Grade3PacingGuide(2016-2017)
Thispacingguidewascreatedasageneralframeworkofconceptsandskillstobetaughtineachgradingperiodatthisgradelevelas
specifiedintheTexasEssentialKnowledgeandSkills.Thisguideisnotaresourceforteachingmathematicsonadailybasis.
ThisguideaddressestheTexasEssentialKnowledgeandSkillsthatwillbeaddressedineachunitofstudy,theapproximatetimelineofeach
unitandthesequenceoftheunitsforthegradelevel.
ItisexpectedthattheguidelinesforaAliefBalancedMathematicsProgramarefollowed.
• CoreInstruction(45-60minutes)
• DailyReview(15-20minutes)
• EveryDayCounts(10-15minutes)
• MentalMath/MathFacts/NumberTalks(5-10minutes)
StudentunderstandingswillbeassessedbytheDistrictCommonAssessments(DCAs),UnitAssessments,andSTAARAssessments,which
arebasedontheTexasEssentialKnowledgeandSkills(TEKS)andgeneralizationstatementsinthisguide.
CriticalCorollaryQuestions:
1.
2.
3.
4.
Whatdoyouwantstudentstoknowandunderstand?
Howwillyouknowiftheydo?
Whatwillyoudoiftheydonot?
Whatwillyoudoiftheydo?
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Grade3PacingGuide(2016-2017)
1stGradingPeriod
UnitName
Ongoing
ProcessStandards
12days
Unit1:
Numbersto10,000
8days
Unit2:
TexasEssentialKnowledgeandSkills
3.1Mathematicalprocessstandards.Thestudentusesmathematicalprocessestoacquireanddemonstrate
mathematicalunderstanding.Thestudentisexpectedto:
(A)applymathematicstoproblemsarisingineverydaylife,society,andtheworkplace;
(B)useaproblem-solvingmodelthatincorporatesanalyzinggiveninformation,formulatingaplanorstrategy,
determiningasolution,justifyingthesolution,andevaluatingtheproblem-solvingprocessandthereasonablenessofthe
solution;
(C)selecttools,includingrealobjects,manipulatives,paperandpencil,andtechnologyasappropriate,and
techniques,includingmentalmath,estimation,andnumbersenseasappropriate,tosolveproblems;
(D)communicatemathematicalideas,reasoning,andtheirimplicationsusingmultiplerepresentations,
includingsymbols,diagrams,graphs,andlanguageasappropriate;
(E)createanduserepresentationstoorganize,record,andcommunicatemathematicalideas;
(F)analyzemathematicalrelationshipstoconnectandcommunicatemathematicalideas;and
(G)display,explain,andjustifymathematicalideasandargumentsusingprecisemathematicallanguageinwrittenororal
communication.
3.2Numberandoperations.Thestudentappliesmathematicalprocessstandardstorepresentandcomparewhole
numbersandunderstandrelationshipsrelatedtoplacevalue.Thestudentisexpectedto:
(A)composeanddecomposenumbersupto100,000asasumofsomanytenthousands,somanythousands,somany
hundreds,somanytens,andsomanyonesusingobjects,pictorialmodels,andnumbers,includingexpandednotationas
appropriate;Readiness
(B)describethemathematicalrelationshipsfoundinthebase-10placevaluesystemthroughthehundredthousandplace;
Supporting
(C)representanumberonanumberlineasbeingbetweentwoconsecutivemultiplesof10;100;1,000;or10,000and
usewordstodescriberelativesizeofnumbersinordertoroundwholenumbers;andSupporting
(D)compareandorderwholenumbersupto100,000andrepresentcomparisonsusingthesymbols>,<,or=.Readiness
3.4Thestudentappliesmathematicalprocessstandardstodevelopandusestrategiesandmethodsforwholenumber
computationsinordertosolveproblemswithefficiencyandaccuracy.Thestudentisexpectedto:
(B)roundtothenearest10or100orusecompatiblenumberstoestimatesolutionstoadditionandsubtractionproblems;
3.2Numberandoperations.Thestudentappliesmathematicalprocessstandardstorepresentandcomparewhole
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Additionupto10,000
9days
10days
numbersandunderstandrelationshipsrelatedtoplacevalue.Thestudentisexpectedto:
(A)composeanddecomposenumbersupto100,000asasumofsomanytenthousands,somanythousands,somany
hundreds,somanytens,andsomanyonesusingobjects,pictorialmodels,andnumbers,includingexpandednotationas
appropriate;Readiness
(B)describethemathematicalrelationshipsfoundinthebase-10placevaluesystemthroughthehundredthousandplace;
Supporting
