Curriculum and Instruction – Mathematics Quarter: 1 Grade: 3

SCS 2019/2020 Revised 6/13/19

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Mathematics Grade 3- Year at a Glance

2019-2020

Module 1 Aug 19- Sept 12

Module 2 Sept 16- Oct 10

Module 3 Oct 21- Nov 18

Module 4 Nov 19-Dec 18

Module 5 Jan 6- Feb 19

Module 7 Feb 20- Apr 7

Module 6 Apr 8- Apr 16

TN R

EAD

Y A

PR

13

-May

8

Module 7 Apr 23- May 22

Properties of Multiplication &

Division and Solving Problems with Units

2-5 and 10

Place Value and Problem Solving

with Units of Measure

Multiplication and Division with Unit

of 0,1,6,9 and Multiples of 10

Multiplication and Area

Fractions as numbers on the

Number Line

Word Problems with Geometry

and Measurement

Collecting and

Displaying Data

Word Problems

with Geometry and

Measurement

3.OA.A.1 3.NBT.A.1 3.OA.A.3 3.MD.C.5 3.NF.A.1 3.OA.D.8 3.MD.B.3 3.MD.B.4

3.OA.A.2 3.OA.A.3

3.NBT.A.2 3.OA.A.4 3.MD.C.6 3.NF.A.2 3.MD.B.4 3.MD.B.4 3.MD.D.8

3.OA.A.3 3.MD.A.1 3.OA.B.5 3.MD.C.7 3.NF.A.3 3.MD.D.8 3.G.A.1

3.OA.A.4 3.MD.A.2 3.OA.C.7 3.G.A.2 3.G.A.1

3.OA.B.5 3.OA.D.8

3.OA.B.6 3.OA.D.9

3.OA.C.7 3.NBT.A.3

Please see curriculum map for specific task

and lessons

3.OA.D.8

Key: Note: Please use this suggested pacing as a guide. It is understood that teachers may be up to 1 week ahead or 1 week behind depending on the needs of their

students. Use the instructional map and Digital Suite resources as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions Pacing and Preparation Guide (Omissions)

Major Content Supporting Content

Q1 Q2 Q3 Q4

Curriculum and Instruction – Mathematics Quarter: 1 Grade: 3

SCS 2019/2020 Revised 6/13/19

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Introduction Destination 2025, Shelby County Schools’ 10-year strategic plan, is designed not only to improve the quality of public education, but also to create a more knowledgeable, productive workforce and ultimately benefit our entire community.

What will success look like?

In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, college and career ready aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at the end of a grade. The State of Tennessee provides two sets of standards, which include the Standards for Mathematical Content and The Standards for Mathematical Practice. The Content Standards set high expectations for all students to ensure that Tennessee graduates are prepared to meet the rigorous demands of mathematical understanding for college and career. The eight Standards for Mathematical Practice describe the varieties of expertise, habits of mind, and productive dispositions that educators seek to develop in all students. The Tennessee State Standards also represent three fundamental shifts in mathematics instruction: focus, coherence and rigor.

Throughout this curriculum map, you will see resources as well as links to tasks that will support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around the content standards and mathematical practice standards that teachers should consistently access. For a full description of each, click on the links below.

Tennessee Mathematics

Content Standards

Standards for Mathematical

Practice

Literacy Skills for Mathematical

Proficency

Curriculum and Instruction – Mathematics Quarter: 1 Grade: 3

SCS 2019/2020 Revised 6/13/19

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How to Use the Maps

Overview An overview is provided for each quarter and includes the topics, focus standards, intended rigor of the standards and foundational skills needed for success of those standards. Your curriculum map contains four columns that each highlight specific instructional components. Use the details below as a guide for information included in each column. Tennessee State Standards TN State Standards are located in the left column. Each content standard is identified as Major Content or Supporting Content. A key can be found at the bottom of the map. Content This section contains learning objectives based upon the TN State Standards. Best practices tell us that clearly communicating measurable objectives lead to greater student understanding. Additionally, essential questions are provided to guide student exploration and inquiry. Instructional Support District and web-based resources have been provided in the Instructional Support column. You will find a variety of instructional resources that align with the content standards. The additional resources provided should be used as needed for content support and scaffolding. Vocabulary and Fluency The inclusion of vocabulary serves as a resource for teacher planning and for building a common language across K-12 mathematics. One of the goals for Tennessee State Standards is to create a common language, and the expectation is that teachers will embed this language throughout their daily lessons. In order to aid your planning, we have also included a list of fluency activities for each lesson. It is expected that fluency practice will be a part of your daily instruction. (Note: Fluency practice is not intended to be speed drills, but rather an intentional sequence to support student automaticity. Conceptual understanding must underpin the work of fluency. Instructional Calendar As a support to teachers and leaders, an instructional calendar is provided as a guide. Teachers should use this calendar for effective planning and pacing, and leaders should use this calendar to provide support for teachers. Due to variances in class schedules and differentiated support that may be needed for students’ adjustment to the calendar may be required.

Curriculum and Instruction – Mathematics Quarter: 1 Grade: 3

SCS 2019/2020 Revised 6/13/19

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Grade 3 Quarter 1 Overview

Module 1: Properties of Multiplication and Division and Solving Problems with Units of 2–5 and 10

Module 2: Place Value and Problem Solving with Units of Measure

The chart below includes the standards that will be addressed in this quarter, the type of rigor the standards address, and foundational skills needed for mastery of these standards. Consider using these foundational standards to address student gaps during intervention time as appropriate for students.

