San Leandro Unified School District Grade 3 Mathema7cs Curriculum Guide Grade Level/Course Title: Grade 3
Trimester 1
Academic Year: 2014-2015
Grade Level Mathematics Focus:
In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and division
within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of rectangular
arrays and of area; and (4) describing and analyzing two-dimensional shapes.
Essential Questions for this Unit:
1. How can students use place value understanding, properties of operations, and the relationship between addition and subtraction to fluently add and subtract within
1,000?
2. How can students solve two step word problems using the operations of addition and subtraction?
Unit (Time)
CCSS
3.NBT.1
Unit 1
3.NBT.2
(Aug. to Oct.)
3.OA.8
Place Value,
Addition and
Subtraction
within 1,000
(40 days)
3.OA.9
Standard Description
Content
Resources
Topic 1: Numeration
• Round on Number Line
Rolling Numbers [GMR]
• Combine Like Terms (e.g.,
tens with tens)
Plotting Numbers on a Number Line [L]
Fluently add and subtract within 1000 using
strategies and algorithms based on place value,
Comparing Numbers on a Number Line [L]
• Use Commutative and
properties of operations, and/or the relationship
Associative Properties of
Lesson 1.1 Hundreds
between addition and subtraction.
Addition
Lesson 1.2/1.3 Thousands/Greater Numbers
Solve two-step word problems using the four
Lesson 1.4 Comparing Numbers
• Use Inverse Operations:
operations. Represent these problems using
Addition & Subtraction
Lesson 1.5 Ordering Numbers
equations with a letter standing for the unknown
• Use a Bar Model to
quantity. Assess the reasonableness of answers
Topic 2: Rounding
Represent Addition and
using mental computation and estimation strategies
Rounding and Estimating[L]
Subtraction
including rounding.
Lesson 2.1 Finding the Halfway Number
• Add. Methods Include:
Model
Drawings
Identify arithmetic patterns (including patterns in
Topic 3: Adding Whole Numbers
Partial Sums
the addition table or multiplication table), and
Searching for Tens [L]
Number
Line
explain them using properties of operations. For
Whole Number Operations [CP] Addition
Decomposition
example, observe that 4 times a number is always
Adding/Subtracting – Models Worksheet [GMR]
even….)
• Sub. Methods Include:
Adding Whole Numbers — Multiple Algorithms [L]
Model Drawings
Adding By Finding Tens [L]
Decomposition
Sums to 10, 100, and 1,000 [L]
Number Line
• Recognize Forms of Addition Lesson 3.1 Addition Meaning & Properties
and Subtraction (put together, Lesson 3.4 Estimating Sums
compare, take away, missing Lesson 3.5 Adding 2-Digit Numbesr
Lesson 3.6 Adding 3 & 4-Digit Numbers
part)
Lesson 3.7 Adding 3 or More Numbers
• Estimate to Check
Lesson 3.8 Reasonableness
Use place value understanding to round whole
numbers to the nearest 10 or 100.
CP=Content Presentation (online)
L=Lesson (online)
GMR=General Resources (online)
Page 1 of 10
MCC@WCCUSD (SLUSD) 04/25/14
San Leandro Unified School District Grade 3 Mathema7cs Curriculum Guide Grade Level/Course Title: Grade 3
Trimester 1
Academic Year: 2014-2015
Grade Level Mathematics Focus:
In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and
division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of
rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes.
Essential Questions for this Unit:
1. How can students use place value understanding, properties of operations, and the relationship between addition and subtraction to fluently add and subtract
within 1,000?
2. How can students solve two step word problems using the operations of addition and subtraction?
Unit (Time)
CCSS
3.NBT.1
Unit 1
(Aug. to Oct.)
3.NBT.2
(continued)
3.OA.8
Place Value,
Addition and
Subtraction
within 1,000
(40 days)
3.OA.9
Standard Description
Content
Use place value understanding to round whole • Round on Number Line
numbers to the nearest 10 or 100.
• Combine Like Terms (e.g.,
tens with tens)
Fluently add and subtract within 1000 using
•
strategies and algorithms based on place value, Use Commutative and
Associative Properties of
properties of operations, and/or the relationship
between addition and subtraction.
