# Pacing Guide - Math Grade 3 - Gaston County Schools

Pacing Guide - Math Grade 3 - Gaston County Schools

Pacing Guide - Math Grade 3 - Gaston County Schools

### You also want an ePaper? Increase the reach of your titles

YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.

3 rd <strong>Grade</strong> <strong>Math</strong>ematics Resource & <strong>Pacing</strong> <strong>Guide</strong> Overview<br />

…Putting it all Together!<br />

Objectives: The North Carolina Standard Course of Study for mathematics is listed in this column. It determines the curriculum and assessments for each grade level.<br />

Students Should Be Able To: This section gives a detailed description of the concepts that are included for each objective in the NC Standard Course of Study. Broad objectives leave many<br />

teachers questioning if they have taught all concepts that need to be covered. The detailed descriptions promote comprehensive planning for teaching and assessing students.<br />

DPI Strategies: These activities are designed for introducing math concepts. They are kinesthetic in nature and promote a deeper understanding for each objective. Teachers are highly<br />

encouraged to introduce new concepts with these lessons before utilizing the textbook. In addition, these activities can be revisited for tutoring students.<br />

Textbook: This column paces the blended program to assure that instruction is aligned with the NC Standard Course of Study. To optimize understanding of concepts, the topics from enVision<br />

and the units from Investigations have been strategically placed. It is important to keep the standard course of study in mind when teaching the topic/units that are listed in this column. In rare<br />

cases you may discover an objective that needs additional attention for mastery.<br />

Week By Week: This document was designed to be used as a spiraling review. The column documents the number of times each objective is addressed in the Week By Week Essentials.<br />

Lessons 1-9 are designated to occur during the first quarter, lessons 10-18 during the second quarter, lessons 19-27 during the third quarter, and lessons 28-36 during the fourth quarter. These<br />

lessons can be revisited and adapted for additional review, tutoring, and/or assessing students.<br />

Problem Solving Cards: All of these activity cards can be classified as problem solving and often times include more than one objective. If an objective is prominent, the card will be listed<br />

beside that objective; however, it may not be limited to that objective. These cards can be used to check the students’ ability to apply concepts to demonstrate mastery. For students already<br />

proficient in a particular concept, these activities can be used to replace lessons that may be too low for advanced math students. Problem Solving Cards are available in three levels for<br />

elementary students. Set A is designated for first and second grade students. Set B is designated for third and fourth grade students. Set C is designated for fifth and sixth grade students.<br />

Teachers are encouraged to use the Problem Solving Cards above or below them for enrichment and/or tutoring purposes.<br />

<strong>Math</strong> Stars: These activities are challenging! They promote reasoning skills through math concepts. <strong>Math</strong> Stars can be used to replace activities/problems that insufficiently challenge the<br />

top math students. <strong>Math</strong> Stars can also be utilized to facilitate team work, discussions about math, and math competitions. Teachers are encouraged to use <strong>Math</strong> Star activities from previous<br />

grade levels that reinforce the standard course of study and provide additional practice for all students.<br />

Key <strong>Math</strong>ematics Vocabulary: The vocabulary, listed in this section, builds a foundation for understanding and mastering the NC Standard Course of Study for each grade level.<br />

Understanding these terms will facilitate math discussions and math journals which promotes comprehension and mastery of the objectives.<br />

Readers for <strong>Math</strong> Integration: The books listed in this column offer opportunities to integrate reading selections with math concepts. These books can stimulate a desire for students to utilize<br />

and master mathematical concepts. The reading selections reinforce the importance of math concepts in every day life. These short stories can be used as guided reading before or after the math<br />

concepts are taught.<br />

<strong>Gaston</strong> <strong>County</strong> <strong>Schools</strong> (July 2009 – Sharon W. White)

Third <strong>Grade</strong> <strong>Math</strong>ematics Resource & <strong>Pacing</strong> <strong>Guide</strong><br />

