3rd Grade Math Module 4 Curriculum Guide
2014-2015
Start date: 12/15/14
Common Core Standards
Essential Vocabulary
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.
(A). Picture graphs
(B). Bar graphs
Vocabulary:
scale, scaled picture graph,
scaled bar graph
Teaching Days 29
Test Date: 2/9/15
Remediation Days: 4
Background Knowledge/Examples
Students should have opportunities reading and solving
problems using scaled graphs before being asked to draw one.
Work with scaled graphs builds on students’ understanding of
multiplication and division.
The following graphs provided below all use five as the scale
interval, but students should experience different intervals to
further develop their understanding of scale graphs and number
facts.
While exploring data concepts, students should Pose a
question, Collect data, Analyze data, and Interpret data (PCAI).
Students should be graphing data that is relevant to their lives
Example: Pose a question: Student should come up with a
question. What is the typical genre read in our class? Collect
and organize data: student survey
Pictographs: Scaled pictographs include symbols that represent
multiple units. Below is an example of a pictograph with
symbols that represent multiple units. Graphs should include a
title, categories, category label, key, and data. How many more
books did Juan read than Nancy
End: 2/6/15
Resources /Sample Lessons/Assessments
District:
Textbook: 61A-61B, 61-64, 65A-65B, 6568, 69A-69B, 69-72, 75A-75B, 75-78, 79A79B, 79-82, 83A-83B, 83-86
Bellringer: Problem of the Day, Go Math
(TE), Transparencies 2.5, 6.1, 6.9, 8.4,9.7
thinkcentral.com Animated Math Skill 8
Learnzillion.com-Quick code LZ3102
Learnzillion.com-Quick code LZ3108
Learnzillion.com-Quick code LZ3184
Learnzillion.com-Quick code LZ3195
Animated Math Skills:
7-Pictographs
8-Read a Bar Graph
9-Make & Interpret Bar Graphs
*Mega Math-Country Countdown White
Water Graphing-Lesson A-F
http://www.mathgoodies.com/lessons/graph
s/bar_graph.html
TargetFundamentals: DA003, DA004,
DA005, DA006, DA009
Renaissance Learning: Appropriate
Renaissance Libraries
Grade 2 Objective 93
Grade 2 Objective 95
Grade 2 Objective 96
Grade 2 Objective 97
Grade 2 Objective 98
Grade 3 Objective 105
Grade 3 Objective 106
School Level: The Learning Institute Quiz
Builder
Math Facts in a Flash
Assessments:
Getting Ready for PARCC Grade 3, Teacher
Edition, Houghton Mifflin Harcourt, pp. 6566.
Common Core Standards
Essential Vocabulary
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
Background Knowledge/Examples
Resources /Sample Lessons/Assessments
Students in second grade measured length in whole units using
both metric and U.S. customary systems. It is important to
review with students how to read and use a standard ruler
including details about halves and quarter marks on the ruler.
Students should connect their understanding of fractions to
measuring to one-half and one- quarter inch. Third graders
need many opportunities measuring the length of various
objects in their environment.
This standard provides a context for students to work with
fractions by measuring objects to a quarter of an inch.
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…
District:
Textbook: 411A-411B, 411-414, 87A-87B,
87-90
Vocabulary:
line plot, data, scale, fourths,
halves, quarters, horizontal
scale
In Grade 3, students are beginning to learn fraction concepts
(3.NF). They understand fraction equivalence in simple cases,
and they use visual fraction models to represent and order
fractions. Grade 3 students also measure lengths using rulers
marked with halves and fourths of an inch. They use their
developing knowledge of fractions and number lines to extend
their work from the previous grade by working with
measurement data involving fractional measurement values,
They should also plot data using Line Plots.
Bellringer: Problem of the Day, Go
Math (TE)
Mega Math-Country Countdown
TargetFundamentals: ME009,
ME023,MEO29
Renaissance Learning: Appropriate
Renaissance Libraries
Grade 2 Objective 76
Grade 3 Objective 67
Grade 3 Objective 108
School Level: The Learning Institute
Quiz Builder
Math Facts in a Flash
Assessments:
Getting Ready for PARCC Grade 3,
Teacher Edition, Houghton Mifflin
Harcourt, pp. 69-70.