3.4Numberandoperations.Thestudentappliesmathematicalprocessstandardstodevelopandusestrategies&
methodsforwholenumbercomputationsinordertosolveproblemswithefficiencyandaccuracy.Thestudentis
expectedto:
(A)solvewithfluencyone-stepandtwo-stepproblemsinvolvingadditionandsubtractionwithin1,000usingstrategies
basedonplacevalue,propertiesofoperations,andtherelationshipbetweenadditionandsubtraction;Readiness
3.5Algebraicreasoning.Thestudentappliesmathematicalprocessstandardstoanalyzeandcreatepatternsand
relationships.Thestudentsisexpectedto:
(A)representone-andtwo-stepproblemsinvolvingadditionandsubtractionofwholenumbersto1,000usingpictorial
models,numberlines,andequations;Readiness
3.2Numberandoperations.Thestudentappliesmathematicalprocessstandardstorepresentandcomparewhole
numbersandunderstandrelationshipsrelatedtoplacevalue.Thestudentisexpectedto:
(A)composeanddecomposenumbersupto100,000asasumofsomanytenthousands,somanythousands,somany
hundreds,somanytens,andsomanyonesusingobjects,pictorialmodels,andnumbers,includingexpandednotationas
appropriate;Readiness
(B)describethemathematicalrelationshipsfoundinthebase-10placevaluesystemthroughthehundredthousandplace;
Supporting
Unit3:
3.4Numberandoperations.Thestudentappliesmathematicalprocessstandardstodevelopandusestrategies&
Subtractionupto
methodsforwholenumbercomputationsinordertosolveproblemswithefficiencyandaccuracy.Thestudentis
10,000
expectedto:
(A)solvewithfluencyone-stepandtwo-stepproblemsinvolvingadditionandsubtractionwithin1,000usingstrategies
basedonplacevalue,propertiesofoperations,andtherelationshipbetweenadditionandsubtraction;Readiness
3.5Algebraicreasoning.Thestudentappliesmathematicalprocessstandardstoanalyzeandcreatepatternsand
relationships.Thestudentisexpectedto:
(A)representone-andtwo-stepproblemsinvolvingadditionandsubtractionofwholenumbersto1,000usingpictorial
models,numberlines,andequations;Readiness
3.4Numberandoperations.Thestudentappliesmathematicalprocessstandardstodevelopandusestrategies&
Unit4:
methodsforwholenumbercomputationsinordertosolveproblemswithefficiencyandaccuracy.Thestudentis
UsingBarModels–
expectedto:
Addition&Subtraction
(A)solvewithfluencyone-stepandtwo-stepproblemsinvolvingadditionandsubtractionwithin1,000usingstrategies
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Grade3PacingGuide(2016-2017)
basedonplacevalue,propertiesofoperations,andtherelationshipbetweenadditionandsubtraction;Readiness
3.5Algebraicreasoning.Thestudentappliesmathematicalprocessstandardstoanalyzeandcreatepatternsand
relationships.Thestudentisexpectedto:
(A)representone-andtwo-stepproblemsinvolvingadditionandsubtractionofwholenumbersto1,000usingpictorial
models,numberlines,andequations;Readiness
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Grade3PacingGuide(2016-2017)
2ndGradingPeriod
UnitName
Ongoing
ProcessStandards
14days
Unit5:
MultiplicationTables
of6,7,8,and9
TexasEssentialKnowledgeandSkills
3.1Mathematicalprocessstandards.Thestudentusesmathematicalprocessestoacquireanddemonstrate
mathematicalunderstanding.Thestudentisexpectedto:
(A)applymathematicstoproblemsarisingineverydaylife,society,andtheworkplace;
(B)useaproblem-solvingmodelthatincorporatesanalyzinggiveninformation,formulatingaplanorstrategy,
determiningasolution,justifyingthesolution,andevaluatingtheproblem-solvingprocessandthereasonablenessofthe
solution;
(C)selecttools,includingrealobjects,manipulatives,paperandpencil,andtechnologyasappropriate,and
techniques,includingmentalmath,estimation,andnumbersenseasappropriate,tosolveproblems;
(D)communicatemathematicalideas,reasoning,andtheirimplicationsusingmultiplerepresentations,
includingsymbols,diagrams,graphs,andlanguageasappropriate;
(E)createanduserepresentationstoorganize,record,andcommunicatemathematicalideas;
(F)analyzemathematicalrelationshipstoconnectandcommunicatemathematicalideas;and
(G)display,explain,andjustifymathematicalideasandargumentsusingprecisemathematicallanguageinwrittenororal
communication.
