1: PLACE VALUE THROUGH THOUSANDS

Lesson 2: COMPARE NUMBERS

Lesson 3: ORDER NUMBERS

CHECK MY PROGRESS QUIZ

AZ College and Career Readiness Standard

3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100

Ganado USD-PACING GUIDE (MATH/Grade 3)

ASSESSMENTS

Are You Ready Quiz Check My Progress Quiz

Chapter Test

Essential Question (HESS Matrix)

How can numbers be expressed?

How many ways can you write a number?

How can numbers be compared?

How can numbers be ordered?

How do you use a place value chart?

How can you use place value to write different forms of numbers?

How do I tell the value of each digit in a number?

Learning Goal

I will be able to: * read place value of whole numbers through thousands. * write place value of whole numbers through thousands * identify place value of whole numbers through thousands. * use place value to compare numbers. * Use a number line to order numbers through thousands. * Use place value to order numbers through thousands.

Vocabulary

LESSON 1 digit place value standard form expanded form word form ones tens hundreds thousands

LESSON 2 < less than >greater than = equal to

LESSON 3 least greatest

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1st QUARTER Week 2 August 8 - 12

CHAPTER 1

3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100

Lesson 4: ROUND TO THE NEAREST TEN

Lesson 5: ROUND TO THE NEAREST HUNDRED

Lesson 6: PROBLEMSOLVING

CHAPTER 1 TEST

1st QUARTER

Week 3 August 15-19

CHAPTER 2

Lesson 1: ADDITION PROPERTIES

Lesson 2: PATTERNS IN THE ADDITION TABLE

Lesson 3: ADDITION PATTERNS

Lesson 4: ADD MENTALLY

3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value; properties of operations, and/or relationship between addition and subtraction.

3.OA.D.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.

Note: ADDITION ONLY

Ganado USD-PACING GUIDE (MATH/Grade 3)

digit

place value

How do you change I will be able to:

LESSON 4

the value of a

* round numbers to the nearest Round

number?

ten

What should you do to round a number

* round numbers to the nearest LESSON 5

hundred

Place value

that ends in 5, which is exactly halfway

* use the four-step plan

Ones

(UNDERSTAND, PLAN, SOLVE, Tens

between two

AND CHECK) to solve problems hundreds

numbers?

Is it possible for a number to be rounded to the nearest ten and hundred and result

LESSON 6 Understand Plan Solve Check

in the same rounded number? What facts do you know? What do you need to

Number Line Magic # Helper Nearest

find?

What strategy might

be used to solve this

problem?

Does your answer

make sense?

What do the

I will be able to:

LESSON 1-4

numbers have in

* Use addition properties to add Associative

common?

whole numbers.

Property

How do you find patterns in numbers?

* Identify patterns in the addition table.

* Use place value to identify

Commutative Property Identity Property

How do we use place value charts in math?

How can writing a number sentence help you solve a problem?

addition patterns * Use mental math addition

strategies

Mental math Parentheses Regroup Pattern Place Value Estimate Reasonable Regroup

Hundreds

Ones

Tens

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2

1st QUARTER

Week 4 August 22-26

CHAPTER 2

CHECK MY PROGRESS QUIZ

3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value; properties of operations, and/or relationship between addition and subtraction.

Lesson 5: ESTIMATE SUMS

Lesson 6: HANDS-ON: USE MODELS TO ADD

Lesson 7: ADD THREEDIGIT NUMBERS

1st QUARTER

Week 5 Aug. 29 ? Sept. 2

CHAPTER 2

CHECK MY PROGRESS QUIZ

Lesson 8: ADD FOURDIGIT NUMBERS

Lesson 9: PROBLEMSOLVING INVESTIGATION: Reasonable Answers

FREQUENCY PRACTICE

3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value; properties of operations, and/or relationship between addition and subtraction.

3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Note: ADDITION ONLY

1st QUARTER

Week 6 September 6-9

CHAPTER 2 CHAPTER TEST

3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value; properties of operations, and/or relationship between addition and subtraction.

Why is it important to check for reasonableness?

How can we estimate?

How do we use place value to explore three-digit numbers?

Why we use estimation?

I will be able to: Estimate sums using rounding. Use models to explore addition three-digit numbers. Add three-digit numbers and use estimation to check my answer.

LESSON 5 estimate addends addition sentence sum

LESSON 6-7 Reasonable Regroup Unknown

How do we regroup I will be able to:

four-digit numbers?

Add four-digit numbers with

Why do we check

regrouping

our answers?

Check my answers for

What's a strategy?

reasonableness

Why do we use

Use visual aides to determine

visual aides?

my answer

Use a strategy

LESSON 8 Bar diagram

How can we use strategies to subtract mentally?

When do we use estimation in rounding?

