OKALOOSA COUNTY SCHOOL DISTRICT
MATH CURRICULUM GUIDE
Third Grade
Office of Quality Assurance and Curriculum Support
Guyla Hendricks, Chief Officer
Okaloosa County School District
Curriculum Guide for Math
CONTENTS
Mission Statement ...........................................................................................................................................................................................................3
Suggestions for Implementing Curriculum Guides ..................................................................................................................................................3
Florida Department of Education ∞ Office of Math and Science Essential Websites .................................................................................4
OCSD Curriculum and Pacing Guide ∞ Overview ..............................................................................................................................................4
Cognitive Complexity/Depth of Knowledge Rating for Mathematics ...................................................................................................................5
Grade 3 General Content Limits...............................................................................................................................................................................7
Quarterly Benchmarks....................................................................................................................................................................................................8
Grade-level Curriculum Guide ................................................................................................................................................................................... 10
Quarter 1 ..............................................................................................................................................................................................10
Quarter 2 ..............................................................................................................................................................................................15
Quarter 3 ..............................................................................................................................................................................................18
Quarter 4 ..............................................................................................................................................................................................27
Math Resources Guide................................................................................................................................................................................................ 28
Go Math! Online Math Concept Readers ................................................................................................................................................................ 29
Literature Connection Chart ....................................................................................................................................................................................... 31
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Curriculum Guide for Math
Mission Statement
Develop the highest quality math instruction to maximize student achievement through alignment of grade-level benchmarks to appropriate
instructional practices, materials, resources, and pacing.
Suggestions for Implementing Curriculum Guides
The role of the teacher is to:
 Teach students the Next Generation Standards as dictated by state law for their grade -level.
 Provide learning-rich classroom activities that teach the benchmarks in depth.
 Enhance the curriculum by using resources and instructional technology.
 Differentiate instruction by varying methods of instruction and frequently offering relevant lab activities.
 Regularly administer assessment to include higher-level questions, and performance task assessment.
In addition, teachers should:
 Collaborate with other grade-level teachers to maximize school resources and teacher expertise.
 Consult with other grade-levels to define absolute skill goals for each grade-level.
 Document questions and suggestions for improvement of the curriculum Guide.
 Integrate science into math and reading curriculum.
 Consider applying for a grant to support project-based learning for their school.
 Visit the Okaloosa Math Central Website at: http://www.okaloosa.k12.fl.us/math
Days allotted to each benchmark are approximate and have been suggested based on the level of the complexity of the benchmark . To insure benchmarks
are taught to mastery and completed by the conclusion of the school year, it is recommended that teachers not veer significantly from the suggested pacing.
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Florida Department of Education ∞ Office of Math and Science Essential Websites
Next Generation Sunshine State Standards:
http://www.fldoestem.org/uploads/1/docs/2007_FL_Mathematics_Standards_9_13_07.pdf
Searchable Next Generation Sunshine State Standards Database:
http://www.floridastandards.org/index.aspx
Printable Downloads of Next Generation Sunshine State Standards with or without remarks:
http://www.floridastandards.org/downloads.aspx
Math Benchmark Specifications:
http://fcat.fldoe.org/pdf/specifications/MathGrades3-5.pdf
OCSD Curriculum and Pacing Guide ∞ Overview
This document provides a math curriculum and pacing guide. It is designed to help teachers to efficiently pace the delivery o f quality instruction for each
nine-week period.
Purpose:
This guide was created by a team of grade-level teachers to correlate to the Next Generation Standards with the goal of providing teachers ready access to
resources for teaching those new standards and a pace for accomplishing benchmark mastery.
Description:
The OCSD Math Curriculum Guide specifies the math content to be covered within each nine-week instructional period. Their guide identifies Next
Generation Standards (NGS) Benchmarks. Furthermore, it allows teachers to input information specific to their students or sch ool needs.
 Top Block – Big Idea and Essential Questions
Identifies the Big Idea and the components of the Big Idea
Lists the Essential Questions addressed in the section’s Benchmarks.
 Column One – Benchmark/Text Alignment
Lists the specific Benchmark by number and states the Benchmark.
Cites the Harcourt Textbook chapters that correlate to the Benchmark.
 Column Two – FCAT Info
Serves as a placeholder for future FCAT information; to include content limits, assessment status, and crosswalk correlation.
 Column Three – Additional Resources/Activities
Suggests instructional activities, including media (DVD/Video/CD), websites, and student involvement tasks.
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 Column Four – Literacy Connection/Vocabulary/Reading
Lists vocabulary terms, and books or stories connected to the Benchmark goals.
 Column Five – Open: Specific to Teacher/Grade/Subject/School
Serves as a placeholder for teachers to add information that is specific to their school’s or student’s needs.
NOTE:
Addendums to this curriculum guide, as well as additional information/forms will be posted a t
http://www.okaloosaschools.com/?q=employees/admin-curriculum-guides
Cognitive Complexity/Depth of Knowledge Rating for Mathematics
Florida’s revised mathematics standards emphasize teaching and learning the most important K-12 mathematics concepts in depth at each grade level.
After adoption of the new math standards, the Florida Center for Research in Science, Technology, Engineering and Mathematics (FCR-STEM) at Florida
State University convened a group of Florida math teachers, district math supervisors, and math education faculty to rate the cognitive demand of each
benchmark. Meeting in teams for each body of knowledge, they reviewed and discussed each benchmark, then reached consensus on level of cognitive
complexity using a classification system adapted from the “depth of knowledge” system developed by Dr. Norman Webb at the Uni versity of Wisconsin.
Cognitive complexity refers to the cognitive demand of tasks associated with the benchmark. The depth of knowledge levels (Webb, 1999) reflect the
relative complexity of thinking that a given benchmark demands of students — what it requires the student to recall, understand, analyze, and do. Florida’s
depth of knowledge rating system focuses on expectations of students at three levels:
Low Complexity
This category relies heavily on the recall and recognition of previously learned concepts and principles. Items typically spe cify what the student is to do,
which is often to carry out some procedure that can be performed mechanically. It is not left to the student to come up with a low complexity original method
or solution. Skills required to respond to low complexity items include
 solving a one-step problem;
 computing a sum, difference, product, or quotient;
 evaluating a variable expression, given specific values for the variables;
 recognizing or constructing an equivalent representation;
 recalling or recognizing a fact, term, or property;
 retrieving information from a graph, table, or figure;
 identifying appropriate units or tools for common measurements; or
 performing a single-unit conversion.
Moderate Complexity
Items in the moderate complexity category involve more flexible thinking and choice among alternatives than low complexity items. They require a response
that goes beyond the habitual, is not specified, and ordinarily has more than a single step. The student is expected to decide what to do—using informal
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methods of reasoning and problem-solving strategies—and to bring together skill and knowledge from various domains. Skills required to respond to
moderate complexity items include
 solving a problem requiring multiple operations;
 solving a problem involving spatial visualization and/or reasoning;
 selecting and/or using different representations, depending on situation and purpose;
 retrieving information from a graph, table, or figure and using it to solve a problem;
 determining a reasonable estimate;
 extending an algebraic or geometric pattern;
 providing a justification for steps in a solution process;
 comparing figures or statements;
 representing a situation mathematically in more than one way; or
 formulating a routine problem, given data and conditions.
High Complexity
High complexity items make heavy demands on student thinking. Students must engage in more abstract reasoning, planning, anal ysis, judgment, and
creative thought. The high-complexity item requires that the student think in an abstract and sophisticated way. Skills required to respond correctly to high
complexity items include
 performing a procedure having multiple steps and multiple decision points;

solving a non-routine problem (as determined by grade-level appropriateness);

solving a problem in more than one way;

describing how different representations can be used for different purposes;

generalizing an algebraic or geometric pattern;

explaining and justifying a solution to a problem;

describing, comparing, and contrasting solution methods;

providing a mathematical justification;

analyzing similarities and differences between procedures and concepts;

formulating an original problem, given a situation;

formulating a mathematical model for a complex situation; or

analyzing or producing a deductive argument .
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Grade 3 General Content Limits
The content limits described below are applicable to all items developed for Grade 3; however, the content limits defined in the individual benchmark
specifications can supersede these general content limits.
Whole numbers
• Items should not require the use of more than two operations.
• Place values should range from ones through hundred thousands.
Addition
Items should not exceed three 5-digit addends or two 6-digit addends.
Subtraction
• Subtrahends cannot exceed 999,999.
• Minuends and differences should not exceed five digits.
Multiplication
• Items may include whole-number multiplication facts from 0 X 0 through 9 X 9.