3.4Numberandoperations.Thestudentappliesmathematicalprocessstandardstodevelopandusestrategies&
methodsforwholenumbercomputationsinordertosolveproblemswithefficiencyandaccuracy.Thestudentis
expectedto:
(D)determinethetotalnumberofobjectswhenequally-sizedgroupsofobjectsarecombinedorarrangedinarraysupto
10by10;Supporting
(E)representmultiplicationfactsbyusingavarietyofapproachessuchasrepeatedaddition,equal-sizedgroups,arrays,
areamodels,equaljumpsonanumberline,andskipcounting;Supporting
(F)recallfactstomultiplyupto10by10withautomaticityandrecallthecorrespondingdivisionfacts;Supporting
(H)determinethenumberofobjectsineachgroupwhenasetofobjectsispartitionedintoequalsharesorasetof
objectsissharedequally;Supporting
(J)determineaquotientusingtherelationshipbetweenmultiplicationanddivision;Supporting
(K)solveone-stepandtwo-stepproblemsinvolvingmultiplicationanddivisionwithin100usingstrategiesbasedon
objects;pictorialmodels,includingarrays,areamodels,andequalgroups;propertiesofoperations;orrecalloffacts.
Readiness
3.5Algebraicreasoning.Thestudentappliesmathematicalprocessstandardstoanalyzeandcreatepatternsand
relationships.Thestudentisexpectedto:
(B)representandsolveone-andtwo-stepmultiplicationanddivisionproblemswithin100usingarrays,stripdiagrams,
andequations;Readiness
(C)describeamultiplicationexpressionasacomparisonsuchas3x24represents3timesasmuchas24;Supporting
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8days
Unit6:
Multiplication
9days
Unit7:
Division
(D)determinetheunknownwholenumberinamultiplicationordivisionequationrelatingthreewholenumberswhen
theunknowniseitheramissingfactororproduct;andSupporting
(E)representreal-worldrelationshipsusingnumberpairsinatableandverbaldescriptions.Readiness
3.4Numberandoperations.Thestudentappliesmathematicalprocessstandardstodevelopandusestrategies&
methodsforwholenumbercomputationsinordertosolveproblemswithefficiencyandaccuracy.Thestudentis
expectedto:
(E)representmultiplicationfactsbyusingavarietyofapproachessuchasrepeatedaddition,equal-sizedgroups,arrays,
areamodels,equaljumpsonanumberline,andskipcounting;Supporting
(F)recallfactstomultiplyupto10by10withautomaticityandrecallthecorrespondingdivisionfacts;Supporting
(G)usestrategiesandalgorithms,includingthestandardalgorithm,tomultiplyatwo-digitnumberbyaone-digitnumber.
Strategiesmayincludementalmath,partialproducts,andthecommutative,associative,anddistributiveproperties;
Supporting
(K)solveone-stepandtwo-stepproblemsinvolvingmultiplicationanddivisionwithin100usingstrategiesbasedon
objects;pictorialmodels,includingarrays,areamodels,andequalgroups;propertiesofoperations;orrecalloffacts.