I will be able to: Use strategies to subtract mentally Estimate differences using rounding to the nearest ten or hundred

LESSON 1 Difference Subtract

LESSON 2 Estimate

Ganado USD-PACING GUIDE (MATH/Grade 3)

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CHAPTER 3

Lesson 1: SUBTRACT MENTALLY

Lesson 2: ESTIMATE DIFFERENCES

Lesson 3: PROBLEMSOLVING INVESTIGATIONS: Estimate or Exact Answer

1st QUARTER

Week 7 September 12-16

CHAPTER 3

CHECK MY PROGRESS

Lesson 4: HANDS ON: SUBSTRACT WITH REGROUPING

Lesson 5: SUBTRACT THREE-DIGIT NUMBERS

Lesson 6: SUBTRACT FOUR-DIGIT NUMBERS

3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value; properties of operations, and/or relationship between addition and subtraction.

3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Note: SUBTRACTION ONLY

How can we determine an estimate or an exact answer is needed to solve a problem?

Determine whether an estimate Break apart

or an exact answer is needed to

solve a problem

Add

Understand what facts I need to Difference

know

Equal sign

Plan the approach to solve a

Minus sign

word problem

Subtract

Solve a problem to find an

Sum

estimate or right answer

addend

Check my problem to make sure the answer first the facts given

Equal Estimate Plus sign Subtraction

sentence

How can you model I will be able to:

LESSON 4

subtracting with

* Model subtraction with

Inverse operations

regrouping?

regrouping

Regroup

Who do we regroup

* Subtract three-digit numbers

for three-digit

with regrouping

LESSON 5

subtraction?

* Subtract four-digit numbers

Round

How can we

with regrouping

regroup four-digit

* Subtract across zeros

LESSON 6

subtraction?

* Explain the steps I took to solve Digit

When do we subtract zero?

the problem

Hundreds Tens

Thousands

1st QUARTER

Week 8 September 19-23

CHAPTER 3

Lesson 7: SUBTRACT ACROSS ZEROS

3.OA.1 Interpret products of whole numbers. (Interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each).

3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups,

Ganado USD-PACING GUIDE (MATH/Grade 3)

What strategy do I use to compute the sum found on an addition table?

How do I identify examples of factors and products?

I will be able to: * Use models to explore the meaning of multiplication * Relate multiplication and addition * Use arrays to explore and model multiplication * Use arrays to multiply

Page

LESSON 7 Regroup

LESSON 1 Equal groups Multiplication Multiplication sentence Multiply

4

FREQUENCY PRACTICE

CHAPTER 3 TEST

CHAPTER 4 LESSON 1: HANDS ON: MODEL MULTIPLICATION

1st QUARTER

Week 9 September 26-30

CHAPTER 4

LESSON 2: MULTIPLICAITON AS REPEATED ADDITON

arrays, and measurement quantities (by using drawings and equations with a symbol for the unknown number to represent the problem).

3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities (by using drawings and equations with a symbol for the unknown number to represent the problem).

LESSON 3: HANDS ON: MULTIPLY WITH ARRAYS

LESSON 4: ARRAYS AND MULTIPLICATION

CHECK MY PROGRESS QUIZ

1st QUARTER Week 10 October 3-6

CHAPTER 4

Lesson 5: PROBLEMSOLVING INVESTIGATION: MAKE A TABLE

3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities (by using drawings and equations with a symbol for the unknown number to represent the problem).

Lesson 6: USE MULTIPLICATION TO FIND COMBINATIONS

CHAPTER 4 TEST

Why do I use arrays to model multiplication?

How do I model arrays to multiply?

How do I use and make a table strategy to solve a problem?

How does a tree diagram solve the total number of combinations?

How do I use and make a table strategy to solve a problem?

How does a tree diagram solve the total number of combinations?

I will be able to:

LESSON 2

Use the make a table strategy to Factors

solve a problem

Multiply

Use multiplication to find the Product

total number of combinations

that can be made

LESSON 3

Array

Commutative

Property of

Multiplication

LESSON 4 Array Commutative Property of Multiplication

I will be able to:

LESSON 5

Use the make a table strategy to Table

solve a problem

Use multiplication to find the LESSON 6

total number of combinations Combination

that can be made

Tree diagram

Table

Ganado USD-PACING GUIDE (MATH/Grade 3)

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Ganado Unified School District (MATH/3rd Grade)

2ND QUARTER

PACING Guide SY 2022-2023

Timeline &

AZ College and Career

Resources

Readiness Standard

2nd QUARTER

Week 11 October 11-14

CHAPTER 5

Lesson 1: HANDS ONMODEL DIVISION

3.OA.2 Interpret whole numbers quotients of whole numbers (interpret 56 ? 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.

Lesson 2: DIVISION AS EQUAL SHARING

Lesson 3: RELATE DIVISION AND SUBTRACTION

CHECK MY PROGRESS QUIZ

2nd QUARTER

Week 12 October 17-21

CHAPTER 5

Lesson 4: HANDS ON: RELATION DIVISION AND MULTIPLICATION

3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (knowing that 8 x 5=40, one knows that 40 ? 5=8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

Lesson 5: INVERSE OPERATIONS

Essential Question (HESS Matrix)

What does division mean?

