COURSE OF STUDY UNIT PLANNING GUIDE FOR: MATH

GRADE LEVEL: THIRD PREPARED BY: MARIA BARNES

ALIGNED TO THE NEW JERSEY STUDENT LEARNING STANDARDS FOR MATHEMATICS

REVISED: JUNE 2017

B.O.E. ADOPTED AUGUST 24, 2017

Mathematics | Grade 3 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. (1) 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; multiplication is finding an unknown product, and division is finding an unknown factor in these situations. For equal-sized group situations, division can require finding the unknown number of groups or the unknown group size. 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. By comparing a variety of solution strategies, students learn the relationship between multiplication and division. (2) Students develop an understanding of fractions, beginning with unit fractions. Students view fractions in general as being built out of unit fractions, and they use fractions along with visual fraction models to represent parts of a whole. 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. Students are able to use fractions to represent numbers equal to, less than, and greater than one. They solve problems that involve comparing fractions by using visual fraction models and strategies based on noticing equal numerators or denominators. (3) Students recognize area as an attribute of two-dimensional regions. They 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, a square with sides of unit length being the standard unit for measuring area. Students understand that rectangular arrays can be decomposed into identical rows or into identical columns. By decomposing rectangles into rectangular arrays of squares, students connect area to multiplication, and justify using multiplication to determine the area of a rectangle. (4) Students describe, analyze, and compare properties of two-dimensional shapes. They compare and classify shapes by their sides and angles, and connect these with definitions of shapes. Students also relate their fraction work to geometry by expressing the area of part of a shape as a unit fraction of the whole.

Grade 3 Overview *

Mathematical Practices • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Attend to precision. • Look for and make use of structure. • Look for and express regularity in repeated reasoning

Operations and Algebraic Thinking

• Represent and solve problems involving multiplication and division. • Understand properties of multiplication and the relationship between multiplication and division. • Multiply and divide within 100. • Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Number and Operations in Base Ten

• Use place value understanding and properties of operations to perform multidigit arithmetic. Number and Operations—Fractions

• Develop understanding of fractions as numbers. Measurement and Data

• Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. • Represent and interpret data. • Geometric measurement: understand concepts of area and relate area to multiplication and to addition. • Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Geometry

• Reason with shapes and their attributes. *There are relevant footnotes and a glossary available on the NJSLS website: New Jersey Learning Standards

DUMONT, NEW JERSEY

UNIT: 1 UNIT TITLE: Numeration CHAPTERS/TOPIC COVERED: Topic 1 UNIT LENGTH: 11-13 Days

Performance Indicators (Standards and

Objectives)  

Essential Questions

Activities (Approximate Time Frame)  

Strategies/Methods/Vocabulary

Resources (Including

Digital Tools 2.NBT.A1 Understand that the three digits of a three digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. 2.NBT.A3 Read and write numbers to 1000 using base ten numerals, number names, and expanded form. 2.NBT.A3; 4.NBT.A2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. 4.NBT.A2 3.NBT.A1 Use place value understanding to round whole numbers to the nearest 10 or 100.  3.NBT.A2 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. 4.NBT.A2

1-1 How can you read and write a number in the hundreds?

1-2 How can you read and write

a four-digit number? 1-3 How can you read and write

greater numbers? 1-4 How can you name

numbers?

Watch Topic Opener and Pearson video 1-1,Read & write numbers in the hundreds, Spiral Review/ Quick Check- 1 day Watch Pearson video 1-2, Read and write 4 digit numbers, Spiral Review/Quick Check-1day Watch Pearson video 1-3, Read and write greater numbers, Teach up to 100,000s, Spiral Review/ Quick Check- 2 days Watch Pearson video 1-4, Name numbers in math journal, Call on a few students to form a line and determine their place in line (1st,2nd,3rd…)Spiral Review/Quick Check-1day

Whole Group/Small Group Use Place Value Blocks, Vocabulary-Digits, Place Value, Standard Form, Expanded Form, Word Form Whole Group/Small Group Use Place Value Blocks Whole Group/Small Group Use Place Value Blocks Whole Group/Small Group Instruction Vocabulary-Period Whole Group/Small Group Use a visual with students forming a line and naming their position. Vocabulary- Ordinal Number

Pearsonsuccessnet.com; SmartBoard; Place Value Blocks, Teaching Tool 24, Interactive Learning Sheet 1, iPads, BrainPopJr.com (optional) Pearsonsuccessnet.com; SmartBoard; Place Value Blocks, Teaching Tools 24 &25,iPads, BrainPopJr.com (optional) Pearsonsuccessnet.com; SmartBoard; Place Value Blocks, iPads Pearsonsuccessnet.com; SmartBoard, iPads

4.NBT.A2 *Prepares for 4th grade 3.NBT.A1

1-5A: How can you locate and write numbers on a number line?

Locate and write numbers on a number line

Whole Group/Small Group/Pairs, Locate and compare, Use Reasoning

Supplemental Pearson Booklet Number Lines (Teaching Tool 12), iPads

3.NBT.A1 2.NBT.A4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.  3.NBT.A1 2.NBT.A4; 3.NBT.A1 2.MD.C8 *Reviews 2nd grade Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? 2.MD.8 *Reviews 2nd grade – Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? 3.NBT.A1

1-5 B: How can you complete the pattern on a number line?

1-5 How can place value help

you compare whole numbers?

1-6 How can you order

numbers? 1-7 How can you count money? 1-8 How can you make change? 1-9 How can you solve problems

by making an organized list?

Identify a pattern on a number line or graph scale and calculate missing labels- 1day Watch Pearson Video 1-5, Compare 3 & 4 digit whole numbers, Spiral Review/ Quick Check- 1day Watch Pearson Video 1-6, Compare 3 & 4 digit whole numbers, Spiral Review/ Quick Check- 1 day Watch Pearson Video 1-7, Find the value of money, Spiral Review/Quick Check- 1 day Watch Pearson Video 1-8, Make Change, Spiral Review/Quick Check- 1 day Watch Pearson Video 1-9, Make an organized list, Spiral Review/Quick Check- 1 day

Whole Group/Small Group/ Pairs, Use Reasoning

Whole Group/Small Group/Pairs Vocabulary: Compare Whole Group/Small Group/Pairs Vocabulary: Order Whole Group/Small Group/Pairs, Use Bills and Coins, Skip Count Vocabulary: Dollar Sign, Decimal Point Whole Group/Small Group/Pairs, Use Bills and Coins, Subtract or Start with cost & count on Whole Group/Small Group

Supplemental Pearson Booklet Number Lines (Teaching Tool 12), iPads, laptops Pearsonsuccessnet.com; SmartBoard, Place Value Blocks, Teaching Tool 24 & 25, iPads, laptops Pearsonsuccessnet.com; SmartBoard, Place Value Blocks, Teaching Tools 24 & 25, Interactive Learning Recording Sheet 2 Pearsonsuccessnet.com; SmartBoard, Bills and Coins, Teaching Tool 36,iPads, laptops, BrainPopJr.com (optional) Pearsonsuccessnet.com; SmartBoard, Bills and Coins, Teaching Tool 36, iPads, laptops BrainPopJr.com (optional) Watch Counting On Video: http://www.showme.com/sh/?h =LABXFfk (optional) Pearsonsuccessnet.com; SmartBoard, iPads, laptops

DUMONT, NEW JERSEY

UNIT: 2 UNIT TITLE: Adding Whole Numbers CHAPTERS/TOPIC COVERED: Topic 2 UNIT LENGTH: 8-10 Days

Performance Indicators (Standards and

Objectives)  

Essential Questions

Activities (Approximate Time Frame)  

Strategies/Methods/Vocabulary

Resources (Including

Digital Tools 3.NBT.A2; 3.OA.D9 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.A2; 3.OA.D9 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.A2 3.NBT.A1

2-1 How can the addition properties be used to show relationships that always hold true? 2-2 How can you use patterns on a hundreds chart to add two digit numbers? 2-3 How can you break apart numbers or make a ten to add two-digit numbers using mental math? 2-4 How can you round numbers?

Watch Pearson Video 2-1 Model and Solve Commutative, Associative, and Identity Properties of Addition, Spiral Review/Quick Check-1day Watch Pearson Video 2-2 Use a hundreds chart to add two-digit numbers and develop mental math strategies, Spiral Review/Quick Check- 1 day Watch Pearson Video 2-3 Solve problems by adding with mental math, Spiral Review/ Quick Check- 1 day Watch Pearson Video 2-4 Round two-digit and three-digit whole numbers to the nearest ten

Whole Group/Small Group Join/Separate/Part-Part-Whole/ Comparison/Use Counters Vocabulary: Addends, Sum, Commutative Property of Addition, Associative Property of Addition, Identity Property of Addition Whole Group/Small Group/Pairs Whole Group/Small Group/Pairs Break Apart and make tens Whole Group/Small Group/Pairs Compare numbers/Use place value

Pearsonsuccessnet.com, SmartBoard, Counters, iPads, laptops Pearsonsuccessnet.com, SmartBoard (Interactive Hundreds Chart), Hundreds Chart (Teaching Tool 7), iPads, laptops Pearsonsuccessnet.com, SmartBoard, iPads, laptops Pearsonsuccessnet.com, SmartBoard, Rounding Rap Song, iPads, laptops,

3.NBT.A1; 3.NBT.A2 3.NBT.A2 3.NBT.A2 3.NBT.A2 3.NBT.A1; 3.NBT.A2; 3.OA.D8 - Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for

2-5 How can you estimate sums? 2-6 How can you use addition to solve problems? 2-7A How can you break large addition problems into smaller ones? 2-7 How can you add three-digit numbers? 2-8 How can you use addition to solve problems?

or hundred, by comparing to the number halfway between or by using place values, Spiral Review/Quick Check- 1 day Watch Pearson Video 2-5 Solve problems by estimating sums, Spiral Review/Quick Check- 1 day Watch Pearson Video 2-6 Add two-digit numbers to solve word problems, Spiral Review/ Quick Check-1 day Add three-digit numbers using expanded algorithm Quick Check- 1 day Watch Pearson Video 2-7 Add three-digit numbers using standard algorithm, Spiral Review/Quick Check- 1 day Watch Pearson Video 2-8 Add three-digit numbers and use addition to solve problems, Spiral Review/Quick Check- 1 day

Vocabulary: Round Whole Group/Small Group/Pairs Rounding/Compatible Numbers Vocabulary: Estimate, Compatible Numbers Whole Group/Small Group/Pairs Paper-Pencil method, use standard algorithm Whole Group/Small Group/Pairs Paper-Pencil method, Use Expanded Algorithm Whole Group/Small Group/Pairs Paper-Pencil method, Use Standard Algorithm Whole Group/Small Group/Pairs Paper-Pencil method, Use Standard Algorithm

BrainPopJr.com (optional) Pearsonsuccessnet.com, SmartBoard, Rounding Rap Song, Interactive Recording Sheet 4, iPads, laptops Pearsonsuccessnet.com, SmartBoard, Place Value Blocks, Teaching Tool 24, iPads, laptops, BrainPopJr.com (optional) Supplemental Pearson Booklets, SmartBoard, Place Value Blocks, iPads, laptops Pearsonsuccessnet.com, SmartBoard, Place Value Blocks, Teaching Tool 24, iPads, laptops Pearsonsuccessnet.com, SmartBoard, iPads, laptops

the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.3 3.OA.D8; 3.NBT.A2 3.OA.D8; 3.NBT.A2; 3.NBT.A3

2-9 How can you use addition to solve problems? 2-10 How can you solve a problem by drawing a picture?