Readiness
3.5Algebraicreasoning.Thestudentappliesmathematicalprocessstandardstoanalyzeandcreatepatternsand
relationships.Thestudentisexpectedto:
(B)representandsolveone-andtwo-stepmultiplicationanddivisionproblemswithin100usingarrays,stripdiagrams,
andequationsReadiness
(C)describeamultiplicationexpressionasacomparisonsuchas3x24represents3timesasmuchas24;Supporting
(D)determinetheunknownwholenumberinamultiplicationordivisionequationrelatingthreewholenumberswhen
theunknowniseitheramissingfactororproduct;andSupporting
3.4Numberandoperations.Thestudentappliesmathematicalprocessstandardstodevelopandusestrategies&
methodsforwholenumbercomputationsinordertosolveproblemswithefficiencyandaccuracy.Thestudentis
expectedto:
(H)determinethenumberofobjectsineachgroupwhenasetofobjectsispartitionedintoequalsharesorasetof
objectsissharedequally;Supporting
(I)determineifanumberisevenoroddusingdivisibilityrules;Supporting
(J)determineaquotientusingtherelationshipbetweenmultiplicationanddivision;andSupporting
(K)solveone-stepandtwo-stepproblemsinvolvingmultiplicationanddivisionwithin100usingstrategiesbasedon
objects;pictorialmodels,includingarrays,areamodels,andequalgroups;propertiesofoperations;orrecalloffacts.
Readiness
3.5Algebraicreasoning.Thestudentappliesmathematicalprocessstandardstoanalyzeandcreatepatternsand
relationships.Thestudentisexpectedto:
(B)representandsolveone-andtwo-stepmultiplicationanddivisionproblemswithin100usingarrays,stripdiagrams,
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6days
Unit8:
PersonalandFinancial
Literacy
andequationsReadiness
(D)determinetheunknownwholenumberinamultiplicationordivisionequationrelatingthreewholenumberswhen
theunknowniseitheramissingfactororproduct;andSupporting
3.9Personalfinancialliteracy.Thestudentappliesmathematicalprocessstandardstomanageone'sfinancialresources
effectivelyforlifetimefinancialsecurity.Thestudentisexpectedto:
(A)explaintheconnectionbetweenhumancapital/laborandincome;Supporting
(B)describetherelationshipbetweentheavailabilityorscarcityofresourcesandhowthatimpactscost;Supporting
(C)identifythecostsandbenefitsofplannedandunplannedspendingdecisions*
(D)explainthatcreditisusedwhenwantsorneedsexceedtheabilitytopayandthatitistheborrower'sresponsibilityto
payitbacktothelender,usuallywithinterest;Supporting
(E)listreasonstosaveandexplainthebenefitofasavingsplan,includingforcollege;Supporting
(F)identifydecisionsinvolvingincome,spending,saving,credit,andcharitablegiving*
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3rdGradingPeriod
UnitName
Ongoing
ProcessStandards
7days
Unit9:
Geometry
10days
Unit10:
UsingBarModels–
Multiplication&
Division
TexasEssentialKnowledgeandSkills
3.1Mathematicalprocessstandards.Thestudentusesmathematicalprocessestoacquireanddemonstrate
mathematicalunderstanding.Thestudentisexpectedto:
(A)applymathematicstoproblemsarisingineverydaylife,society,andtheworkplace;
(B)useaproblem-solvingmodelthatincorporatesanalyzinggiveninformation,formulatingaplanorstrategy,
determiningasolution,justifyingthesolution,andevaluatingtheproblem-solvingprocessandthereasonablenessofthe
solution;
(C)selecttools,includingrealobjects,manipulatives,paperandpencil,andtechnologyasappropriate,and
techniques,includingmentalmath,estimation,andnumbersenseasappropriate,tosolveproblems;
(D)communicatemathematicalideas,reasoning,andtheirimplicationsusingmultiplerepresentations,
includingsymbols,diagrams,graphs,andlanguageasappropriate;
(E)createanduserepresentationstoorganize,record,andcommunicatemathematicalideas;
(F)analyzemathematicalrelationshipstoconnectandcommunicatemathematicalideas;and
(G)display,explain,andjustifymathematicalideasandargumentsusingprecisemathematicallanguageinwrittenororal
communication.
