GTPS Curriculum – 3rd Grade Math
Suggested Blocks of
Instruction:
10 days /September
Topic: Topic 1-Numeration
Objectives/CPI’s/Standards
Essential Questions/Enduring
Understandings
Use place value understanding Essential Questions
and properties of operations to
perform multi-digit
How are greater numbers read and written?
arithmetic.
How can whole numbers be compared and
ordered?
3.NBT.1. Use place value
understanding to round whole
Enduring Understandings
numbers to the nearest 10 or 100.
Our number system is based on groups of ten.
Whenever we get 10 in one place value, we move
3.NBT.2. Fluently add and subtract
to the next greater place value.
within 1000 using strategies and
The place-value periods ones, thousands,
algorithms based on place value,
millions, and so forth, are used to read and
properties of operations, and/or the
write large numbers.
relationship between addition and
Place value can be used to name numbers in
subtraction.
different ways. Uses of numbers include telling
how many and showing a date or an address.
Each whole number can be associated with a
unique point on the number line. Zero is the
least whole number on the number line and
there is no greatest number. The distance
between any two consecutive whole numbers on
a given number line is the same.
Equal distances on the number line must
correspond to equal differences in the numbers.
The scale on some graphs is a number line.
Place value can be used to compare whole
numbers.
Place value can be used to order whole
numbers.
Materials/Assessment
Materials: enVision Math
1.1 Representing Numbers
1.2 Ways to Name Numbers
1.3 Greater Numbers
1.4 Understanding Number Lines
1.5 Counting on the Number Line
1.6 Comparing Numbers
1.7 Ordering Numbers
1.8 Make an Organized List
Web Site Resources:
www.pearsonsuccessnet.com
Assessments:
Formative
Topic Readiness Test
Teacher observation
Daily Quick Check Master
Summative
End of module performance
assessment
Portfolio assessment
GTPS Curriculum – 3rd Grade Math
Suggested Blocks of
Instruction:
11 days /September /October
Topic: Topic 2-Number Sense: Addition and Subtraction
Objectives /
CPI’s/Standards
Essential Questions/Enduring Understandings
Materials/Assessment
Use place value
understanding and properties
of operations to perform
multi-digit arithmetic.
Essential Questions
Materials: enVision Math
3.NBT.1. Use place value
understanding to round whole
numbers to the nearest 10 or 100.
Enduring Understandings
3.NBT.2. Fluently add and
subtract within 1000 using
strategies and algorithms based on
place value, properties of
operations, and/or the
relationship between addition and
subtraction.
How can sums and differences be found mentally?
How can sums and differences be estimated?
Some real-world problems involving joining, separating,
part-part-whole, or comparison can be solved using
addition or subtraction. Fact families show addition
and subtraction relationships.
Two numbers can be added in any order; the sum of any
number and 0 is that number; and three or more
numbers can be grouped and added in any order.
There is more than one way to do a mental calculation.
Techniques for doing addition or subtraction
calculations mentally involve changing the numbers or
the expressions so the calculation is easy to do mentally.
Rounding is a process for finding the multiple of 10,
100, etc. closest to a given number.
There is more than one way to estimate a sum or
difference. Rounding and substituting compatible
numbers are two ways to estimate sums and differences.
Different numerical expressions can have the same
value. Or, the value of one expression can be less than
the value of the other expression.
An equation shows a balance between what is on the
right side and what is on the left side of the equal sign.
2.1 Addition Meaning & Properties
2.2 Subtraction Meanings
2.3 Using Mental Math to Add
2.4 Using Mental Math to Subtract
2.5 Rounding
2.6 Estimating Sums
2.7 Estimating Differences
2.8 Making Sense of Addition & Subtraction
Equations
2.9 Reasonableness
Web Site Resources:
www.pearsonsuccessnet.com
Assessments:
Formative
Topic Readiness Test
Teacher observation
Daily Quick Check Master
Summative
End of module performance
assessment
Portfolio assessment
GTPS Curriculum – 3rd Grade Math
Suggested Blocks of
Instruction:
12 days /October
Objectives/CPI’s/Standards
Topic: Topic 3- Using Place Value to Add and Subtract
Essential Questions/Enduring
Understandings
Materials/Assessment
Use place value understanding
and properties of operations to
perform multi-digit arithmetic.