Addition
• Use Inverse Operations:
Addition & Subtraction
Solve two-step word problems using the four
Use a Bar Model to
•
operations. Represent these problems using
equations with a letter standing for the unknown Represent Addition and
quantity. Assess the reasonableness of answers Subtraction
using mental computation and estimation
• Add. Methods Include:
strategies including rounding.
Model Drawings
Partial Sums
Identify arithmetic patterns (including patterns in Number Line
the addition table or multiplication table), and
Decomposition
explain them using properties of operations. For • Sub. Methods Include:
example, observe that 4 times a number is
Model Drawings
always even….)
Decomposition
Number Line
• Recognize Forms of Addition
and Subtraction (put
together, compare, take
away, missing part)
• Estimate to Check
CP=Content Presentation (online)
L=Lesson (online)
GMR=General Resources (online)
Page 2 of 10
Resources
Topic 4: Subtracting Whole Numbers
Whole Number Operations [CP]
Subtracting Whole Numbers – Multiple Algorithms [L]
Number Line Subtraction [L]
Multi-Step Word Problems [L]
Subtraction — Comparison Model [L]
Lesson 4.1 Subtracting Meaning
Lesson 4.4 Estimating Differences (embed)
Lesson 4.5 Subtracting 2-Digit Numbers
Lesson 4.6 Models for Subtracting 3-Digit Numbers
Lesson 4.7 Subtracting 3-Digit Numbers
Lesson 4.8 Subtracting Greater Numbers
Lesson 4.9 Subtracting Across Zeros
Lesson 4.10 Draw a Picture & Write A Number Sentence
MCC@WCCUSD (SLUSD) 04/25/14
San Leandro Unified School District Grade 3 Mathema7cs Curriculum Guide Grade Level/Course Title: Grade 3
Trimester 2
Academic Year: 2014-2015
Grade Level Mathematics Focus:
In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and
division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of
rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes.
Essential Questions for this Unit:
1. How can students develop an understanding of the meanings of multiplication and division of whole numbers through activities and problems involving equalsized groups, arrays, and area models; learning that multiplication is finding an unknown product, and division is finding the unknown factor in these
situations?
2. How can students learn that for equal–sized group situations, division can require finding the unknown number of groups or the unknown group size?
3. How can students use properties of operations to calculate products of whole numbers, using increasingly sophisticated strategies based on these properties
to solve multiplication and division problems involving single-digit factors?
4. How can students, by comparing a variety of solution strategies, learn the relationship between multiplication and division?
Unit (Time)
Unit 2:
(Oct.-Jan.)
Multiplication
And Division
(45 days)
*Standards for this
unit continued on
next page
CCSS
Standard Description
Content
Resources
3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × • Equal-sized groups
Area Model Through The Grades [CP]
7 as the total number of objects in 5 groups of 7 objects • Repeated addition
Multiplication Fact Mastery Through Multiple Methods [L]
each. For example, describe a context in which a total
Arrays
Multiplying by Multiples of Ten [L]
•
number of objects can be expressed as 5 × 7.
• Area Models
Properties of multiplication [L]
• Communicative
Multi-Step Word Problems [L]
3.OA.2 Interpret whole-number quotients of whole numbers,
Property
Multiplication Using the Distributive Property [L]
e.g., interpret 56 ÷ 8 as the number of objects in each
• Associative Property Multiplication – One-Digit by Multi-Digit [L]
share when 56 objects are partitioned equally into 8
Multiplication Selected Response Practice [L]
shares, or as a number of shares when 56 objects are • Importance of place
value when multiplying Multiplying Whole Numbers – Generic Rectangle [L]
partitioned into equal shares of 8 objects each. For
• Partial Products
example, describe a context in which a number of
Base-10 Multiplication and Division Part I [L]
shares or a number of groups can be expressed as 56 • Distributive Property Base-10 Multiplication and Division Part II [L]
÷ 8.
