Canton Public School District
Office of Curriculum and Instruction
Grade 3 Mathematics Pacing Guide 2012-2013
Term 1
August 8th31st
(First Term
Mid-term
Pacing)
Common Core
State Standards
Alignment
(3OA.9)
Objectives/Standards
Instructional Resources
Screening days have been allotted for the first few days of school.
The Mississippi
Curriculum Framer
“The Power of Place
Value” Unit
“When is a 2 Not a 2?”
Lesson 1
“Sorting Numbers” Lesson
2
1a) Compose and decompose four-digit whole numbers with
representations in words, physical models, and expanded and
standard forms. (DOK 1)
1b) Compare and order four-digit numbers using >, <, and =, and
justify reasoning. (DOK 2)
(3NBT.2)
2e) Create models for the concept of equality, recognizing that the
equal sign (=) denotes equivalent terms such that 4 + 3= 7, 4 + 3 =
6 + 1 or 7 = 5 + 2. (DOK 1)
The Mississippi
Curriculum Framer
“Sum it Up” Unit
“The Millionaire’s Club”
Lesson 4
2c) Use real number properties to develop multiple algorithms and
to solve problems. (DOK 2)

Associative property of addition

Commutative property of addition

Identity property of addition
http://www.elemedu.ccs.k1
2.nc.us/Resources/Math_N
ewsletters/Grades_35_Order_of_Operations_an
d_Basic_Properties.pdf
http://www.ixl.com/math/g
rade-3/solve-usingproperties-of-addition
School Year 2012-2013
Page 1 of 12
Canton Public School District
Office of Curriculum and Instruction
Grade 3 Mathematics Pacing Guide 2012-2013
Term 1
Common Core
State Standards
Alignment
Objectives/Standards
Instructional Resources
3.OA.8. Solve two-step word problems using the four operations.
Represent these problems using equations with a letter standing for
the unknown quantity. Assess the reasonableness of answers using
mental computation and estimation strategies including rounding.3
http://www.readtennessee.
org/math/teachers/k3_common_core_math_sta
ndards/third_grade/operati
ons_algebraic_thinking/3o
a8.aspx
http://www.mathplaygroun
d.com/common_core_state
_standards_for_mathemati
cs_grade_3.html
September
4th-7th
September
10thSeptember
28th
(First Term
Pacing)
First Nine Weeks Mid-Term Assessments
(3 OA.5)
(3. MD.8)
(3 NBT.1)
1e) Add (up to three addends) and subtract four-digit whole
numbers with and without regrouping. (DOK 1)
1c) Estimate sums and differences of whole numbers to include
strategies such as rounding. (DOK 2)
School Year 2012-2013
Page 2 of 12
http://illuminations.nctm.or
g/LessonDetail.aspx?id=U
48
http://www.lessonpathway
s.com/Pathways/Detail?pat
h=%2F05_Math%2FYear_
3_Math_Guided_Journey%
2F14Estimating_Sums_and
_Differences
Canton Public School District
Office of Curriculum and Instruction
Grade 3 Mathematics Pacing Guide 2012-2013
Term 1
October
2nd–5th
Common Core
State Standards
Alignment
Objectives/Standards
First Nine Weeks Assessments
School Year 2012-2013
Page 3 of 12
Instructional Resources
Canton Public School District
Office of Curriculum and Instruction
Grade 3 Mathematics Pacing Guide 2012-2013
Term 2
October 8thNovember
2nd
(Second
Term Midterm Pacing)
Common Core
State Standards
Alignment
Objectives/Standards
1e) Add (up to three addends) and subtract four-digit whole
numbers with and without regrouping. (DOK 1)
(3 NBT.2)
(3 NBT.1)
1c) Estimate sums and differences of whole numbers to include
strategies such as rounding. (DOK 2)
2d) Model and identify the inverse relationships of
addition/subtraction. (DOK 2)
November
6th-9th
November
12thDecember
14th
(First
Semester
Pacing)
Instructional Resources
The Mississippi
Curriculum Framer
“What’s the Difference?”
Unit
“Regrouping” Lesson 2
The Mississippi
Curriculum Framer
“What’s the Difference?”
Unit
“Fact Families” Lesson 1
Second Nine Weeks Mid-Term Assessments
(3 OA.9)
(3 NF.1)
(3. MD. 4)
2a) Create, describe, and extend growing and repeating patterns
with physical materials and symbols including numbers. (DOK 2)
The Mississippi
Curriculum Framer
“Repeat After Me” Unit
“Patterns in Counting”
Lesson 2
“Cinquain Poem” Lesson 3
1d) Identify and model representations of fractions (halves, thirds,
fourths, fifths, sixths, and eighths). (DOK 1)
The Mississippi
Curriculum Framer
“Fractions in Action” Unit
“Parts of a Whole” Lesson
1
4b) Estimate and measure length using fractional parts to the
School Year 2012-2013
Page 4 of 12
Canton Public School District
Office of Curriculum and Instruction
Grade 3 Mathematics Pacing Guide 2012-2013
Term 2
November
12thDecember
14th
(First
Semester
Pacing)
Common Core
State Standards
Alignment
(3 OA.9)
nearest ½ inch in the English system. (DOK 2)
“Parts of a Collection”
Lesson 2
“Fraction Flags” Lesson 4
3.G.2. 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.
http://www.readtennessee.
org/math/teachers/k3_common_core_math_sta
ndards/third_grade/geomet
ry/3g2.aspx
Objectives/Standards
Instructional Resources
3. NF.2. Understand a fraction as a number on the number line;
represent fractions on a number line diagram.5
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.
