Grade 3 Go Math! Quarterly Planner
15-16 days
CHAPTER 1 Addition and Subtraction Within 1,000
Big idea: Quantities can be purposefully represented, compared, combined, and separated in many ways. Third grade students continue adding and subtracting within 1000 and achieve fluency with
strategies and algorithms that are based on place value, properties of operations, and/or the relationship between addition and subtraction (3.NBT.2). Grade three students continue to add and subtract
using methods they developed in grade two and their understanding of place value and the properties of operations. They extend their understanding of their knowledge of place value to round numbers.
Essential Question: How can you add and subtract whole numbers and decide if the answer is reasonable?
Standards: 3.OA.9, 3.NBT.1, 3.NBT.2, 3.OA.8
ELD Standards:
ELD.PI.3.1-Exchanging information/ideas via oral communication and conversations.
ELD.PI.3.9- Expressing information and ideas in oral presentations.
ELD.PI.3.3-Offering opinions and negotiating with/persuading others.
ELD.PI.3.11- Supporting opinions or justifying arguments and evaluating others’ opinions or arguments.
ELD.P1.3.5-Listening actively and asking/answering questions about what was heard.
ELD.PI.3.12-Selecting and applying varied and precise vocabulary.
Lesson
1.1
1.2
1.3
1.4
1.5
Algebra •
Number
Patterns
Round to
the Nearest
Ten or
Hundred
Estimate
Sums
Standards &
Math Practices
3.OA.9
MP.1, 2, 7
3.NBT.1
MP.5, 7, 8
3.NBT.1
MP.1, 5, 6, 7
Mental
Math
Strategies
for Addition
3.NBT.2
MP.2, 7, 8
Algebra •
Use
3.NBT.2
MP.2, 7, 8
Essential Question
How can you use
properties to
explain patterns
on the addition
table?
How can you
round numbers?
How can you use
compatible
numbers and
rounding to
estimate sums?
Math Content and Strategies
Students explore number patterns;
Identity Property of Addition;
Commutative Property of Addition;
Predicting the sum as odd or even
Using an addition table, ask students
to find and describe numerical and
visual patterns they found.
Rounding numbers; foundation for
estimation, reasonableness of answer;
finding the multiple of 10 or 100 that
is closest to a given number.
Have students circle the place to
which they are rounding and underline
the number to the immediate right
before rounding.
Estimating sums by using compatible
numbers or rounding.
When rounding addends to estimate
sums, be sure to round to the same
place value.
What mental math
strategies can you
use to find sums?
Mental math strategies: counting by
tens and ones, making compatible
numbers, breaking apart addends,
using friendly numbers (compensation
strategy)
How can you add
more than two
addends?
Associative Property of Addition;
making a ten; making doubles; adding
more than two addends
Models/Tools
Go Math!
Teacher
Resources G3
Addition Table
Connections
Vocabulary
Example: Shade all the sums of 10 orange on
an addition table. What pattern do you see?
Materials: Addition table, orange crayon.
Commutative
Property of
Addition, Identity
Property of
Addition, pattern,
even, odd, add,
sum
Math Board
Number Line
Math Board
Math Board
Number Line
Example: Mrs. Rutherford drives 158 miles
on Saturday and 171 miles on Sunday. When
she told her husband she estimated how
many miles to the nearest 10 before adding
the total. When she told her sister she
estimated to the nearest 100 before adding
the total. Which method provided a closer
estimate?
Example: Round 134 + 97 to the nearest 10.
They should round each add end to the
nearest 10 to get 130 + 100 = 240
Example: What mental math strategy will
you use to add 203 + 97? Why?
Math Board
Round, tens,
hundreds
Academic Language
Support
ELD Standards
ELD Standards
ELA/ELD Framework
ELPD Framework
Access Strategies
Example: If you were adding 7+16+3, how
could you group the digits to make them
easier to add?
DRAFT
Write the definitions of the
Identity Property of Addition
and the Commutative Property
of Addition. Use the addition
table to provide examples of
each.
Organizing Learning
for Student Access to
Challenging Content
Student Engagement
Strategies
Describe how to round 678 to
the nearest hundred.