• Using open number 3.OA.3 Constructed Response Word Problem
lines to represent
3.OA.3 Use multiplication and division within 100 to solve word
Topic 6: Multiplication Concepts
problems in situations involving equal groups, arrays,
multiplication
Lesson 6.1 Multiplication as Repeated Addition
and measurement quantities, e.g., by using drawings • Using decomposition
Lesson 6.2 Arrays & Multiplication as Repeated Addition
and equations with a symbol for the unknown number
to multiply (any
Lesson 6.3 Using Multiplication to Compare
to represent the problem.
decomposition and by Lesson 6.4 Writing Multiplication Stories
place value)
Lesson 6.5 Problem Solving: Writing to Explain
3.0A.4 Determine the unknown whole number in a
multiplication or division equation relating three whole
numbers. For example, determine the unknown number
that makes the equation true in each of the equations 8
× ? = 48, 5 = ! ÷ 3, 6 × 6 = ?.
CP=Content Presentation (online)
L=Lesson (online)
GMR=General Resources (online)
Topic 9: Division Concepts
Lesson 9.1 Division as Sharing
Lesson 9.2 Division as Repeated Subtraction
Lesson 9.3 Writing Division Stories
Lesson 9.4 Act It Out & Draw a Picture
Page 3 of 10
MCC@WCCUSD (SLUSD) 04/25/14
San Leandro Unified School District Grade 3 Mathema7cs Curriculum Guide Grade Level/Course Title: Grade 3
Trimester 2
Academic Year: 2014-2015
Grade Level Mathematics Focus:
In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and
division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of
rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes.
Essential Questions for this Unit:
1. How can students develop an understanding of the meanings of multiplication and division of whole numbers through activities and problems involving equal-sized groups,
arrays, and area models; learning that multiplication is finding an unknown product, and division is finding the unknown factor in these situations?
2. How can students learn that for equal–sized group situations, division can require finding the unknown number of groups or the unknown group size?
3. How can students use properties of operations to calculate products of whole numbers, using increasingly sophisticated strategies based on these properties to solve
multiplication and division problems involving single-digit factors?
4. How can students, by comparing a variety of solution strategies, learn the relationship between multiplication and division?
Unit (Time)
CCSS
Standard Description
3.OA.5
Apply properties of operations as strategies to multiply and divide.
Examples:. (Commutative property of multiplication.) (Associative
property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one
can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56.
(Distributive property.)
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.
Unit 2:
(Oct.-Jan.)
(continued)
3.OA.7
Multiplication
Fluently multiply and divide within 100, using strategies such as the
relationship between multiplication and division (eg., knowing that 8 ×5
= 40, one knows 40÷5 = 8) or properties of operations. By the end of
Grade 3, know from memory all products of two one-digit numbers.
And Division
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.
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.
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.
(45 days)
CP=Content Presentation (online)
L=Lesson (online)
GMR=General Resources (online)
Content
•
•
•
•
•
•
•
•
•
•
•
Resources
Topic 7: Multiplication Facts: Use Patterns
Equal-sized groups Lesson 7.1 2 & 5 as Factors
Repeated addition
Lesson 7.2 9 as a Factor
Arrays
Lesson 7.3 Multiplying with 0 & 1
Area Models
Lesson 7.4 10 as a Factor
Communicative
Lesson 7.5 Two-Question Problems
Property
Associative Property
Importance of place Topic 10: Division Facts
Lesson 10.1 Relating Multiplication & Division
value when
multiplying
Lesson 10.2 Fact Families with 2, 3, 4, & 5
Partial Products
Lesson 10.3 Fact Families with 6 & 7
Distributive Property Lesson 10.4 Fact Families with 8 & 9
Using open number Lesson 10.5 Dividing with 0 & 1
lines to represent
Lesson 10.6 Problems Solving: Draw a picture & Write a
multiplication
Number Sentence
Using decomposition
to multiply (any
decomposition and by Topic 8: Multiplication
Lesson 8.1 3 as a Factor
place value)
Lesson 8.2 4 as a Factor
Lesson 8.3 6 & 8 as a Factor
Lesson 8.4 8 as a Factor
Lesson 8.5 Multiplying with 3 Factors
Lesson 8.6 Problems Solving: Multiple Step Problems
Performance Task: TBD
Benchmark Assessment includes units 1 and 2.