2009-2010<br />

Third <strong>Grade</strong> - First Nine Weeks Weekly Spiraling Review<br />

1<br />

Differentiation<br />

st Quarter 2 nd Quarter 3 rd Quarter 4 th Quarter<br />

1-9 10-18 19-27 28-36<br />

Objective Students should be able to… DPI enVision DPI<br />

Week By Week<br />

Problem <strong>Math</strong><br />

Strategies Investigations Indicators<br />

Essentials<br />

Solving Cards Stars<br />

1.01 Develop number sense for whole<br />

numbers through 9,999.<br />

1.01a Connect model, number word, and<br />

number using a variety of<br />

representations.<br />

1.01b Build understanding of place value<br />

(ones through thousands).<br />

1.01c Compare and order.<br />

1.02 Develop fluency and multi-digit<br />

addition and subtraction through<br />

9,999 using:<br />

1.02a Strategies for adding and<br />

subtracting numbers.<br />

1.02b Estimation of sums and differences<br />

in appropriate situations.<br />

1.02c Relationships between operations.<br />

1.04 Use basic properties (identity,<br />

commutative, associative, order of<br />

operations) for addition,<br />

subtraction, multiplication, and<br />

division.<br />

Recognize and represent a number in standard<br />

form, expanded form, picture form, and written<br />

form.<br />

Compose and decompose a quantity in a variety of<br />

representations.<br />

Compare and decompose a quantity in a variety of<br />

representations.<br />

Compare number using diagrams, models, and<br />

symbols<br />

( , =, ≥, ≤, ≠).<br />

Estimate to the nearest tens, hundreds and<br />

thousands place.<br />

Justify, explain and/or prove responses.<br />

Understand and apply appropriate vocabulary.<br />

Use a variety of strategies to add and subtract to<br />

find sums and differences.<br />

Apply estimation strategies to find sums and<br />

differences.<br />

Demonstrate how addition and subtraction are<br />

related to one another.<br />

Understand and apply appropriate vocabulary.<br />

Understand and apply appropriate vocabulary.<br />

Apply appropriate properties to solve problems.<br />

Apply order of operations.<br />

objective letter<br />

page #<br />

Introduce<br />

Concepts<br />

a:1-5<br />

b:6-8<br />

c:9-11<br />

a:12-14<br />

b:15<br />

c:16<br />

topic #. lesson(s) #<br />

unit, investigation(s)<br />

PACING<br />

Practice<br />

enVision Topics<br />

(goal 1)<br />

1.1-9<br />

2.1-10<br />

3.1-5<br />

4.1-6<br />

Investigations<br />

(goal 1)<br />

7.1-2<br />

page # week # - page # Set B newsletter #<br />

card #<br />

activity #<br />

Determine<br />

Spiraling Review Applied Strategies High Level<br />

Mastery<br />

Enrichment<br />

7-13<br />

14-21<br />

29-30 29-30 1-1<br />

* * * * * First Nine Weeks Continued - Next Page * * * * *<br />

a:4-13 a:13-49 a:18-69 a:28-109<br />

b:4-14 b:5-18 b:7-26 b:11-42<br />

b:12-45 b:12-46 b:26-103 b:27-105<br />

b:35-137<br />

c:2-5 c:5-18 c:6-21 c:15-57<br />

c:16-63 c:34-133<br />

a:28-110 a: 31-121<br />

c:15-58<br />

5 7 9<br />

13 14 30<br />

45 46 47<br />

62<br />

1 2 4<br />

11 14 17<br />

18 19 20<br />

22 29 30<br />

42<br />

a:8 a:15 a:26<br />

a:33 a:40 a:46<br />

a:50 a:57 a:61<br />

a:64<br />

7.4<br />

9.8<br />

2.3<br />

2.8<br />

2.9<br />

3.4<br />

3.5<br />

3.7<br />

4.9<br />

8.4<br />

10.6

Third <strong>Grade</strong> - First Nine Weeks Continued... Weekly Spiraling Review<br />