Problem Solving Steps
and Approaches
Compatible
Numbers, estimate
Sum, compatible
numbers, addends
Equitable Talk
Accountable Talk
Simply Stated
Equitable Talk
Conversation Prompts
Accountable Talk
Posters
Math Board
Journal
Associative
Property of
Addition
Five Talk Moves
Bookmark
Explain how to estimate 368 +
231 two different ways.
Which method do you prefer to
use to find sums – count by
tens and ones, use compatible
numbers, or use friendly
numbers and adjust? Explain
why.
Give an example of an addition
problem in which you would
Properties
to Add
1.6
1.7
1.8
1.9
Use the
Break Apart
Strategy to
Add
Use Place
Value to
Add
Estimate
Differences
Mental
Math
Strategies
for
Subtraction
1.10
Use Place
Value to
Subtract
1.11
Combine
Place Values
to Subtract
3.NBT.2
MP.2, 7, 8
3.NBT.2
MP.2, 7, 8
3.NBT.1
MP.5, 7, 8
3.NBT.2
MP.2, 7, 8
How can you use
the break-apart
strategy to add 3digit numbers?
How can you use
place value to add
3-digit numbers?
How can you use
compatible
numbers and
rounding to
estimate
differences?
What mental math
strategies can you
use to find
differences?
3.NBT.2
MP. 2, 7, 8
How can you use
place value to
subtract 3-digit
numbers?
3.NBT.2
MP.2, 7, 8
How can you use
the combine place
value strategy to
subtract 3-digit
numbers?
Remind students that the goal of using
properties to add is to make adding
easier.
Break-apart strategy (expanded
notation) to add
The break apart strategy helps
prepare students for addition using
place value and regrouping.
Use place value (algorithm &
expanded notation) to add;
Regrouping.
Students should use place-value
language as they describe the
procedures for adding multi-digit
numbers.
Effective Math Talks
Place Value
Chart
Math Board
Base 10 Blocks
Place Value
Chart
Math Board
Base 10 blocks
Estimating a difference by using
compatible numbers; Rounding.
Compatible numbers are numbers
that are close to the actual numbers
and easy to add or subtract mentally.
Math Board
Use mental math strategies to
subtract: break-apart, friendly
numbers (compensation); counting up
Students will be building on 2
strategies they learned when adding
that involve changing numbers: 1)
breaking apart numbers; and 2)
making friendly numbers with
adjusting.
Use place value (algorithm &
expanded notation) to add,
regrouping; using the inverse
relationship of + & Give students a variety of problem
situations in which they add and
subtract within 1000 using various
strategies.
Combine adjacent places to subtract.
e.g., combining tens and ones place
values.
The combine place value strategy
involves combining adjacent places to
Math Board
Number Line
Example: Add 376 + 317
Students write each addend in expanded
form and find partial sums by adding in each
place: 300 + 300 =600, 70 +10 =80, 6+7 =13.
Then they add the partial sums 600 + 80 + 13
= 693.
Example: 1 1
369
+278
647
Students should say they added 9 ones and 8
ones to get 17 ones. Then they regrouped to
record the 7 ones in the sum and combine
the 1 ten with 6 tens and 7 tens to get 14
tens, and so on.
Example: 83-22
Estimate. Use Compatible numbers.
83
85
-22
-2 5
60
Example: Use a friendly and adjust to find
84 – 38.
1. Make the number you subtract
a friendly number.
38 + 2 = 40
2. Since you add 2 to 38, you have
to add 2 to 84.
84 + 2 = 86
3. Find the difference.
So, 84 – 38 = 46
86 – 40 = 46
Break Apart
Strategy,
reasonable
answer, sums,
addends
Cooperative
Learning
Cooperative Learning
Role Cards
and would not group the
addends differently to add.
Explain how to use the breakapart strategy to find 247 +
358.
Collaborative Learning
Table Mats
regroup, ones,
tens, hundreds
Seating Chart
Suggestions
How can you use place value to
add 3-digit numbers?