Watch Pearson Video 2-9 Add 3 or more 2 and 3 digit numbers, Use Addition to solve word problems, Spiral Review/ Quick Check- 1 day Watch Pearson Video 2-10 Draw a picture to solve a problem, Spiral Review/Quick Check- 1 day

Whole Group/Small Group/Pairs Paper-Pencil method, Use Standard Algorithm, Add the doubles or numbers that make ten first, or add in any order Whole Group/Small Group/Pairs Use or draw a picture/diagram, write and complete a number sentence

Pearsonsuccessnet.com, SmartBoard, Interactive Learning Recording Sheet 5, iPads, laptops Pearsonsuccessnet.com SmartBoard, iPads, laptops

DUMONT, NEW JERSEY

UNIT: 3 UNIT TITLE: Subtraction Number Sense CHAPTERS/TOPIC COVERED: Topic 3 UNIT LENGTH: 5-7 Days

Performance Indicators (Standards and

Objectives)  

Essential Questions

Activities (Approximate Time Frame)  

Strategies/Methods/Vocabulary

Resources (Including

Digital Tools 2.OA.A1-  Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 2.NBT.B5 - Fluently add and subtract within 100 using strategies based on place value, properties of

3-1 When do you subtract?

Watch Pearson Video 3-1 Subtract to solve word problems, Spiral Review/Quick Check-1 day

Whole Group/Small Group/Pairs Solve by joining, separating, using Part-Part-Whole, or comparisons, Fact Families, Use counters Vocabulary: Fact Family

Pearsonsuccessnet.com, SmartBoard, Use counters, iPads, laptops, BrainPopJr.com (optional)

operations, and/or the relationship between addition and subtraction. 2.OA.A1; 2.NBT.B5 3.NBT.A2 3.NBT.A1; 3.NBT.A2 3.NBT.A2

3-2 How can you subtract on a hundreds chart? 3-3 When can you subtract with mental math? 3-4 How can you estimate differences? 3-5 How can you use reasonableness to justify an answer?

Watch Pearson Video 3-2 Subtract two-digit numbers using a hundred chart and develop mental math strategies, Spiral Review/Quick Check- 1 day Watch Pearson Video 3-3 Solve problems using mental math, Spiral Review/ Quick Check- 1 day Watch Pearson Video 3-4 Solve problems by estimating differences. Spiral Review/ Quick Check- 1 day Watch Pearson Video 3-5 Solve word problems and check answers for reasonableness, Spiral Review/Quick Check- 1 day

Whole Group/Small Group/Pairs Use a hundred chart Vocabulary: Difference Whole Group/Small Group/Pairs Change the numbers or expression to make the calculation easier to do mentally Whole Group/Small Group/Pairs Use rounding and compatible numbers to estimate differences Whole Group/Small Group/Pairs Use estimation when appropriate, Check the answer against the question and conditions in the problem

Pearsonsuccessnet.com, SmartBoard (Interactive Hundred Chart), Hundred Chart (Teaching Tool 7), iPads, laptops Pearsonsuccessnet.com, SmartBoard, iPads, laptops Pearsonsuccessnet.com, SmartBoard, iPads, laptops Pearsonsuccessnet.com, SmartBoard, iPads, laptops

DUMONT, NEW JERSEY

UNIT: 4 UNIT TITLE: Subtracting Whole Numbers to Solve Problem CHAPTERS/TOPIC COVERED: Topic 4 UNIT LENGTH: 8-10 Days

Performance Indicators (Standards and

Objectives)  

Essential Questions

Activities (Approximate Time Frame)  

Strategies/Methods/Vocabulary

Resources (Including

Digital Tools 3.NBT.A2 3.NBT.A2 3.NBT.A2 3.NBT.A2 3.NBT.A2

4-1A How do equations work? 4-1 How can you use models to subtract two-digit numbers with regrouping? 4-2 How can you subtract two-digit numbers using paper and pencil?

4-3A How can you break large subtraction problems into smaller ones? 4-3 How can you use models to subtract three-digit numbers with regrouping?

Decide whether both sides of an equation are equal and determine the value of an unknown number in an equation, Quick Check- 1 day Watch Pearson Video 4-1 Subtract two-digit numbers using place value blocks or pictures and record the results using the standard subtraction algorithm, Spiral Review/Quick Check- 1 day Watch Pearson Video 4-2 Subtract two-digit numbers using Paper-and-Pencil methods and use subtraction to solve problems, Spiral Review/Quick Check- 1 day Solve 3-digit subtraction problems by breaking them into smaller, easier subtraction problems, Spiral Review/Quick Check- 1 day Watch Pearson Video 4-3 Subtract 3-digit numbers using place value blocks or pictures and record the results using standard algorithm, Spiral Review/Quick Check-1day

Whole Group/Small Group/Pairs Model, Make viable arguments Vocabulary: Equation Whole Group/Small Group/Pairs Use Standard Subtraction Algorithm, Model Whole Group/Small Group/Pairs Use Standard Subtraction Algorithm, Model with Paper-Pencil method Whole Group/Small Group/Pairs Model with Expanded Algorithm Whole Group/Small Group/Pairs Use Standard Algorithm

Supplemental Pearson Booklet, iPads, laptops Pearsonsuccessnet.com, SmartBoard, Place Value Blocks, Teaching Tool 24, BrainPopJr.com (optional) Pearsonsuccessnet.com, SmartBoard, Interactive Learning Recording Sheet 6, Place Value Blocks, iPads, laptops BrainPopJr.com (optional) Pearsonsuccessnet.com, SmartBoard, iPads, laptops, Supplemental Pearson Booklet Pearsonsuccessnet.com, SmartBoard, Place Value Blocks, Teaching Tool 24, iPads, laptops

3.NBT.A2; 3.OA.D8 3.NBT.A2 3.OA.D8; 3.MD.B3 - 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.

4-4 How can you subtract three-digit numbers using paper and pencil? 4-5 How can you subtract from a three-digit number with zeros?

4-6 How can a picture help you write a number sentence?

Watch Pearson Video 4-4 Subtract 3-digit numbers using Paper-and-Pencil methods and use subtraction to solve problems, Spiral Review/Quick Check-1 day Watch Pearson Video 4-5 Subtract 3-digit numbers using Paper-and-Pencil methods and use subtraction to solve problems, Subtract across zeroes, Spiral Review/Quick Check- 1 day Watch Pearson Video 4-6 Solve problems by writing a number sentence based on a picture they have drawn describing the picture, Spiral Review/Quick Check – 1 day

Whole Group/Small Group/Pairs Use Standard Algorithm for Subtracting, Model, Use Place Value Blocks Whole Group/Small Group/Pairs Use Standard Algorithm for Subtracting, Model, Use Place Value Blocks, Use Subraction with Zeroes Poem found on ShowMe.com video Whole Group/Small Group/Pairs Model, Write and complete number sentences

Pearsonsuccessnet.com, SmartBoard, Place Value Blocks, Interactive Learning Recording Sheet 7, iPads, laptops Pearsonsuccessnet.com, SmartBoard, Place Value Blocks, Teaching Tool 24, Subtraction with Zeroes in the the Minuend Video: http://www.showme.com/sh/?h =otoZFXU (optional)

Pearsonsuccessnet.com, SmartBoard, Problem Solving Recording Sheet (Teaching Tool 1), iPads, laptops

DUMONT, NEW JERSEY

UNIT: 5 UNIT TITLE: Multiplication Meanings and Facts CHAPTERS/TOPIC COVERED: Topic 5 UNIT LENGTH: 11-13 Days

Performance Indicators (Standards and

Objectives)  

Essential Questions

Activities (Approximate Time Frame)  

Strategies/Methods/Vocabulary

Resources (Including

Digital Tools 3.OA.A1 - Interpret products of whole numbers, e.g., interpret 5 × 7

5-1 How can you find the total Watch Pearson Video 5-1 Whole Group/Small Group/Pairs Pearsonsuccessnet.com,

as the total number of objects in 5 groups of 7 objects each. For example, describe and/or represent a context in which a total number of objects can be expressed as 5 × 7. 3.OA.A3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 3.OA.A1; 3.OA.A3; 3.OA.A4-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 = ?. 3.OA.B5-  Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (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.D9 3.OA.A1; 3.OA.A3

number of objects in equal groups? 5-2 What are arrays and how do they show multiplication? 5-3 How can you use multiplication to compare?