1<br />

Differentiation<br />

st Quarter 2 nd Quarter 3 rd Quarter 4 th Quarter<br />

1-9 10-18 19-27 28-36<br />

Objective Students should be able to… DPI enVision DPI<br />

Week By Week Problem <strong>Math</strong><br />

Strategies Investigations Indicators<br />

Essentials<br />

Solving Stars<br />

1.05 Use area or region models and set<br />

models of fractions to explore part-<br />

whole relationships.<br />

1.05a Represent fractions concretely and<br />

symbolically (halves, fourths, thirds,<br />

sixths, eighths).<br />

1.05b Compare and order fractions (halves,<br />

fourths, thirds, sixths, eighths) using<br />

models and benchmark numbers (zero,<br />

one-half, one); describe comparisons.<br />

1.05c Model and describe common<br />

equivalents, especially relationships<br />

among halves, fourths, and eighths, and<br />

thirds and sixths.<br />

1.05d Understand that the fractional<br />

relationships that occur between zero<br />

and one also occur between every two<br />

consecutive whole numbers.<br />

1.05e Understand and use mixed numbers and<br />

their equivalent fraction forms.<br />

1.06 Develop flexibility in solving problems<br />

by selecting strategies and using mental<br />

computation, estimation, calculators or<br />

computers, and paper and pencil.<br />

Recognize and represent fractions in a variety of<br />

ways using models.<br />

Compare and order fractions using models and<br />

benchmark numbers.<br />

Understand and apply appropriate vocabulary.<br />

Recognize equivalent fractions among families<br />

(halves, fourths, eighths, thirds, and sixths).<br />

Using models, find the fractions between any two<br />

consecutive whole numbers.<br />

Using models, recognize, identify and use mixed<br />

numbers and their equivalent fraction forms.<br />

Recognize and represent fractions in a variety of<br />

ways using models.<br />

Compare and order fractions using models and<br />

benchmark numbers.<br />

Understand and apply appropriate vocabulary.<br />

Recognize equivalent fractions among families<br />

(halves, fourths, eighths, thirds, and sixths).<br />

Using models, find the fractions between any two<br />

consecutive whole numbers.<br />

Using models, recognize, identify and use mixed<br />

numbers and their equivalent fraction forms.<br />

Use strategies such as making a table or diagram,<br />

using guess-and-check, looking for patterns,<br />

simplifying the problem, drawing pictures, spatial<br />

visualization, working backwards- solve problems<br />

Use strategies such as decomposing numbers,<br />

benchmark numbers, models, manipulatives,<br />

estimation, and mental computation.<br />

Identify and use efficient, accurate and effective<br />

strategies including calculators to solve problems.<br />

Verify solutions by using appropriate methods<br />

including using paper/pencil, calculator, computer.<br />

Determine if solution is reasonable.<br />

Solve multi-step problems.<br />

objective letter<br />

page #<br />

Introduce<br />

Concepts<br />

a: 31-33<br />

b: 34-35<br />

c: 36-38<br />

d: 39<br />

e: 40<br />

topic #. lesson(s) #<br />

unit, investigation(s)<br />

PACING<br />

Practice<br />

Listed Above On<br />

Previous Page<br />

page # week # - page # Set B<br />

card #<br />

Determine<br />

Spiraling Review Applied<br />

Mastery<br />

Strategies<br />

31-41 36-141<br />

a:25-98 a:26-102 a:27-105 a:27-<br />

106<br />

b:21-81<br />

d:6-21<br />

41-52 42-46 4-13 4-15 5-17 5-19 6-2<br />

6-23 7-27 8-29 8-31 9-33<br />

10-37 11-43 12-45 12-47 13-49<br />

13-51 14-53 14-55 15-57 16-61<br />

17-65 17-67 18-71 19-73 19-75<br />

20-77 21-81 21-83 22-85 23-89<br />

23-91 24-95 25-97 25-99 26-103<br />

27-107 28-111 29-113 29-114 29-115<br />

30-117 30-119 31-121 32-125 32-127<br />