Essential Questions
Materials: enVision Math
3.NBT.2. Fluently add and subtract
within 1000 using strategies and
algorithms based on place value,
properties of operations, and/or the
relationship between addition and
subtraction.
Multiply and divide within 100.
3.OA.8. Solve two-step word problems
using the four operations. Represent
these problems using equations with a
letter standing for the unknown
quantity. Assess the reasonableness of
answers using mental computation and
estimation strategies including
rounding.
What are standard procedures for adding and
subtracting whole numbers?
Enduring Understandings
The expanded algorithm for adding 3-digit
numbers breaks the addition problem into a
series of easier problems based on place value.
Answers to the simpler problems are added
together to determine the final sum.
Models and the standard algorithm for adding 3digit numbers are just an extension to the
hundreds place of the models and standard
algorithm for adding 2-digit numbers.
The expanded algorithm for subtracting 3-digit
numbers breaks the subtraction problem into a
series of easier problems based on place value.
Answers to the simpler problems are used to find
the final difference.
Models and the standard algorithm for
subtracting 3-digit numbers are just an extension
to the hundreds place of the models and standard
algorithm for subtracting 2-digit numbers.
Place-value relations can help simplify
subtracting across zero
Three or more whole numbers can be grouped
and added in any order.
3.1 Adding with an Expanded Algorithm
3.2 Models for Adding 3-Digits Numbers
3.3 Adding 3-Digit Number
3.4 Adding 3 or More Numbers
3.5 Draw a Picture
3.6 Subtracting with an Expanded Algorithm
3.7 Models for Subtracting 3-Digits Numbers
3.8 Subtracting 3-Digit Numbers
3.9 Subtracting Across Zero
3.10 Draw a Picture and Write a Number Sentence
Web Site Resources:
www.pearsonsuccessnet.com
Assessments:
Formative
Topic Readiness Test
Teacher observation
Daily Quick Check Master
Summative
End of module performance assessment
Portfolio assessment
GTPS Curriculum – 3rd Grade Math
Suggested Blocks of
Instruction:
7 days / October/ November
Topic: Topic 4- Meanings of Multiplication
Objectives/CPI’s/Standards
Essential Questions/Enduring
Understandings
Materials/Assessment
Represent and solve problems
involving multiplication and
division.
Essential Questions
Materials: enVision Math
4.1 Multiplication as Repeated Addition
4.2 Arrays and Multiplication
4.3 The Commutative Property
4.4 Writing Multiplication Stories
4.5 Writing to Explain
3.OA.1.Interpret products of whole
numbers.
3.OA.3. Use multiplication and division
within 100 to solve word problems in
situations involving equal groups,
arrays, and measurement quantities.
Understand properties of
multiplication and the
relationship between
multiplication and division.
3.OA.5. Apply properties of operations
as strategies to multiply and divide.
What are different meanings for multiplication?
How are multiplication and addition related?
Enduring Understandings
Repeated addition involves joining equal groups and
is one way to think about multiplication.
An array involves joining equal groups and is one
way to think about multiplication.
Some real-world problems involving joining or
separating equal groups or comparison can be
solved using multiplication.
Two numbers can be multiplied in any order and the
product remains the same.
Web Site Resources:
www.pearsonsuccessnet.com
Assessments:
Formative
Topic Readiness Test
Teacher observation
Daily Quick Check Master
Summative
End of module performance assessment
Portfolio assessment
GTPS Curriculum – 3rd Grade Math
Suggested Blocks of Instruction:
9 days / November
Topic: Topic 5- Multiplication Facts: Use Patterns
Objectives/CPI’s/Standards
Essential Questions/Enduring
Understandings
Materials/Assessment
Represent and solve problems
involving multiplication and
division.