Write multiplication number sentences for given group situations, using the X symbol, Spiral Review/Quick Check- 1 day Watch Pearson Video 5-2 Write multiplication sentences for arrays, Use arrays to find products, Use Commutative Property of Multiplication, Spiral Review/Quick Check- 1 day Watch Pearson Video 5-3 Use models and write multiplication sentences to compare amounts, Spiral Review/Quick Check- 1 day

Use two-color counters Vocabulary: Multiplication, Factors, Product Whole Group/Small Group/Pairs Use two-color counters Vocabulary: Array, Commutative (Order)Property of Multiplication Whole Group/Small Group/Pairs Use two-color counters, Use real world problems to join or separate equal groups and make comparisons Vocabulary: Twice

SmartBoard, Two-Color Counters, Teaching Tool 21, iPads, laptops, BrainPopJr.com (optional) Pearsonsuccessnet.com, SmartBoard, Two-Color Counters, Teaching Tool 21, iPads, laptops, BrainPopJr.com (optional) Pearsonsuccessnet.com, SmartBoard, Two-Color Counters, Teaching Tool 21, iPads, laptops,

3.OA.A1; 3.OA.A3 3.OA.A1; 3.OA.A3; 3.OA.C7- Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., 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. 3.OA.D9 3.OA.A3; 3.OA.D9 3.NBT.A3; 3.OA.A3; 3.OA.D9 3.NBT.A3 3.OA.A3; 3.OA.D9

5-4 How can you write a story to describe a multiplication fact? 5-5 How do you write a good mathematical explanation? 5-6 How can you use patterns to multiply 2 and 5? 5-7 What are the patterns in multiples of ten? 5-8A What is a rule for multiplying by a multiple of 10? 5-8 How can patterns be used to find 9’s facts?

Watch Pearson Video 5-4 Write math stories for given multiplication facts, Spiral Review/Quick Check- 1 day Watch Pearson Video 5-5 Use objects, words, pictures, numbers, and technology to provide a written explanation reflecting understanding Watch Pearson Video 5-6 Use patterns to multiply with 2 and 5 as factors, Spiral Review/Quick Check- 1 day Watch Pearson Video 5-7 Use patterns to multiply with 10 as a factor, Spiral Review/Quick Check- 1 day Use basic multiplication facts and number patterns to multiply by multiples of 10, Spiral Review/Quick Check- 1 day Watch Pearson Video 5-8 Use patterns to multiply 9 as a factor, Spiral Review/Quick Check- 1 day

Whole Group/Small Group/Pairs Use two-color counters, Read and write real world problems to join or separate equal groups and make comparisons Whole Group/Small Group/Pairs Model Whole Group/Small Group/Pairs Patterns Vocabulary: Multiples Whole Group/Small Group/Pairs Patterns Whole Group/Small Group/Pairs Patterns Whole Group/Small Group/Pairs Patterns

Pearsonsuccessnet.com, SmartBoard, Two-Color Counters, Teaching Tool 21, iPads, laptops, Pearsonsuccessnet.com, SmartBoard, iPads, laptops Pearsonsuccessnet.com, SmartBoard, Interactive Learning Recording Sheet 8, iPads, laptops Pearsonsuccessnet.com, SmartBoard, Interactive Learning Recording Sheet 9, Two-Color Counters, iPads, laptops Supplemental Pearson Booklet, Pearsonsuccessnet.com, SmartBoard, iPads, laptops Pearsonsuccessnet.com, SmartBoard, Interactive Learning Recording Sheet 10, Two-Color Counters, iPads, laptops

3.OA.A3; 3.OA.D9 3.OA.A3; 3.OA.D8

5-9 What are the patterns in multiples of 1 and 0? 5-10 How can you tell when you need to answer more than one question to solve a problem?

Watch Pearson Video 5-9 Use patterns and properties to multiply with 0 and 1 as factors, Spiral Review/Quick Check- 1 day Watch Pearson Video 5-10 Solve for one problem and use the solution to complete a second problem, Spiral Review/Quick Check- 1 day

Whole Group/Small Group/Pairs Patterns Vocabulary: Identity (One) Property of Multiplication, Zero Property of Multiplication Whole Group/Small Group/Pairs Model

Pearsonsuccessnet.com, SmartBoard, Interactive Learning Recording Sheet 11, Two-Color Counters, iPads, laptops Pearsonsuccessnet.com, SmartBoard, iPads, laptops

DUMONT, NEW JERSEY

UNIT: 6 UNIT TITLE: Multiplication Fact Strategies: Use Known Facts CHAPTERS/TOPIC COVERED: Topic 6 UNIT LENGTH: 9-11 Days

Performance Indicators (Standards and

Objectives)  

Essential Questions

Activities (Approximate Time Frame)  

Strategies/Methods/Vocabulary

Resources (Including

Digital Tools 3.OA.A3; 3.OA.B5

6-1A How can you break up a multiplication fact?

Use Distributive Property to simplify multiplication problems, Quick Check- 1 day

Whole Group/Small Group/Pairs Break Apart larger arrays that represent multiplication facts into smaller arrays that represent other multiplication facts Vocabulary: Distributive Property

Supplemental Pearson Booklet, Pearsonsuccessnet.com, SmartBoard, Two-Color Counters, Teaching Tool 21, iPads, laptops

3.OA.A3; 3.OA.B5 3.OA.A3; 3.OA.B5 3.OA.A3 3.OA.A3 3.OA.A3

6-1 How can you break apart arrays to multiply by 3? 6-2 How can you break apart arrays to multiply with 4? 6-3 How can you break apart arrays to multiply with 6 or 7? 6-4 How can you break apart arrays and use known facts to multiply with 8? 6-5 What are the patterns in multiples of 11 and 12?

Watch Pearson Video 6-1 Use known facts to find products with 3 as a factor, Spiral Review/Quick Check- 1 day Watch Pearson Video 6-2 Use known facts and doubles to find products with 4 as a factor, Spiral Review/Quick Check- 1 day Watch Pearson Video 6-3 Use known facts to find products with 6 and 7 as factors, Spiral Review/Quick Check- 1 day Watch Pearson Video 6-4 Use known facts and doubles to find products with 8 as a factor, Spiral Review/Quick Check- 1 day Watch Pearson Video 6-5 Use known facts to find products with 11 and 12 as factors, Spiral Review/Quick Check-1 day

Whole Group/Small Group/Pairs Break Apart method

Whole Group/Small Group/Pairs Break Apart method, Use Doubles Whole Group/Small Group/Pairs Break Apart method Whole Group/Small Group/Pairs Break Apart method, Use Doubles Whole Group/Small Group/Pairs Use Patterns to find products

Pearsonsuccessnet.com, SmartBoard, Two-Colored Counters, Teaching Tool 21, iPads, laptops Pearsonsuccessnet.com, SmartBoard, Two-Colored Counters, Teaching Tool 21, iPads, laptops Pearsonsuccessnet.com, SmartBoard, Two-Colored Counters, Teaching Tool 21, iPads, laptops Pearsonsuccessnet.com, SmartBoard, Two-Colored Counters, Teaching Tool 21, iPads, laptops Pearsonsuccessnet.com, SmartBoard, Two-Colored Counters, Teaching Tool 21, iPads, laptops

3.OA.A3; 3.OA.B5 3.OA.A3 3.OA.A3; 3.OA.D8

6-6 How can you multiply three numbers? 6-7A How can you find the number of possible combinations? 6-7 How can you figure out what question needs to be answered first in a multiple-step problem?

Watch Pearson Video 6-6 Multiply three numbers and use the Associative Property of Multiplication, Spiral Review/ Quick Check- 1 day Use objects, pictures, and multiplication to find the number of possible combinations of data or objects in a problem, Quick Check- 1 day Watch Pearson Video 6-7 Solve multi-step problems, Spiral Review/Quick Check- 1 day

Whole Group/Small Group/Pairs Group and multiply numbers in any order Vocabulary: Associative Property of Multiplication Whole Group/Small Group/Pairs Model Whole Group/Small Group/Pairs Find and solve a sub-problem, and then use that answer to solve the original problem

Pearsonsuccessnet.com, SmartBoard, Interactive Learning Recording Sheet 12, Two-Color Tiles (Teaching Tool 20), Teaching Tool 21, iPads, laptops Supplemental Pearson Booklet, Pearsonsuccessnet.com, SmartBoard, Two Color Counters, Two-Color Tiles, iPads, laptops Pearsonsuccessnet.com, SmartBoard, iPads, laptops

DUMONT, NEW JERSEY

UNIT: 7 UNIT TITLE: Division Meanings CHAPTERS/TOPIC COVERED: Topic 7 UNIT LENGTH: 7-9 Days

Performance Indicators (Standards and

Objectives)  

Essential Questions

Activities (Approximate Time Frame)  

Strategies/Methods/Vocabulary

Resources (Including

Digital Tools 3.OA.A2-  Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share

7-1 How can you think of division as sharing?

Watch Pearson Video 7-1 Use models to solve division problems involving sharing

Whole Group/Small Group/Pairs Join/Separate into equal groups Vocabulary: Division

Pearsonsuccessnet.com, SmartBoard, Two-Colored Counters, Interactive Learning

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. For example, describe and/or represent a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. 3.OA.A3; 3.OA.A4 3.OA.A4; 3.OA.B6-  Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.  3.OA.D9 3.OA.A2; 3.OA.A3; 3.OA.B6 3.OA.A2; 3.OA.A3; 3.OA.A4 3.OA.A4; 3.OA.B6

7-2A How can you use a multiplication table to solve division problems? 7-2 How many are left over? 7-3 How can you think of division as repeated subtraction? 7-4A How can you choose an equation to solve word problems?

and record solutions using division number sentences, Spiral Review/Quick Check- 1 day Use multiplication tables to find answers to division problems, Quick Check- 1 day Watch Pearson Video 7-2, Students will learn that when dividing, there may be some left over called a remainder, Spiral Review/ Quick Check- 1 day Watch Pearson Video 7-3, Use models to solve division problems involving repeated subtraction and record solutions using division number sentences, Spiral Review/Quick Check- 1 day Solve word problems by writing equations that represent the problem situations, Quick Check- 1 day

Whole Group/Small Group/Pairs Multiplication Table/Determine missing factor Whole Group/Small Group/Pairs Model Vocabulary: Remainder Whole Group/Small Group/Pairs Repeated Subtraction Whole Group/Small Group/Pairs Draw pictures/Use objects

Recording Sheet 13, iPads, laptops Pearsonsuccessnet.com, Supplemental Pearson Booklet, SmartBoard (Interactive Multiplication Table), Multiplication Table (Teaching Tool 9) Pearsonsuccessnet.com, SmartBoard, Two-Colored Counters, iPads, laptops Pearsonsuccessnet.com, SmartBoard, Two-Colored Counters, iPads, laptops, BrainPopJr.com (optional) Supplemental Pearson Booklet, Pearsonsuccessnet.com, SmartBoard, iPads, laptops

3.OA.A3; 3.OA.A4 3.OA.A3; 3.OA.A4

7-4 What kinds of stories involve division situations? 7-5How can you use objects and draw a picture to solve a problem?