33-129 34-135 35-137 35-138 36-143<br />

10<br />

38<br />

41<br />

64<br />

4<br />

6<br />

14<br />

19<br />

20<br />

27<br />

55<br />

61<br />

63<br />

newsletter #<br />

activity #<br />

High Level<br />

Enrichment<br />

4.6<br />

4.8<br />

6.2<br />

6.4<br />

7.1<br />

8.2<br />

9.1<br />

9.2<br />

10.1<br />

10.7<br />

2.4 2.6<br />

4.5 4.7<br />

5.2 5.5<br />

5.6 6.1<br />

6.6 6.7<br />

7.6 8.3<br />

8.6 10.2<br />

10.4 10.5<br />

10.8 10.9

Objectives to Maintain from Previous <strong>Grade</strong> Levels<br />

These objectives are important concepts that need to be revisited throughout the year to maintain understanding. <br />

- length and time - addition and subtraction of multi-digit numbers - Venn diagrams<br />

- symmetry and congruence - line plots, tallies and pictographs<br />

Second through Fourth Nine Weeks<br />

Objectives taught in previous nine weeks should be continuously taught to maintain understanding and develop mastery.<br />

Each grading period will include the objectives introduced during the current nine weeks and any objectives already addressed.<br />

A spiraling curriculum allows students to reinforce and connect objectives.<br />

Third <strong>Grade</strong> – Second Nine Weeks Weekly Spiraling Review Differentiation<br />

1 st Quarter 2 nd Quarter 3 rd Quarter 4 th Quarter<br />

1-9 10-18 19-27 28-36<br />

Objective Students should be able to… DPI<br />

Strategies<br />

3.01 Use appropriate vocabulary to<br />

compare, describe, and classify two-<br />

and three-dimensional figures.<br />

3.02 Use rectangular coordinate system<br />

to solve problems.<br />

3.02a Graph and identify points with<br />

whole number and/or letter<br />

coordinates.<br />

3.02b Describe the path between given<br />

points on the plane.<br />

4.01 Collect, organize, analyze, and<br />

display data (including circle graphs<br />

and tables) to solve problems.<br />

Recognize and name geometric figures<br />

(two-dimensional and three-dimensional figures).<br />

Graph and identify points with whole numbers<br />

and/or letter coordinates.<br />

Describe the paths between given points on the<br />

plane.<br />

Make predictions based on data.<br />

Choose appropriate chart/graph/diagram to<br />

display data.<br />

objective letter<br />

page #<br />

Introduce<br />

Concepts<br />

71-76<br />

a:77-83<br />

b:84-86<br />

enVision<br />

Investigations<br />

topic #. lesson(s) #<br />

unit, investigation(s)<br />

PACING<br />

Practice<br />

enVision Topics<br />

(goal 1)<br />

12.1-7<br />

enVision Topics<br />

(goal 3)<br />

10.1-8<br />

11.1-4<br />

DPI<br />

Indicators<br />

Week By Week<br />

Essentials<br />

Problem<br />

Solving Cards<br />

<strong>Math</strong><br />

Stars<br />

page # week # - page # Set B newsletter<br />

card #<br />

activity #<br />

Determine<br />

Spiraling Review Applied Strategies High Level<br />

Mastery<br />

Enrichment<br />

58-59 3-9 7-25 9-33 10-37<br />

10-38 11-41 12-45 14-53<br />

16-61 17-65 18-69 19-73<br />

24-93 28-109 29-113 30-117<br />

36-141<br />

35 39<br />

48 49<br />

52 59<br />

3.8 5.3<br />

5.7 9.3<br />

9.6<br />

10.10<br />

60-61 13-49 13-50 44 2.2 3.2<br />

4.3 6.5<br />

7.2 7.7<br />

8.8 9.9<br />

87-91 enVision Topics<br />

(goal 4)<br />

20.1-9<br />

62-63 2-5 3-9 4-13 9-33<br />

10-37 11-41 13-49 14-53<br />

15-57 17-65 22-85 23-89<br />

24-93 26-101 27-105 30-117<br />

enVision Topics<br />

(goal 5)<br />

9.1-8<br />

32-125<br />

* * * * * Second Nine Weeks Continued - Next Page * * * * *<br />

12<br />

20<br />

53<br />

2.1 2.5<br />

3.3 5.1<br />

6.7 7.3<br />

7.5 8.1<br />

10.3

Third <strong>Grade</strong> – Second Nine Weeks Continued... Weekly Spiraling Review Differentiation<br />