Essential Questions
What patterns can be used to find certain
multiplication facts?
Materials: enVision Math
3.OA.3. Use multiplication and division
within 100 to solve word problems in
situations involving equal groups, arrays,
and measurement quantities.
Enduring Understandings
There are patterns in the products for
multiplication facts with factors of 2 and 5.
There are patterns in the products for
multiplication facts with a factor of 9.
There are patterns in the products for
multiplication facts with factors of 0 and 1.
There are patterns in the products for
multiplication facts with factors of 2, 5, and 9.
Patterns can be used to find products involving
factor of 10.
Basic facts and place-value patterns can be used
to find products when one factor is a multiple of
10.
Multiply and divide within 100.
3.OA.9. Identify arithmetic patterns
(including patterns in the addition table
or multiplication table), and explain them
using properties of operations.
Use place value understanding and
properties of operations to perform
multi-digit arithmetic.
3.NBT.3. Multiply one-digit whole
numbers by multiples of 10 in the range
10–90 (e.g., 9 × 80, 5 × 60) using
strategies based on place value and
properties of operations.
5.1 2 & 5 as Factors
5.2 9 as a Factor
5.3 Multiplying with 0 and 1
5.4 Patterns for Facts
5.5 10 as a Factor
5.6 Multiplying by Multiples of 10
5.7 Two-Question Problems
Web Site Resources:
www.pearsonsuccessnet.com
Assessments:
Formative
Topic Readiness Test
Teacher observation
Daily Quick Check Master
Summative
End of module performance
assessment
Portfolio assessment
GTPS Curriculum – 3rd Grade Math
Suggested Blocks of Instruction:
11 days / November / December
Topic: Topic 6 -Multiplication Facts: Use Known Facts
Objectives/CPI’s/Standards
Essential Questions/Enduring
Understandings
Materials/Assessment
Represent and solve problems
involving multiplication and
division.
Essential Questions
Materials: enVision Math
3.OA.3. Use multiplication and division
within 100 to solve word problems in
situations involving equal groups, arrays,
and measurement quantities.
Understand properties of
multiplication and the relationship
between multiplication and
division.
3.OA.5. Apply properties of operations as
strategies to multiply and divide.
How can unknown multiplication facts be found
using known facts?
Enduring Understandings
The Distributive Property can be used to break a
large array into two smaller arrays.
Three or more numbers can be grouped and
multiplied in any order.
Basic multiplication facts with 3 as a factor can be
found by breaking apart the unknown fact into
known facts. The answers to the known facts are
added to get the final product.
Basic multiplication facts with 4 as a factor can be
found by breaking apart the unknown fact into
known fact. The answers to the known facts are
added to get the final product.
Basic multiplication facts with 6 or 7 as a factor can
be found by breaking apart the unknown facts into
known facts. The answers to the known facts are
added to get the final product.
Basic multiplication facts with 8 as a factor can be
found by breaking apart the unknown fact into
known facts. The answers to the known facts are
added to get the final product.
Patterns and known facts can be used to find
unknown multiplication facts.
Finding the number of combinations that are
possible between the members of one group and the
members of another group is one meaning of
multiplication.
6.1 The Distributive Property
6.2 3 as a Factor
6.3 4 as a Factor
6.4 6 & 7 as Factors
6.5 8 as a Factor
6.6 Multiplying with 3 Factors
6.7 Multiplication Facts
6.8 Multiplying to Find Combinations
6.9 Multi-Step Problems
Web Site Resources:
www.pearsonsuccessnet.com
Assessments:
Formative
Topic Readiness Test
Teacher observation
Daily Quick Check Master
Summative
End of module performance
assessment
Portfolio assessment
GTPS Curriculum – 3rd Grade Math
Suggested Blocks of Instruction:
8 days /December / January
Topic: Topic 7- Meanings of Division
Objectives/CPI’s/Standards
Essential Questions/Enduring
Understandings
Materials/Assessment
Represent and solve problems
involving multiplication and division.