Math Talk Frames:
Restate/Repeat
difference,
subtract
Break Apart
Strategy, Add the
Differences,
difference, friendly
numbers
• I just heard you say
_________.
• Did you mean
__________?
• Let me see if I heard
you
correctly, you said
_______.
• If I understand you
correctly, you
believe ______.
• It sounds like you
think that____.
Explain how to estimate 586 –
321 two different ways.
Give one example of when you
would use the friendly numbers
strategy to subtract. Explain
why.
Agree/Disagree
Place Value
Chart
Example: Solve: 980-457, 908-457, 900-457
Show your work and explain your thinking.
Difference, Place
Value, Compare,
Estimate,
unknown number
Base 10 blocks
Math Board
Place Value
Chart
Example: Find 338-129
Note: Rather than regrouping, students can
combine the tens and ones place to subtract
29 ones from 38 ones.
DRAFT
Combine place
values, difference,
tens place,
hundreds place
• I agree with (name),
when he/she said that
______.
• I agree with (name),
and the
reason is because ____.
• If ____, then ____
must also be true.
• I disagree with
(name) because
_______.
Explain how you use place
value to subtract 3-digit
numbers.
Explain how to use the combine
place values strategy to find
223 – 119.
subtract when there are not enough
within a given place value to subtract.
Base 10 Blocks
Use a bar model for part-part-whole
situations; decomposing word
problems: identifying the question,
identify the needed information, and
identify the operation needed.
Have students identify the parts and
the whole in the model, and identify
which is unknown.
Elaboration
• Since ______
then_____.
• An example might be
_________.
• I previously learned
______, and it
supports _________.
• If _____, then_____.
• Another example of
this is ______.
Example. Brandon received 93 votes in the
school election. Jose received 25 fewer votes
than Brandon. How many students voted?
Explain how you solved the problem using
words, numbers and diagrams.
Add-on
1.12
Problem
Solving •
Model
Addition
and
Subtraction
3.0A.8
MP.1, 4, 5
How can you use
the strategy draw
a diagram to solve
0ne- and two-step
addition and
subtraction
problems?
Bar Model
Math Board
Bar Model
Concrete
Model
• In addition to what
has been stated,
I think ________.
• I would add that
________ based
On _____ (evidence).
• What I just heard
makes me think
of __________.
• Building on what I
heard, I think
_____.
Connections
• Similarly to ______, I
think ____.
• Both examples
show_____.
• This is similar to
______.
• The first example
shows ____, this is
different than _____.
• In the same way,
__________.
• ______ is like
_________.
• I think that _____ is
like ______.
Call to Action
• Based on what we
just learned, I
DRAFT
Write an addition or
subtraction problem and draw
a diagram to solve it.
think we should
_________.
• What can we do
about _______.
• I believe it is
important for us to
_______.
• Considering the
evidence, we should
______.
Assessments: Go Math Prerequisite Skills Inventory
Go Math Chapter 1 Test
Go Math Chapter 1 Performance Task: Alberto's Collection
Portfolio Assessment
DRAFT
Grade 3 Go Math! Quarterly Planner
10 Days
Chapter 2 Represent and Interpret Data
Big idea: Graphing can be used as an efficient way of explaining and comparing results, trends, and the frequency of occurrences. In grade three, the most important development in data representation for
categorical data is that students now draw picture graphs in which each picture represents more than one object, and they draw bar graphs in which the scale uses multiples so the height of a given bar in tick
marks must be multiplied by the scale factor in order to yield the number of objects in the given category. These developments connect with the emphasis on multiplication in this grade (Adapted from
Progressions K-5 MD, data part 2011).
Essential Question: How can you represent and interpret data?
Standards: 3.MD.3, & 3.MD.4
ELD Standards:
ELD.PI.3.1-Exchanging information/ideas via oral communication and conversations.
ELD.PI.3.9- Expressing information and ideas in oral presentations.
ELD.PI.3.3-Offering opinions and negotiating with/persuading others.
ELD.PI.3.11- Supporting opinions or justifying arguments and evaluating others’ opinions or arguments.
