Northampton County Schools Third Grade Math Curriculum Map 2012-2013
Subject: Math
Grade Level: Third Grade
Unit Title:
Big Idea/Themes:
Understandings:
Timeframe Needed for Completion: 9 Weeks
Grading Period: 1st Nine Weeks
1st 9 weeks
Number and Operations in Base Ten
1st 4 ½ weeks
3.NBT Use place value understanding and
properties of operations to perform multi-digit
arithmetic.
1. Use place value understanding to round
whole numbers to the nearest 10 or 100.
2. Fluently add and subtract within 1000
using strategies and algorithms based on
place value, properties of operations,
and/or the relationship between addition
and subtraction.
*********************************************
Operations and Algebraic Thinking, Number and Operations in
Base Ten, Multiplication and Division
Vocabulary Words 1st 4 ½ Weeks
Place value: ones, tens, hundreds,
thousands
Forms of numbers: identity,
commutative, associative
Order of operations
Comparing and Ordering Numbers
Estimation and/or Rounding
Repeating Patterns
Less than, greater than, compare,
digit, add, addends, sum, subtract,
difference, equal to , not equal,
order
Essential Questions
*Can I move fluently between addition
and subtraction?
*Am I able to identify the key words in a
word problem that will point to the
particular operations that are necessary
2nd 4 ½ weeks
Vocabulary Words
3.NBT Use place value
understanding and properties
of operations to perform
multi-digit arithmetic.
Product
Multiplication
Groups
Arrays
1. Multiply one-digit whole
numbers by multiples of 10 in
the range 10–90 (e.g., 9 × 80,
5 × 60) using strategies based
on place value and properties
of operations
Multiplication should be the
focus of 3.OA in the first
quarter, but not assessed on
district assessments. Both
multiplication and division will
be assessed at the end of
the second quarter.
Divide
Essential Questions
*Are students able to express
repeated addition as a
multiplication fact?
*Can students take a
multiplication fact and decompose
it into a repeated addition
sentence?
3.OA Represent and solve
problems involving
*Can students represent the
Northampton County Schools Third Grade Math Curriculum Map 2012-2013
to solve a multi-step word problem?
*Can I justify their answer using words,
pictures or diagrams?
*Am I able to translate a word problem
into a numeric sentence and assign a
variable to an unknown quantity?
*Can I distinguish between a geometric
pattern and a number pattern?
*Am I able to express numeric patterns
using a numeric sentence?
multiplication and division.
1.
Interpret products of
whole numbers, e.g.,
interpret 5 × 7 as the
total number of
objects in 5 groups of
7 objects each. For
example, describe a
context in which a
total number of
objects can be
expressed as 5 × 7.
product of a multiplication fact
using a representative drawing,
such as an array?
*Can students fluently calculate
multiplication and division
problems?
*Are students able to determine
when it is appropriate to multiply
or divide in a word problem?
*Can students justify the
*Am I able to extend numeric patterns?
reasonableness of their answer
*Can I identify the multiples of 10 or
and use pictures or drawings?
100 that are closest to any given
*Can students fluently multiply
number as it is represented on the
and divide one digit numbers?
number line?
*Do students understand the
*Can I determine the relative distance
relationship between
of a number within the multiples of 10
multiplication and division as
and 100 that surrounds it?
inverse operations?
*Am I able to determine whether to
*Can students make a set of
round up or round down as a result of
multiplication and division fact
looking at the digits that occupy the
families?
ones place (when rounding to the
*Are students able to use a
nearest 10) or the tens place (when
picture or diagram to help them
rounding to the nearest 100)?
solve for a missing portion of a
*Have students been exposed to a wide
multiplication or division number
range of problem-solving tools that go
sentence?
beyond counting fingers and using a
*Can students fluently multiply
Northampton County Schools Third Grade Math Curriculum Map 2012-2013
number line?
and divide one digit numbers?
*Can students communicate their
*Do students understand the
reasoning for choosing a specific
relationship between
strategy for problem-solving?
multiplication and division as
*Do students feel safe to explore and
investigate how to solve addition and
subtraction sentences?
inverse operations?
*Can students make a set of
multiplication and division fact
families?
*Are students able to use a
picture or diagram to help them
solve for a missing portion of a
multiplication or division number
sentence?
*Can students move fluently
between multiplication and
division?
*Are students able to identify the
key words in a word problem that
will point to the particular
operations that are necessary to
solve a multi-step word problem?
*Can students justify their answer
using words, pictures or
diagrams?
*Are students able to translate a
word problem into a numeric
sentence and assign a variable to
Northampton County Schools Third Grade Math Curriculum Map 2012-2013
an unknown quantity?
*Can students distinguish
between a geometric pattern and
a number pattern?
*Are students able to express
numeric patterns using a numeric
sentence?
*Are students able to extend
numeric patterns?
*When multiplying by multiples of
10, are students able to identify
and communicate the pattern
shown in the products?
*Can students relate the patterns
they observe in multiplication with
the patterns found in addition and
subtraction and then make a
generalization connecting them all
with one another?
*Are students able to fluently
multiply one-digit by one-digit
numbers mentally?
Materials:
Envision Topics: Topic 2, Topic 3, Topic 4, Topic 5,
Topic 6
DPI Resources
Envision Math Games: Math Facts Practice,
Snowman Surplus, Number Jungle, Captain Cod,
Northampton County Schools Third Grade Math Curriculum Map 2012-2013
Disco Robot, Field Goal, Help Granny, Soccer Stars,
5x Song