Grade Level Standard Type of Rigor Foundational Standards

3.OA.A.1 Conceptual Understanding 2.OA.C.3, 2.OA.C.4

3.OA.A.2 Conceptual Understanding 3.OA.A.1, 2.OA.A.1

3.OA.A.3 Application 3.OA.A.1, 3.OA.2, 2.OA.C.3, 2.OA.C.4

3.OA.A.4 Conceptual Understanding Introductory

3.OA.B.5 Conceptual Understanding 3.OA.A.1, 3.OA.A.2

3.OA.B.6 Conceptual Understanding Introductory

3.OA.C.7 Procedural Fluency 3.OA.B.5, 3.OA.B.6, 3.OA.A.1, 3.OA.A.2

3.OA.D.8 Conceptual Understanding, Application 2.OA.A.1, 3.OA.A.3

3.NBT.A.1 Conceptual Understanding 2.NBT.A.1, 2.NBT.A.2, 1.NBT. B.2

3.NBT.A.2

Procedural Fluency 2.NBT.B.7, 2.NBT.B.8, 1.OA.B.3, 1.OA.B.4

3.MD.A.1 Conceptual Understanding, Procedural Fluency Introductory

3.MD.A.2

Conceptual Understanding, Procedural Fluency, Application

Introductory

Indicates Power Standard (2017-2018)

Instructional Focus Documents– Grade 3

Curriculum and Instruction – Mathematics Quarter: 1 Grade: 3

SCS 2019/2020

Revised 6/13/19 5 of 18

Major Content ➢ Supporting Content

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

Module 1: Properties of Multiplication and Division and Solving Problems with Units of 2–5 and 10

Domain: Operations and Algebraic Thinking Cluster: Represent and solve problems involving multiplication and division. 3.OA.A.1 Interpret the factors and products in whole number multiplication equations (e.g., 4 x 7 is 4 groups of 7 objects with a total of 28 objects or 4 strings measuring 7 inches each with a total of 28 inches.)

Module 1: Properties of Multiplication and Division and Solving Problems with Units of 2–5 and 10 Essential Questions

• How can you find the total number of objects in equal groups?

• What are arrays, and how do they show multiplication?

• How do you write a good mathematical explanation?

• How can you think of division as sharing?

Objectives/Learning Targets: Topic A Multiplication and the Meaning of Factors Lesson 1: I can understand equal groups of as multiplication. (3.0A.A.1) Lesson 2: I can relate multiplication to the array model. (3.0A.A.1) Lesson 3: I can interpret the meaning of factors ─ the size of the group or the number

of groups. (3.0A.A.1)

Eureka Parent Newsletter: Topic A

Optional Quiz: Topic A Pacing Considerations: Omit Lesson 1 - If students understand equal groups

Vocabulary Array, Commutative Property, Equal groups, Distribute, Divide/Division, Factors, Multiplication/Multiply, Number of Groups, Parentheses, Product, Quotient, Rotate, Row/Column, Size of Groups, Unit, Unknown, Equation, Number Sentence,

Familiar Terms and Symbols Add 1 unit, subtract 1 unit, Expression, Number bond, Units of one, two, or three, Repeated Addition, Tape Diagram, Value Additional Instructional resources for enrichment/remediation: Remediation Guide

Ready teacher-toolbox aligned lessons:

• Lesson 1 Understand the Meaning of Multiplication

Zearn Lessons- Mission 1 Lesson 1: Need for Speed Lesson 2: Can you Dig it? Lesson 3: Factor! Factor!

Embarc.online Module 1 Videos:

• Represent Multiplication by using arrays

I-Ready Lessons:

• Understand Multiplication, Part 1 & 2

• Multiplication Concepts: Equal Groups

• Multiplication Concepts: Arrays

Curriculum and Instruction – Mathematics Quarter: 1 Grade: 3

SCS 2019/2020

Revised 6/13/19 6 of 18

Major Content ➢ Supporting Content

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

Domain: Operations and Algebraic Thinking Cluster: Represent and solve problems involving multiplication and division. 3.OA.A.2 Interpret the dividend, divisor, and quotient in whole number division equations (e.g., 28 ÷ 7 can be interpreted as 28 objects divided into 7 equal groups with 4 objects in each group or 28 objects divided so there are 7 objects in each of the 4 equal groups). Domain: Operations and Algebraic Thinking Cluster: Understand properties of multiplication and the relationship between multiplication and division. 3.OA.B.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

Topic B Division as an Unknown Factor Problem

Objectives/Learning Targets:

Lesson 4: I can understand the meaning of the unknown as the size of the group in division. (3.OA.A.2, 3.OA.B.6) (can be omitted) Lesson 5: I can understand the meaning of the unknown as the number of groups in division. (3.OA.A.2, 3.OA.B.6) Lesson 6: I can interpret the unknown in division using the array model. (3.OA.A.2, 3.OA.B.6)

Eureka Parent Newsletter Topic B

Optional Quiz: Topic B

Pacing Considerations: Combine lesson 4 and 5

Suggestions for combining:

Lessons 4 and 5

Fluency (10minutes)

Sprint

Group Counting

Applrication Problem

Lesson 4

Concept Devlopment (30 minutes)

Lesson 4: Concrete to abstract and pictorial to abstract

Lesson 5- Problem 5

Problem Set (10 minutes)

Lesson 4: 1,2,3,6,7

Lesson 5: 1,5

Debrief/Exit Ticket (10 minutes)

Exit Ticket Lesson 4- Problem 2

Exit Ticket Lesson 5- a-j

Additional Instructional resources for enrichment/remediation: Remediation Guide

Ready teacher-toolbox aligned lessons:

• Lesson 4 Understand the Meaning of Division

Zearn Lessons- Mission 1

Lesson 4: Cookie Cluster Lesson 5: Divide and Conquer Lesson 6: Ends with a Q

Embarc.online Module 1 Videos:

• Solve division problems by drawing pictures

• Solve division problems: using arrays

I-Ready Lessons:

• Understand Division Part 1 & 2

• Division Concepts: Sharing Equal Groups

Task Bank:

Fish Tanks

Curriculum and Instruction – Mathematics Quarter: 1 Grade: 3

SCS 2019/2020

Revised 6/13/19 7 of 18

Major Content ➢ Supporting Content

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

Domain: Operations and Algebraic Thinking Cluster: Represent and solve problems involving multiplication and division. 3.OA.A.1 Interpret the factors and products in whole number multiplication equations (e.g., 4 x 7 is 4 groups of 7 objects with a total of 28 objects or 4 strings measuring 7 inches each with a total of 28 inches.) Domain: Operations and Algebraic Thinking Cluster: Understand properties of multiplication and the relationship between multiplication and division. 3.OA.B.5 Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) Examples: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known (Commutative property of multiplication). 3x 5 x 2 can be solved by (3 x 5) x 2 or 3 x (5 x 2) (Associative property of multiplication). One way to find 8 x 7 is by using 8 x (5 + 2) = (8 x 5) + (8 x 2). By knowing that 8 x 5 = 40 and 8 x 2 = 16, then 8 x 7 = 40 + 16 = 56 (Distributive property of multiplication over addition).

Topic C: Multiplication Using Units of 2 and 3

Objectives/Learning Targets:

Lesson 7: I can demonstrate the commutativity of multiplication and practice related facts by skip-counting objects in array models. (3.OA.A.1, 3.OA.B.5)

Lesson 8: I can demonstrate the commutativity of multiplication and practice related facts by skip-counting objects in array

models. (3.OA.A.1, 3.OA.B.5)

Lesson 9: I can find related multiplication facts by adding and subtracting equal groups in array models. (3.OA.A.1, 3.OA.B.5)

Lesson 10: I can model the distributive property with arrays to decompose units as a strategy to multiply. (3.OA.A.1, 3.OA.B.5)

Complete Mid-Module Assessment

Eureka Parent Newlsetter Topic C

Optional Quiz: Topic C

Pacing Considerations: Combine lessons 7 and 8.

Suggestions for combining:

Lessons 7 and 8

Fluency (6 minutes)

Group Counting

Commutative Multiplying

Application Problem (5 minutes)

Lesson 7

Concept Development (32 minutes)

Lesson 7: Problem 1

Lesson 8: Problem 2

Problem Set

Lesson 7: 1a/b, 2 a/b, 8 a/b

Lesson 8: 6 a/b

Debrief/Exit Ticket (10 minutes)

Exit Ticket 7: 1

Exit Ticket 8: a, b

Additional Instructional resources for enrichment/remediation: Remediation Guide

Ready teacher-toolbox aligned lessons:

• Lesson 2 Use Order and Grouping to Multiply

Zearn Lessons- Mission 1 Lesson 7: Flip It! Lesson 8: Flip It Well Lesson 9: Fun Friendly Facts Lesson 10: Yes and Know

Embarc.online Module 1 Videos:

• Interpret products using repeated addition

I-Ready Lessons: Multiplication and division Fact

Curriculum and Instruction – Mathematics Quarter: 1 Grade: 3

SCS 2019/2020

Revised 6/13/19 8 of 18

Major Content ➢ Supporting Content

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

Domain: Operations and Algebraic Thinking Cluster: Represent and solve problems involving multiplication and division. 3.OA.A.2 Interpret the dividend, divisor, and quotient in whole number division equations (e.g., 28 ÷ 7 can be interpreted as 28 objects divided into 7 equal groups with 4 objects in each group or 28 objects divided so there are 7 objects in each of the 4 equal groups). 3.OA.A.3 Multiply and divide within 100 to solve contextual problems, with unknowns in all positions, in situations involving equal groups, arrays, and measurement quantities using strategies based on place value, the properties of operations, and the relationship between multiplication and division (e.g., contexts including computations such as 3 x ? = 24, 6 x 16 = ?, ? ÷ 8 = 3, or 96 ÷ 6 = ?) (See Table 2 - Multiplication and Division Situations). 3.OA.A.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers within 100. For example, determine the unknown number that makes the equation true in each of the equations: 8 x ? = 48, 5 = ? ÷ 3, 6 x 6 =? Domain: Operations and Algebraic Thinking Cluster: Understand properties of multiplication and the relationship between multiplication and division. 3.OA.B.6 Understand division as an unknown-factor problem. For example, find 32

Topic D: Division Using Units of 2 and 3

Objectives/Learning Targets:

Lesson 11: I can model division as the unknown factor in multiplication using arrays and tape diagrams. (3.OA.A.2, 3.OA.A.4, 3.OA.A.3, 3.OA.B.6)

Lesson 12 & 13: I can interpret the quotient as the number of groups or the number of objects in each group using units of 2 and 3.

(3.OA.A.2, 3.OA.A.4, 3.OA.A.3, 3.OA.B.6)

Eureka Parent Newsletter Topic D

Optional Quiz: Topic D

Pacing Considerations:

Lesson 12 & 13 can be combined. These lessons have the same objective,different units: Review both lessons and choose the problems that align to the depth of knowledge the standard requires and meets the needs of your students in both the concept development, problem set and exit ticket.