Watch Pearson Video 7-4 Write and solve number stories involving division, Spiral Review/Quick Check- 1 day Watch Pearson Video 7-5 Solve problems by using objects and drawing a picture, Spiral Review/Quick Check- 1 day

Whole Group/Small Group/Pairs Join/Separate into equal groups to solve word stories Whole Group/Small Group/Pairs Use objects, Act it out, Draw Pictures

Pearsonsuccessnet.com, SmartBoard, Two-Colored Counters, Division Sentence Cards, iPads, laptops Pearsonsuccessnet.com, SmartBoard, Interactive Learning Recording Sheet 14, Two-Color Tiles (Teaching Tool 20), iPads, laptops

DUMONT, NEW JERSEY

UNIT: 8 UNIT TITLE: Division Facts CHAPTERS/TOPIC COVERED: Topic 8 UNIT LENGTH: 7-9 Days

Performance Indicators (Standards and

Objectives)  

Essential Questions

Activities (Approximate Time Frame)  

Strategies/Methods/Vocabulary

Resources (Including

Digital Tools 3.OA.A3; 3.OA.A4; 3.OA.C7

8-1 How are multiplication and division facts related?

Watch Pearson Video 8-1 Students will give a multiplication fact, state a related division fact and vice versa, Spiral Review/Quick Check- 1 day

Whole Group/Small Group/Pairs Fact Families/Inverse Relationship Vocabulary: Dividend, Divisor, Quotient

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3.OA.A2; 3.OA.A3; 3.OA.B5; 3.OA.B6; 3.OA.C7 3.OA.A3; 3.OA.B5; 3.OA.B6; 3.OA.C7 3.OA.A3; 3.OA.B5; 3.OA.B6; 3.OA.C7 3.OA.A3; 3.OA.A4 3.OA.A3; 3.OA.A4

8-2 How can you use multiplication to help you divide? 8-3 How can you use multiplication to help you divide by 6 and 7? 8-4 How can you use multiplication to help you divide 8 and 9 8-5A How do multiplication and division equations work? 8-5 What happens when you divide with 0 and 1?

Watch Pearson Video 8-2 Students will give quotients for division with divisors of 2, 3, 4, or 5, Spiral Review/Quick Check- 1 day Watch Pearson Video 8-3 Students will give quotients for division facts with divisors of 6 and 7, Spiral Review/Quick Check- 1 day Watch Pearson Video 8-4 Students will give quotients for division facts with divisors of 8 and 9, Spiral Review/Quick Check-1 day Students will learn how to use multiplication and division facts to decide whether both sides of an equation are equal. They will also learn to determine the value of an unknown number in an equation, Quick Check- 1 day Watch Pearson Video 8-5 Use patterns and fact families to find answers to division facts with 0 and 1, Spiral Review/ Quick Check- 1 day

Whole Group/Small Group/Pairs Fact Families/Inverse Relationships Whole Group/Small Group/Pairs Fact Families/Inverse Relationships Whole Group/Small Group/Pairs Fact Families/Inverse Relationships Whole Group/Small Group/Pairs Patterns/Fact Families Whole Group/Small Group/Pairs Patterns/Fact Families

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3.OA.A3

8-6 How can you solve problems by drawing a picture and writing a number sentence?

Watch Pearson Video 8-6 Solve division problems involving sharing and repeated subtraction, Spiral Review/ Quick Check- 1 day

Whole Group/Small Group/Pairs Draw a picture/Write a number sentence/Model

Pearsonsuccessnet.com, SmartBoard, Two-Color Counters, Teaching Tool 21, iPads, laptops

DUMONT, NEW JERSEY UNIT: 9 UNIT TITLE: Patterns and Relationships CHAPTERS/TOPIC COVERED: Topic 9 UNIT LENGTH: 6-8 Days

Performance Indicators (Standards and

Objectives)  

Essential Questions

Activities (Approximate Time Frame)  

Strategies/Methods/Vocabulary

Resources (Including

Digital Tools 3.OA.D9 3.OA.D9 3.OA.D9

9-1 How can you continue a repeating pattern? 9-2 What is the pattern? 9-3 What pairs of numbers fit a pattern?

Watch Pearson Video 9-1 Identify and extend repeating geometric or repeating number, Spiral Review/Quick Check- 1 day Watch Pearson Video 9-2 Identify and extend whole number patterns involving addition and subtraction, Spiral Review/Quick Check- 1 day Watch Pearson Video 9-3 Extend tables of ordered pairs for situations involving multiplication, addition, or subtraction, Spiral Review/ Quick Check- 1 day

Whole Group/Small Group/Pairs Model Vocabulary: Repeating Pattern Whole Group/Small Group/Pairs Whole Group/Small Group/Pairs

Pearsonsuccessnet.com, SmartBoard, Pattern Block or Tangram Pieces (Teaching Tool 37), iPads, laptops BrainPopJr.com (optional) Pearsonsuccessnet.com, SmartBoard, Interactive Learning Recording Sheet 15, iPads, laptops Pearsonsuccessnet.com, SmartBoard, Two-Color Counters, Teaching Tool 21, iPads, laptops

3.OA.D9 3.OA.D9 3.OA.D9

9-4 What is a math rule for the situation? 9-5 How can you translate words to numerical expression? 9-6 How can you describe block towers?

Watch Pearson Video 9-4 Find a rule and extend the table, given a table of number pairs, Spiral Review/Quick Check -1 day Watch Pearson Video 9-5 Translate words or situations into expressions, Spiral Review/ Quick Check- 1 day Watch Pearson Video 9-6 Extend patterns of cubes or tiles, Spiral Review/Quick Check-1day

Whole Group/Small Group/Pairs Whole Group/Small Group/Pairs Vocabulary: Numerical Expression Whole Group/Small Group/Pairs

Pearsonsuccessnet.com, SmartBoard, Interactive Learning Recording Sheet 16, iPads, laptops Pearsonsuccessnet.com, SmartBoard, iPads, laptops Pearsonsuccessnet.com, SmartBoard, Cubes, Centimeter Grid Paper, iPads, laptops

DUMONT, NEW JERSEY

UNIT: 10 UNIT TITLE: Solids and Shapes CHAPTERS/TOPIC COVERED: Topic 10 UNIT LENGTH: 7-9 Days

Performance Indicators (Standards and

Objectives)  

Essential Questions

Activities (Approximate Time Frame)  

Strategies/Methods/Vocabulary

Resources (Including

Digital Tools 1.G.A2 *Review Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.4

10-1 What is a solid figure?

Watch Pearson Video 10-1 Identify solid figures by name and describe their attributes, Spiral Review/Quick Check- 1 day

Whole Group/Small Group/Pairs Look at/Pass around Solid Figures/Describe & Classify Vocabulary: Solid Figure, Rectangular Prism, Cube, Pyramid, Cylinder, Cone, Sphere

Pearsonsuccessnet.com, SmartBoard, Solid Figures (Power Solids-Teaching Tool 39-43), iPads, laptops

3.G.A1- 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.A1 3.G.A1 3.G.A1; 3.G.A2-  Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

10-5 What is a polygon? 10-6 How can you describe triangles? 10-7 How can you describe quadrilaterals? 10-8A How can you combine or separate shapes to make other shapes?

Watch Pearson Video 10-5 Identify and classify Polygons, Spiral Review/Quick Check- 1 day Watch Pearson Video 10-6 Identify and classify triangles, Spiral Review/Quick Check- 1 day Watch Pearson Video 10-7 Identify and classify quadrilaterals, Spiral Review/ Quick Check- 1 day Create new shapes by combining shapes or by separating shapes, Quick Check- 1 day

Whole Group/Small Group/Pairs Describe & Classify by Sides and Angles Vocabulary: Polgyon, Side, Vertex, Triangle, Quadrilateral, Pentagon, Hexagon, Octagon Whole Group/Small Group/Pairs Describe and Classify by Sides and Angles Vocabulary: Equilateral Triangle, Isosceles Triangle, Right Triangle, Acute Triangle, Obtuse Triangle Whole Group/Small Group/Pairs Describe and Classify by Sides and Angles Vocabulary: Trapezoid, Parallelogram, Rectangle, Rhombus, Square Whole Group/Small Group/Pairs

Pearsonsuccessnet.com, SmartBoard, Geoboard and Rubber bands, Dot Paper (Teaching Tool 17), iPads, laptops Pearsonsuccessnet.com, SmartBoard, Interactive Learning Recording Sheet 17, scissors/glue, iPads, laptops Pearsonsuccessnet.com, SmartBoard, Interactive Learning Recording Sheet 18, scissors/glue, iPads, laptops Supplemental Pearson Booklet, SmartBoard, iPads, laptops, Polygons B, H, K, M, N, and O from Polygons (Teaching Tool 38

3.G.A1; 3.G.A2 3.G.A1

10-8B How can you use all the parts of a shape to make a new shape? 10-8 What generalization can be made from a group of examples?

Make a new shape by cutting apart a shape and rearranging the pieces, Quick Check- 1 day Watch Pearson Video 10-8 Identify commonalities among objects or situations to make and test generalizations, Spiral Review/Quick Check- 1 day

Whole Group/Small Group/Pairs Whole Group/Small Group/Pairs Make generalizations

Supplemental Pearson Booklet, 1-inch grid paper (Teaching Tool 14), scissors, tape, polygons (Teaching Tool 38) Pearsonsuccessnet.com, SmartBoard, iPads, laptops

DUMONT, NEW JERSEY

UNIT: 12 UNIT TITLE: Understanding Fractions CHAPTERS/TOPIC COVERED: Topic 12 UNIT LENGTH: 16-18 Days

Performance Indicators (Standards and

Objectives)  

Essential Questions

Activities (Approximate Time Frame)  

Strategies/Methods/Vocabulary

Resources (Including

Digital Tools 2.G.A3-  Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

3.NF.A1-  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.

