January 2013
Louisville Municipal School District
3 Grade Math (MA) CCSS Pacing Guide
2nd Nine Weeks
Common Core State Standards for MA Mississippi Competencies and Performance Level
Objectives
Descriptors
rd
Operations and Algebraic Thinking
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
a context in which a total number of objects can
be expressed as 5 × 7.
Notes
3.1.f.
Model multiplication using arrays,
equal-sized groups, area models,
and equal-sized moves on the
number line. (DOK 2)
1.f. Proficient & Adv.
Test 1: Question(s)- 14, 37
Test 2: Question(s)- 19,
26
Test 3: Question(s)- 11,
42,49
Interpreting products and
modeling multiplication
are not synonymous.
However, in modeling
multiplication, a student
might demonstrate a total
number of objects in n
groups of n objects each.
3.1.f.
Model multiplication using arrays,
equal-sized groups, area models,
and equal-sized moves on the
number line. (DOK 2)
1.f. Proficient & Adv.
Test 1: Question(s)- 14, 37
Test 2: Question(s)- 19,
26
Test 3: Question(s)- 11,
42,49
The MMFR does not
specify that students use
multiplication and
division to solve word
problems.
I CAN:
3.OA.1. Apply multiplication to real life situations.
3.OA.1. Define the words product and factor.
3.OA.1. Draw an array.
3.OA.1. Explain an array using repeated addition
and number lines.
3.OA.1. Find the product using objects in groups,
arrays, number lines, or models.
3.OA.1. Multiply and name each number as a
factor or product.
3.OA.1. Read an array.
3.OA.1. Tell in my own words what equal size
groups are.
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.
NOTE: Division is in 3rd 9 wks.
I CAN:
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January 2013
3.OA.3. Identify key words and relate words to
operations.
3.OA.3. Use multiplication facts and strategies to
solve word problems within 100 using arrays.
3.OA.3. Use multiplication facts and strategies to
solve word problems within 100 using equations.
3.OA.3. Use multiplication facts and strategies to
solve word problems within 100 using groups.
3.OA.3. Use multiplication facts and strategies to
solve word problems within 100 using number lines.
3.OA.3. Explain that an unknown number is
represented with a symbol/variable.
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 = ?.
NOTE: Division is in 3rd 9 wks.
The MMFR does not
specify that students
determine the unknown
whole number in a
multiplication or division
equation until grade 4.2.b.
I CAN:
3.OA.4. Find the unknown number/variable/symbol to
make a multiplication equation true.
3.OA.5.
Apply properties of operations as strategies to
multiply and divide. Examples: If 6 × 4 = 24 is
known, then 4 × 6 = 24 is also known.
(Commutative property of multiplication.) 3 × 5 ×
2 can be found by 3 × 5 = 15, then 15 × 2 = 30,
or by 5 × 2 = 10, then 3 × 10 = 30. (Associative
property of multiplication.) Knowing that 8 × 5 =
40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 +
2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive
property.)
NOTE: Division is in 3rd 9 wks.
3.2.c.
Use real number properties to
develop multiple algorithms and to
solve problems. (DOK 2)
- Associative property of addition
- Commutative property of
addition
- Identity property of addition
2.c. Proficient
Test 1: Question(s)- 9, 25,
41
Test 2: Question(s)- 8
Test 3: Question(s)- 3, 13
The MMFR does not
introduce the distributive
property until grade 4.2.d.
I CAN:
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January 2013
3.OA.5. Create and model an example of Associative
Property using multiplication facts.
3.OA.5. Create and model an example of
Commutative Property using multiplication. (Students
can use objects.)
3.OA.5. Create and model an example of Distributive
Property using addition and/or multiplication.
3.OA.5. Create and model an example of the
Multiplicative Identity Property of 1 using
multiplication facts.
3.OA.5. Create and model an example of Zero
Property using multiplication.
3.OA.5. Model the Distributive Property with the order
of operations.
3.OA.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. By the end of grade 3, know from
memory all products of two one-digit numbers.
NOTE: Division is in 3rd 9 wks.
3.1.f.
Model multiplication using arrays,
equal-sized groups, area models,
and equal-sized moves on the
number line. (DOK 2)
1.f. Proficient & Adv.
Test 1: Question(s)- 14, 37
Test 2: Question(s)- 19,
26
Test 3: Question(s)- 11,
42,49
The MMFR does not
specify that students know
from memory all products
of two one-digit numbers
by the end of grade 3;
however grade 4.1.i.,
“recall multiplication and
division facts,” insinuates
that students will be fluent
by grade 4.
3.2.b.
Determine the value of missing
quantities or variables within
equations or number sentences,
and justify the process used.
(DOK 2)
2.b. Proficient
Test 1: Question(s)- 8, 40
Test 2: Question(s)- 27,
30, 32
Test 3: Question(s)- 2, 45
Grade 3.2.b objective
does not specify that
students solve two-step
word problems. The
MMFR does not specify
Order of Operations until
grade 7.1.a.
I CAN:
3.OA.7. Fluently multiply numbers 0-5.
3.OA.7. Fluently multiply numbers 6-10
3.OA.7. Recall from memory all products of two 1digit numbers.