Page 4 of 10
MCC@WCCUSD (SLUSD) 04/25/14
San Leandro Unified School District Grade 3 Mathema7cs Curriculum Guide Grade Level/Course Title: Grade 3
Trimester 2
Academic Year: 2014-2015
Grade Level Mathematics Focus:
In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and
division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of
rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes.
Essential Questions for this Unit:
1. How can students develop an understanding of the meanings of multiplication and division of whole numbers through activities and problems involving equalsized groups, arrays, and area models; learning that multiplication is finding an unknown product, and division is finding the unknown factor in these
situations?
2. How can students learn that for equal–sized group situations, division can require finding the unknown number of groups or the unknown group size?
3. How can students use properties of operations to calculate products of whole numbers, using increasingly sophisticated strategies based on these properties
to solve multiplication and division problems involving single-digit factors?
4. How can students, by comparing a variety of solution strategies, learn the relationship between multiplication and division?
Unit (Time)
CCSS
Standard Description
Resources
3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table),
Unit 2:
(Oct.-Jan.)
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..
Performance Task: TBD
Benchmark Assessment includes units 1
and 2.
(continued)
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.
Multiplication
And Division
(45 days)
CP=Content Presentation (online)
L=Lesson (online)
GMR=General Resources (online)
Page 5 of 10
MCC@WCCUSD (SLUSD) 04/25/14
San Leandro Unified School District Grade 3 Mathema7cs Curriculum Guide Grade Level/Course Title: Grade 3
Trimester 2
Academic Year: 2014-2015
Grade Level Mathematics Focus:
In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and
division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of
rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes.
Essential Questions for this Unit:
1. How can students describe, analyze, and compare properties of two-dimensional shapes?
2. How can students compare and classify shapes by their sides and angles, and connect these with definitions of shapes?
Unit (Time)
CCSS
3.G.1
Unit 3:
(Jan.-Feb.)
Standard Description
Content
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.
•
Resources
Topic 5: Shapes
Categorize and
Geometry [CP] Classifying Triangles and Quadrilaterals
Compare Shapes
Lesson 5.4 Lines, Segments & Angles
Based on Attributes Lesson 5.5 Polygons
Lesson 5.6 Triangles
Congruent Sides
Lesson 5.7 Quadrilaterals
Parallel Sides
• Right Angles
Geometric
• Types of
Shapes
Quadrilaterals
• Types of Triangles
15 days
CP=Content Presentation (online)
L=Lesson (online)
GMR=General Resources (online)
Page 6 of 10
MCC@WCCUSD (SLUSD) 04/25/14
San Leandro Unified School District Grade 3 Mathema7cs Curriculum Guide Grade Level/Course Title: Grade 3
Trimester 2
Academic Year: 2014-2015
Grade Level Mathematics Focus:
In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and
division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of
rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes.
Essential Questions for this Unit:
1. How can students develop an understanding of fractions, beginning with unit fractions?
2. How can students view fractions in general as being built out of unit fractions, and use fractions along with visual fraction models to represent parts of a whole?
3. How can students understand that the size of a fractional part is relative to the size of the whole? For example, 1/2 of the paint in a small bucket could be less
paint than 1/3 of the paint in a larger bucket, but 1/3 of a ribbon is longer than 1/5 of the same ribbon because when the ribbon is divided into 3 equal parts, the
parts are longer than when the ribbon is divided into 5 equal parts.
4. How can students learn to use fractions to represent numbers equal to, less than, and greater than one?
5. How can students solve problems that involve comparing fractions by using visual fraction models and strategies based on noticing equal numerators or
denominators?
Unit (Time)
CCSS
3.NF.1
Unit 4:
(Feb.-March)
3.NF.2
Fractions
25 days
*Standards for this
Standard Description
Content
Understand a fraction 1/b as the quantity
Use Models, Number Lines,
formed by 1 part when a whole is partitioned and Bar Models to:
into b equal parts; understand a fraction a/b as
• Divide a Whole into Equal
the quantity formed by a parts of size 1/b.
Parts
Understand a fraction as a number on the
• Understand a Unit Fraction
number line; represent fractions on a number
as a Quantity
line diagram.