12-1 How can you divide a region into two equal parts?

12-2 A How can you show and name part of a region?

Watch Topic Opener and Pearson Video 12-1, identify regions that have been divided into equal-sized parts and divide regions into equal-sized parts, Spiral Review/Quick Check-1 day Use the model, symbol, and words used to describe a fractional part of a whole region- 1 day

Whole Group/Small Group/ Pairs, use equal sized parts of a region that have the same area but not the same shape Vocabulary: halves, thirds, fourths, fifths, sixths, eights, tenths, twelfths Whole Group/Small Group/ Pairs Vocabulary: fraction, unit fraction, numerator, denominator

Pearsonsuccessnet.com; SmartBoard; iPads, laptops, centimeter grid paper (Teaching Tool 13), BrainPopJr.com (optional) Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Interactive Learning Recording Sheet 20; Crayons, Supplemental Pearson Booklet

3.NF.A1

3.NF.A1

3.NF.A2. a,-  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.

3.NF.A2.b- 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.B3.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

12-2 How can you write a fraction to name part of a whole?

12-3 How can you write a fraction to name part of a set?

12-4 How can you estimate parts?

12-5 A How can benchmark numbers be used to compare fraction?

Pearson Video 12-2, use the model, symbol, and words used to describe a fractional part of a whole region, Spiral Review/Quick Check -1 day Pearson Video 12-3, use the model, symbol, and words used to describe a fractional part of a set. Spiral Review/Quick Check- 1 day Pearson Video 12-4, use benchmark fractions to estimate fractional parts. Spiral Review/Quick Check- 2 day Use benchmark numbers to compare fractions with the same numerator or the same denominator -2 days

Whole Group/Small Group/ Pairs, distinguish between top and bottom parts of fraction and how they are relative to the size of the whole Whole Group/Small Group/ Pairs, distinguish between top and bottom parts of fraction and how they are relative to the size of the whole Whole Group/Small Group/ Pairs, analyze a part of a whole to choose a benchmark fraction that approximates the part. Whole Group/Small Group/ Pairs, compare fractions to each other by comparing them to benchmark numbers such as 0. 1/2, and 1. Whole Group/Small Group/ Pairs, show how a fractional amount can be represented by an infinite set of different but equivalent fractions. Vocabulary: simplest form

Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Interactive Learning Recording Sheet 20 Pearsonsuccessnet.com; SmartBoard; iPads, laptops, two color counters (Teaching Tool 21) Pearsonsuccessnet.com; SmartBoard; iPads, laptops, fraction strips (Teaching Tool 28) crayons Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Supplemental Pearson Booklet, 8 ½ inch x 1 inch paper strips(4 per students) of Fraction models: strips (Teaching Tool 28)

conclusions, e.g., by using a visual fraction model.

3.NF.B3.a-  Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. 3.NF.B3.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. 3.NF.B3.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.3.NF.B3.d

3.NF.B-  Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

3.NF.B3.a

3.NF.B3.a; 3.NF.B3.d

12-5 How can different fractions name the same number? 12-6 How can you use models to compare fractions?

12-7 A How can you compare fractions with the same numerator?

12-7 B How can you compare fractions on a number line?

Pearson Video 12-5, Use models to find equivalent fractions. Spiral Review/Quick Check -2 days

Pearson Video 12-6, Use models to compare fractions. Spiral Review/Quick Check -2 days

Use models and reasoning to compare fractions with the same numerator. - 2 day

Use number lines to compare fractions with like denominators. 2 day

Whole Group/Small Group/ Pairs, compare two fractions to see which fraction is the greater fraction. Whole Group/Small Group/ Pairs, find the fraction with the lesser denominator to determine which is the greater fraction. Whole Group/Small Group/ Pairs Whole Group/Small Group/ Pairs

Pearsonsuccessnet.com; SmartBoard; iPads, laptops, fraction strips (Teaching Tool 28), scissors Pearsonsuccessnet.com; SmartBoard; iPads, laptops, fraction strips (Teaching Tool 28) Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Supplemental Pearson Booklet, Fraction models: strips (Teaching Tools 28 ) Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Supplemental Pearson Booklet

3.NF.A2.a; 3.NF.A2.b; 3.NF.B3.a,b,c,d 3.NF.B3.a; 3.NF.B3.b; 3.NF.B3.c 3.NF.B3.c 4.NF.B3.a-  Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. 4.NF.B3.b-  Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

12-7 How can you locate numbers on a number line? 12-8A What do equivalent fractions look like on a number line? 12-8B Are there fraction names for whole numbers? 12-10 How can you use fraction strips to subtract fraction?

Pearson Video 12-7, Locate, write, and compare fractions and mixed numbers on a number line. Spiral Review/Quick Check 2 days

Use number lines to identify equivalent fractions. -1 day Use fraction strips and number lines to find fraction names for whole numbers. -1 day Pearson Video 12-10, Make a table and look for a pattern to solve a problem – 1 day

Whole Group/Small Group/ Pairs, associate each fraction with a unique point on the number line Whole Group/Small Group/ Pairs, name points on number line for each equivalent fraction Whole Group/Small Group/ Pairs, locate the fraction with the whole number to determine equivalent fractions Whole Group/Small Group/ Pairs, record and organize data in a table by finding numerical patterns.

Pearsonsuccessnet.com; SmartBoard; iPads, laptops, 8 ½ in X 1 in paper strips, glass measuring cup Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Supplemental Pearson Booklet, Fraction model strips (Teaching Tool 28) Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Supplemental Pearson Booklet, three strips of 8 ½ in X 1 in paper. Pearsonsuccessnet.com; SmartBoard; iPads, laptops, two-color counters (Teaching Tool 21)

DUMONT, NEW JERSEY

UNIT: 13 UNIT TITLE: Decimals and Money CHAPTERS/TOPIC COVERED: Topic 13 UNIT LENGTH: 2-4 Days

Performance Indicators (Standards and

Objectives)  

Essential Questions

Activities (Approximate Time Frame)  

Strategies/Methods/Vocabulary

Resources (Including

Digital Tools 4.NF.C6- Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

2.MD.C8-  Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?  

13-1 How can you write a decimal and fraction for the same part of a whole? 13-2 How are decimals and fractions related to money?

Watch Topic Opener and Pearson Video 13-1, Write a fraction and an equivalent decimal for a model showing tenths or hundreths, Spiral Review/Quick Check- 2 days Pearson Video 13-2, Use expanded notation to relate money values to decimal place values and write money amounts to represent ¼, ½, and ¾ of a dollar, Spiral Review/Quick Check- 2 days

Whole Group/Small Group/ Pairs, use models to explore the meaning of decimals and fractions less than one whole. Vocabulary: tenths, decimal point, decimal, hundreths Whole Group/Small Group/ Pairs, use models of bills and coins to understand decimals.

Pearsonsuccessnet.com; SmartBoard; iPads, laptops, decimal models (Teaching Tool 31) crayons or markers Pearsonsuccessnet.com; SmartBoard; iPads, laptops, bills and coins (Teaching Tool 36) scissors. BrainPopJr.com (optional)

DUMONT, NEW JERSEY

UNIT: 14 UNIT TITLE: Customary Measurement CHAPTERS/TOPIC COVERED: Topic 14 UNIT LENGTH: 6-8 days

Performance Indicators (Standards and

Objectives)  

Essential Questions

Activities (Approximate Time Frame)  

Strategies/Methods/Vocabulary

Resources (Including

Digital Tools 2.MD.A1-  Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 3.MD.B4-  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.    

2.MD.A3-  Estimate lengths using units of inches, feet, centimeters, and meters. 4.MD.A2-  Use the four operations to solve word

14-1 How do you measure an object in inches? 14-2 How do you measure to a fraction of an inch? 14-3 How can you estimate and measure length? 14-4 What customary units describe how much a container

Watch Topic Opener and Pearson Video 14-1, Measure length with nonstandard units and to the nearest inch to understand the need for a standard unit of measurement. Spiral Review/Quick Check- 2 days Pearson Video 14-2, Measure lengths to the nearest ½ inch and ¼ inch. Spiral Review/Quick Check- 1 days Pearson Video 14-3, Spiral Review/Quick Check, Choose an appropriate unit, estimate, and measure in feet, yards, and miles. -1 day Pearson Video 14-4, Spiral

Whole Group/Small Group/ Pairs, measure classroom objects to the nearest inch. Vocabulary: inch Whole Group/Small Group/ Pairs, measure classroom objects to the nearest ½ and ¼ inch. Whole Group/Small Group/ Pairs, estimate the length of classroom objects the measure length in feet and yards.

Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Inch ruler (Teaching Tool 33), BrainPopJr.com (optional) Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Inch ruler (Teaching Tool 33) Interactive learning sheet 21 Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Yardstick (Teaching Tool 33) Interactive Learning Recording Sheet 22 Pearsonsuccessnet.com;

problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 4.MD.A1-  Know relative sizes of measurement units within one system of units including km, m, cm. mm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... 5.MD.C5.c-  Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.

holds? 14-5 What customary units describe how heavy something is? 14-6 How can you act out and use reasoning to solve problems?