Suggestions for combining: Lessons 12 and 13 Fluency (13 minutes) Multiply by 3 Pattern Sheet Group Counting Divide Application Problem (6 minutes) Lesson 12 Concept Development (32 minutes) Lesson 12: Problem 1 Lesson 13: Abstract Problem Set Lesson 12: 1,2, 6 Lesson 13: 2 a,b , 4 Debief/Eixt Ticket (10 minutes) Exit Ticket 12: Problem 1 Exit Ticket 13: Problem 1 and 2

Additional Instructional resources for enrichment/remediation: Remediation Guide

Ready teacher-toolbox aligned lessons:

• Lesson 3 Split Numbers to Multiply

Zearn Lessons- Mission 1 Lesson 11: Hi, I’m Unit! Lesson 12: Tape Diagrams? Awesome! Lesson 13: Lunch Crunch

Embarc.online Module 1

Embarc.online Module 1 Videos: Find the missing quotient in a division problem

I-Ready Lessons:

• Multiplication and division Fact families

Task Bank Finding the Unknown in a Division Equation

Curriculum and Instruction – Mathematics Quarter: 1 Grade: 3

SCS 2019/2020

Revised 6/13/19 9 of 18

Major Content ➢ Supporting Content

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

÷ 8 by finding the number that makes 32 when multiplied by 8.

Domain: Operations and Algebraic Thinking Cluster: Represent and solve problems involving multiplication and division. 3.OA.A.2 Interpret the dividend, divisor, and quotient in whole number division equations (e.g., 28 ÷ 7 can be interpreted as 28 objects divided into 7 equal groups with 4 objects in each group or 28 objects divided so there are 7 objects in each of the 4 equal groups). 3.OA.A.3 Multiply and divide within 100 to solve contextual problems, with unknowns in all positions, in situations involving equal groups, arrays, and measurement quantities using strategies based on place value, the properties of operations, and the relationship between multiplication and division (e.g., contexts including computations such as 3 x ? = 24, 6 x 16 = ?, ? ÷ 8 = 3, or 96 ÷ 6 = ?) (See Table 2 - Multiplication and Division Situations). 3.OA.A.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers within 100. For example, determine the unknown number that makes the equation true in each of the equations: 8 x ? = 48, 5 = ? ÷ 3, 6 x 6 =? Domain: Operations and Algebraic Thinking Cluster: Understand properties of multiplication and the relationship between multiplication and division.

Topic E: Multiplication and Division Using Units of 4

Objectives/Learning Targets:

Lesson 14: I can skip-Count objects in models to build fluency with multiplication facts using units of 4. (3.OA.C.7)

Lesson 15: I can relate arrays to tape diagrams to model the commutative property of multiplication. (3.OA.B.5) (Can be omitted)

Lesson 16: I can use the distributive property as a strategy to find related multiplication facts. (3.OA.B.5,)

Lesson 17: I can model the relationship between multiplication and division. (3.OA.A.2, 3.OA.A.4, 3.OA.B.6, 3.OA.C.7)

Eureka Parent Newsletter Topic E

Optional Quiz: Topic E

Pacing Considerations:

Omit lesson 15.

Additional Instructional resources for enrichment/remediation: Remediation Guide Ready teacher-toolbox aligned lessons:

• Lesson 5 Understand How Multiplication and Division are Connected

Zearn Lessons- Mission 1

Lesson 14: Funky Fours Lesson 15: Two for One Lesson 16: Facts of Five Lesson 17: Working Together

Embarc.online Module 1

Videos:

Solve multiplication problems: using associative property

I-Ready Lessons:

• Multiplication and division Fact families

Task Bank:

Markers in Boxes (3.OA.A.2)

Valid Equalities (3.OA.B.5)

Curriculum and Instruction – Mathematics Quarter: 1 Grade: 3

SCS 2019/2020

Revised 6/13/19 10 of 18

Major Content ➢ Supporting Content

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

3.OA.B.5 Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) Examples: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known (Commutative property of multiplication). 3x 5 x 2 can be solved by (3 x 5) x 2 or 3 x (5 x 2) (Associative property of multiplication). One way to find 8 x 7 is by using 8 x (5 + 2) = (8 x 5) + (8 x 2). By knowing that 8 x 5 = 40 and 8 x 2 = 16, then 8 x 7 = 40 + 16 = 56 (Distributive property of multiplication over addition). 3.OA.B.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. Domain: Operations and Algebraic Thinking Cluster: Multiply and divide within 100. 3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of 3rd grade, know from memory all products of two one-digit numbers and related division facts.

Domain: Operations and Algebraic Thinking Cluster: Represent and solve problems involving multiplication and division.

Topic F: Distributive Property and Problem Solving Using Units of 2-5 and 10

Eureka Parent Newsletter Topic F Optional Quiz: Topic F Pacing Considerations:

Additional Instructional resources for enrichment/remediation: Remediation Guide

Curriculum and Instruction – Mathematics Quarter: 1 Grade: 3

SCS 2019/2020

Revised 6/13/19 11 of 18

Major Content ➢ Supporting Content

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

3.OA.A.3 Multiply and divide within 100 to solve contextual problems, with unknowns in all positions, in situations involving equal groups, arrays, and measurement quantities using strategies based on place value, the properties of operations, and the relationship between multiplication and division (e.g., contexts including computations such as 3 x ? = 24, 6 x 16 = ?, ? ÷ 8 = 3, or 96 ÷ 6 = ?) (See Table 2 - Multiplication and Division Situations). Domain: Operations and Algebraic Thinking Cluster: Understand properties of multiplication and the relationship between multiplication and division. 3.OA.B.5 Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) Examples: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known (Commutative property of multiplication). 3x 5 x 2 can be solved by (3 x 5) x 2 or 3 x (5 x 2) (Associative property of multiplication). One way to find 8 x 7 is by using 8 x (5 + 2) = (8 x 5) + (8 x 2). By knowing that 8 x 5 = 40 and 8 x 2 = 16, then 8 x 7 = 40 + 16 = 56 (Distributive property of multiplication over addition).