• Multiples of 10 through 100, multiples of 100 through 1,000, and multiples of 50 through 500 may be used.
Division
Items may include the related division facts for 0 X 0 through 9 X 9.
Decimals
Decimal numbers are limited to amounts of money to the nearest cent.
Addition, Subtraction, Multiplication, and Division
Not assessed at Grade 3.
Fractions
• Fractions should have denominators of 1–10, 12, or 16.
• Items may include fractions and mixed numbers up to and including the whole number 5.
Addition, Subtraction, Multiplication, and Division
Not assessed at Grade 3.
Percent
Not assessed at Grade 3.
Measurement
• Items will not assess weight/mass, capacity, or temperature in isolation.
• Time and linear measurement, including perimeter, will be assessed.
• Items may use customary and/or metric units.
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Quarterly Benchmarks
Assessments and Weighting:
Practice (10%) – Timed Facts Quizzes, Teacher-made quizzes
Progress Monitoring (50%) – Mid-chapter quizzes, Chapter Tests
Summative (40%) – Benchmark Mini-Assessments, Grade Level Unit Tests, Big Idea Tests
Each quarter shows when a concept or skill is introduced. It is understood that these skills and concepts would be ongoing th roughout the year.
**The Benchmarks should be covered during the given quarter; however the days to cover each are approximate!
Quarter 1 - Big Idea1
Benchmark
Quarter 2 - Big Ideas 1 & 3
Description
Benchmark
ALL pre test and review
MA.3.A.6.1
High
16-20 days
Chapter 1
MA.3.A.6.2
High
10-12 days
Chapter 2
MA.3.S.7.1
High
Chapter 2
Represent, compute, estimate and solve problems using
numbers through hundred thousands.
Solve non-routine problems by making a table, chart, or list
and searching for patterns.
Create, analyze, and represent patterns and relationships
using words, variables, tables and graphs.
MA.3.A.1.1
Moderate
8-10 days
Chapter 3
Model multiplication and division including problems
presented in context: repeated addition, multiplicative
comparison, array, how many combinations, measurement,
and partitioning.
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MA.3.A.1.2
High
12-14 days
Chapter 4
Solve multiplication and division fact problems by using
strategies that result from applying number properties.
MA.3.A.1.3
Moderate
16-20 days
Chapter 5,6
Identify, describe, and apply division and multiplication as
inverse operations.
Represent fractions, including greater than one, using area,
set and linear models.
Construct and analyze frequency tables, bar graphs,
pictographs, and line plots from data, including data
collected through observations, surveys, and experiments.
MA.3.A.4.1
High
Chapter 2
Third Grade Math
Description
Describe how the size of the fractional part is related to the
number of equal sized pieces in the whole.
MA.3.A.2.1
Moderate
10-11 days
Chapter 7
Compare and order fractions, including fractions greater than
one, using models and strategies
Use models to represent equivalent fractions, including
fractions greater than one, and identify representations of
equivalence.
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Curriculum Guide for Math
Quarter 3 - Big Idea 2
Benchmark
Quarter 4 - Flexible Grouping
Description
Benchmark
MA.3.A.2.2
Moderate
8-9 days
Chapter 8
Describe how the size of the fractional part is related to the
number of equal sized pieces in the whole.
MA.3.A.2.3
Moderate
Chapter 8
Compare and order fractions, including fractions greater than
one, using models and strategies
MA.3.A.2.4
Moderate
Chapter 8
Use models to represent equivalent fractions, including
fractions greater than one, and identify representations of
equivalence.
MA.3.G.3.1
Moderate
8-10 days
Chapter 9
Describe, analyze, compare and classify two-dimensional
shapes using sides and angles – including acute, obtuse, and
right angles – and connect these ideas to the definition of
shapes.
MA.3.G.5.1
High
8-10 days
Chapter 11
MA.3.G.3.2
High
10-12 days
Chapter 10
Compose, decompose, and transform polygons to make other
polygons, including concave and convex polygons with three,
four, five, six, eight, or ten sides.
MA.3.G.5.2
Low
Chapter 11
MA.3.G.3.3
Moderate
Chapter 10
Build, draw and analyze two-dimensional shapes from several
orientations in order to examining and apply congruence and
symmetry.
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Big Idea 1
Review
Develop understandings of multiplication and division
and strategies for basic multiplication facts and related
division facts
Big Idea 2
Review
Develop an understanding of fractions and fraction
equivalence.
Big Idea 3
Review
MA.3.G.5.3
Moderate
8-9 days
Chapter 12
Lesson 1-20 Getting Ready for Grade 4
Florida Benchmark Practice Book
P327- P373
Third Grade Math
Description / Introducing 4 th Grade Standards
Describe and analyze properties of two-dimensional
shapes.
Select appropriate units, strategies and tools to solve
problems involving perimeter.
Measure objects using fractional parts of linear units
such as ½, ¼, and 0.1.
Tell time to the nearest minute and to the nearest quarter
hour, and determine the amount of time
elapsed.(Emphasize elapsed time)
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Curriculum Guide for Math
Grade-level Curriculum Guide
Quarter 1
Supporting Idea: Number and Operations
Essential Questions:
 Can students read, write, and identify numbers through hundred thousand?
 How can you use estimation strategies to determine a reasonable estimate?
 Can students use different strategies to add/subtract 3 to 6 digit numbers?
Benchm ark
Text Alignm ent
MA.3.A.6.1 Represent,
compute, estimate and
solve problems using
numbers through hundred
thousand.
Text:
Chapter 1
CCS Mathematical
Practices:
 Attend to precision
 Look for and make
use of structure
FCAT Info
Content lim its
Item specs
High complexity
Numbers may be
represented flexibly;
for example: 947 can
be thought of as 9
hundreds, 4 tens, and
7 ones; 94 tens and 7
ones; or 8 hundreds,
14 tens, and 7 ones.
Students won’t be
expected to name, or
be restricted to using
a specific strategy.
Front-end estimation
won’t be an
acceptable estimation
strategy.
Decimals used in the
context of money that
estimates to a whole
dollar.
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Additional Resources/Activities;
Form ative Assessm ents
Instructional focus should be placed on estimation through
mental computation prior to written calculations.
http://www.floridastandards.org/Standards/PublicPreviewBen
chmark547.aspx
 The MegaPenny Project
 Popcorn Math
 Sample Item 1:
Online resources:
 https://www-k6.thinkcentral.com
 http://teachers.net/lessons/posts/1247.htm
Idea with a “How many jar”
 www.brainpop.com
Estimating, rounding
Formative Assessments:
 What’s My Number?
http://www.floridastandards.org/Resources/PublicPrevie
wResource13291.aspx
 Place Value Word Problems
http://www.floridastandards.org/Resources/PublicPrevie
wResource13077.aspx
 Number Models
http://www.floridastandards.org/Resources/PublicPrevie
wResource13292.aspx
 Boxing Up Belts
http://www.floridastandards.org/Resources/PublicPrevie
wResource13089.aspx
Third Grade Math
Lit. Connection
Vocabulary / Reading
Open: Specific to
teacher, grade, subject
Vocabulary:
expanded form
standard form
word form
compatible numbers
estimate
round
place value
addend
difference
strategies
properties
 How Much Is a Million? by
David Schwartz
(place value or centimeters)
 Betcha! by Stuart Murphy
(estimating)
 A Place for Zero by Angeline S.
LoPresti (place value)
 Among the Odds and Evens by
Stuart Murphy (number sense)
LITERATURE INCLUDED IN
THE GRAB AND GO
DIFFERENTIATED CENTERS
KIT
A Nose for News and Number
So Many Seashells!
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Okaloosa County School District
Curriculum Guide for Math
Supporting Idea: Number and Operations
Essential Questions:
 What are ways you can collect and organize information?
 How can making a pictograph or table help you solve problems?
 How do you read the lines on graphs if the space (object) equals more than 1?
Benchm ark
Text Alignm ent
MA.3.A.6.2
Solve non-routine
problems by making a
table, chart, or list and
searching for patterns.
CCS Mathematical
Practices:
 Model with
mathematics
Text:
Chapter 2
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FCAT Info
Content lim its
Item specs
High complexity
Items should require
students to solve
non-routine problems
and not align with the
clarifications of
MA.3.A.4.1
(extending a graphic
pattern or identifying
a simple relationship
[rule] for a pattern).