• Recognize the Size of the
a. Represent a fraction 1/b on a number line
Whole Affects Size of the
diagram by defining the interval from 0 to 1 Fraction
as the whole and partitioning it into b equal • Compare Fractions of the
parts. Recognize that each part has size 1/ Same Whole Using….
b and that the endpoint of the part based at –Denominator (2,3,4, 6, 8)
0 locates the number 1/b on the number
–Numerator
line.
• Express Parts of a Whole
b. Represent a fraction a/b on a number line
and Whole Numbers as
diagram by marking off a lengths 1/b from
Fractions
0. Recognize that the resulting interval has • Recognize and Generate
size a/b and that its endpoint locates the
Equivalent Fractions
number a/b on the number line.
• Add Unit Fractions (implied
3.NF.2)
Resources
Topic12: Fraction Concepts
Fractions — Ordering and Introduction to Adding/
Subtracting [L]
Number Lines, Fractions, and Bar Models[L]
Lesson 12.1 Dividing Regions into Equal Parts
Lesson 12.2 Fractions & Regions
Lesson 12.3 Fractions & Sets
Lesson 12.4 Fractions & Length
Lesson 12.5 Using Models to Compare Fractions
Lesson 12.6 Finding Equivalent Fractions
unit continued on
next page
CP=Content Presentation (online)
L=Lesson (online)
GMR=General Resources (online)
Page 7 of 10
MCC@WCCUSD (SLUSD) 04/25/14
San Leandro Unified School District Grade 3 Mathema7cs Curriculum Guide Grade Level/Course Title: Grade 3
Trimester 2
Academic Year: 2014-2015
Grade Level Mathematics Focus:
In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and
division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of
rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes.
Essential Questions for this Unit:
1. How can students develop an understanding of fractions, beginning with unit fractions?
2. How can students view fractions in general as being built out of unit fractions, and use fractions along with visual fraction models to represent parts of a whole?
3. How can students understand that the size of a fractional part is relative to the size of the whole? For example, 1/2 of the paint in a small bucket could be less
paint than 1/3 of the paint in a larger bucket, but 1/3 of a ribbon is longer than 1/5 of the same ribbon because when the ribbon is divided into 3 equal parts, the
parts are longer than when the ribbon is divided into 5 equal parts.
4. How can students learn to use fractions to represent numbers equal to, less than, and greater than one?
5. How can students solve problems that involve comparing fractions by using visual fraction models and strategies based on noticing equal numerators or
denominators?
Unit (Time)
Unit 4:
Continued
(Feb.-March)
Fractions
CCSS
Standard Description
Resources (Suggested Number of Days)
3.NF.3
Explain equivalence of fractions in special cases, and compare fractions by reasoning
about their size.
a. Understand two fractions as equivalent (equal) if they are the same size, or the
same point on a number line.
b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3).
Explain why the fractions are equivalent, e.g., by using a visual fraction model.
c. Express whole numbers as fractions, and recognize fractions that are equivalent
to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1
= 6; locate 4/4 and 1 at the same point of a number line diagram.
d. 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… Grade 3 expectations in this domain are
limited to fractions with denominators 2, 3, 4, 6, and 8.
25 days
CP=Content Presentation (online)
L=Lesson (online)
GMR=General Resources (online)
Page 8 of 10
MCC@WCCUSD (SLUSD) 04/25/14
San Leandro Unified School District Grade 3 Mathema7cs Curriculum Guide Grade Level/Course Title: Grade 3
Trimester 3
Academic Year: 2014-2015
Grade Level Mathematics Focus:
In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and
division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of
rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes.
Essential Questions for this Unit:
1. How can students learn to recognize area as an attribute of two-dimensional regions?
2. How can students measure the area of a shape by finding the total number of same-size units of area required to cover the shape without gaps or overlaps, with
square with sides of unit length being the standard unit for measuring area?
3. How can students understand that rectangular arrays can be decomposed into identical rows or into identical columns?
4. How can students connect area to multiplication by decomposing rectangles into rectangular arrays of squares, and justify using multiplication to determine the area
of a rectangle?
5. How can students relate their fraction work to geometry by expressing the area of part of a shape as a unit fraction of the whole?