3.6Geometryandmeasurement.Thestudentappliesmathematicalprocessstandardstoanalyzeattributesoftwodimensionalgeometricfigurestodevelopgeneralizationsabouttheirproperties.Thestudentisexpectedto:
(A)classifyandsorttwo-andthree-dimensionalfigures,includingcones,cylinders,spheres,triangularandrectangular
prisms,andcubes,basedonattributesusingformalgeometriclanguage;Readiness
(B)useattributestorecognizerhombuses,parallelograms,trapezoids,rectangles,andsquaresasexamplesof
quadrilateralsanddrawexamplesofquadrilateralsthatdonotbelongtoanyofthesesubcategories;Supporting
3.4Numberandoperations.Thestudentappliesmathematicalprocessstandardstodevelopandusestrategies&
methodsforwholenumbercomputationsinordertosolveproblemswithefficiencyandaccuracy.Thestudentis
expectedto:
(G)usestrategiesandalgorithms,includingthestandardalgorithm,tomultiplyatwo-digitnumberbyaone-digitnumber.
Strategiesmayincludementalmath,partialproducts,andthecommutative,associative,anddistributiveproperties;
Supporting
(H)determinethenumberofobjectsineachgroupwhenasetofobjectsispartitionedintoequalsharesorasetof
objectsissharedequally;Supporting
(J)determineaquotientusingtherelationshipbetweenmultiplicationanddivision;Supporting
(K)solveone-stepandtwo-stepproblemsinvolvingmultiplicationanddivisionwithin100usingstrategiesbasedon
objects;pictorialmodels,includingarrays,areamodels,andequalgroups;propertiesofoperations;orrecalloffacts.
Readiness
3.5Algebraicreasoning.Thestudentappliesmathematicalprocessstandardstoanalyzeandcreatepatternsand
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9days
Unit11:
Measurementand
DataAnalysis
15days
Unit12:
Fractions
relationships.Thestudentisexpectedto:
(B)representandsolveone-andtwo-stepmultiplicationanddivisionproblemswithin100usingarrays,stripdiagrams,
andequations;Readiness
(C)describeamultiplicationexpressionasacomparisonsuchas3x24represents3timesasmuchas24;Supporting
(D)determinetheunknownwholenumberinamultiplicationordivisionequationrelatingthreewholenumberswhenthe
unknowniseitheramissingfactororproduct;andSupporting
3.5Algebraicreasoning.Thestudentappliesmathematicalprocessstandardstoanalyzeandcreatepatternsand
relationships.Thestudentisexpectedto:
(A)representone-andtwo-stepproblemsinvolvingadditionandsubtractionofwholenumbersto1,000usingpictorial
models,numberlines,andequations;Readiness
(B)representandsolveone-andtwo-stepmultiplicationanddivisionproblemswithin100usingarrays,stripdiagrams,
andequations;Readiness
3.8Dataanalysis.Thestudentappliesmathematicalprocessstandardstosolveproblemsbycollecting,organizing,
displaying,andinterpretingdata.Thestudentisexpectedto:
(A)summarizeadatasetwithmultiplecategoriesusingafrequencytable,dotplot,pictograph,orbargraphwithscaled
intervals;andReadiness
(B)solveone-andtwo-stepproblemsusingcategoricaldatarepresentedwithafrequencytable,dotplot,pictograph,or
bargraphwithscaledintervals.Supporting
3.3Numberandoperations.Thestudentappliesmathematicalprocessstandardstorepresentandexplainfractional
units.Thestudentisexpectedto:
(A)representfractionsgreaterthanzeroandlessthanorequaltoonewithdenominatorsof2,3,4,6,and8using
concreteobjectsandpictorialmodels,includingstripdiagramsandnumberlines;Supporting