Additional Resources/Activities
Form ative Assessm ents
http://www.floridastandards.org/Standards/PublicPreviewBen
chmark548.aspx
 Bead-dazzling; Algebraic Thinking Math Project
 Mix It Up - Algebraic Thinking Math Project
 Perfect Patterns
 Sample Item 1:
Online resources:
 https://www-k6.thinkcentral.com
 http://alex.state.al.us/lesson_view.php?id=5599
Lesson on finding a pattern using literature
Formative Assessments:
 Movie Combinations
http://www.floridastandards.org/Resources/PublicPreview
Resource13295.aspx
 Call Times
http://www.floridastandards.org/Resources/PublicPreview
Resource13092.aspx
 Double the Money
http://www.floridastandards.org/Resources/PublicPreview
Resource13091.aspx
 Crawling Snail
http://www.floridastandards.org/Resources/PublicPreview
Resource13090.aspx
Third Grade Math
Lit. Connection
Vocabulary / Reading
Open: Specific to
teacher, grade, subject
Vocabulary:
data
experiment
frequency table
results
survey
bar graph
horizontal bar graph
key
line plot
pictograph
scale
tally table
Six Dinner Sid by Inga Moore
(patterns)
LITERATURE INCLUDED IN
THE GRAB AND GO
DIFFERENTIATED CENTERS
KIT
Diego’s Perfect Fit
The Class Trip
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Okaloosa County School District
Curriculum Guide for Math
Supporting Idea: Data Analysis
Essential Questions:
 What are the different parts of a graph or table?
 How can information from different types of graphs (pictograph, line, bar…) be compared?
 How can specific data be collected and how can this data be represented?
Benchm ark
Text Alignm ent
MA.3.S.7.1 Construct and
analyze frequency tables,
bar graphs, pictographs,
and line plots from data,
including data collected
through observations,
surveys, and experiments.
Text :
Chapter 2
CCS Mathematical
Practices:
 Model with
mathematics
 Reason abstractly
and quantitatively
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FCAT Info
Content lim its
Item specs
High complexity
Items may require the
student to choose the
most appropriate data
display given a set of
data from
observations,
surveys, and/or
experiments.
Items may assess
identifying parts of a
correct graph and
recognizing the
appropriate scale.
The increments used
on the
scale/pictograph are
limited to units of 1, 2,
5, 10, 50, or 100.
Additional Resources/Activities
Form ative Assessm ents
Use of addition, subtraction, multiplication, and division of
whole numbers should be included during this process.
http://www.floridastandards.org/Standards/PublicPreviewBen
chmark549.aspx
 Food Court: The Soup Spot
 M & M Lab
 Graphing Trash Material
 Money Matters
 KidsZone: Create a Graph
 Information Represented Graphically: What's the
Weather?
 All About Multiplication Exploring Equal Sets
 Sample Item 1:
Online resources:
 https://www-k6.thinkcentral.com
 http://illuminations.nctm.org/LessonDetail.aspx?ID=L351
Online activities and lesson for tallying veggies
Lit. Connection
Vocabulary / Reading
Open: Specific to
teacher, grade, subject
Vocabulary:
most
least
 The Best Vacation Ever by
Stuart Murphy
(collecting data)
 Lemonade for Sale by Stuart
Murphy (bar graphs)
LITERATURE INCLUDED IN
THE GRAB AND GO
DIFFERENTIATED CENTERS
KIT
Diego’s Perfect Fit
The Class Trip
Formative Assessments:
 Movie Types
http://www.floridastandards.org/Resources/PublicPrevie
wResource13334.aspx
 Compare Temperatures
http://www.floridastandards.org/Resources/PublicPrevie
wResource13112.aspx
 Lollipop Data
http://www.floridastandards.org/Resources/PublicPrevie
wResource13109.aspx
 Represent the Survey
http://www.floridastandards.org/Resources/PublicPrevie
wResource13108.aspx
Third Grade Math
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Okaloosa County School District
Curriculum Guide for Math
Supporting Idea: Algebra
Essential Questions:
 What models are geared toward analyzing a specific number pattern or relationship?
 How are using variables for missing addends helpful in understanding relationships?
 How can making a table help you solve a problem?
Benchm ark
Text Alignm ent
MA.3.A.4.1
Create, analyze, and
represent patterns and
relationships using words,
variables, tables and
graphs
Text :
Chapter 2
CCS Mathematical
Practices:
 Model with
mathematics
 Reason abstractly
and quantitatively
FCAT Info
Content lim its
Item specs
High complexity
Items may use
numeric patterns,
graphic patterns,
function tables, or
graphs (bar graphs,
pictographs, or line
plots only).
Function rules or
relationships may be
described using
words, tables,
graphs, or
expressions using
variables or
geometric shapes
(e.g., n,
, );
however, the intent of
the benchmark is not
to assess solving
equations.
Additional Resources/Activities
Form ative Assessm ents
http://www.floridastandards.org/Standards/PublicPreviewBen
chmark543.aspx
 Mix It Up - Algebraic Thinking Math Project
 Creating, Describing, and Analyzing Patterns
 Sample Item 1:
Online resources:
 https://www-k6.thinkcentral.com
 www.brainpop.com
Graphs, problem solving using tables, equations and
variables
Formative Assessments:
 Pattern Math
http://www.floridastandards.org/Resources/PublicPreview
Resource13315.aspx
 Decreasing Lunch Account
http://www.floridastandards.org/Resources/PublicPreview
Resource13075.aspx
 Movie Rental Pattern
http://www.floridastandards.org/Resources/PublicPreview
Resource13074.aspx
Lit. Connection
Vocabulary / Reading
Open: Specific to
teacher, grade,
subject
Vocabulary:
variable
pictograph
line plot
expression
data
frequency table
key
results
scale
scaled picture graph
scaled bar graph
survey
table
tally
tally table
experiment
bar graph
horizontal bar graph
vertical bar graph
 How Tall How Short How Far
Away by David A. Adler
(length/data analysis)
 Lemonade for Sale by Stuart J.
Murphy (data analysis)
 One Grain of Rice by Demi
(factors/data analysis)
LITERATURE INCLUDED IN
THE GRAB AND GO
DIFFERENTIATED CENTERS
KIT
Diego’s Perfect Fit
The Class Trip
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Third Grade Math
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Okaloosa County School District
Curriculum Guide for Math
Big Idea 1: Develop understandings of multiplication and division and strategies for basic multiplication facts and related division fact s.
Essential Questions:
 How does the union of equal sets show multiplication?
 How does the area model provide meaning for multiplication?
 How does an array show multiplication?
 How does repeated addition provide meaning fro multiplication?
Benchm ark
Text Alignm ent
M.A.3.A.1.1
Model multiplication and
division including
problems presented in
context: repeated
addition, multiplicative
comparison, array, how
many combinations,
measurement, and
partitioning.
Text:
Chapters 3
CCS Mathematical
Practices:
 Attend to precision
 Look for and make
use of structure
 Model with
mathematics
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FCAT Info
Content lim its
Item specs
Moderate complexity
Items may include
whole-number
multiplication facts from
0X0
through 9 X 9
and the related division
facts.
Items may include
division problems with
remainders expressed
only as whole
numbers. Items will not
require interpretation of
the remainder.
Additional Resources/Activities
Form ative Assessm ents
Lit. Connection
Vocabulary / Reading
http://www.floridastandards.org/Standards/PublicPreviewBen
chmark533.aspx
 Introduction to Division
 Concentration
 Number Line Bars
 Animal Legs (multiply using repeated addition)
 All About Multiplication: Modeling Multiplication with Rows
and Columns
 Sample Item 1:
Vocabulary:
equal groups
multiply
factor
product
array
commutative
identity
Zero Property of Multiplication
Commutative Property of
Multiplication
Identity Property of
Multiplication
 What Comes in 2’s, 3’s, and
4’s by Suzanne Aker
 Anno’s Mysterious Counting
Jar by Mitsumasa &
Masaichiro Anno
 Two Ways to Count to Ten by
Ruby Dee
 Each Orange Had Eight Slices
by Paul Giganti
 One Hundred Hungry Ants by
Elinor Pinczes
 The Doorbell Rang, by Pat
Hutchins
LITERATURE INCLUDED IN
THE GRAB AND GO
DIFFERENTIATED CENTERS
KIT
Collections Times Four
The Workshop
Online resources:
 https://www-k6.thinkcentral.com
 http://www.learner.org/resources/series171.html
 www.brainpop.com
multiplication, division
Formative Assessments:
 Watermelon Math 3
http://www.floridastandards.org/Resources/PublicPrevie
wResource13314.aspx
 Watermelon Math 2
http://www.floridastandards.org/Resources/PublicPrevie
wResource13312.aspx
 Watermelon Math 1
http://www.floridastandards.org/Resources/PublicPrevie
wResource13310.aspx
 Johnny’s Cars
 http://www.floridastandards.org/Resources/PublicPrevie
wResource13271.aspx
 Calculating Crayons
 http://www.floridastandards.org/Resources/PublicPrevie
wResource13270.aspx
Third Grade Math
Open: Specific to
teacher, grade, subject
Page 14
Okaloosa County School District
Curriculum Guide for Math
Quarter 2
Big Idea 1: Develop understandings of multiplication and division and strategies for basic multiplication facts and related division fact s.
