Wayne County Public Schools
Revisions (07/2015) to Pacing Guide are denoted in RED.
2010 NC Standard Course of Study: Mathematics
Grade 3 Mathematics Pacing Guide w/Complete Standards
Note: All teachers should have Investigations Teacher Resources; they were part of the enVision Math Textbook Adoption in 2009.
Gr. 3 Domains
Operations and
Algebraic
Thinking
(30% – 35%)
3.OA.1 – 3.OA.4
Represent and solve
problems involving
multiplication and
division.
3.OA.5 - 3.OA6
Understand properties of
multiplication and the
relationship between
multiplication and
division.
3.OA.7
Multiply and divide
within 100.
Note: By the end of
grade 3, know from
memory all products of
2 one-digit numbers.
First Quarter
3.OA.8 Solve 2-step word problems; Focus on
Addition & Subtraction Word Problems
3.OA.9 Identify arithmetic patterns (including
patterns in the addition table); Focus on
Addition Patterns; explain patterns using
properties of operations; identify arithmetic
patterns using input and output tables
3.OA.1 Interpret products of whole numbers.
3.OA.3 Use multiplication within 100 to
solve word problems in situations involving
equal groups, arrays, and measurement
quantities – by using drawings and equations
with a symbol for the unknown number to
represent the problem.– Focus on
Multiplication within 100.
3.OA.8 – 3.OA.9
Solve 2-step word
problems using the 4
operations, and identify
& explain patterns in
arithmetic.
Number and
Operations in
Base Ten
(5% - 10%)
3.NBT.1 – 3.NBT3
Use place value
understanding and
properties of operations to
perform multi-digit
arithmetic.
Second Quarter
3.OA.4 Determine the unknown whole
number in a multiplication equation relating
3 whole numbers; Focus on Multiplication
Equations relating 3 Whole Numbers.
3.OA.5 Apply properties of operations as
strategies to multiply; – Focus on
Multiplication
(Note: Students do not need to use formal
terms for these properties -- commutative,
associative, distributive…)
Third Quarter
3.OA.2 – Interpret whole-number
quotients of whole numbers; model
division with partitioning equally
3.OA.3 Use division within 100 to solve
word problems in situations involving
equal groups, arrays, and measurement
quantities – by using drawings and
equations with a symbol for the unknown
number to represent the problem - Focus
on Division within 100.
3.OA.7 – Fluently multiply within 100; Focus on Multiplication within 100.
Note: By the end of grade 3, know from
memory all product of 2 one-digit
numbers.
3.OA.8
Solve 2-step word problems; Focus on
Addition, Subtraction, and Multiplication
Word Problems.
3.OA.8
Solve 2-step word problems using the 4
operations: +, -, X, ÷
3.OA.9
Identify arithmetic patterns (including
patterns in the addition table or
multiplication table) – Focus on Addition &
Multiplication Patterns; explain patterns
using properties of operations; identify
arithmetic patterns using input and output
tables.
Multiplication Symbols: x or *
Division Symbols: ÷ or /
3.NBT.1 Use place value understanding to
round whole numbers to nearest 10 or 100.
3.NBT.2 - Fluently add & subtract within
1000 using computation strategies and
computation algorithms based on place value,
properties of operations, and/or the
relationship between addition and subtraction;
Problem solve with + & - within 1,000
Note: A range of algorithms may be used.
Multiplication Symbols: x or *
Division Symbols: ÷ or /
3.NBT.3 - Multiply 1–digit whole numbers
by multiples of 10 in the range 10 – 90 using
strategies based on place value and
properties of operations.
Focus on the special role of 10 in the baseten system.
Multiplication Symbols: x or *
Division Symbols: ÷ or /
Fourth Quarter
3.OA.4 Determine the unknown whole number
in a division equation relating 3 whole
numbers - Focus on Division equations
relating 3 whole numbers.
3.OA.5 Apply properties of operations as
strategies to divide; – Focus on Division
(Note: Students do not need to use formal
terms for these properties -- commutative,
associative, distributive…)
3.OA.6 Understand division as an unknownfactor problem.
3.OA.7 – Fluently multiply & divide within
100, using strategies such as the relationship
between x and ÷; - Focus on Division within
100.
3.OA.8 Solve 2-step word problems; Focus
on Division
Continuously Review:
3.OA.8
Solve 2-step word problems using the 4
operations: +, -, X, ÷
3.OA.3 Use multiplication and division
within 100 to solve word problems in
situations involving equal groups, arrays, and
measurement quantities – by using drawings
and equations with a symbol for the unknown
number to represent the problem
3.OA.4 Determine the unknown whole number
in a multiplication or division equation
relating 3 whole numbers.