1 st Quarter 2 nd Quarter 3 rd Quarter 4 th Quarter<br />

1-9 10-18 19-27 28-36<br />

Objective Students should be able to… DPI<br />

Strategies<br />

4.02 Determine the number of<br />

permutations and combinations of<br />

up to three items.<br />

4.03 Solve probability problems using<br />

permutations and combinations.<br />

5.01 Describe and extend numeric and<br />

geometric patterns.<br />

5.02 Extend and find missing terms of<br />

repeating and growing patterns.<br />

objective letter<br />

page #<br />

Introduce<br />

Concepts<br />

enVision<br />

Investigations<br />

topic #. lesson(s) #<br />

unit, investigation(s)<br />

PACING<br />

Practice<br />

DPI<br />

Indicators<br />

Week By Week<br />

Essentials<br />

Problem<br />

Solving Cards<br />

<strong>Math</strong><br />

Stars<br />

page # week # - page # Set B newsletter<br />

card #<br />

activity #<br />

Determine<br />

Spiraling Review Applied Strategies High Level<br />

Mastery<br />

Enrichment<br />

Know when order matters. 92-94<br />

64-65 28-109 29-113 33-131 34-133<br />

Listed Above On<br />

35-137<br />

Previous Page<br />

35-139<br />

Determine the list of outcomes.<br />

95-104 66-67 28-110 31-123 34-133 34-134<br />

Determine the probability of the desired outcome.<br />

35-137<br />

36-141<br />

Not provide by DPI<br />

105-109 68-69 1-1 3-9 3-11 4-13 5-17<br />

Given numeric and geometric patterns, accurately<br />

8-29 9-33 9-35 10-37 11-41<br />

determine the pattern and extend it an<br />

13-49 14-55 15-59 18-69 20-77<br />

appropriate number of times<br />

20-79 21-81 22-85 23-89 24-93<br />

25-97 26-101 27-105 28-109 29-<br />

113<br />

32-125 34-133 35-<br />

137<br />

Not provided by DPI<br />

110-114<br />

70-71 8-29 15-57 22-85 24-93 26-<br />

Identify and extend repeating and growing<br />

101<br />

patterns<br />

28-109 33-129 35-<br />

Identify missing terms based on the pattern<br />

137<br />

2 6-8 12 13<br />

15 24 25 43<br />

44 45 54<br />

3.5<br />

4.2<br />

8.5<br />

58 3.1 7.8<br />

9.4<br />

26<br />

32<br />

36<br />

47<br />

53<br />

26 32<br />

37 53<br />

2.7<br />

3.6<br />

4.4<br />

5.8<br />

6.3

Third <strong>Grade</strong> - Third Nine Weeks Weekly Spiraling Review Differentiation<br />

