Grade 3 Pacing Guide for Chapter 1 Approximate Total Days: 12 Numbers to 10,000

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Grade 3 Pacing Guide for Chapter 1 Approximate Total Days: 12

Numbers to 10,000

Lesson Introduction

(recall prior knowledge)

Lesson 1.1 Counting to 10,000 Lesson 1.2 Place Value

Lesson 1.3 Comparing and Ordering Numbers Lesson 1.4 Rounding Numbers to Nearest Ten Lesson 1.5 Rounding Numbers to Nearest Hundred Math Journal/Thinking Cap

Practice and Chapter Wrap-Up Standards Addressed

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

Assessment

Notes:

● Review and reinforce addition and subtraction fact fluency (morning work, warm up, etc.)

○ Review strategies:

■ Using Ten (facts that make a ten and have some more, eg. 9 + 5, 8 + 5, 14 - 9, etc)

■ Using Doubles (facts that use the doubles strategy, eg 5 + 4, 9 - 5)

■ Counting on, Counting back

○ Games to Support Number Sense and Fluency

● Complete Basic Math Assessment Column 1 & 2. Record data into spreadsheet.

● There is a Class Presentation available for each lesson.

● Optional: STEAM Project Work: Numbers in Pictures p 70

● Fact Fluency, Homework, Reteach, Extra Practice, and Enrichment are all available to print or for online use.

● IXL: B. Place Values

Modification suggestions for all units:

ELL Students

Gifted Students

Special Education

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Please refer to these documents throughout the following units and contact the appropriate staff specialists to assist you when needed to support the needs of all learners.

Grade 3 Pacing Guide for Chapter 2 Approximate Total Days: 14

Addition within 10,000

Lesson Introduction

(recall prior knowledge - Rounding only (student pages 72 & 73) skip bar models) Lesson 2.1 Addition Patterns

Lesson 2.2 Mental Addition

Lesson 2.3 Adding Fluently within 1,000 Lesson 2.4 Adding without Regrouping Lesson 2.5 Adding with Regrouping

Recall Prior Knowledge - Bar Models (student pages 74-76) Lesson 2.6 Real-World Problems: Addition

Math Journal/Thinking Cap Standards Addressed

NJSLS. MATH. CONTENT. 3.OA.D.9 Identify arithmetic patterns and explain them using properties of operations.

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

NJSLS. MATH. CONTENT. 3.OA.D.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.

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

Practice and Chapter Wrap-Up

Notes:

● Complete Basic Math Assessment Columns 1, 3, and 5. Record data into spreadsheet.

● There is a Class Presentation available for each lesson.

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● Mini-Game: Maze can be used throughout chapter 2. Students advance through levels.

● Fact Fluency, Homework, Reteach, Extra Practice, and Enrichment are all available to print or for online use.

● IXL: C. Addition

Grade 3 Pacing Guide for Chapter 3 Approximate Total Days: 12

Subtraction within 10,000

Lesson Introduction

(recall prior knowledge - Subtracting Mentally (student pages 148-149) skip bar models) Lesson 3.1 Mental Subtraction

Lesson 3.2 Subtracting Fluently within 1,000 Lesson 3.3 Subtracting Without Regrouping Lesson 3.4 Subtraction With Regrouping

Recall Prior Knowledge - Bar Models (student pages 150-152) Lesson 3.5 Real-World Problems: Subtraction

Math Journal/Thinking Cap Practice and Chapter Wrap-Up Standards Addressed

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

NJSLS. MATH. CONTENT. 3.OA.D.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.

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

Chapter 3 Assessment

The online assessment is another great resource for this chapter and includes several word problems.

Notes:

:

● Complete Basic Math Assessment Columns 2, 4, and 6. Record data into spreadsheet.

● There is a Class Presentation available for each lesson.

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● Fact Fluency, Homework, Reteach, Extra Practice, and Enrichment are all available to print or for online use.

● IXL: D. Subtraction

Grade 3 Pacing Guide for Chapter 4 Approximate Total Days: 19

Multiplication Tables

Lesson Introduction

(recall prior knowledge)

Practice Day: Review all facts (2, 5, 10, 3, 4) Lesson 4.1 Multiplying by 6

Lesson 4.2 Multiplying by 7 Lesson 4.3 Multiplying by 8 Lesson 4.4 Multiplying by 9 Lesson 4.5 Multiplying by 11 Lesson 4.6 Multiplying by 12 Lesson 4.7 Multiplication Patterns

Lesson 4.8 Dividing Using Multiplication Facts Math Journal/Thinking Cap

Standards Addressed

NJSLS. MATH. CONTENT. 3.OA.1 Interpret products of whole numbers. e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe and/or represent a context in which a total number of objects can be expressed as 5 × 7.