Review/Quick Check, Choose unit and tool, estimate and measure in cups, pints, quarts, and gallons. -1 day Pearson Video 14-5, Spiral Review/Quick Check, Choose unit and tool, estimate and measure in ounces, pounds, and tons. -1 day Pearson Video 14-6, Spiral Review/Quick Check, Solve problems by acting out the information given using their reasoning skills. -1 day

Whole Group/Small Group/ Pairs, estimate and measure the capacity of various containers using customary units Vocabulary: capacity, cup, pint, quart, gallon Whole Group/Small Group/ Pairs, estimate and measure the weight of objects using customary units Vocabulary: weight, ounce, pound, ton Whole Group/Small Group/ Pairs, build models of figures when given different views of the figure

SmartBoard; iPads, laptops, Interactive Learning Recording Sheet 23, BrainPopJr.com (optional) Pearsonsuccessnet.com; SmartBoard; iPads, laptops, pan balance Pearsonsuccessnet.com; SmartBoard; iPads, laptops, unit cubes

DUMONT, NEW JERSEY

Performance Indicators

(Standards and Objectives)  

Essential Questions

Activities (Approximate Time Frame)  

Strategies/Methods/Vocabulary

Resources (Including

Digital Tools 2.MD.A1-  Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. 2.MD.A1 3.MD.A2-  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.7 3.MD.A2 3.MD.A2

15-1 How can you estimate in metric units? 15-2 How can you estimate and measure length? 15-3 What metric units describe how much a container holds? 15-4 What metric units describe mass? 15-5A How can you draw

Watch Topic Opener and Pearson Video 15-1, Spiral Review/Quick Check, Estimate and measure lengths in centimeters -1 day Pearson Video 15-2, Spiral Review/Quick Check, Choose a unit and tool, estimate, and measure in kilometers and meters -1 day Pearson Video 15-3, Spiral Review/Quick Check, Choose a unit and tool, estimate, and measure in milliliters and liters. 1 day Pearson Video 15-4, Spiral Review/Quick Check, Choose a unit and tool, estimate, and measure in grams and kilograms. -1 day Draw a picture to solve a problem involving units of

Whole Group/Small Group/ Pairs, estimate and measure classroom objects in centimeters Vocabulary: decimeter, millimeter, centimeter Whole Group/Small Group/ Pairs, estimate and measure lengths in meters. Vocabulary: meter, kilometer Whole Group/Small Group/ Pairs, estimate and measure the capacity of various containers using metric units Vocabulary: milliliters, liters Whole Group/Small Group/ Pairs, determine whether the mass of various objects is less than or greater than one ounce. Vocabulary: mass, gram, kilogram Whole Group/Small Group/

Pearsonsuccessnet.com; SmartBoard; iPads, laptops, centimeter ruler (Teaching Tool 32), objects to measure Pearsonsuccessnet.com; SmartBoard; iPads, laptops, meter stick (Teaching Tool 32) Pearsonsuccessnet.com; SmartBoard; iPads, laptops, liter containers, water, rice, sand Pearsonsuccessnet.com; SmartBoard; iPads, laptops, pan balance, dollar bill, stapler Pearsonsuccessnet.com;

UNIT: 15 UNIT TITLE: Metric Measurement CHAPTERS/TOPIC COVERED: Topic 15 UNIT LENGTH: 6-8 days

3.MD.A2

pictures to solve word problems? 15-5 How can you make a table and look for patterns to solve a problem?

capacity and mass. -1 day Pearson Video 15-4, Spiral Review/Quick Check, Make a table and look for a pattern in order to solve a problem. -1 day

Pairs, draw a picture to solve a problem involving units of mass. Whole Group/Small Group/ Pairs, make a table and look for patterns to understand and solve problems.

SmartBoard; iPads, laptops, Supplemental Pearson Booklet, paper, pencil Pearsonsuccessnet.com; SmartBoard; iPads, laptops

DUMONT, NEW JERSEY

UNIT: 16 UNIT TITLE: Perimeter, Area, and Volume CHAPTERS/TOPIC COVERED: Topic 16 UNIT LENGTH: 15-17 days

Performance Indicators (Standards and

Objectives)  

Essential Questions

Activities (Approximate Time Frame)  

Strategies/Methods/Vocabulary

Resources (Including

Digital Tools

3.MD.D8-  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.  

3.MD.D8 3.MD.D8 3.MD.D8

16-1 How do you find the perimeter of a shape? 16-2A How can you use tools to find perimeter? 16-2 How can you find the perimeter of common shapes? 16-3 What shapes can you make when you know the perimeter?

Watch Topic Opener and Pearson Video 16-1, Spiral Review/Quick Check, Use standard units of measure to find the perimeter of a shape.- 1 day Select appropriate tools and units to find perimeter. -1 day Pearson Video 16-2, Spiral Review/Quick Check, Find perimeter of a shape by using standard units. - 1 day Pearson Video 16-3, Spiral Review/Quick Check, Match shapes to a given perimeter and learn that different shapes can have the same perimeter. -1 day

Whole Group/Small Group/ Pairs, find the perimeter of a shape Vocabulary: perimeter Whole Group/Small Group/ Pairs, draw a closed shape and choose a tool and unit to find its perimeter. Vocabulary: mile Whole Group/Small Group/ Pairs, find perimeter of common shapes. Whole Group/Small Group/ Pairs, use straws to create shapes with given perimeters.

Pearsonsuccessnet.com; SmartBoard; iPads, laptops, centimeter grid paper (Teaching Tool 13), BrainPopJr.com (optional) Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Supplemental Pearson Booklet, Booklets, drawing paper, inch ruler, yardstick, (or Teaching Tool 33), measuring tape or string. Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Interactive learning recording sheet 24, inch ruler or rulers (Teaching Tool 33), BrainPopJr.com (optional) Pearsonsuccessnet.com; SmartBoard; iPads, laptops, centimeter grid paper (Teaching Tool 13); straws, craft sticks, or tooth picks

3.MD.D8 3.MD.C5-  Recognize area as an attribute of plane figures and understand concepts of area measurement. 3.MD.C5.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. 3.MD.C5.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. 3.MD.C5.a; 3.MD.C5.b 3.MD.C7.a-  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. 3.MD.C7.b-  Multiply side lengths to find areas of rectangles with whole number side lengths in the context of solving real world and

16-4 How can you use the strategy Try, Check, and Revise to solve problems? 16-6A How do you measure area? 16-6B What types of units describe area? 16-6 How do you estimate to find the area of an irregular shape? 16-7A How can you find the area of a figure?

Pearson Video 16-4, Spiral Review/Quick Check, Solve problems through the process of try, check, and revise. -1 day Measure the area of a shape by counting the number of square units that cover a region.- 1 day Use square units to make figures with given areas. -1 day Pearson Video 16-6, Spiral Review/Quick Check, Estimate and find the area of irregular shapes drawn on a grid or with square units shown. -1 day Count square units or use formula to find the area of a rectangle. -1 day

Whole Group/Small Group/ Pairs, solve problem by making a reasoned first try then through additional reasoning arrive at correct answer Whole Group/Small Group/ Pairs, count to measure and estimate area. Vocabulary: area Whole Group/Small Group/ Pairs, Create shapes with a given areas. Vocabulary: square unit Whole Group/Small Group/ Pairs, estimate to find are of irregular shapes. Whole Group/Small Group/ Pairs, using square units and formulas to find area of figures

Pearsonsuccessnet.com; SmartBoard; iPads, laptops, colored chalk. Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Supplemental Pearson Booklet, centimeter grid paper (Teaching Tool 13); tracing shapes, BrainPopJr.com (optional) Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Supplemental Pearson Booklet, centimeter grid paper (Teaching Tool 13); 1- inch grid paper (Teaching Tool 14) Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Interactive learning recording sheet 26, centimeter grid paper (Teaching Tool 13) Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Supplemental Pearson Booklet, centimeter grid paper (Teaching Tool 13), Geoboards

mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning. 3.MD.C7.c-  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. 3.MD.C7.d-  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, applying this technique to solve real world problems.

3.G.A2-  Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.  

3.MD.C5 3.MD.C7.a; 3.MD.C7.b

16-7B How can the area of rectangles represent the Distributive Property? 16-7C How can you find the area of an irregular figure? 16-7D How can you use equal area to model unit fractions? 16-8 How can you use simpler problems to solve a problem?

Use the areas of rectangles to model the Distributive Property. 2 days Use grid paper to find the area of irregular figures. -2-3 days Use equal areas of parts of figures to model unit fractions. -1 day Pearson Video 16-8, Spiral Review/Quick Check, Solve complex problems asking for the area of irregular shapes. -1 day

Whole Group/Small Group/ Pairs, break apart a large rectangle into two smaller rectangles to show how area can represent Distributive Property. Whole Group/Small Group/ Pairs, break apart the irregular shape into regular shapes to find area. Whole Group/Small Group/ Pairs, draw pictures on grid paper to model separating a region into parts with equal area Whole Group/Small Group/ Pairs, solve simpler problems to solve for a more difficult problem.

Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Supplemental Pearson Booklet, 1 inch grid paper (Teaching Tool 14) Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Supplemental Pearson Booklet, centimeter grid paper (Teaching Tool 13) Geoboards Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Supplemental Pearson Booklet, centimeter grid paper (Teaching Tool 13); crayon Pearsonsuccessnet.com; SmartBoard; iPads, centimeter grid paper (Teaching Tool 13)

DUMONT, NEW JERSEY

UNIT: 17 UNIT TITLE: Time and Temperature CHAPTERS/TOPIC COVERED: Topic 17 UNIT LENGTH: 6-8 days

Performance Indicators (Standards and

Objectives)  

Essential Questions

Activities (Approximate Time Frame)  

Strategies/Methods/Vocabulary

Resources (Including

Digital Tools 1.MD.B3-  Tell and write time in hours and half-hours using analog and digital clocks. 3.MD.A1-  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. 3.MD.A1 5.MD.A1-  Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

17-1 How do you tell time to the nearest quarter hour or half hour? 17-2 How do you tell time to the nearest minute? 17-3 How can you change units of time? 17-4 How can you find elapsed time?

Watch Topic Opener and Pearson Video 17-1, Spiral Review/Quick Check, Tell time to the nearest half and quarter hour using analog and digital clocks, and identify times as A.M. or P.M. -1 day Pearson Video 17-2, Spiral Review/Quick Check, Tell time to the nearest half and quarter hour using analog and digital clocks. -1 day Pearson Video 17-3, Spiral Review/Quick Check, Perform simple conversions for units of time. -1 day Pearson Video 17-4, Spiral Review/Quick Check, Find how much time has passed in intervals of minutes. -1 day

Whole Group/Small Group/ Pairs, use mini clocks to show and tell time to the half and quarter hour. Vocabulary: hour, half hour, quarter hour, minute, second. A.M., P.M. Whole Group/Small Group/ Pairs, use mini clocks to show and tell time to the nearest minute. Whole Group/Small Group/ Pairs, convert between weeks and days, days and hours and minutes. Whole Group/Small Group/ Pairs, find elapsed time to the hour and minute Vocabulary: elapsed time

Pearsonsuccessnet.com; SmartBoard; iPads, laptops, clock face (Teaching Tool 34), BrainPopJr.com (optional) Pearsonsuccessnet.com; SmartBoard; iPads, laptops, clock face (Teaching Tool 34), BrainPopJr.com (optional) Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Calendar (Teaching Tool 35) Pearsonsuccessnet.com; SmartBoard; iPads, laptops, clock face (Teaching Tool 34), BrainPopJr.com (optional)

*Explore but not in the core 3.MD.A1

17-5 How are temperatures measured? 17-6 How can you work backwards to solve a problem?