Objectives/Learning Targets:

Lesson 18: I can apply the distributive property to decompose units. (3.OA.B.5)

Lesson 19: I can apply the distributive property to decompose units. (3.OA.B.5)

Lesson 20: I can solve two-step word problems involving multiplication and division and assess the reasonableness of answers. (3.OA.A.3)

Lesson 21: I can solve two-step word problems involving all four operations and assess the reasonableness of answers.

(3.OA.A.3)

Complete End-of Module Assessment

Combine lessons 18 and 19. Combine lessons 20 and 21. Suggestions for combining: Lessons 18 and 19 Fluency (11 minutes) Group Counting Decompose and Multiply Compose and Multiply Application Problem (5 minutes) Lesson 18 Concept Development ( 31 minutes) Lesson 18: Problem 1 Lesson 19: Problem 1 Problem Set Lesson 18: 1,3, 7 Lesson 19: 1 a,c , 2 Debrief/Exit Ticket (10 minutes) Exit Ticket 18: 1 Exit ticket 19: 1

Suggestions for combining: Lessons 20 and 21

Fluency (12 minutes) Skip Count by 5 Group Counting Application Problem (6 minutes) Lesson 20 Concept Development ( 43 minutes) Lesson 20: Problem 1

Ready teacher-toolbox aligned lessons:

• Lesson 11 Solve One-Step Word Problems Using Multiplication and Division

Zearn Lessons- Mission 1 Lesson 18: Break It Up: Number Bonds Lesson 19: Break it Up: Arrays Lesson 20: Tackle the Two Step Lesson 21: Step Up

Embarc online Module 1 Videos:

• Solve two-step word problems using a model

Curriculum and Instruction – Mathematics Quarter: 1 Grade: 3

SCS 2019/2020

Revised 6/13/19 12 of 18

Major Content ➢ Supporting Content

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

Lesson 21: Group work with word problems (4 groups, 4 word problems) Problem Set Part of Concept Development Debrief/Exit Ticket (10 minutes) Exit Ticket20: Problem 1 Exit Ticket 21: Problem 1

Module 2 Place Value and Problem Solving with Units of Measure

Domain: Number Operations and Base Ten Cluster: Use place value understanding and properties of operations to perform multi-digit arithmetic. ➢ 3.NBT.A.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.

Domain: Measurement and Data Cluster: Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. 3.MD.A.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve contextual problems involving addition and subtraction of time intervals in minutes. For example, students may use a number line to determine the difference between the start time and the end time of lunch.

Essential Questions

• How can you estimate and measure capacity?

• How can you show time?

• Is there more than one way to show time?

• How do we solve problems when the beginning information is unknown?

Topic A: Time Measurement and Problem Solving

Objectives/Learning Targets:

Lesson 1: I can explore time as a continuous measurement using a stopwatch. (3.MD.A.1) (Can be omitted)

Lesson 2: I can relate skip counting by 5 on the clock and telling time to a continuous measurement model, the number line.

(3. MD.A.1)

Lesson 3: I can count by fives and ones on the number line as a strategy to tell time to the nearest minute on the clock. (3. MD.A.1)

Eureka Parent Newsletter Topic A Optional Quiz: Topic A Pacing Considerations:

If pacing is an issue, Lesson 1 can be omitted.

Vocabulary About, Addend, Capacity, Continuous, Endpoint, Interval, Halfway, Kilogram, Liquid volume, Liter, Milliliter, Plot, Reasonable, Round3, Second, Standard algorithm, ≈ Familiar Terms and Symbols Analog clock, Centimeter, Compose, Divide, Estimate, Horizontal, Measure, Mental math, Meter, Minute, Multiply, Number line, Rename, Simplifying strategy, Unbundle, Vertical Additional Instructional resources for enrichment/remediation: Remediation Guide Ready teacher-toolbox aligned lessons:

• Lesson 20 Tell and Write Time

• Lesson 21 Solve Problems About Time Zearn Lessons- Mission 2 Lesson 1: On Second Thought Lesson 2: Imagine Intervals Lesson 3: Line Up, Round Up Lesson 4: Time Travel Lesson 5: On Line Time

Curriculum and Instruction – Mathematics Quarter: 1 Grade: 3

SCS 2019/2020

Revised 6/13/19 13 of 18

Major Content ➢ Supporting Content

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

Lesson 4: I can solve word problems involving time intervals within 1 hour by counting backward and forward using the number line and clock. (3.NBT.A.2, 3. MD.A.1)

Lesson 5: I can solve word problems involving time intervals within 1 hour by adding and subtracting on the number line. (3.NBT.A.2, 3. MD.A.1)

Embarc Online Module 2

I-Ready Lessons:

• Elapsed Time to the Minute

• Telling Time to the Minute

• Solve Problems About Time Videos:

• Identifying the start time, change of time, and end time in real-world elapsed time problems

• Solving elapsed time word problems to the nearest hour

• Solving elapsed time word problems to the nearest five minutes

• Solving elapsed time word problems to the nearest minute

Task Bank:

Dajuanna's Homework (3.MD.A.1)

Domain: Number Operations and Base Ten Cluster: Use place value understanding and properties of operations to perform multi-digit arithmetic. ➢ 3.NBT.A.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.