3.OA.5 Apply properties of operations as
strategies to multiply &divide.
(Note: Students do not need to use formal
terms for these properties -- commutative,
associative, distributive…)
Multiplication Symbols: x or *
Division Symbols: ÷ or /
Note: A range of algorithms may be used.
Note regarding Fluency: By the end of Grade 3, students should know from memory all products of two 1-digit numbers.
Rev. 07/2015
Gr. 3 Domains
Number and
Operations –
Fractions
First Quarter
(20% – 25%)
Note: Grade 3
expectations are limited to
fractions with
denominators 2, 3, 4, 6,
and 8.
(22% – 27%)
3.MD.1 – 3.MD.2
Solve problems
involving measurement
& estimation of intervals
of time, liquid volumes,
and masses of objects.
Note: In 3rd grade,
students are expected to
tell time within the hour;
in 4th grade, students are
expected to tell time over
the hour.
3.MD.3 – 3.MD.4
Represent & interpret
data.
Third Quarter
Fourth Quarter
3.NF.2 Understand a fraction as a
number on a number line; represent
fractions on a number line diagram –-represent a fraction 1/b on a number line
diagram by defining the interval 0 to 1 as
the whole and partitioning it into b equal
parts; represent the fraction a/b on a
number line diagram by marking off a
lengths of size 1/b from 0.
3.NF.3 - Explain equivalence of
fractions; compare fractions (with the
same denominator) by reasoning about
their size. Understand equality and
inequality.
Note: Recognize that comparisons are
valid only when the 2 fractions refer to the
same whole. Record the results of
comparisons with the symbols; >, =. <;
justify the conclusions using a visual
fraction model.
3.MD.4 – Generate measurement data by
measuring lengths using rulers marked
with halves, and fourths of an inch.
Show the data by making a line plot,
where the horizontal scale is marked off
in appropriate units --- whole numbers,
halves, or quarters.
3.MD.8 – Solve real world problems involving
Perimeter of polygons - may include irregular
shapes. Extend the problem solving to include
finding an unknown side length and to
exhibiting rectangles with the same perimeter
and different areas or with the same area and
different perimeters.
Note: Students will build fractions from
unit fractions. There is no need to introduce
“improper fractions” initially.
3.NF.1 – 3.NF.3
Develop understanding
of fractions as numbers.
Measurement and
Data
Second Quarter
3.NF.1 Understand a fraction of the form 1/b
(unit fraction -- has a numerator of 1) as
the quantity formed by 1 part when a whole
is partitioned into b equal parts; understand
a fraction of the form a/b as a quantity
formed by a parts of size 1/b. Fractions:
parts of a whole; parts of a set; partitioning
into equal parts.
Students express fractions as fair sharing,
parts of a whole.
Note: Teach this standard with 3.G.2.
3.MD.3 - Draw a scaled picture graph and a
scaled bar-graph to represent a data set with
several categories.
Solve one- & two-step word problems asking
How many more? and How many less? using
information presented in scaled bar graphs.
3.MD.1 – Tell and write time to the nearest
minute and measure time intervals in
minutes;
Solve word problems involving additions &
subtraction of time intervals in minutes using
a number line diagram --- represent elapsed
time on a number line diagram.
Note: In 3rd grade, students are expected
to tell time within the hour; in 4th grade,
students are expected to tell time over the
hour.
3.MD.5 – Recognize area as an attribute
of plane figures and understand concepts
of area measurement.
3.MD.6– Measure areas by counting unit
squares (square cm, square m, square in,
square ft, and improvised units).
3.MD.7– Relate concept of area to the
operations of x & +.
(use tiling; recognize area as additive by
decomposing rectilinear figures into nonoverlapping rectangles, etc)
3.MD.5 – 3.MD.7
Geometric measurement:
understand concept of
area and relate area to
multiplication and to
addition.
3.MD. 8
Geometric measurement:
recognize perimeter as an
attribute of plane figures
& distinguish between
linear and area measures.
3.MD.2 - Measure/estimate liquid volumes
and masses of objects using standard units of
g, kg, ml, and l.
+, -, x, ÷ to solve 1-step word problems
involving masses or volumes that are given in
the same units by using drawings.
Note; Students are not expected to do
conversions between units, but reason as they
estimate, using benchmarks to measure weight
and capacity.
Note: Standards do not differentiate between
weight and mass.
3.MD.8 – Solve real world and
mathematical problems involving
perimeters of polygons -- finding the
perimeter given the side lengths.
Note regarding Fluency: By the end of Grade 3, students should know from memory all products of two 1-digit numbers.