Essential Questions
Materials: EnVision Math
3.OA.2. Interpret whole-number quotients
of whole numbers, e.g., interpret 56 ÷ 8 as
the number of objects in each share when
56 objects are partitioned equally into 8
shares, or as a number of shares when 56
objects are partitioned into equal shares of
8 objects each.
3.OA.3. Use multiplication and division
within 100 to solve word problems in
situations involving equal groups, arrays,
and measurement quantities.
3.OA.4. Determine the unknown whole
number in a multiplication or division
equation relating three whole numbers.
Understand properties of
multiplication and the relationship
between multiplication and division.
3.OA.6. Understand division as an
unknown-factor problem. For example, find
32 ÷ 8 by finding the number that makes 32
when multiplied by 8.
What are different meanings of division?
How is division related to other
operations?
Enduring Understandings
Some real-world problems involving
joining or separating equal groups or
comparison can be solved using division.
Sharing involves separating equal groups
and is one way to think about division.
Repeated subtraction involves separating
equal groups and is one way to think about
division.
Any division problem can be thought of as
a multiplication fact with a missing factor.
Then, an answer can be found using a
multiplication table.
Sharing and repeated subtraction both
involve separating equal groups and are
two ways to thin about division.
7.1 Division as Sharing
7.2 Division As Repeated Subtraction
7.3 Finding Missing #’s in a Multiplication Table
7.4 Choose an Appropriate Equation
7.5 Writing Division Stories
7.6 Use Objects and Draw
Web Site Resources:
www.pearsonsuccessnet.com
Assessments:
Formative
Topic Readiness Test
Teacher observation
Daily Quick Check Master
Summative
End of module performance assessment
Portfolio assessment
GTPS Curriculum – 3rd Grade Math
Suggested Blocks of
Instruction:
11 days /January
Topic: Topic 8-Division
Objectives/CPI’s/Standards
Essential Questions/Enduring
Understandings
Materials/Assessment
Represent and solve problems
involving multiplication and
division.
Essential Questions
Materials: enVision Math
3.OA.3. Use multiplication and division
within 100 to solve word problems in
situations involving equal groups, arrays,
and measurement quantities.
Multiply and divide within 100.
3.OA.7. Fluently multiply and divide
within 100, using strategies such as the
relationship between multiplication and
division.
How can an unknown division fact be found by
thinking of a related multiplication fact?
Enduring Understandings
Multiplication and division have an inverse
relationship.
The inverse relationship between
multiplication and division can be used to find
division facts; every division fact has a related
multiplication fact.
Patterns and known facts can be used to find
unknown multiplication facts. Division facts
can be found by thinking of a related
multiplication fact.
Any number (except 0) divided by itself is
equal to 1. Any number divided by 1 is that
number. Zero divided by any number (except
0) is zero. Zero cannot be a divisor.
Different numerical expressions can have the
same value. Or, the value of one expression
can be less than (or greater than) the value of
the other expression.
An equation shows a balance between what is
on the right side and what is on the left side of
the equal sign.
An equation shows a balance between what is
on the right side and what is on the left side of
the equal sign.
8.1 Relating Multiplication & Division
8.2 Fact Families with 2,3,4 & 5
8.3 Fact Families with 6 & 7
8.4 Fact Families with 8 & 9
8.5 Multi-Step Problems
8.6 Making Sense of Multiplication &
Division Facts
8.7 Dividing with 0 & 1
8.8 Multiplication & Division Facts
8.9 Draw a Picture and Write a# Sentence
Web Site Resources:
www.pearsonsuccessnet.com
Assessments:
Formative
Topic Readiness Test
Teacher observation
Daily Quick Check Master
Summative
End of module performance
assessment
Portfolio assessment
GTPS Curriculum – 3rd Grade Math
Suggested Blocks of Instruction:
10 days /January / February
Topic: Topic 9-Understanding Fractions
Objectives/CPI’s/Standards
Essential Questions /
Enduring Understandings
Materials/Assessment
Develop understanding of fractions as
numbers.