Domain: Measurement and Data Cluster: Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Topic B: Measuring Weight and Liquid Volume in Metric Units

Objectives/Learning Targets:

Lesson 6: I can build and decompose a kilogram to reason about the size and weight of 1 kilogram, 100 grams, 10 grams, and 1 gram. ( 3. MD.A.2) Lesson 7: I can develop estimation strategies by reasoning about the weight in kilograms of a series of familiar objects to establish mental benchmark measures. (3. MD.A.2) Lesson 8: I can solve one-step word problems

Eureka Parent Newsletter Topic B Optional Quiz: Topic B Pacing Considerations:

Combine lessons 6 and 7.

Combine lessons 9 and 10.

Suggestions for combining: Lessons 6 and 7 Fluency (11 minutes) Tell time on the Clock Group Counting Decomposing

Additional Instructional resources for enrichment/remediation: Remediation Guide Ready teacher-toolbox aligned lessons:

• Lesson 22: Liquid Volume

• Lesson 23: Mass

Zearn Lessons- Mission 2 Lesson 6: Any Way You Slice It Lesson 7: Weight and See Lesson 8: Weight and Solve Lesson 9: Waterworks Lesson 10: A Measured Approach Lesson 11: Treasure Every Measure

Curriculum and Instruction – Mathematics Quarter: 1 Grade: 3

SCS 2019/2020

Revised 6/13/19 14 of 18

Major Content ➢ Supporting Content

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

3.MD.A.2 Measure the mass of objects and liquid volume using standard units of grams (g), kilograms (kg), milliliters (ml), and liters (l) . Estimate the mass of objects and liquid volume using benchmarks. For example, a large paper clip is about one gram, so a box of about 100 large clips is about 100 grams. Therefore, ten boxes would be about 1 kilogram.

involving metric weights within 100 and estimate to reason about solutions. (3.NBT.A.2, 3. MD.A.2) Lesson 9: I can decompose a liter to reason about the size of 1 liter, 100 milliliters, 10 milliliters, and 1 milliliter. (3. MD.A.2) Lesson 10: I can estimate and measure liquid volume in liters and milliliters using the vertical number line. (3. MD.A.2) Lesson 11: I can solve mixed word problems involving all four operations with grams, kilograms, liters, and milliliters given in the same units. (3.NBT.A.2, 3. MD.A.2)

Complete Mid Module Assessment

Application Problem (3 minutes) Complete Lesson 7 application problem after the Concept Development Concept Development (35 minutes) Lesson 6: Part 1 and 2 Lesson 7: Part 2

Problem Set Lesson 6: Completed during the concept development Lesson 7: e,f,g Debrief/Exit Ticket (10 minutes) Exit Ticket 6: Problem 1 Exit Ticket 7: Problem 2 Suggestions for combining Lessons 9 and 10 Fluency (10 minutes) Milliliter Counting Decompose Group Counting Application Problem (5 minutes) Lesson 10 Concept Development (30 minutes) Lesson 9: Part 2 Lesson 10: Part 1 Problem Set Lesson 9: 1a, c, 2 Lesson 10: 2 Debrief/ExitTicket (10 minutes) Exit Ticket 9 : 1 Exit Ticket 10: 2

Embarc Online Module 2

I-Ready Lessons:

• Solve Problems About Liquid Volume

• Solve Problems About Mass

Videos:

• Understand volume and how volume is measured

• Understand mass and how mass is measured

• Find the volume of liquids

Task Bank:

How Heavy (3.MD.A.2)

Curriculum and Instruction – Mathematics Quarter: 1 Grade: 3

SCS 2019/2020

Revised 6/13/19 15 of 18

Major Content ➢ Supporting Content

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

Domain: Number Operations and Base Ten Cluster: Use place value understanding and properties of operations to perform multi-digit arithmetic. ➢ 3.NBT.A.1 Round whole numbers to the

nearest 10 or 100 using understanding of place value.

Domain: Measurement and Data Cluster: Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. 3.MD.A.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve contextual problems involving addition and subtraction of time intervals in minutes. For example, students may use a number line to determine the difference between the start time and the end time of lunch. 3.MD.A.2 Measure the mass of objects and liquid volume using standard units of grams (g), kilograms (kg), milliliters (ml), and liters (l) . Estimate the mass of objects and liquid volume using benchmarks. For example, a large paper clip is about one gram, so a box of about 100 large clips is about 100 grams. Therefore, ten boxes would be about 1 kilogram.

Topic C: Rounding to the Nearest Ten and Hundred

Objectives/Learning Targets:

Lesson 12: I can round two-digit measurements to the nearest ten on the vertical number line. (3.NBT.A.1, 3. MD.A.1, 3.MD.A.2) Lesson 13: I can round two-and-three digit numbers to the nearest ten on the vertical number line. (3.NBT.A.1) Lesson 14: I can round to the nearest hundred on the vertical number line. (3.NBT.A.1)

Eureka Parent Newsletter Topic C Optional Quiz: Topic C Pacing Considerations:

Lesson 12: Consider including examples that use a vertical number line during the concept development portion of the lesson.