Essential Questions:
 How can you prove representations of equations or expressions are equivalent? (Ex: Pr ove (3x5) +4 is equivalent to 4 + (5x3)
 What patterns help you multiply with the factors 8-10?
Benchm ark
Text Alignm ent
MA.3.A.1.2
Solve multiplication and
division fact problems by
using strategies that result
from applying number
properties.
Text:
Chapter 4
CCS Mathematical
Practices:
 Make sense of
problems and
persevere in solving
them
 Construct viable
arguments and
critique the reasoning
of others
REV 062012
FCAT Info
Content lim its
Item specs
High Complexity
Items not included:
identifying the
properties by name;
the use of more than
two properties to
convert one
expression or
equation to its
equivalent.
Items may include
only factors or
divisors of 0 through
9.
Additional Resources/Activities
Form ative Assessm ents
The use of multiple strategies might incorporate number
properties for both multiplication and division including the
commutative property, associative property, distributive
property, and the identity property. The zero property of
multiplication may also be used to solve problems.
http://www.floridastandards.org/Standards/PublicPreviewBen
chmark534.aspx
 All About Multiplication: Hopping on the Number Line
 Sample Item 1:
Online resources:
 https://www-k6.thinkcentral.com
 http://www.arcytech.org/java/integers/index.html
Online integer bars
 www.brainpop.com
Distributive property, associative property,
communicative property
Formative Assessment:
Multiplication Properties
http://www.floridastandards.org/Resources/PublicPr
eviewResource12772.aspx
Third Grade Math
Lit. Connection
Vocabulary / Reading
Open: Specific to
teacher, grade, subject
Associate Property of
Multiplication
Combination
Distributive Property of
Multiplication
Multiple
Tree diagram
Variable
 Divide and Ride by Stuart
Murphy
 A Remainder of One by
Elinor Pinczes
 Too Many Kangaroo Things
to Do by Stuart Murphy
LITERATURE INCLUDED IN
THE GRAB AND GO
DIFFERENTIATED CENTERS
KIT
Collections Times Four
The Workshop
Page 15
Okaloosa County School District
Curriculum Guide for Math
Big Idea 1: Develop understandings of multiplication and division and strategies for basic multiplication facts and related division fact s.
Essential Question:
 How does the inverse relationship of multiplication and division help with identifying fact families?
 How can you use arrays and other manipulatives to solve problems?
 Can students list different strategies to divide by 3-9?
Benchm ark
Text Alignm ent
MA.3.A.1.3
Identify, describe, and
apply division and
multiplication as inverse
operations.
Text:
Chapters 5, 6
CCS Mathematical
Practices:
 Attend to precision
 Look for and make
use of structure
 Model with
mathematics
FCAT Info
Content lim its
Item specs
Moderate complexity
Items may include
whole-number
multiplication facts
from 0 X 0
through 9 X 9
and the related
division facts.
Items will not include
identifying the inverse
property by name.
Additional Resources/Activities
Form ative Assessm ents
http://www.floridastandards.org/Standards/PublicPreviewBenc
hmark535.aspx
 Number Line Bars
 Sample Item 1:
Online resources:
 https://www-k6.thinkcentral.com
 http://illuminations.nctm.org/LessonDetail.aspx?id=L170
Online lesson idea - Using data to complete an organized
chart by doubling or halving numbers
Formative Assessments:
 Building Inverses
http://www.floridastandards.org/Resources/PublicPreviewR
esource12805.aspx
 Inverse Operations
http://www.floridastandards.org/Resources/PublicPreviewR
esource12804.aspx
Lit. Connection
Vocabulary / Reading
Open: Specific to
teacher, grade,
subject
Vocabulary:
Divide
Divided
Divisor
Fact fam ily
Inverse operations
Quotient
Factor
Multiply
Product
Rem ainder
The Doorbell Rang by Pat
Hutchins (multiplication/division)
LITERATURE INCLUDED IN
THE GRAB AND GO
DIFFERENTIATED CENTERS
KIT
Corey’s Cookie Caper
The Homework Table
Francisco’s Football Practice
Lost!
REV 062012
Third Grade Math
Page 16
Okaloosa County School District
Curriculum Guide for Math
Big Idea 2: Develop an understanding of fractions and fraction equivalence.
Essential Questions:
 When do you use fractions greater than 1?
 How can you show a fraction as part of a group?
 How can you use a fraction to find a part of a group?
Benchm ark
Text Alignm ent
MA.3.A.2.1 Represent
fractions, including
fractions greater than one,
using area, set and linear
models.
Text :
Chapter 7
CCS Mathematical
Practices:
 Model with
mathematics
 Use appropriate tools
strategically
 Look for and make
use of structure
FCAT Info
Content lim its
Item specs
Moderate complexity
Linear models may
include number lines
and fraction strips.
Items may include
fractions and mixed
numbers up to and
including
the whole number 5.
Items may include
fractions with
denominators from 1
through 10, 12, or 16.
Additional Resources/Activities
Form ative Assessm ents
http://www.floridastandards.org/Standards/PublicPreviewB
enchmark536.aspx
 Fun with Fractions: Investigating Fraction Relationships
with Relationship Rods
 Fun with Fractions: Eggsactly with a Dozen Eggs
 Parts of a Whole
 Number Line Bars
 Equivalent Fractions
 Sample Item 1:
Online resources:
 https://www-k6.thinkcentral.com
 www.brainpop.com
Converting fractions to decimals
 Area models: circular shapes, rectangular shapes, or
unusual shapes
 Set models: groups of objects such as counters
 Linear models: number line and fraction strips
Formative Assessments:
 Ice Cream
 http://www.floridastandards.org/Resources/PublicPrevie
wResource13282.aspx
 Tyrone’s Eggs
http://www.floridastandards.org/Resources/PublicPrevie
wResource13280.aspx
 Brownies
http://www.floridastandards.org/Resources/PublicPrevie
wResource13278.aspx
 Multiple Representations of 2 ¼
http://www.floridastandards.org/Resources/PublicPrevie
wResource13064.aspx
 Multiple Representations of 2/3
http://www.floridastandards.org/Resources/PublicPrevie
wResource13062.aspx
REV 062012
Third Grade Math
Lit. Connection
Vocabulary / Reading
Open: Specific to
teacher, grade,
subject
Vocabulary:
equal parts
halves
thirds
fourths
sixths
eighths
fraction
unit fraction
numerator
denominator
mixed number
partition(ed)
equal distance (intervals)
equivalence, equivalent
reasonable,
justify
Gator Pie by Louise Matthews
(fractions)
LITERATURE INCLUDED IN
THE GRAB AND GO
DIFFERENTIATED CENTERS
KIT
Pizza Parts!
A Piece of Cake!
Page 17
Okaloosa County School District
Curriculum Guide for Math
 Chocolate Cakes
http://www.floridastandards.org/Resources/PublicPrevie
wResource13279.aspx
Quarter 3
Big Idea 2: Develop an understanding of fractions and fraction equivalence.
Essential Question:
How does the number of fraction parts relate to the size of each part?
Benchm ark
Text Alignm ent
MA.3.A.2.2
Describe how the size of
the fractional part is
related to the number of
equal sized pieces in the
whole.
Text :
Chapter 8
CCS Mathematical
Practices:
 Reason abstractly
and quantitatively
 Construct viable
arguments and
critique the reasoning
of others
REV 062012
FCAT Info
Content lim its
Item specs
Moderate complexity
Additional Resources/Activities
Form ative Assessm ents
http://www.floridastandards.org/Standards/PublicPreviewBenc
hmark537.aspx?kw=
 Fun with Fractions: Eggsactly with a Dozen Eggs
 Parts of a Whole
 Fraction Model III
Online resources:
 http://illuminations.nctm.org/LessonDetail.aspx?ID=L542
Exploring fractions with relationship rods
 http://illuminations.nctm.org/lessonDetail.aspx?ID=L540
Lesson on making and investigating fraction strips
 www.math.rice/edu/~lanius/fractions/index.html
 www.visualfractions.com
 www.brainpop.com
Adding and subtracting fractions
Formative Assessments:
 Birthday Fun
http://www.floridastandards.org/Resources/PublicPreviewR
esource13285.aspx
 Painting Walls
http://www.floridastandards.org/Resources/PublicPreviewR
esource13283.aspx
 ¼ of a Ruler vs. Yardstick
http://www.floridastandards.org/Resources/PublicPreviewR
esource13065.aspx
Third Grade Math
Lit. Connection
Vocabulary / Reading
Open: Specific to
teacher, grade,
subject
Vocabulary:
Benchmark
Benchmark numbers
Compare
Equivalent fractions
Greater than
Less than
 Hershey Fraction Book by J.