Rev. 07/2015
Gr. 3 Domains
Geometry
(10% – 15%)
3.G.1. – 3.G.2
Reason with shapes and
their attributes.
Textbook:
enVision Math, ©
2009, Student
Textbook and
Investigations,
Teacher Resources
Primary/Best
Resource:
NC DPI’s Grade 3
Math Unpacking
Document
First Quarter
Second Quarter
3.G.2 -Partition shapes into parts with equal
3.G.1 Understand that shapes in different
areas. Express the area of each part as a unit
categories (rhombuses, rectangles,
fraction of the whole.
parallelogram, etc) may share attributes
(having 4 sides, vertices, corners, etc), and
Note: Teach this standard with 3.NF.1.
that the shared attributes can define a
larger category (quadrilaterals). Recognize
rhombuses, rectangles, and squares as
examples of quadrilaterals, and draw
examples of quadrilaterals that do not
belong to any of these subcategories
(examples, non-examples). Investigate/
classify 2D shapes and their attributes;
recognize examples and non-examples.
Use NC DPI’s Grade 3 Math
Use NC DPI’s Grade 3 Math Unpacking
Unpacking Document
Document
Supplement with Textbook as Appropriate.
3.OA.1; 3.OA.3
Topic 5: Lessons: 5-1, 5-2, 5-3, 5-4, 5-5, 5-6,
5-7, 5-8, 5-9, 5-10
Topic 6: Lessons: 6-1, 6-2, 6-3, 6-4, 6-5, 6-6,
6-7
Topic 12: Lesson: 12-10
3.NBT.1
Topic 1: Lessons: 1-1, 1-5, 1-6
Topic 2: Lessons: 2-4, 2-8
3.NBT.2:3.OA.8; 3.OA.9
Topic 2: Lessons: 2-1, 2-2, 2-5, 2-6, 2-7,
2-8, 2-9, 2-10
Topic 3: Lessons: 3-1, 3-4, 3-5
Topic 4: Lessons: 4-1, 4-2, 4-3, 4-4, 4-5, 4-6
Topic 16: Lesson: 16-4
3.MD.3
Topic 20: Lessons: 20-1, 20-2, 20-3, 20-4,
20-9
3.G.1
Topic 10: Lessons: 10-5, 10-6, 10-7, 10-8
Supplement with Textbook as Appropriate.
3OA.4; 3.OA.5; 3.OA.7; 3.OA.8; 3.OA.9
Topic 5: Lessons: 5-1, 5-2, 5-3, 5-4, 5-5,
5-6, 5-7, 5-8, 5-9, 5-10
Topic 6: Lessons: 6-1, 6-2, 6-3, 6-4, 6-5,
6-6, 6-7
Topic 9: Lessons: 9-1, 9-2, 9-3, 9-6
Topic 12: Lesson: 12-10
Topic 18: Lesson: 18-1, 18-4
3.NF.1
Topic 12: Lessons: 12-2, 12-3
3.MD.1
Topic 17: Lessons: 17-1, 17-2, 17-3, 17-4
3.G.2
Topic 12: Lesson: 12-1
Third Quarter
Fourth Quarter
Use NC DPI’s Grade 3 Math Unpacking
Document
Use NC DPI’s Grade 3 Math Unpacking
Document
Supplement with Textbook as Appropriate.
Supplement with Textbook as Appropriate.
3.OA.2; 3.OA.3; 3.OA.8
Topic 7: Lessons: 7-1, 7-3, 7-4, 7-5
Topic 8: Lessons: 8-1, 8-2, 8-3, 8-4,
8-5, 8-6
3.NF.2; 3.NF.3
Topic 12: Lessons: 12-2, 12-3, 12-4,
12-5, 12-6, 12-7
3.MD.2
Topic 15: Lessons: 15-3, 15-4
3.MD.8
Topic 16: Lessons: 16-1, 16-2, 16-3,
16-5, 16-6, 16-8
3.OA.3; 3.OA.4; 3.OA.5; 3.OA.6; 3.OA.7;
3.OA.8
Topic 7: Lessons: 7-1, 7-3, 7-4, 7-5
Topic 8: Lessons: 8-1, 8-2, 8-3, 8-4, 8-5,
8-6
3.MD.4
Topic 14: Lessons: 14-1,14-2
Topic 20: Lesson: 20-8
3.MD.5; 3.MD.6; 3.MD.7; 3.MD.8
Topic 16: Lessons: 16-1, 16-2, 16-3,
16-5, 16-6, 16-8
Note regarding Fluency: By the end of Grade 3, students should know from memory all products of two 1-digit numbers.
Rev. 07/2015