Performance Task
Common Core Standards
Essential Vocabulary
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.
(A). Tell and write time
(B). Solve word problems
Vocabulary:
minute hand
hour hand
second hand
elapsed
starting time
ending time
analog clock
digital clock
week
month
year
leap year
calendar
elapsed
temperature Fahrenheit
celsius
degree
Background Knowledge/Examples
This standard calls for students to solve elapsed time, including
word problems. Students could use clock models or number lines
to solve. On the number line, students should be given the
opportunities to determine the intervals and size of jumps on their
number line. Students could use pre-determined number lines
(intervals every 5 or 15 minutes) or open number lines (intervals
determined by students).
Resources /Sample Lessons/Assessments
District:
Textbook: 389A-389B,389-392, 393A393B, 393-396, 397A-397B,
397-400, 401A-401B, 401-404, 405A-405B,
405-408
Bellringer: Problem of the Day, Go Math
(TE)
Hands on Standards Common Core Ed:
Lesson 1 pgs. 74-97 Lesson 2 pgs.98-101
Lesson 3 pgs. 102-105 Lesson 4 pgs.106109 Lesson 5 pgs. 110-113
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Learnzillion.com LZ576
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TF: ME016,MEO24,MEO27
RL: Appropriate Renaissance Libraries
Grade 3 Objective 74,
Grade 3 Objective 76,
Grade 3 Objective 77,
Grade 3 Objective 78,
Grade 3 Objective 79
Go Math AR Standards Practice
Lesson 10-1 p.193
Lesson 10-2 p.195
Lesson 10-3 p.197
Lesson 10-4 p.199
Lesson 10-5 p.201
Animated Math –Skill 38 –Tell Time
Mega Math –County Countdown-J. Time to
the Minute
Assessment:
Getting Ready for PARCC, pp. 63-64
Performance Task
Common Core Standards
Essential Vocabulary
3.MD.2 * Measure and
estimate liquid volumes and
masses of objects using
standard units of grams (g),
kilograms (kg), and liters (l).6
Add, subtract, multiply, or
divide to solve one-step word
problems involving masses or
volumes that are given in the
same units, e.g., by using
drawings (such as a beaker
with a measurement scale) to
represent the problem.
(A). Measure and estimate
liquid volumes
(B). Solve Word problems
involving liquid volumes
(C). Measure and estimate
mass
(D). Solve word problems
involving mass
Vocabulary:
Estimate, time, time intervals
minute, hour, elapsed time
measure, liquid, volume,
mass, standard units, metric,
gram, kilogram, liter
Background Knowledge/Examples
This standard asks for students to reason about the units of mass
and volume. Students need multiple opportunities weighing
classroom objects and filling containers to help them develop a
basic understanding of the size and weight of a liter, a gram, and a
kilogram. Milliliters may also be used to show amounts that are
less than a liter. Word problems should only be one-step and
include the same units.
Example:
Students identify 5 things that weigh about one gram. They record
their findings with words and pictures. (Students can repeat this for
5 grams and 10 grams.) This activity helps develop gram
benchmarks. One large paperclip weighs about one gram. A box of
large paperclips (100 clips) weighs about 100 grams so 10 boxes
would weigh one kilogram.
Example:
A paper clip weighs about a) a gram, b) 10 grams, c) 100 grams?
Foundational understandings to help with measure concepts:
 Understand that larger units can be subdivided into
equivalent units (partition).
 Understand that the same unit can be repeated to determine
the measure (iteration).
 Understand the relationship between the size of a unit and
the number of units needed (compensatory principal).
Resources /Sample Lessons/Assessments
District
Textbook: 415A-415B, 415-418, 419A419B, 419-422, 423A-423B,
423-426
Bell Ringer:
Go Math, TE Problem of the Day 10.4 &
10.7
Hands on Standards Common Core Edition:
Lesson 6 pgs. 114-117
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LZ23901 Learnzillion.com LZ23902
Go Math AR Standards Practice Bk.
Lesson 10.7 p 205
Lesson 10.8 p 207
Lesson 10.9 p 209
Animated Math Skill 40 Elapsed Time
Mega Math Country Countdown-K. Elapsed
Time
TF: MEO22, MEO28,
Assessment:
Getting Ready for PARCC, pp. 65-66
Performance Task