2013-2014 Math Grade 3.pdf
2013-2014 Math Grade 3.pdf
2013-2014 Math Grade 3.pdf
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RCS 3rd <strong>Grade</strong> <strong>Math</strong>ematics Curriculum Map <strong>2013</strong>-<strong>2014</strong>X = COVERED IN ENVISION MATH THIS NINE WEEKSTESTED ON ACUITY DIAGNOSTIC ASSESSMENTBold: Indiana Common Core Standard (INCC)Regular: IAS not aligned to INCC but tested on ISTEP+Italics: Indiana Academic Standard (IAS) aligned to INCC(Italics in Parentheses): Local standard or accessed on AcuityStandards for <strong>Math</strong>ematical Practice1st9 weeks2nd9 WeeksenVision Topic Sequence 1, 2, 3, 4 5, 6, 7, 83rd 9Weeks1 Make sense of problems and persevere in solving them. X X X X3.6.1Analyze problems by identifying relationships, telling relevant from irrelevant information, sequencing and prioritizing information, andobserving patterns.2 Reason abstractly and quantitatively. X X X X3 Construct viable arguments and critique the reasoning of others. X X X X3.6.4Express solutions clearly and logically by using the appropriate mathematical terms and notation. Support solutions with evidence in bothverbal and symbolic work.4 Model with mathematics. X X X X5 Use appropriate tools strategically. X X X X6 Attend to precision. X X X X3.6.7 Make precise calculations and check the validity of the results in the context of the problem.7 Look for and make use of structure. X X X X8 Look for and express regularity in repeated reasoning. X X X X3.6.8 Decide whether a solution is reasonable in the context of the original situation.Operations and Algebraic ThinkingM3.OA.1Represent and solve problems involving addition and subtraction.Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. X3.OA.2M = Major Cluster S = Supporting Cluster A = Additional ClusterThe SMP should be taught in connection with the math content. The SMP are similar to Indiana's Problem Solving Standards, which are assessed on ISTEP+. Please ensure sufficient practicewith the SMP to ensure that students are prepared for ISTEP+.Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects arepartitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.3.OA.3Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurementquantities.X X X3.OA.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers. X3.2.4 Know and use the inverse relationship between multiplication and division facts, such as 6x7=42, 42 ÷ 7=6, 7x6=42, 42÷6=7.M Understand properties of multiplication and the relationship between multiplication and division.3.OA.5 Apply properties of operations (Commutative, Associative, Distributive) as strategies to multiply and divide. X X<strong>2013</strong>-<strong>2014</strong> 3rd <strong>Grade</strong> <strong>Math</strong> Page 1 of 48/6/<strong>2013</strong>X9, 10, 11124th9 Weeks13,14, 15,16 & Stepup
3.3.4 Understand and use the commutative and associative properties of multiplication.3.OA.6 Understand division as an unknown-factor problem. XMultiply and divide within 100.MFluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of3.OA.7operations.By the end of <strong>Grade</strong> 3, know from memory all products of two one-digit numbers.3.2.5 Show mastery of multiplication facts for 2, 5, and 10.Solve problems involving the four operations, and identify and explain patterns in arithmetic.M3.OA.8Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for theunknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.XXX3.3.1 Represent relationships of quantities in the form of a numeric expression or equation.3.3.2 Solve problems involving numeric equations.3.2.2 Represent the concept of multiplication as repeated addition.3.2.3 Represent the concept of division as repeated subtraction, equal sharing, and forming equal groups.3.3.3 Choose appropriate symbols for operations and relations to make a number sentence true.3.3.5 Create, describe, and extend number patterns using multiplication.3.3.6 Solve simple problems involving a functional relationship between two quantities.3.OA.9Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties ofoperations.Number and Operations in Base TenA Use place value understanding and properties of operations to perform multi-digit arithmetic.3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.3.1.1 Count, read, and write whole numbers up to 1,000.3.1.2 Identify and interpret place value in whole numbers up to 1,000.3.1.3 Use words, models, and expanded form to represent numbers up to 1,000.XXX3.1.4 Identify any number up to 1,000 in various combinations of hundreds, tens, and ones.3.1.5 Compare whole numbers up to 1,000 and arrange them in numerical order.3.1.6 Round numbers less than 1,000 to the nearest ten and the nearest hundred.Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the3.NBT.2relationship between addition and subtraction.3.2.1 Add and subtract whole numbers up to 1,000 with or without regrouping, using relevant properties of the number system.Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and3.NBT.3properties of operations.3.1.7 Identify odd and even numbers up to 1,000 and describe their characteristics.Number and Operations - FractionsM Develop understanding of fractions as numbers.3.NF.1Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/bas the quantity formed by a parts of size 1/b.X3.NF.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram. XXXa. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts.Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.X<strong>2013</strong>-<strong>2014</strong> 3rd <strong>Grade</strong> <strong>Math</strong> Page 2 of 48/6/<strong>2013</strong>
. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b andthat its endpoint locates the number a/b on the number line.3.1.10 Given a pair of fractions, decide which is larger or smaller by using objects or pictures.3.NF.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Xa. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. Xb. Recognize and generate simple equivalent fractions. Explain why the fractions are equivalent, e.g., by using a visual fraction model. Xc. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Xd. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are validonly when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or
c. Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c.Use area models to represent the distributive property in mathematical reasoning.d. Recognize area as additive. Find areas of rectilinear figures by decomposing them into nonoverlapping rectangles and adding the areas of thenon-overlapping parts, applying this technique to solve real world problems.A Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths,3.MD.8 finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area anddifferent perimeters.3.5.3 Find the perimeter of a polygon.GeometryS Reason with shapes and their attributes.3.G.1Understand that shapes in different categories may share attributes, and that the shared attributes can define a larger category (e.g.,quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do notXbelong to any of these subcategories.3.4.1 Identify quadrilaterals as four-sided shapes.3.G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. X X3.4.2 Identify right angles in shapes and objects and decide whether other angles are greater or less than a right angle.3.4.3 Identify, describe, and classify: cube, sphere, prism, pyramid, cone, and cylinder.3.4.5 Draw a shape that is congruent to another shape.3.4.6 Use the terms point, line, and line segment in describing two-dimensional shapes.3.4.7 Draw line segments and lines.3.4.8 Identify and draw lines of symmetry in geometric shapes (by hand or using technology).(3.4.9) (Sketch the mirror image reflections of shapes.).XXXX<strong>2013</strong>-<strong>2014</strong> 3rd <strong>Grade</strong> <strong>Math</strong> Page 4 of 48/6/<strong>2013</strong>