Additional Instructional resources for enrichment/remediation: Remediation Guide Ready teacher-toolbox aligned lessons:

• Lesson 8 Use Place Value to Round Numbers

Zearn Lessons- Mission 2 Lesson 12: Round About! Lesson 13: Top Ten Lesson 14: Line Dance

Embarc Online Module 2 I-Ready Lessons:

• Use place Value to Round Numbers

Videos:

• Understand the value of a digit in a multi-digit number

• Find benchmark numbers using a number line

Task Bank: Rounding to 50 or 500

Curriculum and Instruction – Mathematics Quarter: 1 Grade: 3

SCS 2019/2020

Revised 6/13/19 16 of 18

Major Content ➢ Supporting Content

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

Domain: Number Operations and Base Ten Cluster: Use place value understanding and properties of operations to perform multi-digit arithmetic. ➢ 3.NBT.A.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.

Domain: Measurement and Data Cluster: Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. 3.MD.A.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve contextual problems involving addition and subtraction of time intervals in minutes. For example, students may use a number line to determine the difference between the start time and the end time of lunch. 3.MD.A.2 Measure the mass of objects and liquid volume using standard units of grams (g), kilograms (kg), milliliters (ml), and liters (l) . Estimate the mass of objects and liquid volume using benchmarks. For example, a large paper clip is about one gram, so a box of about 100 large clips is about 100 grams. Therefore, ten boxes would be about 1 kilogram.

Topic D: Two- and Three- Digit Measurement Addition Using the Standard Algorithm

Objectives/Learning Targets: Lesson 15 & 16: I can add measurements using the standard algorithm to compose larger units once/twice. (3.NBT.A.2) Lesson 17: I can estimate sums by rounding and apply to solve measurement word problems. (3.NBT.A.2, 3.MD.A.1, 3.MD.A.2)

(Can be omitted)

Eureka Parent Newsletter- Topic D

Optional Quiz: Topic D

Pacing Considerations: Lessons 15 & 16: Combine. Review both lessons and choose the problems that align to the depth of knowledge the standard requires and meets the needs of your students in both the concept development, problem set and exit ticket. Lesson 17 can be omitted. Suggestions for combining: Lessons 15 and 16

Fluency (8 minutes)

Part-Whole with Measurements Units

Round Three and Four digit numbers

Application Problem (5 minutes)

Lesson 16

Concept Development (40 minutes)

Lesson 15: ALL

Lesson 16: Problem 2

Problem Set

Lesson 15: 1a,c,h,k

Lesson 16: Completed during Concept Development

Debrief/Exit Ticket (10 minutes)

Exit Ticket 15: 1a,,c, 2a, b

Exit Ticket 16: 1b,2

Additional Instructional resources for enrichment/remediation: Remediation Guide Ready teacher-toolbox aligned lessons:

• Lesson 9 Use Place Value to Add and Subtract

Zearn Lessons- Mission 2 Lesson 15: Math Magician Composition Lesson 16: Rename that Unit Lesson 17: Up and Down

Embarc Online Module 2

I-Ready Lessons:

• Add and subtract within 1000 Subtracting Three-Digit Numbers

Curriculum and Instruction – Mathematics Quarter: 1 Grade: 3

SCS 2019/2020

Revised 6/13/19 17 of 18

Major Content ➢ Supporting Content

TN STATE STANDARDS CONTENT INSTRUCTIONAL SUPPORT & RESOURCES

Domain: Number Operations and Base Ten Cluster: Use place value understanding and properties of operations to perform multi-digit arithmetic. ➢ 3.NBT.A.1 Round whole numbers to the

nearest 10 or 100 using understanding of place value.

➢ 3.NBT.A.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.

Cluster: Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. 3.MD.A.2 Measure the mass of objects and liquid volume using standard units of grams (g), kilograms (kg), milliliters (ml), and liters (l) . Estimate the mass of objects and liquid volume using benchmarks. For example, a large paper clip is about one gram, so a box of about 100 large clips is about 100 grams. Therefore, ten boxes would be about 1 kilogram.

Topic E: Two- and Three- Digit Measurement Subtraction Using the Standard Algorithm

Objectives/Learning Targets:

Lesson 18 I can decompose once to subtract measurements including three-digit minuends with zeros in the tens and ones place. (3.NBT.A.2) Lesson 19: I can decompose one/twice to subtract measurements including three-digit minuends with zeros in the tens and ones place. (3.NBT.A.2) Lesson 21: I can estimate sums and differences of measurements by rounding, and solve mixed word problems. (3.NBT.A.2, 3.MD.A.2, 3.NBT.A.1)

Complete End of Module Assessment

Eureka Parent Newsletter Topic E

Optional Quiz: Topic E

Pacing Considerations: Lesson 20 can be omitted.

Additional Instructional resources for enrichment/remediation: Remediation Guide

Ready teacher-toolbox aligned lessons:

• Lesson 9 Use Place Value to Round Numbers

Zearn Lessons- Mission 2 Lesson 19: Ready, Set, Subtract Lesson 20: What’s the Difference? Lesson 21: All together Measure

Embarc Online Module 2

I-Ready Lessons:

• Add and subtract within 1000

• Subtracting Three-Digit Numbers

Videos: • Solve subtraction problems

using a number line

Task Bank:

Classroom Supplies (3.NBT.A.2, 3.MD.B.3, 3.OA.A.3)

Curriculum and Instruction – Mathematics Quarter: 1 Grade: 3

SCS 2019/2020

Revised 6/13/19 18 of 18

Major Content ➢ Supporting Content

RESOURCE TOOLKIT

The Resource Toolkit provides additional support for comprehension and mastery of grade-level skills and concepts. These resources were chosen as an accompaniment to modules taught within this quarter. Incorporated materials may assist educators with grouping, enrichment, remediation, and differentiation.