NJSLS. MATH. CONTENT. 3.OA.2 Interpret whole-number quotients of whole numbers .e.g., 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. For example, describe and/or represent a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

NJSLS. MATH. CONTENT. 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 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

NJSLS. MATH. CONTENT. 3.OA.B.5 Apply properties of operations as strategies to multiply and divide.

NJSLS. MATH. CONTENT. 3.OA.B. 6 Understand division as an unknown-factor problem.

NJSLS. MATH. CONTENT. 3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations.

NJSLS. MATH. CONTENT. 3.OA.D.9 Identify arithmetic patterns and explain them using properties of operations.

Practice and Chapter Wrap-Up

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Chapter 4 Assessment

Notes:

● Games to Support Number Sense and Fluency

● Complete Basic Math Assessment Part 2 (All Columns). Record data into spreadsheet.

● Mini Game: Pop! Multiplication Tables

● Fact Fluency, Homework, Reteach, Extra Practice, and Enrichment are all available to print or for online use.

● Additional Hands-On Activities

● There is a Class Presentation available for each lesson

● Students learned how to multiply and divide in Grade 2, chapter 8. They also learned about multiplying in any order in Grade 2, chapter 9.

● Assess student fact knowledge using the Basic Math Assessment: Complete Columns 7 - 11

● IXL: E. Understand Multiplication, F. Multiplication Skill Builders, G. Multiplication Fluency

Grade 3 Pacing Guide for Chapter 6 Approximate Total Days: 10

Using Bar Models: The Four Operations

**The new textbook integrates addition and subtraction bar models into chapters 2 and 3. This chapter focuses on teaching multiplication and division bar models and then using mixed operations in the real world problems.

Lesson

Introduction (recall prior knowledge)

Lesson 6.1 Real-World Problems: Multiplication Lesson 6.2 Real-World Problems: Division

Lesson 6.3 Real-World Problems: Four Operations Math Journal/Thinking Cap

Practice and Chapter Wrap-Up Standards Addressed

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

NJSLS. MATH. CONTENT. 3.OA.D.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.

Chapter 6 Assessment

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Notes:

● Fact Fluency, Homework, Reteach, Extra Practice, and Enrichment are all available to print or for online use.

● There is a Class Presentation available for each lesson

Grade 3 Pacing Guide for Chapter 7 Approximate Total Days: 13

Fractions

Lesson

Introduction (recall prior knowledge)

“Fraction Wall” lesson

Lesson 7.1 Understanding Unit Fractions Lesson 7.2 Fractions as Part of a Whole Lesson 7.3 Fractions as Part of a Set

Lesson 7.4 Understanding Equivalent Fractions Lesson 7.5 Comparing Fractions

Math Journal/Thinking Cap Standards Addressed

NJSLS.MATH.CONTENT.3.NF.A.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

NJSLS.MATH.CONTENT.3.NF.A.2 Understand a fraction as a number on the number line; represent fractions on a number line diagram.

NJSLS.MATH.CONTENT.3.NF.A.2.A 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.

NJSLS.MATH.CONTENT.3.NF.A.2.B 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 and that its endpoint locates the number a/b on the number line.

NJSLS.MATH.CONTENT.3.NF.A.3 Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

NJSLS.MATH.CONTENT.3.NF.A.3.A Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.

NJSLS.MATH.CONTENT.3.NF.A.3.B Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.

NJSLS.MATH.CONTENT.3.NF.A.3.C Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

NJSLS.MATH.CONTENT.3.NF.A.3.D Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

NJSLS.MATH.CONTENT.3.G.A.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of

the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of

the shape.

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Practice and Chapter Wrap-Up Chapter 7 Assessment

Notes:

● Mini Game: Pete the Plumber: Fractions

● Fact Fluency, Homework, Reteach, Extra Practice, and Enrichment are all available to print or for online use.

● There is a Class Presentation available for each lesson

Grade 3 Pacing Guide for Chapter 8 Approximate Total Days: 10

Measurement

Lesson Introduction

(recall prior knowledge)

Lesson 8.1 Mass: Kilograms and Grams Lesson 8.2 Liquid Volume: Liters and Milliliters

Lesson 8.3 Real World Problems: One Step Problems Math Journal/Thinking Cap

Practice and Chapter Wrap-Up Standards Addressed

NJSLS.MATH.CONTENT.3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.

Chapter 8 Assessment

Notes:

● Fact Fluency, Homework, Reteach, Extra Practice, and Enrichment are all available to print or for online use.