1 st Quarter 2 nd Quarter 3 rd Quarter 4 th Quarter<br />

1-9 10-18 19-27 28-36<br />

Objective Students should be able to… DPI<br />

Strategies<br />

1.03 Develop fluency with multiplication<br />

from 1x1 to 12x12 and division up to<br />

two-digit by one-digit numbers using:<br />

1.03a Strategies for multiplying and dividing<br />

numbers.<br />

1.03b Estimation of products and quotients<br />

in appropriate situations.<br />

1.03c Relationships between operations.<br />

1.04 Use basic properties (identity,<br />

commutative, associative, order of<br />

operations) for addition, subtraction,<br />

multiplication, and division.<br />

2.01 Solve problems using measurement<br />

concepts and procedures involving:<br />

2.01a Elapsed time.<br />

2.01b Equivalent measures within the same<br />

measurement system.<br />

2.02 Estimate and measure using<br />

appropriate units.<br />

2.02a Capacity (cups, pints, quarts, gallons,<br />

liters)<br />

2.02b Length (miles, kilometers)<br />

2.02c Mass (ounces, pounds, grams,<br />

kilograms).<br />

2.02d Temperature<br />

(Fahrenheit, Celsius).<br />

Recognize and represent multiplication and division in<br />

a variety of ways to find products and quotients.<br />

Comprehend and apply appropriate vocabulary /<br />

symbols ( x, , 12 , 4 12 )<br />

4<br />

Use known facts to find less familiar facts.<br />

Apply estimation strategies to find products and<br />

quotients.<br />

Demonstrate how products and quotients are related to<br />

one another.<br />

Understand and apply appropriate vocabulary.<br />

Apply appropriate properties to solve problems.<br />

Apply order of operations.<br />

Solve multi-step problems using elapsed time including<br />

problems to nearest minute.<br />

Solve problems and follow procedures using equivalent<br />

units within the same measurement system.<br />

time: seconds, minutes, hours, days, weeks, months,<br />

years money: pennies/nickels/dimes/quarter/halfdollars/dollars/bills<br />

capacity: cups, pints, quarts,<br />

gallons, liters length: inches/feet/yards/miles,<br />

centimeters/meters/kilometers mass: ounce/pounds,<br />

grams/kilograms<br />

Estimate and measure with appropriate units.<br />

Select and use the appropriate tools and units for the<br />

attribute being measured.<br />

letter<br />

page #<br />

Introduce<br />

Concepts<br />

a:17-25<br />

b: 26<br />

c:27-28<br />

enVision<br />

Investigations<br />

topic #. lesson(s) #<br />

unit, investigation(s)<br />

PACING<br />

Practice<br />

Investigations<br />

(goal 1)<br />

5.1-4<br />

enVision Topics<br />

(goal 2)<br />

14.1-6<br />

15.1-5<br />

17.1-6<br />

DPI<br />

Indicators<br />

29-30 29-30<br />

a:53-55<br />

b:56-58<br />

a:59-60<br />

b:61-65<br />

c:66-68<br />

d:69-70<br />

Week By Week<br />

Essentials<br />

Problem<br />

Solving<br />

page # week # - page # Set B<br />

card #<br />

Determine<br />

Spiraling Review Applied<br />

Mastery<br />

Strategies<br />

22-28 31-122 36-141<br />

a:1-1 a:1-3 a:2-5 a: 3-9 a:3-10<br />

a:4-15 a:5-17 a:5-19 a: 6-21 a:8-29<br />

a:9-33 a:11-41 a:12-45 a:12-47 a:13-49<br />

a:13-50 a:13-51 a:14-53 a:14-54 a:14-55<br />

a:15-57 a:16-61 a:16-62 a:16-63 a:17-65<br />

a:17-66 a:18-70 a:19-73 a:19-74 a:20-77<br />

a:21-81 a:21-82 a:22-86 a:23-89 a:25-97<br />

a:26-101 a:27-105 a:27-107 a:28-109<br />

a:28-111 a:29-113 a:29-114 a:29-115<br />

a:30-117 a:30-118 a:30-119 a:31-121<br />

a:32-125 a:32-127 a:33-129 a:34-133<br />

a:35-135 a:36-142 a:36-143<br />

b:21-81 b:22-85<br />

47-54 7-25<br />

c:25-97 c:22-87 c:30-118 c:32-127<br />

a:2-6 a:4-13 a:15-57<br />

a:15-59 a:16-61 a:30-117 a:31-<br />

121<br />

b:7-25 b:8-30 b:9-34<br />

b:18-69 b:26-101 b:36-141<br />

55-57 23-90 32-126<br />

b:21-81 b:24-94<br />

c:20-77<br />

10<br />

11<br />

21<br />

23<br />

24<br />

28<br />

31<br />

34<br />

36<br />

37<br />

40<br />

47<br />

51<br />

60<br />

64<br />

11<br />

16<br />

10<br />

32<br />

56<br />

62<br />

<strong>Math</strong><br />

Stars<br />

newsletter #<br />

activity #<br />

High Level<br />

Enrichment<br />

2.3<br />

2.8<br />

4.9<br />

5.5<br />

8.3<br />

9.7<br />

5.4<br />

8.7<br />

9.5<br />

4.1

Third <strong>Grade</strong> - Fourth Nine Weeks Weekly Spiraling Review Differentiation<br />

