Amarillo ISD— __Grade _3_ Standards
Amarillo Independent School District follows the Texas Essential Knowledge and Skills (TEKS). All of AISD curriculum and documents and
resources are aligned to the TEKS.
The State of Texas State Board of Education has defined the focal points for Grade 3 mathematics in the first paragraph of the introduction to
the Texas Essential Knowledge and Skills.
Throughout mathematics in Grades 3-5, students build a foundation of basic understandings in number, operation,
and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and spatial reasoning;
measurement; and probability and statistics. Students use algorithms for addition, subtraction, multiplication, and
division as generalizations connected to concrete experiences; and they concretely develop basic concepts of fractions
and decimals. Students use appropriate language and organizational structures such as tables and charts to represent
and communicate relationships, make predictions, and solve problems. Students select and use formal language to
describe their reasoning as they identify, compare, and classify two- or three-dimensional geometric figures; and they
use numbers, standard units, and measurement tools to describe and compare objects, make estimates, and solve
application problems. Students organize data, choose an appropriate method to display the data, and interpret the
data to make decisions and predictions and solve problems.
Unit 1— Place Value / Addition / Subtraction
Unit 2 – Multiplication / Probability / Fractions
Unit 3 – Measurement / Probability
Unit 4 – Geometry
Unit 5 – Looking forward to 4th LGrade / Financial
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Amarillo ISD Math Curriculum
Amarillo ISD— __Grade _3_ Standards
Second Semester ONLY
Unit 3 – Measurement / Probability
MA.3.11 Measurement. The student directly
compares the attributes of length, area,
weight/mass, and capacity, and uses
comparative language to solve problems and
answer questions. The student selects and
uses standard units to describe length, area,
capacity/volume, and weight/mass. The
student is expected to:
MA.3.12 Measurement. The student reads
and writes time and measures temperature in
degrees Fahrenheit to solve problems. The
student is expected to:
MA.3.14 Underlying processes and
mathematical tools. The student applies
Grade 3 mathematics to solve problems
connected to everyday experiences and
activities in and outside of school. The student
is expected to:
MA.3.15 Underlying processes and
mathematical tools. The student
communicates about Grade 3 mathematics
using informal language. The student is
expected to:
6 Weeks, Jan. 2 – Feb. 14, 2014
(A) use linear measurement tools to estimate and measure lengths using standard units;
(B) use standard units to find the perimeter of a shape;
(C) use concrete and pictorial models of square units to determine the area of twodimensional surfaces;
(D) identify concrete models that approximate standard units of weight/mass and use them
to measure weight/mass;
(E) identify concrete models that approximate standard units for capacity and use them to
measure capacity; and
(F) use concrete models that approximate cubic units to determine the volume of a given
container or other three-dimensional geometric figure.
(A) use a thermometer to measure temperature; and
(B) tell and write time shown on analog and digital clocks.
(A) Identify the mathematics in everyday situations;
(B) Solve problems that incorporate understanding the problem, making a plan, carrying
out the plan, and evaluating the solution for reasonableness;
(C) select or develop an appropriate problem-solving plan or strategy, including drawing a
picture, looking for a pattern, systematic guessing and checking, acting it out, making a
table, working a simpler problem, or working backwards to solve a problem; and
(D) use tools such as real objects, manipulatives, and technology to solve problems.
(A) Explain and record observations using objects, words, pictures, numbers, and
technology; and
(B) Relate informal language to mathematical language and symbols.
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Amarillo ISD Math Curriculum
Amarillo ISD— __Grade _3_ Standards
MA.3.16 Underlying processes and
mathematical tools. The student uses logical
reasoning. The student is expected to:
(A) make generalizations from patterns or sets of examples and nonexamples; and
(B) justify why an answer is reasonable and explain the solution process.
New TEKS to Bridge for Unit 3
MA.3.01 Mathematical Process Standards.