● There is a Class Presentation available for each lesson

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Grade 3 Pacing Guide for Chapter 9 Approximate Total Days: 16

Area and Perimeter

Lesson Introduction

(recall prior knowledge) Lesson 9.1 Area

Lesson 9.2 Square Units (cm

²

and in

²

) Lesson 9.3 Square Units (m

²

and ft

²

) Lesson 9.4 Perimeter and Area Lesson 9.5 More Perimeter Math Journal/Thinking Cap Practice and Chapter Wrap-Up Standards Addressed

NJSLS.MATH.CONTENT 3.MD.5 Understand concepts of area measurement.

NJSLS.MATH.CONTENT 3.MD.5a A square with side length 1 unit, called “a unit square” is said to have “one square unit” of area, and can be used to measure area.

NJSLS.MATH.CONTENT 3.MD.5b A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.

NJSLS.MATH.CONTENT 3.MD.6 Measure areas by counting unit squares.

NJSLS.MATH.CONTENT 3.MD.8 Solve problems involving perimeters and areas of polygons NJSLS.MATH.CONTENT 3.MD.7 Relate area to the operations of multiplication and addition.

NJSLS.MATH.CONTENT 3.MD.7a Find the area of a rectangle with whole numbers and whole number side lengths.

NJSLS.MATH.CONTENT 3.MD.7b Multiply the side lengths to find areas of rectangles with whole number side lengths.

NJSLS.MATH.CONTENT 3.MD.7c Find the area of a rectangle with whole number side lengths a and b + c using the distributive property.

NJSLS.MATH.CONTENT 3.MD.7d Find areas of composite rectilinear figures.

NJSLS.MATH.CONTENT 3.MD.8 Solve problems involving perimeters and areas of polygons.

Chapter 9 Assessment

Notes:

● There is a Class Presentation available for each lesson

● Fact Fluency, Homework, Reteach, Extra Practice, and Enrichment are all available to print or for online use.

● IXL: FF. Geometric Measurement

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Grade 3 Pacing Guide for Chapter 10 Approximate Total Days: 13

Time

Lesson Introduction

(recall prior knowledge) Lesson 10.1 Telling Time

Lesson 10.2 Converting Hours and Minutes

Lesson from MIF 2013 Adding and Subtracting Time Lesson 10.3 Elapsed Time

Math Journal/Thinking Cap Practice and Chapter Wrap-Up Standards Addressed

NJSLS.MATH.CONTENT 3.MD.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes.

Assessment

Notes:

● There is a Class Presentation available for each lesson

● Fact Fluency, Homework, Reteach, Extra Practice, and Enrichment are all available to print or for online use.

● IXL: T: Time

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Grade 3 Pacing Guide for Chapter 11 Approximate Total Days: 11

Graphs and Line Plots

Lesson Introduction

(recall prior knowledge)

Lesson 11.1 Making Picture Graphs with Scales Lesson 11.2 Making Bar Graphs with Scales Lesson 11.3 Reading and Interpreting Bar Graphs

Additional Lesson - Measuring to the Nearest Half Inch and Inch

Prior to teaching line plots, students should have experience using the ruler to measure.

Lesson 11.4 Line Plots and Estimation Math Journal/Thinking Cap

Practice and Chapter Wrap-Up Standards Addressed

NJSLS.MATH.CONTENT 3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set. Solve one and two step problems using data from scaled bar graphs.

NJSLS.MATH.CONTENT 3.MD.4 Generate measurement data. Present the data in a line plot with appropriate units (whole numbers, halves, or quarters) on the horizontal scale.

Chapter 11 Assessment

Notes:

● Fact Fluency, Homework, Reteach, Extra Practice, and Enrichment are all available to print or for online use.

● There is a Class Presentation available for each lesson

● Tip: During Morning Meeting each day, present a question for students to answer (chart paper & Post-Its) then graph the results as a warm-up during math class.

○ (favorite summer activity, favorite school subject, favorite read aloud from the

year, etc.)

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Grade 3 Pacing Guide for Chapter 12 Approximate Total Days: 11

Angles, Lines, and Two-Dimensional Figures

Lesson Introduction

(recall prior knowledge)

Lesson 12.1 Introducing Angles

Lesson 12.2 Introducing Perpendicular and Parallel Lines Lesson 12.3 Polygons

Math Journal/Thinking Cap Practice and Chapter Wrap-Up Standards Addressed

NJSLS.MATH.CONTENT 3.G.1 Classify and sort quadrilaterals

Chapter 12 Assessment

Notes:

● Fact Fluency, Homework, Reteach, Extra Practice, and Enrichment are all available to print or for online use.

● There is a Class Presentation available for each lesson