NEISD Elementary Mathematics: Grade 3
Overview: Place Value and Fractions (7 weeks=34 days)
Processing TEKS
Place Value
Fractions
•Grade 2: Students learned to use a place value model
to represent and compare numbers up to 1,200.
•Grade 3: Students extend their understanding of place
value to include numbers up to 100,000.
•Grade 4: Students will be expected to apply their
understanding of place value to include decimals to
the hundredths.
•Grade 2: Students developed an understanding of
partitioning objects into equal parts and naming the
parts, including halves, fourths, and eighths using
words. Students began to understand how the
number of parts a whole object is partitioned into
relates to the size of the parts.
•Grade 3: Students will extend their understanding to
include sets of objects and number lines. Students
will learn about equivalent fractions and comparing
fractions.
•Students will deepen their understanding of fractions
in Grade 4 and also add and subtract fractions.
The Mathematical Process Standards provide connections to the content
standards across and within the grade levels. Embedding the process
standards provides students the opportunity to have sustained
involvement with larger groups of TEKS, thereby focusing on larger ideas
rather than isolated ideas. Think about the content standards as the bricks
and the process standards the mortar.
3.1 The student uses mathematical processes to acquire and demonstrate
mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and
the workplace;
(B) use a problem-solving model that incorporates analyzing given
information, formulating a plan or strategy, determining a solution,
justifying the solution, and evaluating the problem-solving process
and the reasonableness of the solution;
(C) select tools, including real objects, manipulatives, paper and pencil,
and technology as appropriate, and techniques, including mental
math, estimation, and number sense as appropriate, to solve
problems;
(D) communicate mathematical ideas, reasoning, and their implications
using multiple representations, including symbols, diagrams, graphs,
and language as appropriate;
(E) create and use representations to organize, record, and communicate
mathematical ideas;
(F) analyze mathematical relationships to connect and communicate
mathematical ideas; and
(G) display, explain, and justify mathematical ideas and arguments using
precise mathematical language in written or oral communication.
Each elementary school has access to Texas Go Math! and Investigations. These materials are intended to be resources for mathematical content and instructional
strategy suggestions. The website is a resource that includes: IPG, Workstations, Problem Solving, Number Talks, Assessment Bank, and Technology for each unit of study.
The resources are NOT intended to be all-inclusive. It is the teacher’s responsibility to teach the Texas Essential Knowledge and Skills (TEKS), not the resources.
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NEISD Elementary Mathematics: Grade 3
Place Value and Fractions
Place Value
Big Ideas
Learning Targets
 Sets of 10 (and tens of tens) can be perceived as single entities or units.
 The positions of digits in numbers determine what they represent and which size group they
count.
 There are patterns to the way that numbers are formed.
 The groupings of ones, tens, and hundreds can be taken apart in different but equivalent ways.
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 “Really big” numbers are best understood in terms of familiar real-world referents.
 Place a number on a number line between consecutive multiples of 10, 100, 1,000, or 10,000 and describe that
Distinguish the difference between a digit and a number.
Construct and represent the same number in various ways up to 100,000.
Describe place, value, and relationship of the digits in a number through the hundred thousands place.
Represent numbers in written form, standard form, and expanded form.
Compare and order numbers up to 100,000 using comparative symbols and words.
placement in relation to the size of the number.
Fractions
Big Ideas
Learning Targets
 Students must experience fractions across many constructs, including part of a whole, ratios, and
division. (Ratios are not addressed in third grade.)
 Three categories of models exist for working with fractions—area, length, and set or quantity.
 Partitioning and iterating are ways for students to understand the meaning of fractions, especially
numerators and denominators.
 Students need many experiences estimating fractions.
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 Two equivalent fractions are two ways of describing the same amount by using different-sized
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fractional parts.
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Recognize fractions are represented by equal size parts of a whole or by a set of objects.
Analyze a concrete model to describe the relationship of the fractional parts to distinguish between the
numerator and denominator.
Compose and decompose fractions using unit fractions.
Analyze whole objects or sets of objects in a problem situation to compare fractional parts using comparison
words and symbols.
Demonstrate an understanding of equivalence by using objects, concrete models and/or number lines.
 Represent fractions on a number line as distances from 0.