(B)determinethecorrespondingfractiongreaterthanzeroandlessthanorequaltoonewithdenominatorsof2,3,4,6,
and8givenaspecifiedpointonanumberline;Supporting
(C)explainthattheunitfraction1/brepresentsthequantityformedbyonepartofawholethathasbeenpartitionedinto
bequalpartswherebisanon-zerowholenumber;Supporting
(D)composeanddecomposeafractiona/bwithanumeratorgreaterthanzeroandlessthanorequaltobasasumof
parts1/b;Supporting
(E)solveproblemsinvolvingpartitioninganobjectorasetofobjectsamongtwoormorerecipientsusingpictorial
representationsoffractionswithdenominatorsof2,3,4,6,and8;Supporting
(F)representequivalentfractionswithdenominatorsof2,3,4,6,and8usingavarietyofobjectsandpictorialmodels,
includingnumberlines;Readiness
(G)explainthattwofractionsareequivalentifandonlyiftheyarebothrepresentedbythesamepointonthenumberline
orrepresentthesameportionofasamesizewholeforanareamodel;andSupporting
(H)comparetwofractionshavingthesamenumeratorordenominatorinproblemsbyreasoningabouttheirsizesand
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4/10days
Unit13:
CustomaryLength,
Weight,andCapacity
justifyingtheconclusionusingsymbols,words,objects,andpictorialmodels.Readiness
3.7Geometryandmeasurement.Thestudentappliesmathematicalprocessstandardstoselectappropriateunits,
strategies,andtoolstosolveproblemsinvolvingcustomaryandmetricmeasurement.Thestudentisexpectedto:
(A)representfractionsofhalves,fourths,andeighthsasdistancesfromzeroonanumberline;Supporting
3.7Geometryandmeasurement.Thestudentappliesmathematicalprocessstandardstoselectappropriateunits,
strategies,andtoolstosolveproblemsinvolvingcustomaryandmetricmeasurement.Thestudentisexpectedto:
(A)representfractionsofhalves,fourths,andeighthsasdistancesfromzeroonanumberline;Supporting
(D)determinewhenitisappropriatetousemeasurementsofliquidvolume(capacity)orweight;andSupporting
(E)determineliquidvolume(capacity)orweightusingappropriateunitsandtools.Supporting
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4thGradingPeriod
UnitName
Ongoing
ProcessStandards
6/10days
Unit13:
CustomaryLength,
Weight,andCapacity
7days
Unit14:
Time
11days
Unit15:
AreaandPerimeter
TexasEssentialKnowledgeandSkills
3.1Mathematicalprocessstandards.Thestudentusesmathematicalprocessestoacquireanddemonstrate
mathematicalunderstanding.Thestudentisexpectedto:
(A)applymathematicstoproblemsarisingineverydaylife,society,andtheworkplace;
(B)useaproblem-solvingmodelthatincorporatesanalyzinggiveninformation,formulatingaplanorstrategy,
determiningasolution,justifyingthesolution,andevaluatingtheproblem-solvingprocessandthereasonablenessofthe
solution;
(C)selecttools,includingrealobjects,manipulatives,paperandpencil,andtechnologyasappropriate,and
techniques,includingmentalmath,estimation,andnumbersenseasappropriate,tosolveproblems;
(D)communicatemathematicalideas,reasoning,andtheirimplicationsusingmultiplerepresentations,
includingsymbols,diagrams,graphs,andlanguageasappropriate;
(E)createanduserepresentationstoorganize,record,andcommunicatemathematicalideas;
(F)analyzemathematicalrelationshipstoconnectandcommunicatemathematicalideas;and
(G)display,explain,andjustifymathematicalideasandargumentsusingprecisemathematicallanguageinwrittenororal
communication.
