Mathematics Common Core State Standards Curriculum Map
Mathematics Common Core State Standards Curriculum Map
George County School District…2013-2014
|Grade Level: 3rd grade |Unit 5: Using fractions in measurement and data | |
| |Essential Question: |Suggested Days: 12 |
| |How can a fraction be compared and represented on a number line? | |
| | | |
| |How can I generate and show measurement data by making a line plot? | |
|Vocabulary: | |
|partition(ed), equal parts, fraction, equal distance |Mathematical Practices: Highlighted practices to be assessed. |
|(intervals), equivalent, equivalence, reasonable, |1. Make sense of problems and persevere in solving them. |
|denominator, numerator, comparison, compare, , =, |2. Reason abstractly and quantitatively. |
|justify. number line, scale, scaled, line plot, data, |3. Construct viable arguments and critique the reasoning of others. |
|ruler, halves, fourths, inch, horizontal scale, quarters |4. Model with mathematics. |
| |5. Use appropriate tools strategically. |
| |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 |
| | |Pre-test |
|3.NF.1… Understand a fraction 1/b as the quantity formed |Check My Math and enVision Math for resources |Formative assessments: |
|by 1 part when a whole is partitioned into b equal parts; |3rd grade Unpacking and Curriculum Map 2012-2013…complied by Mrs. Cowart |Observations, Anecdotal Notes, Exit/Admit Slips, |
|understand a fraction a/b as the quantity formed by a |(spiral bound) |Math Journals, Peer/Self Assessments, Think-Pair-Share, Quizzes |
|parts of size 1/b. | |Post test |
| | (3.NF.1) |I Can Statements: |
|3.NF.2…Understand a fraction as a number on the number | (3.NF.2) |θ I can show and understand that fractions are equal parts of a whole. |
|line; represent fractions on a number line diagram. | |3.NF.1 |
|3.MD.4… Generate measurement data by measuring lengths | |θ I can label fractions on a number line because I know the space |
|using rulers marked with halves and fourths of an inch. | any two numbers can be thought of as a whole. 3.NF.2 |
|Show the data by making a line plot, where the horizontal |f |θ I can create a line plot from measurement data, where the measured |
|scale is marked off in appropriate units— whole numbers, | have been measured to the nearest whole number, half or quarter.|
|halves, or quarters. |-half-inch.pdf |3.MD.4 |
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| |-quarter-inch.pdf | |
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| |pdf | |
|NOTE: Websites: |
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| (fractions on a number line) |
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| (performance tasks) |
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