The student uses mathematical processes to
acquire and demonstrate mathematical
understanding. The student is expected to:
MA.3.07 Geometry and Measurement. The
student applies mathematical process
standards to select appropriate units,
strategies, and tools to solve problems
involving customary measurement. The
student is expected to:
MA.3.08 Data Analysis. The student applies
mathematical process standards to solve
problems by collecting, organizing, displaying,
and interpreting data. 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/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.
(A) represent fractions of halves, fourths, and eighths as distances from zero on a number
line
(B) determine the perimeter of a polygon or a missing length when given perimeter and
remaining side lengths in problems
(D) determine when it is appropriate to use measurements of liquid volume (capacity) or
weight; and
(A) summarize a data set with multiple categories using a frequency table, dot plot,
pictograph, or bar graph with scaled intervals; and
(B) solve one- and two-step problems using categorical data represented with a frequency
table, dot plot, pictograph, or bar graph with scaled intervals.
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Amarillo ISD Math Curriculum
Unit 4 – Geometry
Amarillo ISD— __Grade _3_ Standards
6 Weeks, Feb. 17 – April 11, 2014
MA.3.08 Geometry and spatial reasoning.
The student uses formal geometric
vocabulary. The student is expected to
identify, classify, and describe two- and threedimensional geometric figures by their
attributes. The student compares twodimensional figures, three-dimensional
figures, or both by their attributes using
formal geometry vocabulary.
MA.3.09 Geometry and spatial reasoning.
The student recognizes congruence and
symmetry. The student is expected to:
MA.3.10 Geometry and spatial reasoning.
The student recognizes that a line can be used
to represent numbers and fractions and their
properties and relationships. The student is
expected to locate and name points on a
number line using whole numbers and
fractions, including halves and fourths.
MA.3.14 Underlying processes and
mathematical tools. The student applies
Grade 3 mathematics to solve problems
connected to everyday experiences and
activities in and outside of school. The student
is expected to:
MA.3.15 Underlying processes and
mathematical tools. The student
communicates about Grade 3 mathematics
(A) The student uses formal geometric vocabulary. The student is expected to identify,
classify, and describe two- and three-dimensional geometric figures by their attributes.
The student compares two- dimensional figures, three-dimensional figures, or both by
their attributes using formal geometry vocabulary.
(A) identify congruent two-dimensional figures;
(B) create two-dimensional figures with lines of symmetry using concrete models and
technology; and
(C) identify lines of symmetry in two-dimensional geometric figures.
(A) The student recognizes that a line can be used to represent numbers and fractions and
their properties and relationships. The student is expected to locate and name points on
a number line using whole numbers and fractions, including halves and fourths.
(A) Identify the mathematics in everyday situations;
(B) Solve problems that incorporate understanding the problem, making a plan, carrying
out the plan, and evaluating the solution for reasonableness;
(C) Select or develop an appropriate problem-solving plan or strategy, including drawing a
picture, looking for a pattern, systematic guessing and checking, acting it out, making a
table, working a simpler problem, or working backwards to solve a problem; and
(D) use tools such as real objects, manipulatives, and technology to solve problems.
(A) explain and record observations using objects, words, pictures, numbers, and
technology; and
(B) relate informal language to mathematical language and symbols.
Page 4 of 8
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Amarillo ISD Math Curriculum
Amarillo ISD— __Grade _3_ Standards
using informal language. The student is
expected to:
MA.3.16 Underlying processes and
mathematical tools. The student uses logical
reasoning. The student is expected to:
(A) make generalizations from patterns or sets of examples and nonexamples; and
(B) justify why an answer is reasonable and explain the solution process.
New TEKS to Bridge for Unit 4
MA.3.01 Mathematical Process Standards.
The student uses mathematical processes to
acquire and demonstrate mathematical
understanding. The student is expected to:
MA.3.06 Geometry and Measurement. The
student applies mathematical process standards
to analyze attributes of two-dimensional
geometric figures to develop generalizations
about their properties. The student is expected to:
Unit 5 – Looking forward to 4th Grade / Financial
MA.3.03 Number, operation, and
quantitative reasoning. The student adds and
(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/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.