1 st Quarter 2 nd Quarter 3 rd Quarter 4 th Quarter<br />

1-9 10-18 19-27 28-36<br />

Objective Students should be able to… DPI<br />

Strategies<br />

5.03 Use symbols to represent unknown<br />

quantities in number sentences.<br />

5.04 Find the value of the unknown<br />

quantities in number sentences.<br />

Define: variable, unknown<br />

Use symbols of unknown quantities in number<br />

sentences<br />

Use a variety of strategies to determine the<br />

unknown quantity in a number sentence.<br />

objective letter<br />

page #<br />

Introduce<br />

Concepts<br />

enVision<br />

Investigations<br />

topic #. lesson(s) #<br />

unit, investigation(s)<br />

PACING<br />

Practice<br />

DPI<br />

Indicators<br />

Week By Week<br />

Essentials<br />

Problem<br />

Solving<br />

Cards<br />

page # week # - page # Set B<br />

card #<br />

Determine<br />

Spiraling Review Applied<br />

Mastery<br />

Strategies<br />

115<br />

72-73 20-77<br />

116-118<br />

Investigations<br />

(goal 5)<br />

6.1-3<br />

74 20-77 50<br />

Great Review! Fantastic Five – Countdown to EOG’s - Sample EOG Questions Great Review!<br />

<strong>Math</strong><br />

Stars<br />

newsletter<br />

activity #<br />

High Level<br />

Enrichment

Key <strong>Math</strong>ematics Vocabulary – Third <strong>Grade</strong><br />

Goal 1 Goal 2 Goal 3 Goal 4 Goal 5<br />

6÷2, 2 6 , 6<br />

2<br />

least<br />

leftover<br />

AM/PM<br />

analog<br />

justify<br />

kilograms<br />

(D, 2) or (4, 2)<br />

acute<br />

ordered pair<br />

parallel<br />

1 out of 3 = 1<br />

3<br />

balance<br />

complete the pattern<br />

2 (3), 2 x 3, 2 3 less than < appropriate units kilometer attributes parallelogram 1 st , 2 nd , 3 rd , etc. continue the pattern<br />

about less than or equal to ≤ before/after length/long axes path 3 items create a pattern<br />

act out the problem make a diagram/picture Celsius linear axis pentagon analyze equation<br />

add make table/chart/graph centimeter liters base plane figures / 2-D arrange equivalent<br />

addend make an organized list convert measure circle point arrangement(s) expression<br />

approximately mixed number cups meter stick cone polygon certain extend<br />

arrays multiples customary metric congruent polyhedrons / 3-D circle graph extend the pattern<br />

cents multiply decreasing miles cube prism collect form<br />

compare not equal to ≠ degrees minutes curved/straight quadrilateral combinations geometric patterns<br />

compose numerator digital months cylinder ray create a table growing patterns<br />

decompose ones place earlier/later non-standard decagon rectangle different orders missing terms<br />

demonstrate order elapsed ounces diagonal regular display number sentence(s)<br />

denominator parentheses equivalent pints east rhombus double Venn Diagram numeric patterns<br />

difference pattern equivalent measures pounds edge right angle how many different pattern<br />

digit product estimate quarter hour endpoints shapes impossible pattern core<br />

divide proper fractions Fahrenheit quarts face side less likely pattern unit<br />

dividend prove feet reasonable flat south likely position<br />

division quotient gallons ruler grid sphere line plot repeating patterns<br />

divisor reasonable grams season height square list represent<br />

dollars regions/area half past seconds hexagon square angle more likely symbol(s)<br />