Pallotta
 Jump, Kanagroo, Jump! by
Stuart Murphy (fractions)
LITERATURE INCLUDED IN
THE GRAB AND GO
DIFFERENTIATED CENTERS
KIT
Measure Up
The Whole Picture
Page 18
Okaloosa County School District
Curriculum Guide for Math
Big Idea 2: Develop an understanding of fractions and fraction equivalence.
Essential Questions:
 How do you compare fractions by using manipulatives?
 How do you compare fractions, including fractions greater than one, by using strategies?
 How does the number of fraction parts relate to the size of each part?
 How do you order fractions less than and greater than one?
Benchm ark
Text Alignm ent
MA.3.A.2.3 Compare and
order fractions, including
fractions greater than one,
using models and
strategies.
Text:
Chapter 8
CCS Mathematical
Practices:
 Reason abstractly
and quantitatively
 Model with
mathematics
 Use appropriate tools
strategically
FCAT Info
Content lim its
Item specs
Moderate complexity
Denominators of
fractions must be 1
through 10, 12, or 16.
Items may include
fractions and mixed
numbers up to and
including the whole
number 5. Items may
include only the
inequality symbols, <
and >.
Additional Resources/Activities
Form ative Assessm ents
http://www.floridastandards.org/Standards/PublicPreviewBen
chmark538.aspx?kw
 Fun with Fractions: More Fun with Fraction Strips
 Fraction Circle Worksheet
 Sample Item 1:
Online resources:
 https://www-k6.thinkcentral.com
 www.pbs.org/teachers/mathline/concepts/farmingandgard
ening/activity1.shtm
Lesson plan using plotting a garden using fractions
 www.brainpop.com
Mixed numbers
Strategies include using benchmark fractions (0, 1/2, and 1)
and common numerators and denominators. Fractions can
also be compared by looking at numerators, such as when
comparing 2/5 and 2/6. Since both fractions represent two
parts of a whole, the size of the parts can be compared.
Fifths are larger than sixths so 2/5 is greater than 2/6.
Lit. Connection
Vocabulary / Reading
Open: Specific to
teacher, grade, subject
Vocabulary:
benchmark
Benchmark numbers
Compare
Equivalent fractions
Greater than
Less than
Apple Fractions by Jerry Pallotta
(fractions, parts of a whole)
LITERATURE INCLUDED IN
THE GRAB AND GO
DIFFERENTIATED CENTERS
KIT
Measure Up
The Whole Picture
Formative Assessment:
 Line it Up
http://www.floridastandards.org/Resources/PublicPreview
Resource13289.aspx
 Compare Fractions
http://www.floridastandards.org/Resources/PublicPreview
Resource13067.aspx
 Rank the Basketball Players
http://www.floridastandards.org/Resources/PublicPreview
Resource13066.aspx
REV 062012
Third Grade Math
Page 19
Okaloosa County School District
Curriculum Guide for Math
Big Idea 2: Develop an understanding of fractions and fraction equivalence.
Essential Questions:
 How can you find equivalent fractions by paper folding?
 How can you use models to name equivalent fractions, including fractions greater than one?
Benchm ark
Text Alignm ent
MA.3.A.2.4
Use models to represent
equivalent fractions,
including fractions greater
than one and identify
representations of
equivalence
Text:
Chapter 8
CCS Mathematical
Practices:
 Reason abstractly
and quantitatively
 Model with
mathematics
REV 062012
FCAT Info
Content lim its
Item specs
Moderate complexity
Denominators of
fractions must be 1
through 10, 12, or 16.
Items may include
fractions and mixed
numbers up to and
including the whole
number 5.
Additional Resources/Activities
Form ative Assessm ents
http://www.floridastandards.org/Standards/PublicPreviewBen
chmark539.aspx?kw=
 Equivalent Fractions: introduction to equivalent fractions
 Equivalent Fractions: Identify and label proper fractions
 Fraction Action
 Sample Item 1:
Online resources:
 https://www-k6.thinkcentral.com
 http://alex.state.al.us/lesson_view.php?id=11299
Lesson idea for teaching equivalent fractions
 http://www.funbrain.com/funbrain/fract/index.html
Online game comparing and simplifying fractions
Lit. Connection
Vocabulary / Reading
Open: Specific to
teacher, grade, subject
A Cloak for the Dreamer by
Aileen Friedman
LITERATURE INCLUDED IN
THE GRAB AND GO
DIFFERENTIATED CENTERS
KIT
Measure Up
The Whole Picture
Formative Assessments:
 Who Ate More Pie?
http://www.floridastandards.org/Resources/PublicPreview
Resource13073.aspx
 Shade the Circles
 http://www.floridastandards.org/Resources/PublicPreview
Resource13069.aspx
Third Grade Math
Page 20
Okaloosa County School District
Curriculum Guide for Math
Big Idea 3: Describe and analyze properties of two-dimensional shapes.
Essential Questions:
 How do you describe, classify polygons/angels?
 What are some properties of two-dimensional shapes?
 How can you tell whether a plane shape is or is not a polygon?
Benchm ark
Text Alignm ent
MA.3.G.3.1 Describe,
analyze, compare and
classify two-dimensional
shapes using sides and
angles -- including acute,
obtuse, and right angles-and connect these ideas to
the definition of shapes
Text:
Chapter 9
CCS Mathematical
Practices:
 Make sense of
problems and
persevere in solving
them
 Reason abstractly and
quantitatively
FCAT Info
Content lim its
Item specs
Moderate complexity
Items may include
regular and irregular
polygons with 3-10
sides.
Items may assess the
specific names of
polygons with 3, 4, 5,
6, 8, or 10 sides and
the following terms:
regular and irregular
polygons, lines and
line segments
(parallel and
perpendicular),
diagonals, and
vertices (vertex).
Additional Resources/Activities
Form ative Assessm ents
http://w ww.floridastandards.org/Standards/PublicPreview Benchmark
540.aspx
Lit. Connection
Vocabulary / Reading
Open: Specific to
teacher, grade,
subject
Vocabulary:
plane shape
right angle
point
acute angle
line
obtuse angle
line segment
straight angle
ray
intersecting lines
Polygonal shapes can be classified by the number of sides.
angle
perpendicular
lines
For example, quadrilaterals are polygons with four sides.
vertex
parallel lines
Quadrilaterals can be further classified by other properties,
two-dimensional shapes
such as the number of parallel pairs of sides (none, one pair
closed shape equilateral triangle
or two pair). In the case of two pair of parallel sides, we call it
open shape
isosceles triangle
a parallelogram.
polygon side
scalene triangle
triangle
right triangle
Angles are classified by comparing them to a right angle as
equilateral
obtuse triangle
a benchmark.
pentagon
acute triangle
diagonal
hexagon
rhombus
octagon
trapezoid
Online resources:
decagon
parallelogram
 https://www-k6.thinkcentral.com
polygon
 www.brainpop.com
Geometry, polygons, measuring angles, similar triangles,
The Greedy Triangle by Marilyn
types of triangles
Burns (geometry, shapes)
Formative Assessments:
 Geoboard Math
Hamster Champs by S Murphy
 http://w ww.floridastandards.org/Resources/PublicPreview Resou



Geometry in the World of Art: More Work with Shapes
Angle Aerobics
Sample Item 1:
rce13318.aspx






REV 062012
Triangles and Quadrilaterals
http://w ww.floridastandards.org/Resources/PublicPreview Resou
rce13317.aspx
Bag of Shapes
http://w ww.floridastandards.org/Resources/PublicPreview Resou
rce13096.aspx
Comparing Geometric Attributes
LITERATURE INCLUDED IN
THE GRAB AND GO
DIFFERENTIATED CENTERS
KIT
Shape Detectives
Let’s Go for a Walk
http://w ww.floridastandards.org/Resources/PublicPreview Resou
rce13093.aspx
Third Grade Math
Page 21
Okaloosa County School District
Curriculum Guide for Math
Big Idea 3: Describe and analyze properties of two-dimensional shapes.