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.
http://www.readtennessee.
org/math/teachers/k3_common_core_math_sta
ndards/third_grade/number
_operationsfractions/3nf2.a
spx
(3 NF.1)
School Year 2012-2013
Page 5 of 12
Canton Public School District
Office of Curriculum and Instruction
Grade 3 Mathematics Pacing Guide 2012-2013
3.NF.3. Explain equivalence of fractions in special cases, and
compare fractions by reasoning about their size.5
a. Understand two fractions as equivalent (equal) if they are the
same size, or the same point on a number line.
b. Recognize and generate simple equivalent fractions, e.g., 1/2 =
2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by
using a visual fraction model.
c. Express whole numbers as fractions, and recognize fractions that
are equivalent to whole numbers. Examples: Express 3 in the form
3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point
of a number line diagram.
d. Compare two fractions with the same numerator or the same
denominator by reasoning about their size. Recognize that
comparisons are valid only when the two fractions refer to the same
whole. Record the results of comparisons with the symbols
>, =, or <, and justify the conclusions, e.g., by using a visual
fraction model.
December
17th-21st
District-Level Semester Benchmark Assessments
School Year 2012-2013
Page 6 of 12
http://www.readtennessee.
org/math/teachers/k3_common_core_math_sta
ndards/third_grade/number
_operationsfractions/3nf3.a
spx
http://www.mathplaygroun
d.com/common_core_state
_standards_for_mathemati
cs_grade_3.html
Canton Public School District
Office of Curriculum and Instruction
Grade 3 Mathematics Pacing Guide 2012-2013
Term 3
January 7thFebruary 1st
(Third
Term Midterm Pacing
Common Core
State Standards
Alignment
(3 OA. 1)
(3. OA. 2)
(3.OA. 3)
(3. OA. 6)
(3. OA.7)
(3. NBT. 3)
Objectives/Standards
1f) Model multiplication using arrays, equal-sized groups, area
models, and equal-sized moves on the number line.
(DOK 2)
Instructional Resources
The Mississippi
Curriculum Framer
“Multiplication Mania”
Unit
“Repeated Addition and
Outfits” Lesson 3
http://illuminations.nctm.or
g/ActivityDetail.aspx?ID=
3
3.OA.4. Determine the unknown whole number in a multiplication
or division equation relating three whole numbers. For example,
determine the unknown number that makes the equation true in
each of the equations 8 × ? = 48, 5 = ? ÷ 3,
6 × 6 = ?.
http://www.readtennessee.
org/math/teachers/k3_common_core_math_sta
ndards/third_grade/operati
ons_algebraic_thinking/3o
a4.aspx
3.MD.5. Recognize area as an attribute of plane figures, and
understand concepts of area measurement.
a. A square with side length 1 unit, called “a unit square,” is said to
have “one square unit” of area, and can be used to measure area.
b. A plane figure which can be covered without gaps or overlaps by
n unit squares is said to have an area of n square units.
http://www.readtennessee.
org/math/teachers/k3_common_core_math_sta
ndards/third_grade/measur
ement_data/3md5.aspx
3.MD.6. Measure areas by counting unit squares (square cm, square
m, square in, square ft, and improvised units).
January 7th-
(3. OA. 1)
School Year 2012-2013
Page 7 of 12
http://www.readtennessee.
org/math/teachers/k3_common_core_math_sta
ndards/third_grade/measur
ement_data/3md6.aspx
Canton Public School District
Office of Curriculum and Instruction
Grade 3 Mathematics Pacing Guide 2012-2013
Term 3
February 1st
(Third
Term Midterm Pacing
Common Core
State Standards
Alignment
(3. OA. 2)
(3. OA. 3)
(3. OA. 6)
(3. OA. 7)
Objectives/Standards
Instructional Resources
5b) Analyze, predict, and model the number of different
combinations of two or more objects and relate to multiplication.
(DOK 2)
3.MD.7. Relate area to the operations of multiplication and
addition.
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.
b. Multiply side lengths to find areas of rectangles with wholenumber side lengths in the context of solving real-world and
mathematical problems, and represent whole-number products as
rectangular areas in mathematical reasoning.
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.
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.