Pearson Video 17-5, Spiral Review/Quick Check, Read temperatures on Fahrenheit thermometers, and determine appropriate temperatures for given activities. -1 day Pearson Video 17-6, Spiral Review/Quick Check, Use the work backward strategy to solve problems. -1 day

Whole Group/Small Group/ Pairs, represent temperature in degrees Fahrenheit and Celsius on a thermometer. Vocabulary: thermometer, degree Fahrenheit, degree Celsius Whole Group/Small Group/ Pairs, use mini clock faces to solve time-related problems by working backwards.

Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Interactive learning reteaching sheet 27 Pearsonsuccessnet.com; SmartBoard; iPads, laptops, clock face (Teaching Tool 34)

DUMONT, NEW JERSEY UNIT: 18 UNIT TITLE: Multiplying Greater Numbers CHAPTERS/TOPIC COVERED: Topic 18 UNIT LENGTH: 8-10 days

Performance Indicators (Standards and

Objectives)  

Essential Questions

Activities (Approximate Time Frame)  

Strategies/Methods/Vocabulary

Resources (Including

Digital Tools 3.OA.A3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1 4.NBT.A3- Use place value understanding to round multi-digit whole numbers to any place. 4.NBT.B5 -  Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 4.NBT.B5 4.NBT.B5

18-1 How can you use mental math to multiply by multiples of 10, 100, and 1,000?

18-2 How can you estimate a product by rounding? 18-3 How can you use arrays when multiplying 2-digit numbers? 18-4 How can you break apart arrays to help you multiply with

Watch Topic Opener and Pearson Video 18-1, Spiral Review/Quick Check, Use mental math to multiply by multiples of 10, 100, and 1,000. 1 day Pearson Video 18-2, Spiral Review/Quick Check, Estimate products of 1 –digit and 2-digit numbers by using rounding. 1 day Pearson Video 18-3, Spiral Review/Quick Check, Use an array to multiply 1-digit times 2-digit numbers.- 2 days Pearson Video 18-4, Spiral Review/Quick Check, Use an

Whole Group/Small Group/ Pairs, use place value, multiplication facts, and patterns to multiply by 10, 100, and 1,000. Whole Group/Small Group/ Pairs, solve real world problems by estimating the product of a 1 and 2-digit number. Whole Group/Small Group/ Pairs, make an array with place value blocks to model multiplying a 2-digit number by a 1-digit number to find the product. Whole Group/Small Group/ Pairs, break apart an array to

Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Place-value blocks (or Teaching Tool 24 and 25), Number Cards 1-9 (Teaching Tool 5) Pearsonsuccessnet.com; SmartBoard; iPads, laptops Pearsonsuccessnet.com; SmartBoard; iPads, laptops, place value blocks (or Teaching Tool 24) Pearsonsuccessnet.com; SmartBoard; iPads, laptops,

4.NBT.B5 4.NBT.B5 3.OA.D8 - 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.3

greater numbers? 18-5 How can you use partial products to find the total product? 18-6 How do you regroup to multiply? 18-7 How can a picture help you know what a number sentence will help you solve a problem?

array and breaking apart to multiply 1-digit times 2-digit numbers.- 1 day Pearson Video 18-5, Spiral Review/Quick Check, Use break apart and the expanded algorithm to multiply a 1-digit times a 2-digit number. -1 day Pearson Video 18-6, Spiral Review/Quick Check, Multiply a 1-digit number times a 2-digit or a 3-digit number with regrouping.- 2 days Pearson Video 18-7, Spiral Review/Quick Check, Solve word problems by drawing a picture and writing a number sentence.- 1 day

find partial products of a 2-digit times a 1-digit number multiplication problem. Then add to find the total product Whole Group/Small Group/ Pairs, use place-value blocks to model factors and find partial products of a 1-digit and a 2-digit number. Then add the partial products to find the total product. Whole Group/Small Group/ Pairs, use place value blocks to find the product of a 2-digit and a 1-digit number with regrouping. Then record using the multiplication algorithm. Whole Group/Small Group/ Pairs, draw a multiplication model to help them write a number sentence to solve a problem.

place value blocks (or Teaching Tool 24), BrainPopJr.com (optional) Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Interactive Learning Recording sheet 28, place-value blocks (or Teaching Tool 24) Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Interactive Learning Recording Sheet 29, Place Value Blocks (or Teaching Tool 24) Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Problem Solving Recording Sheet (Teaching Tool 1)

DUMONT, NEW JERSEY

UNIT: 19 UNIT TITLE: Dividing with 1-Digit Numbers CHAPTERS/TOPIC COVERED: Topic 19 UNIT LENGTH: 8-10 days

Performance Indicators (Standards and

Objectives)  

Essential Questions

Activities (Approximate Time Frame)  

Strategies/Methods/Vocabulary

Resources (Including

Digital Tools 3.OA.C7- Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., 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. 4.NBT.A1- Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division 3.OA.A3 - Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1

19-1 How can you divide multiples of 10 and 100 easily? 19-2 How do you estimate with division? 19-3 How can you model division with greater numbers?

Watch Topic Opener and Pearson Video 19-1, Spiral Review/Quick Check, Use known multiplication patterns to divide multiples of 10, 100, and 1,000 by a 1-digit number. 1 day Pearson Video 19-2, Spiral Review/Quick Check, Use compatible numbers to estimate quotients. -1 day Pearson Video 19-3, Spiral Review/Quick Check, use place-value blocks and an algorithm to divide 2-digit numbers by 1-digit numbers. 1 day

Whole Group/Small Group/ Pairs, use patterns and mental math to divide multiples of 10 and 100. Whole Group/Small Group/ Pairs, use compatible numbers and division facts to estimate quotients. Whole Group/Small Group/ Pairs, use place value blocks to divide a 2-digit number by a 1-digit number.

Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Place-value blocks (Teaching Tools 24 and 25) Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Place-value blocks (Teaching Tools 24 and 25)

3.OA.C7 4.NBT.B6- Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 3.OA.D8 - 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.3

19-4 How do you divide with paper and pencil? 19-5 What happens when some are left over? 19-6 How can you solve problems that require more than one step?

Pearson Video 19-4, Spiral Review/Quick Check, Divide numbers by 1-digit numbers using paper and pencil. -2 days Pearson Video 19-5, Spiral Review/Quick Check, Use arrays and the algorithm to divide numbers with a remainder. 2 days Pearson Video 19-6, Spiral Review/Quick Check, Use previously learned skills to solve multiple step problems.-1day

Whole Group/Small Group/ Pairs, divide a 2-digit number by a 1-digit number, without place-value materials. Whole Group/Small Group/ Pairs, learn that when dividing whole numbers that there is sometimes a remainder Vocabulary: remainder Whole Group/Small Group/ Pairs, solve problems one step at a time.

Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Place-value blocks (Teaching Tool 24), BrainPopJr.com (optional) Pearsonsuccessnet.com; SmartBoard; iPads, laptops, two-color counters (Teaching Tool 21), BrainPopJr.com (optional) Pearsonsuccessnet.com; SmartBoard; iPads, laptops

DUMONT, NEW JERSEY

UNIT: 20 UNIT TITLE: Data, Graphs, and Probability CHAPTERS/TOPIC COVERED: Topic 20 UNIT LENGTH: 6-8 days

Performance Indicators (Standards and

Objectives)  

Essential Questions

Activities (Approximate Time Frame)  

Strategies/Methods/Vocabulary

Resources (Including

Digital Tools 3.MD.B3-  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.B3 3.MD.B3 4.MD.B4-  Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.

20-2 How can you read graphs? 20-3 How do you determine how much a symbol in a pictograph represents? 20-4 How can you choose a scale to make a bar graph? 20-8 How do you make and use line plots?

Watch Topic Opener and Pearson Video 20-2, Spiral Review/Quick Check, Read and interpret data from a pictograph and a bar graph.- 1 day Pearson Video 20-3, Spiral Review/Quick Check, Make a pictograph from a table or tally chart. -1 day Pearson Video 20-4, Spiral Review/Quick Check, Make a bar graph to represent the data in a table or tally chart.- 1 day Pearson Video 20-8, Spiral Review/Quick Check, Use a line plot to organize the results of a probability experiment and to predict future events. -1 day

Whole Group/Small Group/ Pairs Vocabulary: pictograph, key, bar graph, scale Whole Group/Small Group/ Pairs, read the data, determine how much a symbol represents then make a pictograph Whole Group/Small Group/ Pairs, use grid paper to made a bar graph. Whole Group/Small Group/ Pairs, record the results of an experiment on a line plot Vocabulary: line plot

Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Interactive Learning Recording Sheet 30 Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Interactive Learning Recording Sheet 31 Pearsonsuccessnet.com; SmartBoard; iPads, laptops, centimeter grid paper (Teaching Tool 13) Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Interactive Learning Recording Sheet 33, paper bag

3.MD.B4-  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. 3.MD.B3

20-9A How can line plots show data that you have collected? 20-9 What conclusions can you draw from tables and graphs?