How can we explore the meaning of division?

When do we model division as equal sharing?

How do we relate subtraction to division?

Learning Goal

I will be able to: * Explore two meanings of division * Model division as equal sharing * Use models to relate division and subtraction

Vocabulary

LESSON 1 Division Divide Partition Division sentence

LESSON 2 Divide Division sentence

LESSON 3 Repeated subtraction

How can we explore I will be able to:

the relationship of

* Explore how division and

division and

multiplication are related

multiplication?

* Divide related multiplication

What facts can we

facts

use to solve

* Use models to solve problems

division?

When do we use

models to solve

problems?

LESSON 4 Dividend Divisor quotient

LESSON 5 Inverse operations Related facts Fact family Dividend Divisor Quotient

Ganado USD-PACING GUIDE (MATH/Grade 3)

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Lesson 6: PROBLEMSOLVING INVESTIGATIONS: USE MODELS

CHAPTER 5 TEST 2nd QUARTER

Week 13 October 24-28

CHAPTER 6

3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.

Lesson 1: PATTERNS IN THE MULTIPLICATION TABLE

Lesson 2: MULTIPLY BY 2

Lesson3: DIVIDE BY 2

Lesson 4: MULTIPLY BY 5

3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities (by using drawings and equations with a symbol for the unknown number to represent the problem).

3.OA.4 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 x ? =48, 5=? ? 3, 6 x 6=?

2nd QUARTER Week 14 Oct. 31 ? Nov. 4

CHAPTER 6

3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (knowing that 8 x 5=40, one knows that 40 ? 5=8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of

Ganado USD-PACING GUIDE (MATH/Grade 3)

What is the

I will be able to:

LESSON 1

importance of

* Identify and explain patterns Columns

patterns in learning

in the multiplication table

Rows

multiplication and

* Use arrays and drawings, such Multiplication table

division?

as bar diagrams, to multiply by Pattern

How can we identify

2

and explain patterns

* Use models and relation

LESSON 2

in the multiplication

multiplication facts to divide Multiply

table?

by 2

What models can we

* Use different strategies,

LESSON 3

use to multiply be

including patters, to multiply Partition

2?

by 5

How can we relate

* Use different strategies,

LESSON 4

models to

including related

Skip Count

multiplication facts

multiplication facts to divide

divided by 2?

by 5

*

How can we solve I will be able to:

problems by using a

* Solve problems by looking for

patterns?

a pattern

LESSON 5 Inverse Operations

LESSON 6

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Lesson 5: DIVIDE BY 5 CHECK MY PROGRESS QUIZ Lesson 6: PROBLEMSOLVING INVESTIGATION: LOOK FOR A PATTERN Lesson 7: MULTIPLY BY 10

2nd QUARTER Week 15 November 7 - 10

CHAPTER 6 Lesson 8: MULTIPLES OF 10 Lesson 9" DIVIDE BY 10 FLUENCY PRACTICE CHAPTER 6 TEST

2nd QUARTER Week 16 November 14-18

operations.

3.NBT.3 Multiply one-digit-whole numbers by multiples of 10 in the range 10-90 (9 x 80, 5 x 60) using strategies based on place value and properties of operations

3.OA.7 Fluently multiply and divide within 100, using strategies such as the

relationship between multiplication and division (knowing that 8 x 5=40, one knows that 40 ? 5=8) or properties of operations. By the end of Grade 3, know from memory all products of two

one-digit numbers.

3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.

3.NBT.3 Multiply one-digit-whole numbers by multiples of 10 in the range 10-90 (9 x 80, 5 x 60) using strategies based on place value and properties of operations

3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (knowing that 8 x 5=40, one knows that 40 ? 5=8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

3.OA.3 Use multiplication and division within 100 to solve word problems

What strategies do we use when multiplying by 10?

How can knowing 5's facts help you with your 10's facts?

When you divide by 10, what do you notice about the quotient and the dividend?

How can we solve problems by using a patterns?

What strategies do we use when multiplying by 10?

How can knowing 5's facts help you with your 10's facts?

When you divide by 10, what do you notice about the quotient and the dividend?

What strategies can be used to learn

* Use different strategies including patterns to multiply by 10

* Use basic facts, and patterns to multiply a number by a multiple of 10

Use different strategies including related multiplication facts to divide by 10

I will be able to: * Solve problems by looking for a pattern * Use different strategies including patterns to multiply by 10 * Use basic facts, and patterns to multiply a number by a multiple of 10 * Use different strategies including related multiplication facts to divide by 10

I will be able to:

LESSON 7 Dime

LESSON 8 multiple LESSON 9 unknown

LESSON 1 Commutative Property

Ganado USD-PACING GUIDE (MATH/Grade 3)

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