equal portions relationship half-hour standard irregular surface no repeats unknown<br />

equal to = remainder height/tall tape measure kite symmetric order unknown quantities<br />

equivalent repeated addition hours trundle wheel line of symmetry symmetry organize value<br />

estimate repeated subtraction inches until/after/past line segment edge trapezoid organized list variable<br />

evaluate sets increasing width/wide line(s) triangle outcomes<br />

expanded form share equally increments yard stick north vertex permutations<br />

expanded notation skip count intervals yards obtuse vertices/vertexes pictograph<br />

explain solve a simpler problem years octagon west possible<br />

factor standard form possible outcomes<br />

fair share standard notation predictions<br />

find a pattern subtract survey<br />

fraction bar 3<br />

4<br />

sum<br />

tens place<br />

table<br />

tallies<br />

greater than > thousands place triple Venn Diagram<br />

greater than or equal to ≥ using objects<br />

greatest value<br />

groups Venn diagram<br />

guess and check/test whole number<br />

hundreds place work backwards<br />

improper fractions<br />

justify<br />

written form

Amanda Bean’s Amazing Dream: A <strong>Math</strong>ematical Story. Cindy Neuschwander & Marilyn Burns. Scholastic<br />

Arithme-Tickle: An Even Number of Odd Riddle-Rhymes. J. Patrick Lewis, Frank Remkiewicz. Silver Whistle<br />

Arithmetricks. Edward H. Julius. John Wiley & Sons<br />

Bats on Parade. Kathi Appelt. William Morrow<br />

Can You Count to a Googol? Robert E. Wells. Albert Whitman & Co.<br />

A Cloak for the Dreamer. Aileen Friedman. Scholastic<br />

Do You Wanna Bet? Your Chance to Find Out About Probability. Jean Cushman. Houghton Mifflin<br />

Einstein Anderson, Science Detective: On-line Spacemen and Other Cases. Seymour Simon. Avon Books<br />

Esio Trot. Roald Dahl. Demco Media<br />

Fraction Fun. David Adler. Holiday House<br />

The Go-Around Dollar. Barbara Johnston Adams. Simon & Schuster Children’s<br />

A Grain of Rice. Helna C. Pittman Bantam. Doubleday Dell<br />

Grandfather Tang’s Story: A Tale Told with Tangrams. Ann Tompert. Demco Media<br />

How Much Is a Million? David M. Schwartz. William Morrow<br />

If You Made a Million. David M. Schwartz. William Morrow<br />

Readers for <strong>Math</strong> Integration – Third <strong>Grade</strong><br />

The King’s Commissioners. Aileen Friedman. Scholastic<br />

Logic for Space Age Kids. Lyn McClure Butrick. University Classics<br />

<strong>Math</strong> Mysteries: Stories and Activities fo Build Problem Solving Skills. Jack Silbert. Scholastic<br />

<strong>Math</strong>-Terpieces. Greg Tang, Greg Paprocki. Scholastic<br />

Measuring Penny. Loreen Leedy. Henry Holt<br />

Pigs at Odds: Fun With <strong>Math</strong> and Games. Amy Axelrod, Sharom McGinley-Nally. Simon & Schuster<br />

Sam Johnson and the Blue Ribbon Quilt. Lisa Campbell Renst. William Morrrow<br />

Sir Cumference and the First Round Table: A <strong>Math</strong> Adventure. Cindy Neuschwander. Charlesbridge<br />

Spaghetti and Meatballs for All: A <strong>Math</strong>ematical Story. Marilyn Burns. Scholastic<br />

Three Pigs, One Wolf, and Seven Magic Shapes. Grace MacCarone, David Neuhaus, Marilyn Burns.<br />

Scholastic<br />

Tiger <strong>Math</strong>: Learning to Graph From a Baby Tiger. AnnWhitehead Nagda, Cindy Bickel.<br />

Henry Holt & Co<br />

Time. Henry Pluckrose. Children’s Press