ELD.P1.3.5-Listening actively and asking/answering questions about what was heard.
ELD.PI.3.12-Selecting and applying varied and precise vocabulary.
Lesson
2.1
Problem
Solving •
Organize
Data
Standards &
Math Practices
3.MD.3
MP.1, 5, 6
Essential Question
How can you use
the strategy make
a table to organize
data and solve
problems?
Math Content/Strategies
Solve problems using a table to
organize data; make a frequency
table using information recorded
in a tally table; surveys and
experiments; addition and
subtraction.
Activity:
Tally Time
Models/Tools
Go Math!
Teacher
Resources G3
Table
Graphic
Organizer
Reading and interpreting a picture
graph, using a key, using addition
and subtraction.
A graph at this grade level is
considered a scaled graph because
a picture may represent more than
1.
2.2
Use Picture
Graphs
3.MD.3
MP.1, 2, 4, 8
How can you read
and interpret data
in a picture graph?
Picture Graph
Connections
Vocabulary
Example: A student watched a stop signal for five
hours. She looked for three specific makes of
vehicles and tallied them as she saw them.
BMW
Jeep
Fiat
1. What is the total number of BMWs
and Fiats that she saw?
2. How many more BMWs than Fiats
were seen?
Example: The picture below shows data from a
survey of students’ favorite sports.
Football
Soccer
Tennis
Hockey
a. The same number of students picked __ and __
as their favorite sport.
b. How many more students picked soccer than
tennis? Use a number sentence to show your
thinking.
DRAFT
frequency table,
data, tally table,
more, fewer
Academic Language
Support
Key Terms for Word
Bank:
Graph
Bar graph
Line plot
Scale
interval
Journal
Give one example of when you
would make a frequency table to
solve a problem.
Academic Conversation
Support ex:
Conversation Placemat:
Can you explain the
relationship
between…?
key, picture
graph, scale,
compare
Linguistic Patterns
There are many types
of ______,
including ______,
______, etc. OR
There are many
______. One
example is _______.
Another
example is ______.
_______is made up of
Explain what you can tell just by
comparing the symbols in a
picture graph.
2.3
2.4
Make
Picture
Graphs
Use Bar
Graphs
3.MD.3
MP.2, 4, 6
How can you draw
a picture graph to
show data in a
table?
Make a picture graph with a key,
make a picture graph from a tally
table.
Picture graphs: Scaled picture
graphs include symbols that
represent multiple units. Graphs
should include a title, categories,
category label, key, and data.
3.MD.3
MP.1, 6, 7
How can you read
and interpret data
in a bar graph?
Reading and interpreting a bar
graph, exploring the scale of a
graph and its importance.
2.5
Make Bar
Graphs
3.MD.3
MP.2, 4, 5
How can you draw
a bar graph to
show data in a
table or picture
graph?
2.6
Solve
Problems
Using Data
3.MD.3
MP.1, 3, 7
How can you solve
problems using
data represented
in bar graphs?
2.7
Use and
Make Line
Plots
3.MD.4
How can you read
and interpret data
in a line plot and
use data to make a
line plot?
Make a bar graph using an
appropriate scale, tally table to bar
graph, picture graph to bar graph
Single Bar Graphs: Students use
both horizontal and vertical bar
graphs. Bar graphs include a title,
scale, scale label, categories,
category label, and data.
Decontextualize word problems:
identifying the question, identify
the needed information, identify
the operation needed.
Interpret and make line plots
Prior to: Students have had
extensive work with rulers and
measurement. Separately,
students have analyzed graphs
representing specific data sets and
have created their own graphs.
Students understand the concept
of fourths and quarters as the
same terminology representing the
same amount. Go to 2.MD.D.9 to
see previous skills in this
progression.
Picture Graph
Bar Graph
Bar Graph
Bar Graph
c. How many students were surveyed?
Favorite Sport
Students apply what they learned about the
picture graphs in the previous lesson to making
the graphs in this lesson.
Example:
Make a Picture Graph
Show the students a bar graph and ask them to
write three questions that could be answered by
reading the bar graph. The interpretation of the
data is the critical understanding. Use a table to
organize information.