Essential Questions:
 How can you combine plane shapes to make new shapes?
 How can you separate plane shapes to make new shapes?
Benchm ark
Text Alignm ent
MA.3.G.3.2 Compose,
decompose, and transform
polygons to make other
polygons, including
concave and convex with
three, four, five, six, eight,
or ten sides.
Text:
Chapter 10
CCS Mathematical
Practices:
 Make sense of
problems and
persevere in solving
them
 Construct viable
arguments and
critique the reasoning
of others
REV 062012
FCAT Info
Content lim its
Item specs
High complexity
Items may include
concave or convex
polygons with 3-10
sides. Items may
include the use of
transformations to
create new polygons,
but the
transformation (i.e.,
rotations,
translations,
reflections, dilations)
will not be assessed.
Geometric terms will
be used with
common terminology
set in parentheses,
i.e., reflection (flip).
Items may use the
following terms:
overlapping,
combine, and
polygon.
Additional Resources/Activities
Form ative Assessm ents
http://www.floridastandards.org/Standards/PublicPreviewBen
chmark541.aspx
 Shape Cutter
 Polygon Challenge
 Sample Item 1:
Online resources:
 https://www-k6.thinkcentral.com
 http://www.coolmath.com/tesspag1.htm
Lesson to demonstrate tessellations
Lit. Connection
Vocabulary / Reading
Open: Specific to
teacher, grade,
subject
Grandfather Tang’s Story by Ann
Tompert (tangrams/shapes)
LITERATURE INCLUDED IN
THE GRAB AND GO
DIFFERENTIATED CENTERS
KIT
Shape Detectives
Let’s Go for a Walk
Formative Assessments:
 Polygon Challenge
http://www.floridastandards.org/Resources/PublicPreviewR
esource13320.aspx
 Pattern Block Compositions
http://www.floridastandards.org/Resources/PublicPreviewR
esource13098.aspx
 Tangram Compositions
http://www.floridastandards.org/Resources/PublicPreviewR
esource13097.aspx
Third Grade Math
Page 22
Okaloosa County School District
Curriculum Guide for Math
Big Idea 3: Describe and analyze properties of two-dimensional shapes.
Essential Questions:
 How can you identify two-dimensional congruent shapes, or shapes that have symmetry?
 How can you draw two-dimensional congruent shapes, or shapes with a line of symmetry?
Benchm ark
Text Alignm ent
MA.3.G.3.3
Build, draw and analyze
two-dimensional shapes
from several orientations
in order to examine and
apply congruence and
symmetry.
Text:
Chapter 10
CCS Mathematical
Practices:
 Reason abstractly
and quantitatively
 Model with
mathematics
FCAT Info
Content lim its
Item specs
Moderate complexity
Items should use the
correct geometric
term with common
terminology set in
parentheses, i.e.,
reflection (flip). Items
may assess the
following terms:
symmetry, reflection,
and/or congruent.
Transformations may
be used in graphics;
however, the
transformations
needed to compose
or decompose
polygons (rotations,
translations, dilations)
will not be assessed.
Additional Resources/Activities
Form ative Assessm ents
http://www.floridastandards.org/Standards/PublicPreviewBen
chmark542.aspx
 Symmetry in Your World
 Geometry in the World of Art: Finding Lines of Symmetry
 Creating a Symmetrical Design
 Dynamic Paper (tool to print graph paper, number lines
and grids, shapes, spinners, tessellations)
 Sample Item 1:
Online Resources:
 https://www-k6.thinkcentral.com
 www.brainpop.com
Transformations
Formative Assessments:
 Symmetric and Congruent Shapes
http://www.floridastandards.org/Resources/PublicPrevie
wResource13325.aspx
 Congruent Figures and Symmetry
 http://www.floridastandards.org/Resources/PublicPrevie
wResource13323.aspx
 Geoboard Symmetry
http://www.floridastandards.org/Resources/PublicPrevie
wResource13100.aspx
 Folding for Symmetry
 http://www.floridastandards.org/Resources/PublicPrevie
wResource13099.aspx
Lit. Connection
Vocabulary / Reading
Open: Specific to
teacher, grade,
subject
Vocabulary:
diagonal
pattern unit
repeating pattern
growing pattern
congruent
symmetry
line of symmetry
attributes,
properties,
quadrilateral
open figure,
closed figure,
three-sided
2-dimensional
3-dimensional
Rhombi/rhombus
Rectangles
Squares
Polygon
 Quilt of Dreams by Mindy
Dwyer (geometry)
 Sam Johnson and the Blue
Ribbon Quilt by Lisa Campbell
Ernst (geometry)
LITERATURE INCLUDED IN
THE GRAB AND GO
DIFFERENTIATED CENTERS
KIT
Busy Bees
Let’s Go for a Walk
REV 062012
Third Grade Math
Page 23
Okaloosa County School District
Curriculum Guide for Math
Supporting Idea: Geometry and Measurement
Essential Questions:
 How can you find perimeter?
 How can you estimate and measure perimeter?
 How can you find the perimeter of shapes?
Benchm ark
Text Alignm ent
MA.3.G.5.1
Select appropriate units,
strategies and tools to
solve problems involving
perimeter.
Text:
Chapter 11
CCS Mathematical
Practices:
 Reason abstractly
and quantitatively
 Look for and make
use of structure
FCAT Info
Content lim its
Item specs
High complexity
The student will use
properties of polygons
to find the perimeter
and/or the lengths of
the remaining sides of
the polygon.
Polygons used in
items must be convex
with 3- 10 sides or
composed of
composite rectangles.
Items may require
students to measure
(using whole
numbers) the sides of
a polygon using a
ruler.
Additional Resources/Activities
Form ative Assessm ents
http://www.floridastandards.org/Standards/PublicPreviewBen
chmark544.aspx?kw=
 Grid Paper (large)
 Sample Item 1:
Online resource:
https://www-k6.thinkcentral.com
Formative Assessments:
 Triangle Tables Perimeter
http://www.floridastandards.org/Resources/PublicPreview
Resource13103.aspx
 Fence a Garden
 http://www.floridastandards.org/Resources/PublicPreview
Resource13101.aspx
 Desk Perimeters
http://www.floridastandards.org/Resources/PublicPreview
Resource13102.aspx
Lit. Connection
Vocabulary / Reading
Open: Specific to
teacher, grade, subject
Vocabulary:
length
foot
yard
mile
centimeter
decimeter
meter
millimeter
kilometer
perimeter
estimate
standard units
metric units
gram
kilogram
liter
attribute
plane figure
linear
area
polygon
side length
 Spaghetti and Meatballs for
All by Marilyn Burns
(perimeter)
 Racing Around by Stuart
Murphy (perimeter)
LITERATURE INCLUDED IN
THE GRAB AND GO
DIFFERENTIATED CENTERS
KIT
Trip to the Pond
A Garden Fence
REV 062012
Third Grade Math
Page 24
Okaloosa County School District
Curriculum Guide for Math
Supporting Idea: Geometry and Measurement
Essential Question:
 How can you measure length to the nearest half inch, nearest quarter inch?
 How do you know which customary unit to use to measure the length of an object or distance?
Benchm ark
Text Alignm ent
MA.3.G.5.2
Measure objects using
fractional parts of linear
units, such as 1/2, 1/4,
and 1/10.
Text:
Chapter 11
CCS Mathematical
Practices:
 Reason abstractly
and quantitatively
 Use appropriate tools
strategically
 Attend to precision
REV 062012
FCAT Info
Content lim its
Item specs
Low complexity
Items will require
students to measure
objects using a ruler.
Measurements will be
less than 6 inches or
15 centimeters.
Items will not include
conversions between
units.
Additional Resources/Activities
Form ative Assessm ents
http://www.floridastandards.org/Standards/PublicPreviewBen
chmark545.aspx?kw=
Sample Item 1:
Online resource:
https://www-k6.thinkcentral.com
Tub manipulatives:
Fraction Bars
Formative Assessments:
 Measure Up
http://www.floridastandards.org/Resources/PublicPreview
Resource13327.aspx
 Measure Halves and Fourths
http://www.floridastandards.org/Resources/PublicPreview
Resource13104.aspx
Third Grade Math
Lit. Connection
Vocabulary / Reading
Open: Specific to
teacher, grade, subject
 Measuring Penny by Loreen
Leedy (estimation, length)
 How Big is a Foot? By Rolf
Myller (length)
LITERATURE INCLUDED IN
THE GRAB AND GO
DIFFERENTIATED CENTERS
KIT
Trip to the Pond
A Garden Fence
Page 25
Okaloosa County School District
Curriculum Guide for Math
Supporting Idea: Geometry and Measurement
Essential Questions:
 How do you differentiate between minute, hour, A.M., and P.M.?