Textbook Resources

Great Minds’ Eureka Math

CCSS

Tennessee Math Standards

Achieve the Core - Tasks

Videos

NCTM Common Core Videos

TN Tools – Edutoolbox

Grade 3- LearnZillion

CCSS Video Series

Interactive Manipulatives

Multiplying by Repeated Addition Related Repeated Addition to Multiplication

Multiplication Games

Multiplication Fluency

Additional Sites

http://www.k-5mathteachingresources.com/3rd-grade-number-activities.html

https://www.illustrativemathematics.org/content-standards/3 http://www.edutoolbox.org/tntools/list/grade/819/955/3#960

Other

Parent Roadmap: Supporting Your Child in Grade Three Mathematics

Illustrated Mathematics Dictionary for Kids

*Use this guide as you prepare to teach a module for additional guidance in planning, pacing, and suggestions for omissions.

Pacing and Preparation Guide (Omissions)

SHELBY COUNTY SCHOOLS 2019-2020 MATHEMATICS INSTRUCTIONAL CALENDAR – GRADE 3

Note: Please use this suggested pacing as a guide. It is understood that teachers may be up to 1 week ahead or 1 week behind depending on their individual class needs.

August 2019 Module Monday Tuesday Wednesday Thursday Friday Notes:

1 2 Flex Day Options Include:

Standard- Suggested standard(s) to review for the day (*-denotes a Power Standard)

Pacing – Use this time to adjust instruction to stay on pace. Other- This includes assessments, review, re-teaching, etc. Optional Quizzes- Module 1 Topic A Topic B Topic C (Quizzes should not take more than 15 minutes to administer)

5

6 7 8 9

12

1st Day of School

13 14 15 16

Module 1 Omit lesson 1

19 Topic A

Lesson 2

20 Topic A

Lesson 3

21 Topic B

Combine Lessons 4/5

22 Topic B

Lesson 6

23 Flex Day Options

3.OA.A.1 3.OA.B.6*

Pacing Other

Module 1

26 Topic C

Combine Lessons 7/8

27 Topic C

Lesson 9

28 Topic C

Lesson 10

29 Mid Module Assessment

30 Flex Day Options

3.OA.A.1 3.OA.B.5 Pacing Other

Use this time to establish routines, procedures, and build positive classroom culture. Additional SEL resources: SEL Connections and SEL Competencies

SHELBY COUNTY SCHOOLS 2019-2020 MATHEMATICS INSTRUCTIONAL CALENDAR – GRADE 3

Note: Please use this suggested pacing as a guide. It is understood that teachers may be up to 1 week ahead or 1 week behind depending on their individual class needs.

September 2019 Module Monday Tuesday Wednesday Thursday Friday Notes:

Module 1 Omit Lesson 15

2 Labor Day

(Out)

3 Topic C

Lesson 11

4 Topic D

Combine lessons 12 and 13

5 Topic E

Lesson 14

6 Topic E

Lesson 16

Flex Day Options Include:

Standard- Suggested standard(s) to review for the day

(*-denotes a Power Standard) Pacing – Use this time to adjust instruction to stay on pace. Other- This includes assessments, review, re-teaching, etc.

Optional Quizzes- Module 1 Topic C Topic D Topic E Optional Quizzes- Module 2 Topic A Topic B Topic C (Quizzes should not take more than 15 minutes to administer)

Module 1

9

Topic E Lesson 17

10 Topic F

Combine lessons 18 and 19

11 Topic F

Combine Lessons 20 and 21

12 End of Module

Assessment

13 Flex Day Options

3.OA.A.3 3.OA.B.5 Pacing Other

Module 2

Omit Lessons 1 16 Topic A

Lesson 2

17 Topic A

Lesson 3

18 Topic A

Lesson 4

19 Topic B

Lessons 5

Parent Teacher Conferences

20 ½ day students

Flex Day Options 3.MD.A.1* 3.NBT.A.2 ‘Pacing Other

Module 2 23

Topic B Combine Lessons 6

and 7

24 Topic B

Lesson 8

25 Topic B

Combine lessons 9 and10

26 Topic C

Lesson 11

27 Flex Day Options

3.NBT.A.2 3.MD.A.2

Pacing Other

Module 2 30

Topic C Lesson 12

1 2 3 4

SHELBY COUNTY SCHOOLS 2019-2020 MATHEMATICS INSTRUCTIONAL CALENDAR – GRADE 3

Note: Please use this suggested pacing as a guide. It is understood that teachers may be up to 1 week ahead or 1 week behind depending on their individual class needs.

October 2019 Module Monday Tuesday Wednesday Thursday Friday Notes:

Module 2 Omit lesson 17

30 1 Topic C

Lesson 13

2 Topic C

Lesson 14

3 Topic D

Combine lessons 15 and 16

4 Flex Day Options

3.NBT.A.1 3.MD.A.1 3.MD.A.2

Pacing Other

Flex Day Options Include:

Standard- Suggested standard(s) to review for the day

(*-denotes a Power Standard) Pacing – Use this time to adjust instruction to stay on pace. Other- This includes assessments, review, re-teaching, etc. Optional Quizzes- Module 2 Topic C Topic D Topic E (Quizzes should not take more than 15 minutes to administer)

Module 2 Omit lesson 20

7 Topic E

Lesson 18

8 Topic E

Lesson 19

9 Topic E

Lesson 21

10 End of Module

Assessment

11 ½ day students

End of Quarter 1 Flex Day Options

3.NBT.A.2 3.MD.A.2

Pacing Other

14

15 16 17 18

21 Quarter 2

begins

21 23 24 25

28 29 30

31

Halloween

1

Fall Break