Unit (Time)
CCSS
3.MD.5
Unit 5:
(Mar-May)
Area and
Perimeter
3.MD.6
3.MD.8
Standard Description
Recognize area as an attribute of plane
•
figures and understand concepts of area
measurement.
a. 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.
•
b. A plane figure which can be covered
without gaps or overlaps by n unit squares is
•
said to have an area of n square units.
Measure areas by counting unit squares
(square cm, square m, square in, square ft., •
and improvised units).
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.
Content
Determine Area:
-Count Square Units
-Multiply base × height
-Add Partial Areas
Determine Perimeter of Polygons
with Linear Units
Determine the Length of an
Unknown Side
Exhibit Rectangles with the Same
Area but Different Perimeters
Exhibit Rectangles with the Same
Perimeter but Different Areas
Demonstrate Distributive Property
Using Area
Express Partial Area as a Fraction of
the Whole Area (Fraction of the
Group)
Resources (Suggested Number of Days)
Topic 18: Perimeter and Area (18.1-18.4)
Same Perimeter – Different Area[L]
Same Area – Different Perimeter [L]
Multiplication Using the Distributive Property[L] (Revisit
distributive property in context of geometry.)
Area of Complex Figures [L] Pages 1 and 2 (pages 3-5
extension as appropriate)
Area and Perimeter — Decomposition [L]
Discovering Area and Perimeter [L]
Lesson 18.1 Understanding Perimeter
Lesson 18.2 Perimeter of Common Shapes
Lesson 18.3 Understanding Area
Lesson 18.4 Estimating & Measuring Area
25 days
*Standards for this
unit continued on
next page
CP=Content Presentation (online)
L=Lesson (online)
GMR=General Resources (online)
Page 9 of 10
MCC@WCCUSD (SLUSD) 04/25/14
San Leandro Unified School District Grade 3 Mathema7cs Curriculum Guide Grade Level/Course Title: Grade 3
Trimester 3
Academic Year: 2014-2015
Grade Level Mathematics Focus:
In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and
division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of
rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes.
Essential Questions for this Unit:
1. How can students solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects?
2. How can students develop understanding and skill in representing and analyzing data?
Unit (Time)
CCSS
3.MD.1
Unit 6:
(May-June)
3.MD.2
Measurement
and Data
3.MD.3
18 days
3.MD.4
Standard Description
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.
Measure and estimate liquid volumes and
masses of objects using standard units of
grams (g), kilograms (kg), and liters (l). 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.
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.
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.
CP=Content Presentation (online)
L=Lesson (online)
Content
Resources (Suggested Number of Days)
• Measure Volume and Mass Topic 16: Customary Measurement
Using Standard Units (liters,
grams, kilograms)
• Use Drawings to Solve and
Represent 1 Step Word
Problems Involving Mass
•
•
•
•
•
•
•
Lesson 16.1 Understanding Measurement
Lesson 16.2 Fraction of an Inch
Lesson 16.3 Using Inches, Feet, Yards & Miles
Lesson 16.4 Customary Units of Capacity
Lesson 16.5 Units of Weight
Lesson 16.7 Units of Time
Draw Scaled Picture Graphs Lesson 16.8 Elapsed Time
and Bar Graphs
Solve 1 and 2 Step Word
Topic 17: Metric Measurement
Problems Involving Graphs Lesson 17.1 Centimeters & Decimeters
Lesson 17.2 Meters & Kilometers
Measure to the Nearest Half Lesson 17.3 Metric of Capacity
and Fourth of an Inch
Lesson 17.4 Units of Mass
Plot Measurement Data on a
Line Plot
Topic 20: Data and Probability
Lesson 20.3 Outcomes & Experiments
Tell Time to the Nearest
Lesson 20.4 Line Plots & Probability
Minute
Lesson 20.5 Marking Bar Graphs to Show Outcomes
Represent Time Intervals on Lesson 20.6 Problem Solving: Make & Use
a Number Line
Solve Word Problems
Time: See 2nd Grade Topic 13
Involving Time Intervals
GMR=General Resources (online)
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MCC@WCCUSD (SLUSD) 04/25/14