Essential Questions
Materials: enVision Math
3.NF.1. Understand a fraction 1/b as the quantity
formed by 1 part when a whole is partitioned into
b equal parts; understand a fraction a/b as the
quantity formed by a parts of size 1/b.
3.NF.2. Understand a fraction as a number on the
number line; represent fractions on a number line
diagram.
2a. Represent a fraction 1/b on a number line
diagram by defining the interval from 0 to 1 as the
whole and partitioning it into b equal parts.
Recognize that each part has size 1/b and that the
endpoint of the part based at 0 locates the number
1/b on the number line.
2b. Represent a fraction a/b on a number line
diagram by marking off a lengths 1/b from 0.
Recognize that the resulting interval has size a/b
and that its endpoint locates the number a/b on
the number line.
Represent and solve problems involving
multiplication and division.
3.OA.3. Use multiplication and division within 100
to solve word problems in situations involving
equal groups, arrays, and measurement quantities.
What are different interpretations of a
fraction?
Enduring Understandings
A region can be divided into equal-sized parts
in different ways. Equal-sized parts of a region
have the same area but not necessarily the
same shape.
A fraction describes the division of a whole
(region, set, segment) into equal parts. The
bottom number in a fraction tells how many
equal parts the whole is divided into. The top
number tells how many equal parts are
indicated. A fraction is relative to the size of
the whole.
Finding a unit-fractional part of a whole is the
same as dividing the whole by the
denominator of the fraction.
Some points between whole numbers on a
number line can be labeled with fractions or
mixed numbers. The denominator of the
fraction can be determined by counting the
number of equal parts between two
consecutive whole numbers.
Fractions can be approximated by other
fractions that are close.
9.1 Dividing Regions into Equal parts
9.2 Fractions & Regions
9.3 Fractions & Sets
9.4 Fractional Parts of a Set
9.5 Locating Fractions on the # Line
9.6 Benchmark Fractions
9.7 Fractions & Length
9.8 Make a Table and Look for a
Pattern
Web Site Resources:
www.pearsonsuccessnet.com
Assessments:
Formative
Topic Readiness Test
Teacher observation
Daily Quick Check Master
Summative
End of module performance
assessment
Portfolio assessment
GTPS Curriculum – 3rd Grade Math
Suggested Blocks of Instruction:
11 days /February
Objectives/CPI’s/Standards
Topic: Topic 10-Fraction Comparison and Equivalence
Essential Questions/Enduring Understandings
Materials/Assessment
Develop understanding of fractions as
numbers.
Essential Questions
Materials:
3.NF.2. Understand a fraction as a number on
the number line; represent fractions on a
number line diagram.
2a. Represent a fraction 1/b on a number line
diagram by defining the interval from 0 to 1 as
the whole and partitioning it into b equal
parts. Recognize that each part has size 1/b
and that the endpoint of the part based at 0
locates the number 1/b on the number line.
2b. Represent a fraction a/b on a number line
diagram by marking off a lengths 1/b from 0.
Recognize that the resulting interval has size
a/b and that its endpoint locates the number
a/b on the number line.
3.NF.3. Explain equivalence of fractions in
special cases, and compare fractions by
reasoning about their size.
3a. Understand two fractions as equivalent
(equal) if they are the same size, or the same
point on a number line.
3c. Express whole numbers as fractions, and
recognize fractions that are equivalent to
whole numbers.
3d. Compare two fractions with the same
numerator or the same denominator by
reasoning about their size. Recognize that
comparisons are valid only when the two
fractions refer to the same whole. Record the
results of comparisons with the symbols >, =,
or <, and justify the conclusions, e.g., by using
a visual fraction model.
What are different ways to compare fractions?
Enduring Understandings
If two fractions have the same denominator, the
fraction with the greater numerator is the greater
fraction.