Generate data by measuring lengths to the nearest fourth of an inch and make line plots to organize the data and draw conclusions.- 1 day Pearson Video 20-9 Spiral Review/Quick Check, Solve problems by using tables and graphs to draw conclusions – 1 day

Whole Group/Small Group/ Pairs, collect data and plot information on a line plot. Whole Group/Small Group/ Pairs,

Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Supplemental Pearson Booklet, rulers (Teaching Tool 33) Pearsonsuccessnet.com; SmartBoard; iPads, laptops, Sandwich Survey (Teaching Tool 44)

Curr icu lum Gu ide Addendum  

Content Area Unit Name   Topic   1:   Numeration,   Topic   2:   Adding   Whole   Numbers,   Topic   3:   Subtraction   Number   Sense,   Topic   4:  Subtracting   Whole   Numbers   to   Solve   Problems,   Topic   5:   Multiplication   Meanings   and   Facts,   Topic   6:  Multiplication  Fact  Strategies:  Use  Known  Facts,  Topic  7:  Division  Meanings,  Topic  8:  Division  Facts,  Topic  9:  Patterns  and  Relationships,  Topic  10:  Solids  and  Shapes,  Topic  11:   (Not  Third  Grade  Common  Core),  Topic  12:  Understanding  Fractions,  Topic  13:  Decimals  and  Money,  Topic  14:  Customary  Measurement,  Topic  15:  Metric  Measurement,  Topic  16:  Perimeter,  Area,  and  Volume,  Topic  17:  Time  and  Temperature,  Topic  18:  Multiplying   Greater   Numbers,   Topic   19:   Dividing   with   1-­‐Digit   Numbers,   Topic   20:   Data,   Graphs   and  Probability  

Interdisciplinary Connections  

 

The  topic  manual  includes  interdisciplinary  connections,  such  as  everyday  vocabulary,  reading  comprehension  and  problem  solving,  written  and  oral  language,  and  nonfiction  literature  regarding  social  studies  and  science.    This  information  is  located  before  the  learning  bridge  section  in  the  teacher’s  manual.    The  Problem  of  the  Day  also  incorporates  cultural,  global,  and  diversity  in  the  classroom.  

Core Instructional Materials  

including digital tools  

Textbooks,  Classroom  Resources-­‐  pearsonsuccessnet.com,  children’s  literature  that  reinforces  the  concepts  taught  in  that  topic,  games  for  school  or  home  located  in  the  Home-­‐School  Connection  letter,  Manipulatives  (Place  Value  Blocks,  Bills,  Coins,  Number  Lines,  Two-­‐Color  Counters  and  Tiles,  Geo  Boards,  etc.),  Spiral  Review,  Problem  of  the  Day,  Quick  Check  Pages,  Enrichment  and  Reteaching  Pages  

Digital  Tools-­‐  SmartBoard,  Laptops,  iPads,    

Optional  Digital  Resources  include:  Clickers,  www.BrainPopJr.com  ,  www.showme.com    

21st Century Themes and Skills  

 

 

For  information  related  to  the  12  Career  Ready  Practices  follow  the  link  below.  

http://www.state.nj.us/education/cccs/2014/career/CareerReadyPractices.pdf  

CRP1,  CRP3,  CRP4,  CRP8,  CRP9,  CRP11  

 

Personal  Financial  Literacy  9.1  

http://www.state.nj.us/education/cccs/2014/career/91.pdf    

Strand  A:  Income  and  Careers    9.1.4.A.1,    9.1.4.A.2  

Strand  B:  Money  Management  9.1.4.B.1,  9.1.4.B2,  9.1.4.B.3,  9.1.4.B4,  9.1.4.B5  

Strand  C:  Credit  and  Debt  Management  9.1.4.C.1,  9.1.4.C.2,  9.1.4.C.3,  9.1.4.C.4  

Strand  D:  Planning,  Saving,  and  Investing  9.1.4.D1  

Strand  E:  Becoming  a  Critical  Consumer  9.1.4.E.1  

Strand  F:  Civic  Financial  Responsibility  9.1.4.F.1  

Strand  G:  Insuring  and  Protecting  9.1.4.G.1  

 

Career  Awareness,  Exploration,  and  Preparation  9.2  

http://www.state.nj.us/education/cccs/2014/career/92.pdf    

Strand  A:  Career  Awareness  9.2.4.A.1,  9.2.4.A.2,  9.2.4.A.3,  9.2.4.A.4  

Strand  B:  Career  Exploration  9.2.8.B.3  

Strand  C:  Career  Preparation  9.2.12.C.1  

 

Career  and  Technical  Education  9.3  

http://www.state.nj.us/education/cccs/2014/career/93.pdf    

 

 

8.1 Educational Technology  

8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming  

 

For  NJ  Technology  Standards  8.1  and  8.2  follow  the  link  below.  

http://www.state.nj.us/education/cccs/2014/tech/8.pdf  

8.1.  Strand  A:  8.1.5.A.1,    8.1.5.A.2,    8.1.5.A.3  Strand  D:  8.1.5.D.3,  8.1.5.D.4  Strand  E:  8.1.5.E.1  

 

 

Strand  F:  8.1.5.F.1    8.2  Strand  C:  8.2.5.C.1,  8.2.5.C.4  Strand  D:    8.2.5.D.1,  8.2.5.D.3      

Pacing Guide  

 

 

 

This  Pacing  Guide  is  based  on  a  full  school  year.  

Topic  1:  11-­‐13  days  Topic  2:  8-­‐10  days  Topic  3:  5-­‐7  days  Topic  4:  8-­‐10  days  Topic  5:  11-­‐13  days  Topic  6:  9-­‐11  days  Topic  7:  7-­‐9  days  Topic  8:  7-­‐9  days  Topic  9:  6-­‐8  days  Topic  10:  7-­‐9  days    (Begin  doubling  up  your  lessons  in  topic  10  or  12  in  order  to  be  ready  for  the  state  testing)  Topic  11:  Not  Common  Core/Review  at  the  end  of  the  year    Topic  12:  16-­‐18  days      Topic  13:  2-­‐4  days  Topic  14:  6-­‐8  days  Topic  15:  6-­‐8  days  Topic  16:  15-­‐17  days  Topic  17:  6-­‐8  days  Topic  18:  8-­‐10  days  Topic  19:  8-­‐10  days  Topic  20:  6-­‐8  days    

Assessments  

 

 

Quick  Check  for  each  lesson;  Topic  Test;  Alternate  Assesment-­‐  Performace  Based  Assessment  

Differentiation/Accommodations/Modifications  

Gifted and Talented   English Language Learners   Students with Disabilities   Students at Risk of School Failure  

(content , process , product and learning environment)  

 

Extension Activities  

 

Conduct research and provide presentation of cultural topics. Design surveys to generate and analyze data to be used in discussion.  

Debate topics of interest / cultural importance.  

Authentic listening and reading sources that provide data and support for speaking and writing prompts.  

Implement RAFT Activities as they pertain to the types / modes of communication (role, audience, format, topic).  

Anchor Activities –enVision’s Enrichment Pages/Packet by topic  

Use of Higher Level Questioning Techniques  

Modifications for Classroom  

 

Modifications for Homework/Assignments  

 

Modified Assignments  

Native Language Translation (peer, online assistive technology, translation device, bilingual dictionary)

 

Extended time for assignment completion as needed

 

Highlight key vocabulary

 

Use graphic organizers

Hundreds Chart/Multiplication Chart/Key Words to solve Word Problems, Number Line

(appropriate accommodations , instructional adaptations , and/or modifications as determined by the IEP or 504 team)  

Modifications for Classroom Pair visual prompts with verbal presentations  

 

Ask students to restate information, directions, and assignments.  

 

Repetition and practice

Hundreds Chart/Multiplication Chart/Key Words to solve Word Problems, Number Line

enVision’s Reteaching Pages    

Model skills / techniques to be mastered.  

 

Extended time to complete class work  

Provide copy of classnotes

Modifications for Classroom Pair visual prompts with verbal presentations  

 

Ask students to restate information, directions, and assignments.  

 

Repetition and practice

 

Hundreds Chart/Multiplication Chart/Key Words to solve Word Problems, Number Line

enVision’s Reteaching Pages

 

Model skills / techniques to be mastered.  

 

Extended time to complete class work  

Provide copy of classnotes  

Preferential seating to be mutually determined by the student and teacher

 

Provide assessments at a higher level of thinking- enVision’s Performance Assessment for each topic  

 

enVision’s Reteaching Pages    

Preferential seating to be mutually determined by the student and teacher  

Student may request to use a computer to complete assignments.

Establish expectations for correct spelling on assignments.  

 

Extra textbooks for home.  

Student may request CD / digital media, as available and appropriate.  

 

Assign a peer helper in the class setting  

Provide oral reminders and check student work during independent work time  

 

Assist student with long and short term planning of assignments  

 

Encourage student to proofread assignments and tests  

Provide regular parent/ school communication  

 

Student may request to use a computer to complete assignments.  

Establish expectations for correct spelling on assignments.  

 

Extra textbooks for home.  

Student may request CD / digital media, as available and appropriate.  

 

Assign a peer helper in the class setting  

Provide oral reminders and check student work during independent work time  

 

Assist student with long and short term planning of assignments  

 

Encourage student to proofread assignments and tests  

Provide regular parent/ school communication  

Teachers will check/sign student agenda daily

 

Teachers will check/sign student agenda daily  

 

Student requires use of other assistive technology device  

Modifications for Homework and Assignments Extended time to complete assignments.  

Student requires more complex assignments to be broken up and explained in smaller units, with work to be submitted in phases.  

Provide the student with clearly stated (written) expectations and grading criteria for assignments.  

Implement RAFT activities as they pertain to the types / modes of communication (role, audience, format, topic).

Hundreds Chart/Multiplication Chart/Key Words to solve Word Problems, Number Line

enVision’s Reteaching Pages Modifications for Assessments Extended time on classroom tests and quizzes.  

Student requires use of other assistive technology device  

Modifications for Homework and Assignments Extended time to complete assignments.  

Student requires more complex assignments to be broken up and explained in smaller units, with work to be submitted in phases.  

Provide the student with clearly stated (written) expectations and grading criteria for assignments.  

Implement RAFT activities as they pertain to the types / modes of communication (role, audience, format, topic).

Hundreds Chart/Multiplication Chart/Key Words to solve Word Problems, Number Line

enVision’s Reteaching Pages Modifications for Assessments Extended time on classroom tests and quizzes.  

Student may take/complete tests in an alternate setting as needed.

Student may take/complete tests in an alternate setting as needed.  

Restate, reread, and clarify directions/questions  

Distribute study guide for classroom tests.  

Establish procedures for accommodations / modifications for assessments.  

 

Restate, reread, and clarify directions/questions  

Distribute study guide for classroom tests.  

Establish procedures for accommodations / modifications for assessments.