Example Provided in CCSS 3.MD.3:
Draw a bar graph in which each square in the bar
graph might represent 5 pets.
______, which
are made up of_...
experiment,
survey
Describe why it might not be a
good idea to use a key where each
symbol stands for 1 in a picture
graph.
bar graph,
horizontal bar
graph, scale,
vertical bar graph
Use Kate’s Favorite Amusement
Ride bar graph to describe what
the bar for Super Slide means.
Have students use the data on
page 82 and explain how to draw
a bar for a player named Eric who
scored 20 points.
Another example:
Represent and Interpret Data
In this lesson, students connect what they know
about reading bar graphs to solve one- and twostep word problems “how many more” and “how
many less.”
Example:
Measure objects in your desk to the nearest ½ or
¼ of an inch, display data collected on a line plot.
How many objects measured ¼? ½? etc. …
Line Plot
Assessments: Go Math Chapter 2 Test
Go Math Chapter 2 Performance Task: Our Favorite Things
DRAFT
skip count
Write a word problem that can be
solved by using the November
Weather bar graph.
line plot
Have students write and solve
another problem using the data in
the Daily High Temperatures line
plot.
Grade 3 Go Math! Quarterly Planner
10-11 Days
Chapter 3 Understand Multiplication
Big idea: A critical area of instruction is to develop student understanding of the meanings of multiplication and division of whole numbers through activities and problems involving equal-sized groups, arrays,
and area models. (CCSSI 2010, Grade 3). Multiplication and division are new concepts in grade three. Initially students need opportunities to develop, discuss, and use efficient, accurate, and generalizable
methods to compute. The goal is for students to use general written methods for multiplication and division, which are variations of the standard algorithms, and that students can explain and understand (e.g.,
using visual models or place value language).
Essential Question: How can you use multiplication to find how many in all?
Standards: 3.OA.1, 3.OA.3, 3.OA.8, 3.OA.5
Math Practices: 1, 2, 3, 4
ELD Standards:
ELD.PI.3.1-Exchanging information/ideas via oral communication and conversations.
ELD.PI.3.9- Expressing information and ideas in oral presentations.
ELD.PI.3.3-Offering opinions and negotiating with/persuading others.
ELD.PI.3.11- Supporting opinions or justifying arguments and evaluating others’ opinions or arguments.
ELD.P1.3.5-Listening actively and asking/answering questions about what was heard.
ELD.PI.3.12-Selecting and applying varied and precise vocabulary.
Lesson
3.1
3.2
3.3
Count Equal
Groups
Algebra •
Relate
Addition
and
Multiplicatio
n
Skip Count
on a
Number
Line
Standards &
Math Practices
3.OA.1
MP.2, 4, 5
3.OA.1
MP.1, 4, 7
3.0A.3
MP.1, 4, 7
Essential
Question
How can you use
equal groups to
find how many in
all?
How is
multiplication like
addition? How is
it different?
How can you use
a number line to
skip count and
find how many in
all?
Math Content/Strategies
Equal groups – understanding the
number of equal groups and the
number of objects in each group:
It important to notice that the standard
says interpret, rather than memorize,
the products of whole numbers.
Although there is a definite need for
third grade students to know the
products of whole numbers from
memory (3.OA.C.7).
Multiplication as a way of combining
equal groups, representing
multiplication in a multiplication
sentence:
When equal groups are added multiple
times, a multiplication expression shows
the number of groups and the number
in each group to represent the repeated
addition in a more concise way.
Combine equal groups by skip counting
using a number line:
A number line can be a useful tool to
help students combine groups by skip
counting.
Models/Tools
Go Math!
Teacher
Resources G3
Rows &
Columns,
Circles with
Dots
Circles with
Dots
Number Line
Connections
Example: Pam is planning a birthday party. She
plans to buy party whistles for each of her
guests. There are 6 whistles in each package.
Pam buys 4 packages of whistles. Write a
multiplication expression to represent the total
number of whistles that Pam buys.