If two fractions have the same numerator, the fraction
with the lesser denominator is the greater fraction.
Fractions can be compared to each other by comparing
them to benchmark numbers such as 0, ½, and 1.
Number lines can be used to compare fractions with
like denominator or the numerators.
A fraction is relative to the size of the whole Models can
be used to compare fractional amounts.
Number lines can be used to compare fractions with
like denominators or like numerators.
Equivalent fractions name the same point on a number
line.
If a fraction aligns with a whole number on a number
line or to a whole number fraction strip, the whole
number is equivalent to that fraction.
The same fractional amount can be represented by an
infinite set of different but equivalent fractions.
Equivalent fractions name the same point on a number
line.
If a fraction aligns with a whole number on a number
line or to a whole number fraction strip, the whole
number is equivalent to that fraction.
10.1 Using Models to Compare
Fractions: Same Denominator
10.2 Using Models to Compare
Fractions: Same Numerator
10.3 Comparing Fractions Using
Benchmarks
10.4 Comparing Fractions on the
Number Line
10.5 Finding Equivalent Fractions
10.6 Equivalent Fractions and the
Number Line
10.7 Whole Numbers & Fractions
10.8 Using Fractions
10.9 Draw a Picture
Web Site Resources:
www.pearsonsuccessnet.com
Assessments:
Formative
Topic Readiness Test
Teacher observation
Daily Quick Check Master
Summative
End of module performance
assessment
Portfolio assessment
GTPS Curriculum – 3rd Grade Math
Suggested Blocks of
Instruction:
11 days / February/March
Topic: Topic 11-Two-Dimensional Shapes and Their Attributes
Objectives/CPI’s/Standards
Essential Questions/Enduring
Understandings
Materials/Assessment
Reason with shapes and their
attributes.
Essential Questions
Materials: enVision Math
3.G.1. Understand that shapes in
different categories (e.g., rhombuses,
rectangles, and others) may share
attributes (e.g., having four sides), and
that the shared attributes can define a
larger category (e.g., quadrilaterals).
Recognize rhombuses, rectangles, and
squares as examples of quadrilaterals,
and draw examples of quadrilaterals
that do not belong to any of these
subcategories.
3.G.2. Partition shapes into parts with
equal areas. Express the area of each
part as a unit fraction of the whole.
How can two-dimensional shapes be described,
analyzed, and classified?
Enduring Understandings
Lines and line segments are sets of points in
space that can be used to describe parts of other
geometric lines, shapes and solids.
An angle is formed by two rays with a common
endpoint. Angles can be classified by their size.
Plane shapes have many properties that make
them different from one another.
Polygons can be described and classified by their
sides and angles.
Polygons can be put together or taken apart to
make other polygons.
11.1 Lines & Line Segments
11.2 Angles
11.3 Polygons
11.4 Triangles
11.5 Quadrilaterals
11.6 Combining & Separating Shapes
11.7 Making New Shapes
11.8 Solve a Simpler Problem
11.9 Make & Test Generalizations
Web Site Resources:
www.pearsonsuccessnet.com
Assessments:
Formative
Topic Readiness Test
Teacher observation
Daily Quick Check Master
Summative
End of module performance assessment
Portfolio assessment
GTPS Curriculum – 3rd Grade Math
Suggested Blocks of
Instruction:
7 days / March
Topic: Topic 12-Time
Objectives/CPI’s/Standards
Essential Questions/Enduring
Understandings
Learning activities/Materials/Assessment
Solve problems involving
measurement and estimation of
intervals of time, liquid volumes,
and masses of objects.
Essential Questions
Materials: enVision Math
3.MD.1. Tell and write time to the
nearest minute and measure time
intervals in minutes. Solve word
problems involving addition and
subtraction of time intervals in minutes,
e.g., by representing the problem on a
number line diagram.
Enduring Understandings
How can lengths of time be measured
and found?
Time can be expressed using different
units that are related to each other.
