Grade 3 Math
Scope
How can mathematically proficient students apply the mathematics they know to solve problems arising in everyday life, society, and the workplace?
Unit — Understanding Multiplication and Area
Essential Questions
How do we use multiplication to solve real-world problems?
How do we use area to solve real-world problems?
Guiding Questions
How is multiplication like repeated addition?
How can we use skip-counting to multiply fluently?
How do we use equal groups to multiply?
How can we use models/arrays to multiply?
How do we use multiplication to find the area of a surface?
How can we find area by counting the number of square units that cover a surface?
Resources
Into Math
IXL
Skills
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
Operations and Algebraic Thinking: 3.OA.A.1, 3.OA.A.3, 3.OA.B.5
Measurement and Data: 3.MD.C.5, 3.MD.C.5a, 3.MD.C.5b, 3.MD.C.6, 3.MD.C.7, 3.MD.C.7c, 3.MD.C.7b
Unit — Multiplication and Division
Essential Questions
How do we use multiplication and division to solve real world problems?
Guiding Questions
How do we use equal groups to multiply/divide?
How can we use fact families to show how multiplication and division are related?
How can we use models/arrays to multiply and divide?
How can I use doubling to multiply with 2 and 4?
How can I use multiples to multiply with 5 and 10?
How can I use 5s facts to multiply by 6?
How can I use the Zero and Identity Properties of Multiplication to multiply with 0 and 1?
How do I use the distributive property to decompose factors to multiply one-digit numbers?
How can I use the Associative and Commutative properties to multiply?
Resources
Into Math
IXL
Skills
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
Operations and Algebraic Thinking: 3.OA.1, 3.OA.3, 3.OA.4, 3.OA.5, 3.OA.6, 3.OA.7, 3.OA.8, 3.OA.9
Numbers and Operations in Base Ten: 3.NBT.3
Measurement and Data: 3.MD.7c
Unit — Addition and Subtraction Strategies and Applications
Essential Questions
How are numbers used in everyday life to solve problems and convey information?
Guiding Questions
How does the position of a digit in a number affect its value?
How can you represent a number in different ways?
When is estimation useful?
How can a number line help me round numbers?
How can I use place value to round numbers?
How do you know when to add?
What strategies can we use to add?
How do you know when to subtract?
What strategies can we use to subtract?
How do we use the minute hand and hour hand on a clock to tell time?
How do we use the clock face and time intervals to determine elapsed time?
How can we use a number line to determine elapsed time?
How can we count or use addition or multiplication to find the distance around a polygon?
How can I measure the side lengths of polygons using inch or centimeter units to find the perimeter of a polygon?
How can I find the unknown side length of a polygon when I know the other side lengths and the perimeter?
How can I use perimeter to compare rectangles with the same area?
How can I use area to compare rectangles with the same perimeter?
Resources
Into Math
IXL
Skills
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
Operations and Algebraic Thinking: 3.OA..8, 3.OA.9
Numbers and Operations in Base Ten: 3.NBT.1, 3.NBT.2
Measurement and Data: 3.MD.1, 3.MD.8a
Unit — Fractions
Essential Questions
What is a fraction?
How are fractions useful in everyday life?
Guiding Questions
What is a fraction?
How do we represent a fraction?
What does the numerator/denominator represent?
What is a unit fraction? How does it compare to the whole?
How can we use number lines/models to represent, compare fractions?
How can we use number lines/models to find equivalent fractions?
How can we express whole numbers as fractions?
What is more accurate: measuring to the nearest fourth inch or the nearest half inch?
How do the areas of equal parts compare to each other?
How can you find the area of a shape on grid paper?
How do representations help you compare fractions?
Resources
Into Math
IXL
Skills
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
Numbers and Operations - Fractions: 3.NF.1, 3.NF.2b, 3.NF.3, 3.NF.3a, 3.NF.3b, 3.NF.3c, 3.NF.3d
Geometry: 3.G.2, 3.G.3
Unit — Measurement and Data
Essential Questions
How do we solve problems using measurement and estimation of intervals of time, liquid volumes, and masses of objects?
How can we generate data and organize it in a graph?
Guiding Questions
What is liquid volume?
How do you estimate the liquid volume of different containers?
What is a liter?
What is a milliliter?
What are different ways to compare objects?
What does it mean when the pans are balanced, or even?
What is mass?
How can you decide which object has a greater mass without using a pan balance?
What is a gram?
What is a kilogram?
What are the parts of a pictograph (scale, key, data?)
How can I determine a key for a picture graph?
What are the parts of a bar graph (scale, axis labels, data?)
How can I determine a scale for a bar graph?
What are the parts of a line plot (labels, how to divide the line plot, display of data)?
How can you describe your organized data?
How can we solve one-step and two-step word problems using graphs?
Resources
Into Math
IXL
Skills
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
Measurement and Data: 3.MD.2a, 3.MD.2b, 3.MD.3
Operations and Algebraic Thinking: 3.OA.8
Unit — Geometry
Essential Questions
How is geometry useful in our everyday lives?
How can geometry and spatial sense offer ways to interpret and reflect on our physical environment?
Guiding Questions
How can you describe shapes?
How can you tell whether a shape is open or closed?
Can the attributes of a shape be compared and contrasted?
How do we classify polygons?
Name some everyday objects that appear to have right angles. How can you tell?
When comparing the angles in shapes, why is it important to match the corner of the paper to the vertex of the angle and to match one edge of the paper to one line segment?
What attributes do all parallelograms have that not all quadrilaterals have?
What is the difference between a rectangle and a square?
How can we describe different types of quadrilaterals?
Resources
Into Math
IXL
Skills
Students will:
make sense of problems and persevere in solving them.
reason abstractly and quantitatively.
construct viable arguments and critique the reasoning of others.
model with mathematics.
use appropriate tools strategically.
attend to precision.
look for and make use of structure.
look for and express regularity in repeated reasoning.
Geometry: 3.G.1