3.OA.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.
NOTE: Division is in 3rd 9 wks.
I CAN:
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January 2013
3.OA.8. Recognize key words to determine the
number of steps in a word problem.
3.OA.8. Construct an equation with a letter (variable)
for the unknown quantity.
3.OA.8. Explain or demonstrate how to solve twostep word problems using addition and subtraction
(Of numbers within 1,000).
3.OA.8. Explain or demonstrate how to solve twostep word problems using multiplication (Of single
digit products less than 100).
3.OA.8. Justify my answers using mental math and
estimation.
3.OA.8. Read a word problem and interpret it into an
equation using numbers and letters (variables).
3.OA.8. Solve two-step word problems which include
multiple operations.
3.OA.8. Use mental math to estimate the answer of a
single step word problem.
3.OA.8. Use mental math to estimate the answer of a
two-step word problem.
3.OA.9.
Identify arithmetic patterns (including patterns in
the addition table or multiplication table), and
explain them using properties of operations. For
example, observe that 4 times a number is
always even, and explain why 4 times a number
can be decomposed into two equal addends.
3.2.a.
Create, describe, and extend
growing and repeating patterns with
physical materials and symbols
including numbers. (DOK 2)
I CAN:
3.1.a.
Compose and decompose four-digit
whole numbers with representations
in words, physical models, and
expanded and standard forms.
(DOK 1)
3.OA.9. Explain and model the relationship of odd
and even number patterns with addition facts.
Examples:
even.
even.
2.a. Basic, Proficient,
Advanced
Test 1: Question(s)- 7, 54
Test 2: Question(s)- 9, 55
Test 3: Question(s)- 9,
19, 32
The MMFR does not
specify that students
explain patterns using
properties of operations.
1.a. Proficient
Test 1: Question(s)- 1,
20, 36
Test 2: Question(s)- 1, 4,
28
Test 3: Question(s)- 1, 17
number is odd.
3.OA.9. Explain and model the relationship of odd
and even number patterns with multiplication facts.
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January 2013
always even, using skip counting, repeated addition,
arrays, etc.
3.OA.9. Use a multiplication table to locate examples
of the commutative, identity, and zero properties of
multiplication.
3.OA.9. Use an addition table to locate examples of
the commutative and identity properties of addition.
Measurement and Data
3.MD.3.
Draw a scaled picture graph and a scaled bar
graph to represent a data set with several
categories. Solve one- and two-step “how many
more” and “how many less” problems using
information presented in scaled bar graphs. For
example, draw a bar graph in which each square
in the bar graph might represent 5 pets.
3.5.a
Compare data and interpret
quantities represented on tables and
different types of graphs (line plots,
pictographs, and bar graphs), make
predictions, and solve problems
based on the information. (DOK 3)
5.a. Basic, Proficient, Adv.
Test 1: Question(s)- 16,
18, 31, 49, 52
Test 2: Question(s)- 17,
18, 36, 50, 51
Test 3: Question(s)- 16,
21, 30, 37, 53
I CAN:
3.MD.3. Answer questions about a graph to analyze
and interpret data.
3.MD.3. Collect and organize data to create a graph.
3.MD.3. Create a scaled bar graph to represent data.
3.MD.3. Create a scaled picture graph to represent
data.
3.MD.3. Explain the data on a graph.
3.MD.3. Read and analyze a horizontal and vertical
scaled bar graph.
3.MD.3. Read and analyze a scaled picture graph.
3.MD.3. Use a bar graph to solve 1-step “how many
more” and “how many less” questions.
3.MD.3. Use a bar graph to solve 2-step “how many
more” and “how many less” questions.
3.MD.3. Use a key to solve word problems for a
picture graph.
3.MD.4.
Generate measurement data by measuring
lengths using rulers marked with halves and
3.5.a
5.a. Basic, Proficient, Adv.
Compare data and interpret
Test 1: Question(s)- 16,
quantities represented on tables and 18, 31, 49, 52
The MMFR does not
specify that students
measure to the nearest
5
fourths of an inch. Show the data by making a
line plot, where the horizontal scale is marked
off in appropriate units—whole numbers, halves,
or quarters.
different types of graphs (line plots,
pictographs, and bar graphs), make
predictions, and solve problems
based on the information. (DOK 3)
Test 2: Question(s)- 17,
18, 36, 50, 51
Test 3: Question(s)- 16,
21, 30, 37, 53
January 2013
1/4 of an inch until grade
4.4.a. By grade 4, the
framework specifies that
students measure to the
nearest 1/8 of an inch.
I CAN:
3.MD.4. Collect and organize data to create a line
plot.
3.MD.4. Create a line plot using given measurement
data.
No CCSS
I CAN:
--Analyze and predict the number of different
combinations of two or more objects.
--Model the number of different combinations of
two or more objects.
--Relate the combinations to multiplication.
3.5.b.
Analyze, predict, and model the
number of different combinations of
two or more objects, and relate to
multiplication. (DOK 2)
Working with equal
groups to gain
foundations for
multiplication is found at
the 2nd grade of the
CCSS.
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