(E) decompose two congruent two-dimensional figures into parts with equal areas and
express the area of each part as a unit fraction of the whole and recognize that equal
shares of identical wholes need not have the same shape.
6 Weeks, Apr 23 – May 30, 2014
(A) model addition and subtraction using pictures, words, and numbers; and
Page 5 of 8
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Amarillo ISD Math Curriculum
Amarillo ISD— __Grade _3_ Standards
subtracts to solve meaningful problems
involving whole numbers. The student is
expected to:
MA.3.04 Number, operation, and
quantitative reasoning. The student
recognizes and solves problems in
multiplication and division situations. The
student is expected to:
MA.3.05 Number, operation, and
quantitative reasoning. The student estimates
to determine reasonable results. The student
is expected to:
(A) learn and apply multiplication facts through 12 by 12 using concrete models and objects;
(B) solve and record multiplication problems (up to two digits times one digit); and
(B) use strategies including rounding and compatible numbers to estimate solutions to
addition and subtraction problems.
New TEKS to Bridge for Unit 5
MA.3.04 Number and Operations. The
student applies mathematical process
standards to develop and use strategies and
methods for whole number computations in
order to solve problems with efficiency and
accuracy. The student is expected to:
MA.3.09 Personal financial literacy. The
student applies mathematical process
standards to manage one's financial resources
effectively for lifetime financial security. The
student is expected to:
MA.4.04 Number and Operations. The
student applies mathematical process
standards to develop and use strategies and
methods for whole number computations and
(F) recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding
division facts;
(K) solve one-step and multistep problems involving multiplication and division within 100
using strategies based on objects, pictorial models including arrays, area models, and
equal groups, properties of operations, or recall of facts.
(A) explain the connection between human capital/labor and income;
(B) describe the relationship between the availability or scarcity of resources and how that
impacts cost;
(C) identify the costs and benefits of planned and unplanned spending decisions;
(D) explain that credit is used when wants or needs exceed the ability to pay and that it is
the borrower's responsibility to pay it back to the lender, usually with interest;
(E) list reasons to save and explain the benefit of a savings plan, including for college; and
(F) identify decisions involving income, spending, saving, credit, and charitable giving.
(C) represent the product of 2 two-digit numbers using arrays, area models, or equations,
including perfect squares through 15 by 15;
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Amarillo ISD Math Curriculum
Amarillo ISD— __Grade _3_ Standards
decimal sums and differences in order to solve
problems with efficiency and accuracy. The
student is expected to:
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2011-12
Amarillo ISD Math Curriculum
Amarillo ISD— __Grade _3_ Standards
To ensure that every student has an opportunity to learn, understand and demonstrate the Texas Essential Knowledge and Skills. Amarillo
Independent has adopted the following protocols for teachers, curriculum and others to use in reference to Curriculum, Instruction and
Assessment.
Curriculum
1) Prioritize essential learning based on AISD written curriculum and adhere to the scope and sequence.
2) Develop deep understandings of the AISD written curriculum with an emphasis on the essential learning outcomes.
3) Create relevant learning environments in every classroom using the AISD written curriculum.
4) Analyze vertical and horizontal alignment to ensure grade level curriculum is being taught.
Instruction
1) Common lessons are developed based on strategically selected grade level TEKS and include learning opportunities for students
that:
• are at the expected level of thinking and rigor
• utilize research based instructional strategies
• are actively engaging
• have real world applications
2) Collaboratively align instruction to assessment.
3) Individual student instructional needs are considered and addressed in the lessons.
4) Strategic re-teaching when students do not understand.
5) Common lessons are analyzed and strengthened through a continuous improvement process such as the Professional Teaching
Model, Lesson Study or other method for collaborative study and sharing.
Assessment
1) Collaboratively align all assessment to the AISD written curriculum and reflect appropriate rigor.
2) Collaboratively engage in purposeful dialogue about assessment tied to clearly defined essential learning outcomes.
3) Continuously improve and adjust instruction based on common assessment results and student work.
4) Provide feedback to the annual curriculum feedback and revision process.
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Amarillo ISD Math Curriculum