January 2013
Louisville Municipal School District
3 Grade Math (MA) CCSS Pacing Guide
1st Nine Weeks
Common Core State Standards for MA Mississippi Competencies and Performance Level
Objectives
Descriptors
rd
Notes
Operations and Algebraic Thinking
I CAN:
--Identify the associative, commutative, and
identity properties of addition.
--Solve problems using the properties of
addition.
3.OA.8.
Solve two-step word problems using the four
operations. Represent these problems using
equations with a letter standing for the unknown
quantity. (Missing variables-only with addition
and subtraction 1st 9 wks). Assess the
reasonableness of answers using mental
computation and estimation strategies including
rounding.
3.2.c.
Use real number properties to
develop multiple algorithms and to
solve problems. (DOK 2)
- Associative property of addition
- Commutative property of
addition
- Identity property of addition
2.c. Proficient
Test 1: Question(s)- 9, 25,
41
Test 2: Question(s)- 8
Test 3: Question(s)- 3, 13
3.2.b.
Determine the value of missing
quantities or variables within
equations or number sentences,
and justify the process used.
(DOK 2)
2.b. Proficient
Test 1: Question(s)- 8, 40
Test 2: Question(s)- 27,
30, 32
Test 3: Question(s)- 2, 45
Grade 3.2.b objective
does not specify that
students solve two-step
word problems. The
MMFR does not specify
Order of Operations until
grade 7.1.a.
*NOTE: This standard is limited to problems
posed with whole numbers and having whole
number answers.
I CAN:
3.OA.8. Recognize key words to determine the
number of steps in a word problem.
3.OA.8. Construct an equation with a letter (variable)
for the unknown quantity.
3.OA.8. Explain or demonstrate how to solve twostep word problems using addition and subtraction
(Of numbers within 1,000).
3.OA.8. Justify my answers using mental math and
estimation.
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January 2013
3.OA.8. Read a word problem and interpret it into an
equation using numbers and letters (variables).
3.OA.8. Solve two-step word problems which include
multiple operations.
3.OA.8. Use mental math to estimate the answer of a
single step word problem.
3.OA.8. Use mental math to estimate the answer of a
two-step word problem.
3.OA.9.
Identify arithmetic patterns (including patterns in
the addition table or multiplication table), and
explain them using properties of operations. For
example, observe that 4 times a number is
always even, and explain why 4 times a number
can be decomposed into two equal addends.
I CAN:
3.OA.9. Explain and model the relationship of odd
and even number patterns with addition facts.
Examples:
even.
3.2.a.
Create, describe, and extend
growing and repeating patterns with
physical materials and symbols
including numbers. (DOK 2)
3.1.a.
Compose and decompose four-digit
whole numbers with representations
in words, physical models, and
expanded and standard forms.
(DOK 1)
2.a. Basic, Proficient,
Advanced
Test 1: Question(s)- 7, 54
Test 2: Question(s)- 9, 55
Test 3: Question(s)- 9,
19, 32
The MMFR does not
specify that students
explain patterns using
properties of operations.
1.a. Proficient
Test 1: Question(s)- 1,
20, 36
Test 2: Question(s)- 1, 4,
28
Test 3: Question(s)- 1, 17
even.
number is odd.
3.OA.9. Explain and model the relationship of odd
and even number patterns with multiplication facts.
always even, using skip counting, repeated addition,
arrays, etc.
3.OA.9. Use a multiplication table to locate examples
of the commutative, identity, and zero properties of
multiplication.
3.OA.9. Use an addition table to locate examples of
the commutative and identity properties of addition.
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January 2013
Numbers and Operations in Base Ten
3.NBT.1.
Use place value understanding to round whole
numbers to the nearest 10 or 100.
3.1.c.
Estimate sums and differences of
whole numbers to include strategies
such as rounding. (DOK 2)
1.c. Proficient & Adv.
Test 1: Question(s)- 3, 23,
39, 53
Test 2: Question(s)- 2,
21, 22, 31, 46
Test 3: Question(s)- 26,
35, 44, 52
3.1.e.
Add (up to three addends) and
subtract four-digit whole numbers
with and without regrouping.
(DOK 1)
1.e. Proficient
Test 1: Question(s)- 6
Test 2: Question(s)- 5,
23, 25
Test 3: Question(s)- 27,
50
I CAN:
3.NBT.1. Explain the process for rounding numbers
using place value.
3.NBT.1. Identify the place value of the ones, tens,
hundreds, and thousands place in a whole number.
3.NBT.1. Round numbers to the nearest hundred.
3.NBT.1. Round numbers to the nearest ten.
3.NBT.2.
Fluently add and subtract within 1,000 using
strategies and algorithms based on place value,
properties of operations, and/or the relationship
between addition and subtraction.
I CAN:
3.NBT.2. Apply the associative property of addition to
solve problems.
3.NBT.2. Apply the commutative property of addition
to solve problems.
3.NBT.2. Apply the identity property of addition to
solve problems.
3.NBT.2. Check a subtraction problem using addition.
3.NBT.2. Check an addition problem using
subtraction.
3.NBT.2. Correctly align digits according to place
value, in order to add or subtract.
3.NBT.2. Explain and demonstrate the process of
regrouping.
3.NBT.2. Fluently add two 2-digit numbers.
(horizontal and vertical set up)
3.NBT.2. Fluently add two 3-digit numbers.
(horizontal and vertical set up)
3.NBT.2. Fluently subtract two 2-digit numbers with
and without regrouping. (horizontal and vertical set
up)
3.NBT.2. Fluently subtract two 3-digit numbers with
3.2.d.
Model and identify the inverse
relationships of addition/subtraction.
(DOK 2)
Inherent in being able to
round numbers is the use
of place value
understanding.
2.d. Basic, Proficient, Adv.
Test 1: Question(s)- 24
Test 2: Question(s)- 20,
42
Test 3: Question(s)- 7, 14
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January 2013
and without regrouping. (horizontal and vertical set
up)
I CAN
--Compare and order numbers up to 4 digits
(using <, >, and =).
--Justify my reasoning when comparing and
ordering numbers.
I CAN:
--Recognize that the equal sign (=) represents
equivalent terms.
--Create models of equality using the equal sign.
3.1.b.
Compare and order four-digit
numbers using <, >, and =, and
justify reasoning. (DOK 2)
1.b. Proficient
Test 1: Question(s)- 2,
22, 48
Test 2: Question(s)- 3, 7,
14
Test 3: Question(s)- 31,
48
The CCSS begins
comparing and ordering
three-digit numbers using
<, >, and = in 2nd grade.
3.2.e.
Create models for the concept of
equality, recognizing that the equal
sign (=) denotes equivalent terms
such that 4+3=7, 4+3=6+1 or
7=5+2. (DOK 1)
2.e. Proficient
Test 1: Question(s)- 19
Test 2: Question(s)- 39
Test 3: Question(s)- 25
The CCSS addresses
understanding the
meaning of the equal sign
in 1st grade.
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