3.7Geometryandmeasurement.Thestudentappliesmathematicalprocessstandardstoselectappropriateunits,
strategies,andtoolstosolveproblemsinvolvingcustomaryandmetricmeasurement.Thestudentisexpectedto:
(A)representfractionsofhalves,fourths,andeighthsasdistancesfromzeroonanumberline;Supporting
(D)determinewhenitisappropriatetousemeasurementsofliquidvolume(capacity)orweight;andSupporting
(E)determineliquidvolume(capacity)orweightusingappropriateunitsandtools.Supporting
3.7Geometryandmeasurement.Thestudentappliesmathematicalprocessstandardstoselectappropriateunits,
strategies,andtoolstosolveproblemsinvolvingcustomaryandmetricmeasurement.Thestudentisexpectedto:
(C)determinethesolutionstoproblemsinvolvingadditionandsubtractionoftimeintervalsinminutesusingpictorial
modelsortoolssuchasa15-minuteeventplusa30-minuteeventequals45minutes;Supporting
3.6Geometryandmeasurement.Thestudentappliesmathematicalprocessstandardstoanalyzeattributesoftwodimensionalgeometricfigurestodevelopgeneralizationsabouttheirproperties.Thestudentisexpectedto:
(C)determinetheareaofrectangleswithwholenumbersidelengthsinproblemsusingmultiplicationrelatedtothe
numberofrowstimesthenumberofunitsquaresineachrow;Readiness
(D)decomposecompositefiguresformedbyrectanglesintonon-overlappingrectanglestodeterminetheareaofthe
originalfigureusingtheadditivepropertyofarea;andSupporting
3.7Geometryandmeasurement.Thestudentappliesmathematicalprocessstandardstoselectappropriateunits,
strategies,andtoolstosolveproblemsinvolvingcustomaryandmetricmeasurement.Thestudentisexpectedto:
(B)determinetheperimeterofapolygonoramissinglengthwhengivenperimeterandremainingsidelengthsin
problems;Readiness
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10days
Unit16:
STAARReview
7days
Unit17:
AnglesandLines
8days
Unit18:
Multi-OperationBar
Models
3.6Geometryandmeasurement.Thestudentappliesmathematicalprocessstandardstoanalyzeattributesoftwodimensionalgeometricfigurestodevelopgeneralizationsabouttheirproperties.Thestudentisexpectedto:
(A)classifyandsorttwo-andthree-dimensionalfigures,includingcones,cylinders,spheres,triangularandrectangular
prisms,andcubes,basedonattributesusingformalgeometriclanguage;
(B)useattributestorecognizerhombuses,parallelograms,trapezoids,rectangles,andsquaresasexamplesof
quadrilateralsanddrawexamplesofquadrilateralsthatdonotbelongtoanyofthesesubcategories;
3.4Numberandoperations.Thestudentappliesmathematicalprocessstandardstodevelopandusestrategies&
methodsforwholenumbercomputationsinordertosolveproblemswithefficiencyandaccuracy.Thestudentis
expectedto:
(A)solvewithfluencyone-stepandtwo-stepproblemsinvolvingadditionandsubtractionwithin1,000usingstrategies
basedonplacevalue,propertiesofoperations,andtherelationshipbetweenadditionandsubtraction;Readiness
(G)usestrategiesandalgorithms,includingthestandardalgorithm,tomultiplyatwo-digitnumberbyaone-digitnumber.
Strategiesmayincludementalmath,partialproducts,andthecommutative,associative,anddistributiveproperties;
Supporting
(H)determinethenumberofobjectsineachgroupwhenasetofobjectsispartitionedintoequalsharesorasetof
objectsissharedequally;Supporting
(J)determineaquotientusingtherelationshipbetweenmultiplicationanddivision;Supporting
(K)solveone-stepandtwo-stepproblemsinvolvingmultiplicationanddivisionwithin100usingstrategiesbasedon
objects;pictorialmodels,includingarrays,areamodels,andequalgroups;propertiesofoperations;orrecalloffacts.
Readiness
3.5Algebraicreasoning.Thestudentappliesmathematicalprocessstandardstoanalyzeandcreatepatternsand
relationships.Thestudentisexpectedto:
(A)representone-andtwo-stepproblemsinvolvingadditionandsubtractionofwholenumbersto1,000usingpictorial
models,numberlines,andequations;Readiness
(B)representandsolveone-andtwo-stepmultiplicationanddivisionproblemswithin100usingarrays,stripdiagrams,
andequations;Readiness
(C)describeamultiplicationexpressionasacomparisonsuchas3x24represents3timesasmuchas24;Supporting
(D)determinetheunknownwholenumberinamultiplicationordivisionequationrelatingthreewholenumberswhenthe
unknowniseitheramissingfactororproduct;andSupporting
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