1g) Model division with successive or repeated subtraction,
partitioning, and sharing. (DOK 2)
School Year 2012-2013
Page 8 of 12
http://www.readtennessee.
org/math/teachers/k3_common_core_math_sta
ndards/third_grade/measur
ement_data/3md7.aspx
The Mississippi
Curriculum Framer
“Pirate’s Treasure” Unit
“How I Became a Pirate”
Lesson 1
“The Doorbell Rang”
Lesson 2
“Doing and Undoing”
Lesson 4
“Division and Repeated
Subtraction” Lesson 6
Canton Public School District
Office of Curriculum and Instruction
Grade 3 Mathematics Pacing Guide 2012-2013
Term 3
Common Core
State Standards
Alignment
February
5th–8th
Objectives/Standards
Instructional Resources
Third Nine Weeks Mid-term Assessments
February
11th- March
1st
(Third
Term
Pacing)
(3 OA. 8)
(3 MD. 3)
(3 MD. 4)
3.OA.6. Understand division as an unknown-factor problem. For
example, find 32 ÷ 8 by finding the number that makes 32 when
multiplied by 8.
http://www.readtennessee.
org/math/teachers/k3_common_core_math_sta
ndards/third_grade/operati
ons_algebraic_thinking/3o
a6.aspx
2b) Determine the value of missing quantities or variables within
equations or number sentences, and justify the process used. (DOK
2)
http://www.mathplaygroun
d.com/howto_solvevariabl
e.html
3.OA.4. Determine the unknown whole number in a multiplication
or division equation relating three whole numbers. For example,
determine the unknown number that makes the equation true in
each of the equations 8 × ? = 48, 5 = ? ÷ 3,
6 × 6 = ?.
http://www.readtennessee.
org/math/teachers/k3_common_core_math_sta
ndards/third_grade/operati
ons_algebraic_thinking/3o
a4.aspx
5a) Compare data and interpret quantities represented on tables and
different types of graphs (line plots, pictographs, and bar graphs)
make predictions, and solve problems based on the information.
(DOK 3)
The Mississippi
Curriculum Framer
“And the Survey Says”
Unit
“Pictographs” Lesson 1
School Year 2012-2013
Page 9 of 12
Canton Public School District
Office of Curriculum and Instruction
Grade 3 Mathematics Pacing Guide 2012-2013
Term 3
Common Core
State Standards
Alignment
Objectives/Standards
Instructional Resources
“Bar Graphs” Lesson 2
“Line Graphs” Lesson 3
3.OA.8. Solve two-step word problems using the four operations.
Represent these problems using equations with a letter standing for
the unknown quantity. Assess the reasonableness of answers using
mental computation and estimation strategies including rounding.3
http://www.readtennessee.
org/math/teachers/k3_common_core_math_sta
ndards/third_grade/operati
ons_algebraic_thinking/3o
a8.aspx
http://www.mathplaygroun
d.com/common_core_state
_standards_for_mathemati
cs_grade_3.html
March
4th – 8th
District Mock MCT2 Assessments
School Year 2012-2013
Page 10 of 12
Canton Public School District
Office of Curriculum and Instruction
Grade 3 Mathematics Pacing Guide 2012-2013
Term 4
March 11thApril 5th
(Fourth
Term Midterm
Pacing)
Common Core
State Standards
Alignment
(3 G. 1)
(3. G. 2)
(3. MD. 8)
(3 MD. 2)
(3 MD. 4)
Objectives/Standards
3a) Describe, compare, analyze, and classify two-dimensional
shapes by sides and angles. (DOK 1)
3b) Explain and describe the process of decomposing, composing,
and transforming polygons. (DOK 2)
3c) Create three-dimensional shapes (prisms and pyramids) from
two-dimensional nets, and create two-dimensional nets from prisms
and pyramids. (DOK 2)
4a) Develop and use methods to find perimeter of polygons and to
solve problems involving perimeter. (DOK 2)
4b) Estimate and measure length using fractional parts to the
nearest ½ inch in the English system. (DOK 2)
4c) Measure capacity, weight/mass, and length in both English and
metric systems of measurement. (DOK 1)
April 8thMay 17th
(Second
Semester
Pacing)
3.MD.1. 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.
School Year 2012-2013
Page 11 of 12
Instructional Resources
The Mississippi
Curriculum Framer
“Can You Measure Up?”
Unit”
“ Inside and Around”
Lesson 2
The Mississippi
Curriculum
Framer
“Can You Measure Up?”
Unit
“Linear Measure” Lesson 1
“Weight and Mass” Lesson
4
“Capacity” Lesson 5
http://www.readtennessee.
org/math/teachers/k3_common_core_math_sta
ndards/third_grade/measur
ement_data/3md1.aspx
Canton Public School District
Office of Curriculum and Instruction
Grade 3 Mathematics Pacing Guide 2012-2013
Term 4
Common Core
State Standards
Alignment
Objectives/Standards
Instructional Resources
http://www.mathplaygroun
d.com/common_core_state
_standards_for_mathemati
cs_grade_3.html
May
20th–24th
Second Semester Assessments
School Year 2012-2013
Page 12 of 12