The minute hand takes 5 minutes to
move from one number to the next on a
typical clock face. The minute hand
takes 1 minute to move from one mark
to the next on a typical clock face.
There are different units for measuring
time. Many clock times can be
expressed in more than one way.
The duration of an event can be
measured if one knows the start and end
times for the event.
12.1 Time to the Half Hour and Quarter Hour
12.2 Time to the Minute
12.3 Units of Time
12.4 Elapsed Time
12.5 Work Backward
Web Site Resources:
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Assessments:
Formative
Topic Readiness Test
Teacher observation
Daily Quick Check Master
Summative
End of module performance assessment
Portfolio assessment
GTPS Curriculum – 3rd Grade Math
Suggested Blocks of Instruction:
7 days /March/April
Topic: Topic 13-Perimeter
Objectives/CPI’s/Standards
Essential Questions/Enduring
Understandings
Materials/Assessment
Geometric measurement: recognize
perimeter as an attribute of plane
figures and distinguish between
linear and area measures.
Essential Questions
Materials: enVision Math
3.MD.8. Solve real world and
mathematical problems involving
perimeters of polygons, including finding
the perimeter given the side lengths,
finding an unknown side length, and
exhibiting rectangles with the same
perimeter and different areas or with the
same area and different perimeters.
How can perimeter be measured and
found?
Enduring Understandings
The distance around a figure is its
perimeter. To find the perimeter of a
polygon, add the lengths of the sides.
In a given measurement situation, the
type of measuring tool and the
measurement units it contains determine
the appropriateness of the tool.
To find the perimeter of a polygon, add
the lengths of the sides.
Shapes can be made with a given
perimeter. Different shapes can have the
same perimeter.
13.1 Understanding Perimeter
13.2 Tools and Units for Perimeter
13.3 Perimeter of Common Shapes
13.4 Different Shapes with the Same Perimeter
13.5 Try, Check , and Revise
Web Site Resources:
www.pearsonsuccessnet.com
Assessments:
Formative
Topic Readiness Test
Teacher observation
Daily Quick Check Master
Summative
End of module performance assessment
Portfolio assessment
GTPS Curriculum – 3rd Grade Math
Suggested Blocks of Instruction:
12 days /April
Topic: Topic 14-Area
Objectives/CPI’s/Standards
Essential Questions/Enduring
Understandings
Materials/Assessment
Geometric measurement: understand concepts
of area and relate area to multiplication and to
addition.
Essential Questions
Materials: enVision Math
3.MD.5. Recognize area as an attribute of plane figures
and understand concepts of area measurement.
5a. A square with side length 1 unit, called “a unit
square,” is said to have “one square unit” of area, and can
be used to measure area.
3.MD.6. Measure areas by counting unit squares (square
cm, square m, square in, square ft, andother units).
3.MD.7. Relate area to the operations of multiplication
and addition.
7a. Find the area of a rectangle with whole-number side
lengths by tiling it, and show that the area is the same as
would be found by multiplying the side lengths.
7b. Multiply side lengths to find areas of rectangles with
whole-number side lengths in the context of solving real
world problems, and represent whole-number products
as rectangular areas in mathematical reasoning.
7c.Use tiling to show in a concrete case that the area of a
rectangle with whole-number side lengths a and b + c is
the sum of a × b and a × c. Use area models to represent
the distributive property in mathematical reasoning.
7d.Recognize area as additive. Find areas of rectilinear
figures by decomposing them into non-overlapping
rectangles and adding the areas of the non-overlapping
parts to solve real world problems.
Reason with shapes and their attributes.
3.G.2. Partition shapes into parts with equal areas.
Express the area of each part as a unit fraction of the
whole.
What does area mean?
What are different ways o find the area
of a shape?
Enduring Understandings
The amount of space inside a shape is its
area, and area can be estimated or found
using square units.
Square units can be used to create
shapes with given areas.
Standard measurement units are used
for consistence in find and
communicating measurements.