 How can you use an open time line to measure elapsed time in hours and minutes?
 How can you read, write, and tell time on analog, digital clocks to the nearest hour, half hour, and quarter hour?
Benchm ark
Text Alignm ent
MA.3.G.5.3
Tell time to nearest minute
and to the nearest quarter
hour, and determine
amount of time elapsed.
Text:
Chapter 12
CCS Mathematical
Practices:
 Reason abstractly
and quantitatively
 Make sense of
problems and
persevere in solving
them
 Model with
mathematics
 Use appropriate tools
strategically
FCAT Info
Content lim its
Item specs
Moderate complexity
May include
determining elapsed
time of days, weeks,
months, or years.
Elapsed time greater
than 1 hour and less
than or equal to 24
hours, only
increments of hours
and half hours will be
assessed.
For elapsed time less
than 1 hour, only
increments of quarter
hours and 5 minutes
will be assessed.
Additional Resources/Activities
Form ative Assessm ents
http://www.floridastandards.org/Standards/PublicPreviewBen
chmark546.aspx?kw=
 Elapsed Time in the Real World
 Time After Time
 The Hands of Time
 Telling Time Worksheet
 Sample Item 1:
Online resource:
 https://www-k6.thinkcentral.com
 http://www.nsa.gov/academia/_files/collected_learning/el
ementary/geometry/elapsed_time.pdf
Lesson on elapsed time in the real world
Elapsed time may include days, weeks, months, years,
decades, and centuries.
An open number line can be used to determine elapsed time:
Dixon, Julie K. “Tracking Time: Representing Elapsed Time
on an Open Timeline”, Teaching Children Mathematics 15,
Issue 1 (August 2008):18-24
Formative Assessments:
Time Elapsed
http://www.floridastandards.org/Resources/PublicPreviewRe
source13105.aspx
Lit. Connection
Vocabulary / Reading
Open: Specific to
teacher, grade, subject
Vocabulary:
analog clock
digital clock
hour
half-hour
quarter hour
minute
midnight
noon
a.m.
p.m.
time line
elapsed time
calendar
year
decade
century
time
time line
 Play Date by Rosa Santos
(time/Calendars)
 What time is it? by Sheila
Keenan (time/Calendars)
LITERATURE INCLUDED IN
THE GRAB AND GO
DIFFERENTIATED CENTERS
KIT
Is It Time Yet?
Late For School
REV 062012
Third Grade Math
Page 26
Okaloosa County School District
Curriculum Guide for Math
Quarter 4
Found in the GO MATH Florida Benchmarks Practice book “Getting Ready for 4th Grade”
MA.4.A.2.4 Compare and order decimals, and estimate fraction and decimal amounts in real-world problems.
MA.4.A.6.1 Use and represent numbers through millions in various contexts, including estimation of relative sizes of amounts or distances.
MA.4.A.4.1 Generate algebraic rules and use all four operations to describe patterns, including nonnumeric growing or repeating patterns.
MA.4.A.1.1 Use and describe various models for multiplication in problem solving situations, and demonstrate recall of basic multiplication and
related division facts with ease.
MA.4.A.4.2 Describe mathematics relationships using expressions, equations, and visual representations.
MA.4.A.1.2 Multiply multi-digit whole numbers through four digits fluently, demonstrating understanding of the standard algorithm, and checking
for reasonableness or results, including solving real-world problems.
MA.4.A.6.2 Use models to represent division as: The inverse of multiplication, As partitioning, As successive subtraction
MA.4.A.2.3 Relate equivalent fractions and decimals with and without models, including locations on a number line.
MA.4.G.3.1 Describe and determine area as the number of same sized units that cover a region in the plane, recognizing that a unit square is
the standard for measuring area.
MA.4.G.3.3 Select and use appropriate units both customary and metric, strategies, and measuring tools to estimate and solve real-world area
problems.
MA.4.G.5.3 Identify and build a three- dimensional object from a two-dimensional representation of that object and vice versa
REV 062012
Third Grade Math
Page 27
Okaloosa County School District
Curriculum Guide for Math
Math Resources Guide
 Principals and Standards for School Mathematics and Curriculum Focal Points
National Council of Teachers of Mathematics http://www.nctm.org/standards/default.aspx?id=58
 Illuminations
NCTM Educational Resources http://illuminations.nctm.org/
 Math Their Way,
Center for Innovation in Education, Inc http://www.center.edu/index.shtml
 AIMS Education Foundation On-line Store Books, Free Resources and $1-2 E-Activities
http://wwws.aimsedu.org/aims_store/home.php
 Investigations: Finding and Using Mathematical Children’s Literature with Elementary Students (1999). Teaching Math with
Favorite Picture Books (Grades 1-3). NY: Scholastic Professional Books.
http://investigations.terc.edu/library/mathactivities/children_lit2.cfm
 Teaching Math with Favorite Picture Books (Grades 1-3) By: Hechtman, J., Ellermeyer, D. and Grove, S. F. ISBN: 978-087355-243-1
http://www.amazon.com/Teaching-Favorite-Picture-Books-Grades/dp/0590762508
 Professional Math Series: Teaching Student Centered Mathematics Grades k-3, Grades 3-5, Grades 5-8 By John A. Van de
Walle
http://www.ablongman.com/vandewalleseries/
http://www.allynbaconmerrill.com/search/index.aspx
 Good Questions for Math Teaching (Grades 5-8) By Lainie Schuster and Nancy Canavan Anderson Marilyn Burns Books
http://www.eaieducation.com/501832.html
 Everyday Counts Partner Games Great Source Education Group
http://www.greatsource.com
 Math Benchmark Specifications
http://fcat.fldoe.org/pdf/specifications/MathGrades3-5.pdf
REV 062012
Third Grade Math
Page 28
Okaloosa County School District
Curriculum Guide for Math
Go Math! Online Math Concept Readers
https://www-k6.thinkcentral.com
Level
K
K
K
Title
Math Content Description
I Know Big and Small
I Know Alike and Different
I Know Numbers
Big and small
Sort and classify
Numbers 6-10
K
K
K
K
K
I Know Shapes
Counting at the Market
Shortest and Longest Where I Live
Numbers at the Lake
Summertime Math
Geometry
Numbers 11-30
Measurement
Addition/Subtraction
Numbers 0 to 30
1
1
1
1
1
1
1
1
Counting in the City
My Counting Trip to the Zoo
Math Club
Miss B.'s Class Makes Tables and Graphs
Our Lemonade Stand
Pattern Parade
The Dog Show
The Class Party
Counting up and counting down 0-30
Number sense (0 to 20)
Relate addition and subtraction to 12
Data and graphs
Counting coins
Patterns: AAB, ABC, ABB, AB
Length: Nonstandard measurement
One-digit addition and subtraction
2
2
2
2
2
2
2
2
All the Time
Doubles Fun on the Farm
Party Plans
Time To Go Shopping
Building a Mini-Park
Time to Take a Trip!
Treasure Hunts
What Do You Like?
Time: reading analog and digital clocks
Addition facts and strategies: Doubles
Use 2-digit addition and subtraction
Use money
Solid and plane figures
Compare and order greater numbers
Length: Nonstandard measurement
Data and graphs
3
3
3
3
3
3
3
3
A Nose for News and Numbers
Party Plans by the Numbers!
The Garden Fence
Surprising Solids
Sports Camp
Pizza Parts!
Fun and Games
A Trip to the Pond
Understand place value; Compare, order, and round numbers
Multiplication facts and strategies
Division facts
Solid figures
Divide by 1-digit numbers
Understand fractions
Data and probability
Metric measurement
REV 062012
Third Grade Math
Page 29
Okaloosa County School District
Curriculum Guide for Math
4
4
4
4
4
4
4
4
Exercising for Beads
On the Menu: Bamboo, Figs, and Other Tasty Treats
Putting the World on a Page
The Thirst Quencher
Diego’s Perfect Fit
Elizabeth’s Groovy Green Racing Machine
A New Angle on Trains and Train Stations
Fighting Fire with Fire
Algebra: Use addition and subtraction
Multiplication and division facts
Multiply by 1-digit numbers, multiply by 2-digit numbers
Practice division
Collect, organize, and represent Data; Interpret and graph data
Add and subtract decimals and money
Lines, rays, angles, and plane figures
Perimeter
5
5
5
5
5
5
5
5
The World’s Tallest Buildings
Fundraising Fair
Table Soccer, Anyone?