Student sample work:
“I wrote:4 X 6 because there are 4 packages
and each one has 6 whistles. That is 4 groups
with 6 in each group.”
Example: A bookcase has 6 shelves. Each shelf
can hold 3 books. How many books are in the
bookcase?
Draw counters to model the problem and write
an addition sentence.
How is multiplication like addition?
Example: Emma walks her dog the same
number of times every day. Emma decided to
calculate the total number of times she walked
her dog for the past six days. She used a
number line to find the total.
What is the total number of times Emma
walked her dog during the past 6 days?
DRAFT
Vocabulary
equal groups
Academic Language
Support
Key Terms for Word
Bank:
• Factor
• Product
• Base 10
Journal
Write a problem that can be
solved by using equal groups.
Academic Conversation
Support ex:
factor, multiply,
product, sum,
addition, addend,
multiplication
sentence,
addition sentence
Equal Groups,
product, number
line
Conversation Placemat:
What is the relationship
between…?
Linguistic Patterns
There are many
_______, most
notable/useful are
__________ and
_______ because
__________.
When ________,
______.” Or “____
causes ______.
The ______ is to
Write a word problem that
involves combining three equal
groups.
Write a problem that can be
solved by skip counting on a
number line.
______ as (just like)
______ is to ______.
3.4
3.5
3.6
3.7
Problem
Solving •
Model
Multiplicatio
n
Model with
Arrays
Algebra •
Commutativ
e Property
of
Multiplicatio
n
Algebra •
Multiply
with 1 and 0
3.OA.8
MP.1,4, 5,6
3.OA.3
MP.1,2,4,6
How can you use
the strategy draw
a diagram to
solve one- and
two-step
problems?
How can you use
arrays to model
multiplication
and find factors?
3.OA.5
MP.2,4,7,8
How can you use
the Commutative
Property of
Multiplication to
find products?
3.OA.5
MP.2,3,7,8
What happens
when you
multiply a
number by 0 or
1?
Use a bar model to decontextualize
word problems and represent them
symbolically:
Students solve two-step problems that
include more than one operation using
models, pictures, words, and numbers.
Use arrays to model multiplication.
This standard references various
problem solving context and strategies
that students are expected to use while
solving word problems involving
multiplication & division.
Common Multiplication and Division
Situations
Use the Commutative Property to make
multiplication flexible, easy, and fast.
The goal of this lesson is for students to
learn another strategy to make
multiplication flexible, easy, and fast.
Using the Identity Property of
Multiplication to solve multiplication
problems
Multiplication on a number line
Example: Sandra bought an apple for 87₵ and 4
candy bars for $3 each. How much did Sandra
spend?
Bar Model
Bar Model
Describe one kind of diagram you
might draw to help you solve a
problem.
Arrays
Write a word problem that can be
solved by drawing an array. Then
draw the array and solve the
problem.
Example: Ted is selling popcorn to raise money
for his baseball team. There are 8 packages of
popcorn in each box. Ted has sold 6 boxes.
How many packages of popcorn has Ted sold?
Arrays
Arrays, Circles
with Dots
Example: Below is an array that shows 6 x 3 =
18. Look at the array below. Design your own
array that would depict the problem 8 x 4.
What does 8 x 4 equal? Would the answer
change if the problem was 4 x 8? Use your
array to help you answer these questions.
6x3=18
Present students with several examples
comparing the identity Property of
Multiplication (Ex. 3x1=3) with adding one to a
number (Ex. 3+1-4) to help avoid confusion.
Strategies for Leaning Multiplication Facts
Assessments: Go Math Chapter 3 Test
**Common Assignment Go Math Chapter 3 Performance Task: Tile Designs (Understand Multiplication 3.OA.1, 3.OA.3, 3.OA.5, 3.OA.8)
DRAFT
Commutative
Property of
Multiplication
How are the Commutative
Property of Addition and the
Commutative Property of
Multiplication alike?
Identity Property
of Multiplication,
Zero Property of
Multiplication
One group has 5 people, and each
person has 1 granola bar. Another
group has 5 people, and each
person has 0 granola bars. Which
group has more granola bars?
Explain.