The amount of space inside a shape is its
area and area can be estimated or found
using square units. Formulas exist for
finding the area of some polygons.
The area of rectangles can be used to
model the Distributive Property.
The area of some irregular shapes can
be found by breaking apart the original
shape into other shapes for which the
areas can be found.
There are relationships between the
perimeter and area of a polygon.
Equal-area parts of a figure can be sued
to model unit fractions.
14.1 Covering Regions
14.2 Area & Units
14.3 Standard Units
14.4 Area of Squares & Rectangles
14.5 Area and the Distributive Property
14.6 Solve a Simpler Problem
14.7 Area of Irregular Shapes
14.8 Same Area, Different Perimeter
14.9 Equal Areas and Fractions
14.10 Selecting Appropriate
Measurement Units and Tools
Web Site Resources:
www.pearsonsuccessnet.com
Assessments:
Formative
Topic Readiness Test
Teacher observation
Daily Quick Check Master
Summative
End of module performance
assessment
Portfolio assessment
GTPS Curriculum – 3rd Grade Math
Suggested Blocks of Instruction:
7 days /April / May
Topic: Topic 15-Liquid Volume and Mass
Objectives/CPI’s/Standards
Essential Questions/Enduring
Understandings
Materials/Assessment
Solve problems involving
measurement and estimation of
intervals of time, liquid volumes,
and masses of objects.
Essential Questions
Materials: enVision Math
3.MD.2. Measure and estimate liquid
volumes and masses of objects using
standard units of grams (g), kilograms
(kg), and liters (l).
What are the customary units for
measuring capacity and weight?
What are the metric units for
measuring capacity and mass?
Enduring Understandings
Capacity is a measure of the amount of
liquid a container can hold.
Mass is a measure of the quantity of
matter in an object. Weight and mass
are different.
The weight of an object is a measure of
how heavy an object is.
15.1 Customary Units of Capacity
15.2 Metric Units of Capacity
15.3 Units of Mass
15.4 Units of Weight
15.5 Draw a Picture
Web Site Resources:
www.pearsonsuccessnet.com
Assessments:
Formative
Topic Readiness Test
Teacher observation
Daily Quick Check Master
Summative
End of module performance assessment
Portfolio assessment
GTPS Curriculum – 3rd Grade Math
Suggested Blocks of
Instruction:
8 days / May
Topic: Topic 16-Data
Objectives/CPI’s/Standards
Essential Questions/Enduring
Understandings
Materials/Assessment
Represent and interpret data.
Essential Questions
Materials: enVision Math
3.MD.3. Draw a scaled picture
graph and a scaled bar graph to
represent a data set with several
categories. Solve one- and two-step
“how many more” and “how many
less” problems using information
presented in scaled bar graphs. For
example, draw a bar graph in which
each square in the bar graph might
represent 5 pets.
3.MD.4. Generate measurement
data by measuring lengths using
rulers marked with halves and
fourths of an inch. Show the data by
making a line plot, where the
horizontal scale is marked off in
appropriate units— whole numbers,
halves, or quarters.
How can data be represented, interpreted,
and analyzed?
Enduring Understandings
Line plots allow data to be compared
more easily than in a list or a table.
Line plots can be sued to organize and
represent data generated by measuring
lengths.
Each type of graph is most appropriate for
certain kinds of data. Pictographs and
bar graphs help to compare data.
The key for a pictograph determines the
number of pictures needed to represent
each number in a set of data.
In a bar graph, the scale determines how
long the bar needs to be to represent each
number in a set of data.
16.1 Line Plots
16.2 Length & Line Plots
16.3 Reading Pictographs and Bar Graphs
16.4 Making Pictographs
16.5 Making Bar Graphs
16.6 Use Tables & Graphs to Draw Conclusions
Web Site Resources:
www.pearsonsuccessnet.com
Assessments:
Formative
Topic Readiness Test
Teacher observation
Daily Quick Check Master
Summative
End of module performance assessment
Portfolio assessment