Halfpipe
Forecast: Sunny Skies!
City of the Future
Designing a Skatepark
Park Visitors
Place value, addition, and subtraction
Fraction concepts
Add and subtract mixed numbers
Add and subtract decimals
Percent
Geometric figures, plane and solid figures
Perimeter and area
Analyze data
6
6
6
Model Rocket Math
Expedition: Antarctica
Take Your Math to Work
6
Music To Our Ears
6
6
6
6
The Truth About Pi
Walk the Distance
What Are the Chances?
Room Makeover: Serving the Community
Fraction concepts, add and subtract fractions
Add and subtract integers
Analyze data, graph data
Addition equations, subtraction equations, multiplication and division
equations
Circles
Proportions
Probability of simple events
Surface area and volume
REV 062012
Third Grade Math
Page 30
Okaloosa County School District
Curriculum Guide for Math
Literature Connection Chart
Title
Author
Beep, Beep, Vroom, Vroom
Chrysanthemum
Those Calculating Crows
Splash!
Ten Black Dots
A Three Hat Day
Best Bug Parade (The)
Billy’s Buttons
Caps for Sale
Fat Frogs on a Skinny Log
Lilly’s Purple Plastic Purse
Stuart J. Murphy
Keven Henkes
Alice Wakefield
Ann Jonas
Donald Crews
Laura Geringer
Stuart J. Murphy
William Accorsi
Esphyr Slobodkina
Sara Riches
Kevin Henkes
Inch by Inch
Leo Lionni
Lots and Lots of Zebra Stripes
Napping House (The)
One Monday Morning
One More Bunny
Penny Pot (The)
Stephen R. Swinburne
Audrey Wood
Uri Shulevitz
Rick Walton
Stuart J. Murphy
Sea Sums
Joy N. Hulme
Seven Blind Mice
12 Ways to Get to 11
Ed Young
Eve Merriam
Alexander Who Used to Be Rich Last Sunday
Judith Viorst
Amanda’s Bean’s Amazing Dream: A
Mathematical Story
Band-Aids
Betcha!
Biggest, Strongest, Fastest
Blast Off!!
Patterning
Addition, Subtraction
Counting by ones, Graphing, One-to-one correspondence
Addition
Number sense, Numeration
Statistics and probability, Patterns and relationships
Counting, Ordering by length, and other attributes
Patterns and relationships
Patterns and relationships
Addition, Subtraction
Money
Estimating and measuring with standard and nonstandard
units, Graphing
Patterning, Classification
Addition
Counting, Number sense
Addition
Coin values, Problem solving
Counting, Basic addition, Basic Subtraction, Addition with more
than two addends, Classification
Ordinal Numbers
Number and operations
Measurement, Money, Concept of whole number operations,
Fractions, Decimals
K
K
K
1
1
1
1
1
1
1
1
Cindy Neuschwander
Beginning multiplication, Multiples, Skip counting
2
Shel Silverstein
Stuart J. Murphy
Steve Jenkins
Norma Cole
Number sense, Numeration
Estimate length, Measure length, Estimate quantity
Length
Estimation, Statistics and Probability
Counting, Sorting, Classification, Estimation, Ordinal numbers,
Ordering by size
Estimation of quantity, weight, and length
Beginning division, Multiples, Skip counting
2
2
2
2
Button Box (The)
Margarette S. Reid
Cucumber Soup
Doorbell Rang (The)
Vickie Leigh Krudwig
Pat Hutchins
REV 062012
Grade
Level
Concept or Skills
Third Grade Math
1
1
1
1
1
1
1
1
2
2
2
2
2
Page 31
Okaloosa County School District
Curriculum Guide for Math
Harriet’s Halloween Candy
How Big is a Foot?
How Many Feet in the Bed
Nancy Carlson
Rolf Myller
Jonston Hamm
Imogene’s Antlers
David Small
Jim and the Beanstalk
Just a Little Bit
Look at Annette
My Monster Mama Loves Me So
Only One
Raymond Briggs
Ann Tompert
Marion Walter
Laura Leuck
Marc Harshman
Pigs Will Be Pigs
Amy Axelrod
Pizza Pizzazz!
Carol A. Losi
Ready, Set, Hop!
Stuart J. Murphy
So You Want to Be President
Judith St. George
Village of Round and Square Houses (The)
Ann Grifalconi
Annabelle Swift, Kindergartner
Boy Who Stopped Time (The)
Dave’s Down-To-Earth Rock Shop
Amy Schwartz
Anthony Taber
Stuart J. Murphy
Grandfather’s Tang’s Story
Ann Tompert
Draw Me a Star
George Shrinks
Important Book (The)
Math Curse
Night Noises
One Duck Stuck
One Hundred Hungry Ants
One Hungry Cat
Pepper’s Journal
Purse (The)
Eric Carle
William Joyce
Margret Wise Brown
Jon Scieszka and Lane Smith
Mem Fox
Phyllis Root
Elinor J. Pinczes
Joanne Rocklin
Stuart J. Murphy
Kathy Caple
Tony Johnston and Tomie
DePaola
Quilt Story (The)
Sea Squares
Joy N. Hulme
Six Dinner Sid
Inga Moore
$1..00 Word Riddle Book (The)
Marilyn Burns
REV 062012
Classification of objects, Graphing
Measurement with standard and non-standard units
Skip counting, Number patterns
Whole number computation, Whole number operations,
Number sense, Numeration
2
2
2
Measurement of length, Problem Solving, Estimation
Counting, Basic addition, Missing Addends, Adding 1`
Geometry and spatial sense, Patterns and relationships
Doubles
Number sense
Measurement, Money, , Whole number computation, Fractions,
Decimals
Fractions
Basic addition, Measurement of length, Addend, Equation, Fact
families
Sorting, Graphing
Identifying geometric shapes, Identifying three-dimensional
shapes, Describing vertices, faces, and edges
Money, Addition, Subtraction, Multiplication, Division
Measuring Time
Classification, Patterning, Venn diagrams
Spatial sense, Geometric shapes, Similar triangles, Area,
Problem solving
Estimation, Number sense
Proportional reasoning, Fractions, Length
Patterns and relationships
Number sense, Numeration
Addition, Mental computation
Additon
Multiplication
Division, Number sense, Geometry
Time, Calendars, Time lines, Graphing
Money, Number sense, Problem solving using tables and lists
2
2
2
2
2
Geometry and spatial sense, Patterns and relationships
3
Counting, Basic addition, Beginning multiplication, Square
numbers, Problem solving
Counting, Skip counting, addition, Multiplication, Problem
Solving
Addition
Third Grade Math
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
4
Page 32
Okaloosa County School District
Curriculum Guide for Math
A Reminder of One
Amazing Book of Mammal Records (The)
Among the Odds & Evens
Cut Down to Size at High Noon
How Much Is a Million?
One Tiny Turtle
Qwen and Mzee
Elinor J. Pinczes
Samuel G. Woods
Priscilla Turner
Scott Sundby
David M. Schwartz
Nicola Davies
Jamie O’Rourke and the Big Potato
Tomie dePaola
Lost at the White House
Lisa Griest
Martha Blah Blah
Math Appeal
Spaghetti and Meatballs for All!
Anno’s Mysterious Multiplying Jar
Fly on the Ceiling (The)
Susan Meddaugh
Greg Tang
Marilyn Burns
Masaichiro Anno
Dr. Julie Glass
Math for Smarty Pants
Marilyn Burns
One Grain of Rice
Roman Numbers 1 to MM
Tiger Math: Learning to Graph from a Baby Tiger
Tikki Tikki Tempo
Wilma Unlimited
If You Hopped Like a Frog
REV 062012
4
4
4
4
4
4
4
Demi
Artur Geisert
Ann Whitehead Nagda
Arlene Mosel
Kathleen Krull
Number and Operations
Subtraction, Proportional Reasoning, Length, Weight
Properties of Numbers
Length, Proportional reasoning
Number and Operations
Whole number computation
Word Problems
Estimating and measuring with standard and nonstandard
units, Graphing, Estimation of quantity, weight and length
Estimation of quantity, Measurement of circumference and
weight, Problem solving
Frequency Distribution
Whole Number Computation, Number Sense
Area, Perimeter
Multiplication
Coordinate Graphing
Whole Number Computation, Algebraic Equivalence, Logical
Reasoning
Addition, Number sense, Exponential numbers
Number and Operations
Statistics
Graphing, Averages
Computation, Graphing, Pounds and ounces
David M. Schwartz
Length, Proportional reasoning
5
Third Grade Math
4
4
4
4
4
5
5
5
5
5
5
5
5
Page 33